Assessment of developing a professional development course for teachers on gender with Jordan’s Ministry of Education

The course was developed by USAID Takamol in partnership with the Jordan's Ministry of Education (MoE) to promote gender equality across education planning and administration, content, delivery, and assessment. The training of trainers (TOT) program was delivered to 84 supervisor trainers, with the main objective of increasing their knowledge, attitudes, and skills toward gender and gender mainstreaming in education. The assessment evaluated the TOT program and focused on three key areas: knowledge of gender concepts, gender perceptions, and trainer skills. The findings of the assessment revealed that supervisors who completed the TOT significantly increased their knowledge of gender terminologies, qualities of gender-sensitive pedagogy, and educational materials, as well as identifying school-related gender-based violence (SRGBV). However, the supervisors' preparedness to deliver future trainings was limited due to a lack of in-depth knowledge of key concepts, hindering their ability to engage and communicate topics effectively to peers. The assessment also found that supervisors reported stronger agreement with statements supporting gender equity after the training. However, a small group of supervisors would not be able to deliver the training content using the desired messages about gender equity due to their personal views supporting rigid gender norms. The training opened the eyes of other supervisors to the ways education curricula and teaching practices can reinforce gender stereotypes, and increased their conviction that teachers should take an active role in dismantling those stereotypes and addressing SRGBV. Despite the positive personal perceptions reflected in surveys, supervisors were not comfortable facilitating discussions on gender issues when encountering points of resistance that gender equity values are against Jordan's culture and/or religion. To improve the overall effectiveness of the training, supervisor trainers require additional preparation, including practical training sessions focused on applying practices and use of interactive and participatory learning methods, as well as one-to-one sessions with supervisor trainers before and after trainings. The assessment recommended that the MoE provide additional refresher trainings, including opportunities to practice responding to common points of resistance to gender concepts. An updated toolkit is also recommended to assist in the implementation of activities. Given the limited time provided for training, it is essential to prioritize the development of supervisor trainers' skills and knowledge to ensure the successful rollout of the training to approximately 5,000 teachers annually. The training materials have been well developed and adapted to the Jordanian context, but challenges in the supervisors' preparedness to deliver future trainings present limitations. This can be overcome in time with practice and exposure to additional trainings and content. The greatest limitation posed by the COVID-19 restrictions is the limited opportunity for supervisor trainers to apply skills and implement and share new concepts and practices. The assessment highlights the importance of providing additional support and resources to supervisor trainers to ensure their preparedness to deliver the training effectively. This includes providing opportunities for them to practice responding to common points of resistance to gender concepts and to develop their skills in using interactive and participatory learning methods.