“Students are happier and I am happier. I am enjoying teaching.”

The GEC-T project is not just about keeping girls in the classroom, it is about giving them a good education when they get there. CHADET and ChildHope are training teachers so that they can provide the girls with extra lessons, using methods that make learning fun and engaging.

These teachers meet in ‘Communities of Practice’ to share ideas, solve problems and support each other. Here, teachers from Wubamba primary school and Taytu high school in Amhara Region tell us more. Alemu Getachew, a teacher for 14 years, teaches English at Wubamba Primary school. “The training is very good. When I was told to begin teaching students from identifying the sounds (phonetics) I was not happy in the beginning because I felt students already knew this. But I realised this was not the case and I found it really helpful to start teaching from the sound system.

“The new method has enabled us to shift from a lecture dominated method to a student-centred method. The teacher first models, then he does that with the students together and finally, he asks the students to do it by themselves. So that gives him an assessment of their understanding and if they do not understand, I reteach. In general it has made the situation better."
 Alemu Getachew

Alemu acknowledges that the training in literacy and numeracy, gender-sensitive pedagogy “has helped me to improve my teaching approach in other classes as well. Students are happier and I am happier. I am enjoying teaching.” Alemu has also supported awareness raising activities with parents about the benefits of girls’ education and notices a more positive attitude from parents.

Abere Worku has been teaching mathematics for 14 years and is currently teaching at Taytu High School. “The training has added to my knowledge and skills in teaching. The active learning model has been very instrumental in getting students to take an active role in their learning and have an increased motivation. This has helped me.

“In Communities of Practise, there is one literacy teacher and one maths teacher. The subjects are different but we still observe each other. We meet every two weeks and we look at general methods of teaching like student participation, student arrangements, group work, good intros and conclusions. Observing each other is helpful because we can agree on the basics of teaching. We can tell each other our gaps, so it is supportive.”

“This project has motivated girls. We see them advancing to universities and colleges."

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