Zimbabwe has taken several significant steps toward gender parity in education. In this blog, the author explains the meaning and history of gender-responsive pedagogy (GRP) in Zimbabwe. However, she writes:
“While GRP holds significant promise for addressing gender barriers in schools in Zimbabwe, we still lack a clear understanding of how it is being understood by teachers and practiced in real classroom settings and to what extent it is supporting learners to learn better and realize their full potential, especially girls”.