Gender Equity Strategies for South Sudan Series
Girl-Friendly Teaching
It is important to first make it clear that girl-friendly teaching is also boy-friendly teaching. Whatever
changes teachers can make in their teaching styles and activities to encourage and support girls’
learning will also be of benefit for boys. In an education system that has for so long been dominated
by male students, teachers, administrators and decision-makers, girls’ perspectives, learning styles
and needs are often ignored. Assumptions about what children should learn and how are based on
male perspectives, attitudes and experiences. This is why as teachers and educational managers, we
need to make the particular effort to focus on girls.
Girls’ enrollment in primary schools in South Sudan is now increasing, and in some locations equals
that of boys. However, the drop-out rate of girls is significantly higher than boys, and in general, girls
perform less well than boys. One of the factors which contributes to this is boy-centred teaching
which marginalizes, excludes and even ridicules girls in class.
If aware of the need to focus more particularly on the girls in their classes, teachers can make some
improvements to make sure their teaching is gender equitable, and the classroom experience is
equally empowering for boys and girls. Some of the most immediate actions teachers can take are:
 Becoming conscious of the number of questions asked and answered by boys and by girls and
the amount of attention given to different students in the class
 Being aware of the impact of the seating arrangements in class on classroom interaction – do
boys sit at the front and dominate? Are the girls huddled in a corner and left alone?
 Understanding the often lower levels of self confidence in girls, and ensuring that they are
given time to think and answer a question before moving on to another student
 Experimenting with different students groupings to find which are the most comfortable and
effective for different forms of learning – all girl groups, mixed groups, groups in which there
are mostly girls and 1 or 2 boys ? Girls tend to enjoy and benefit from non-competitive,
collaborative activities, working in groups towards a common objective
 Providing examples and activities in class which reflect girls’ interests and experiences as
well as those of boys
 Without being patronizing or condescending, praising and encouraging girls in their work and
extending invitations for further assistance as and when needed
 Being openly questioning and critical of teaching and learning materials (such as textbooks)
which do not include or reflect girls’ interests and which portray women and girls in menial
roles
 Being sensitive to girls’ needs to occasionally leave the class for the latrine (especially when
it is shared with boys and so may be very uncomfortable to use during break times)
 Having a zero tolerance policy with clear punitive measures for gender-based teasing and
harassment in class and outside
These suggestions are just a start. Individual teachers can and do make a difference for girls, but working
together with their administrators and board of governors, they can make a big impact on how girlfriendly the school environment is. Beyond these steps teachers can make requests for further gender
training from county education offices, local NGOs, for example.
In the long-term, teacher training institutions, teacher education planners, and teacher trainers themselves
also have to work hard to ensure that gender-aware teaching becomes the norm in South Sudan and that
teaching practices, curricula materials and activities are as beneficial to girls’ learning as they are to boys.
SoE/SBEP Gender Equity Support Program, September 2004