As an organization, CARE is committed to fighting global poverty. We place special focus on working alongside poor women and girls because, equipped with.

Addressing Equity through Teacher Education

CARE’s work in educationAs an organization, CARE is committed to fighting

global poverty.

We place special focus on working alongside poor women and girls because, equipped with the proper resources, women have the power to help whole families and entire communities escape poverty.

CARE has education programs in 22 countries. In each of these programs, addressing equity is at the heart of our work.

Working for systemic change

Teachers

Students Communities

Government

Teacher Education

Learner-centered methodologies

Reflective practice

One critical area for addressing equity is language of instruction

Peru

Cambodia

Gender Equitable Classroom Practice

• Seating arrangements• Classroom management - Who gets disciplined, for

what, and how?• Questioning techniques – Who gets asked what

type of questions?• Student-led activities• Curriculum review• Etc.

Reflective Practice

•Simulation games/activities

•Classroom coaching

•Group discussions

•Cross-learning

•Teacher diaries

Girls’ Leadership Skills DevelopmentThrough participation in extra-curricular activities girls and

boys are developing the skills of:

• Self-Confidence• Formulating and expressing opinions• Organization (of self and others to achieve a goal)• Making decisions and taking action• Having a vision for change and being able to motivate

others

These competencies have led teachers and community members to see girls and boys in a new light and raise their expectations of them.

Malawi

• Teacher training in professional ethics

• School reporting mechanisms put in place

• SMCs/PTAs trained• Girls involved in

assertiveness training

Example of Integrated Approach from Peru

Teacher Training: •Methodology•Gender•Cognitive Development

CurriculumDevelopment

Training of Education Officers

Extracurricular Activities

Development of Girls’ Leadership Skills

Training of Community Committees

Community-led Attendance Monitoring

COMMUNITY

GOVERNMENT

STUDENTS

TEACHERS

Classroom Coaching

Results – from 2008 to 2012

2008 2011 20120.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

3.60%

34.16%

42.63%

2.81%

30.31%

41.43%

Girls

Boys

2008 2011 20120.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

1.28%

26.97%

38.02%

1.39%

31.87%

36.36%

Girls

Boys

Spanish Reading pass ratesMathematics pass rates

The number of students graduating from Class 6 increased by 44.7% between 2010 and 2012.

Teachers went from viewing these children as poor and unintelligent to seeing communities with a rich heritage and potential.

Thank you.