In this video, we present a KIX Regional Grant project: The impact of gender and inclusive pedagogies on students’ participation and learning achievement at secondary school during the pandemic and beyond. By forming a project consortium, The Institute of Education and Research (IER), University of Dhaka, Bangladesh in collaboration with Samtse College of Education, the Royal University of Bhutan; The Open and Distance Education Centre (ODED), Tribhuvan University, Nepal; Universidade Nacional Timor Lorosa’e (UNTL), Timor-Leste; and Vietnam Institute of Educational Sciences (VNIES) in Vietnam, have implemented this project in the educational context of five KIX EAP countries from May 2021 through November 2023. In the video, Professor Dr. M. Wahiduzzaman, project lead, and Professor Dr. Mohammad Tariq Ahsan, member of the project team, provide an overview of the project, discuss the interventions that were introduced in this project and present the project’s main findings.
Ensuring equity in school participation and learning achievement from the perspectives of gender, inclusion, and other forms of diversity is a global challenge. Worldwide inequality in educational settings causes students’ poor participation and academic achievement at the secondary education level. The outbreak of the COVID-19 pandemic further limited students’ participation in the classroom and restricted the learning of students irrespective of gender and other backgrounds throughout the world including the project countries. However, the project countries, Bangladesh, Bhutan, Nepal, Timor Leste and Vietnam, had evidence of good practices focusing on gender and inclusive education at primary level. Based on this evidence, the project team developed this project aimed at ensuring students’ equal participation and learning achievement through co-designed Gender and Inclusive Pedagogical (GIP) approaches at the secondary education level.
The general objective of the project is to develop an evidence-based, gender- and inclusion-focused teacher professional development approach which will enhance teachers’ competency to address equity in classroom teaching-learning and in schools for strengthening students’ participation and learning achievement. The expectation is to scale up this evidence-based approach to the policy and decision-making stakeholders in each country-context and regionally for incorporating it into the existing education systems.