MANIFESTATION OF THE FAWE’S GENDER RESPONSIVE PEDAGOGY IN THE ETHIOPIAN GENERAL SECONDARY SCHOOL SCIENCE TEACHING

Although Ethiopia has played its roles by designing a new education and training policy and signed ranges of national and international conventions towards gender equality, the gender disparities still existed in the General secondary schools' (GSS) instructional activities. This challenge has initiated the reviewers to assess how the FAWE's Gender responsive-pedagogy (GRP) model has assisted the Ethiopian GSS science teachers in having a gender context classroom environment. By doing so, the critics get how the model is workable and Valuable to ensure gender-fair classroom instruction. Thus, it called for teachers to take an all-encompassing gender approach in the processes of lesson plan preparation, classroom management, and evaluation of students' academic performance, etc. The guide may assist teachers to equip themselves with knowledge, skills, and extends their attitudes towards GRP practices. However, the essences of the FAWE's GRP model did not considered in the GSS instructional practices of the nation: science teachers were ineffective to have gender context lesson planning, preparation and use of teaching materials, and they were weak to have gender-responsive sexual maturation management. Therefore, the Ethiopian government is required to cascade the GRP guide into educational organizations. It also needs to set experience sharing opportunities for teachers concerning the guide by administering training, panel discussion, workshop, symposium, and other alternative mechanisms.