October 16, 2025Global Journal of Educational Studies

Shaping Inclusive Futures: Gender-Responsive Practices in Pre-Primary Teacher Training Colleges in Tanzania and Uganda

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Authors

JRJane F. A. RarieyaAga Khan University NWNyagwegwe Chaulo WangoAga Khan University TBTage BiswaloAga Khan University

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Implication

Qualitative case study reveals that gender-responsive pedagogy enhances inclusive education in Uganda and Tanzania, indicating significant social change potential.

Key Points

Gender-responsive approaches significantly improved the integration of equity in teaching practices and policies.
Student teachers effectively applied inclusive strategies during practicums, showcasing practical competence with gender-responsive pedagogy.
Colleges adopted visual advocacy and gender-sensitive infrastructure, promoting cultural shifts within communities and institutions.
Sustained investment in capacity building and policy support is essential for institutionalizing gender-responsive approaches in education.

Cite This Study

Rarieya et al. (2025) studied this question.

synapsesocial.com/papers/68f04acce559138a1a06e9de https://doi.org/10.5296/gjes.v11i1.22981

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Implication

Qualitative case study reveals that gender-responsive pedagogy enhances inclusive education in Uganda and Tanzania, indicating significant social change potential.

Shaping Inclusive Futures: Gender-Responsive Practices in Pre-Primary Teacher Training Colleges in Tanzania and Uganda

Discussion

Member takes

Implication

Key Points

Cite This Study

Shaping Inclusive Futures: Gender-Responsive Practices in Pre-Primary Teacher Training Colleges in Tanzania and Uganda

Discussion

Member takes

Implication

Key Points

Cite This Study

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