GTA research report: Zambia


Teachers are socialized in an environment with specific norms around gender and sexuality. This influences the way they teach Comprehensive Sexuality Education (CSE). Evidence shows that a gender transformative approach (GTA) engages teachers in critically examining these norms and strengthens their CSE teaching.

This report examines the effects of a capacity strengthening trajectory with comprehensive
sexuality education (CSE) teachers in Eastern Province, Zambia. This region was chosen to
pilot the Rutgers’ GTA Toolkit, Module 2: Gender Transformative Approach and Comprehensive
Sexuality Education.1 The capacity strengthening for teachers was part of a larger programme,
called Yes I Do (YID), that addresses child marriage, teenage pregnancy and female genital
mutilation, on various levels of the socio-ecological model in seven countries around the
world, including Zambia.

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