On April 6th, 2025, the Simameni Project continued its mission to promote gender-responsive education through a workshop on Gender Responsive pedagogy held at North East Villa Resort in Kumi. The event brought together 84 participants, including teachers from six project schools in Bukedea and Serere districts, DEO of Bukedea, Vice Chairperson UNATU , General Secretary, CTF program Officer Simameni program, Simameni Program officer Teso region and the UNATU Branch Chairpersons of Bukedea and Serere.
The Regional Chairperson for Teso, Mr. Ojilong Paul, opened the workshop by emphasizing the longstanding partnership between UNATU and CTF, a collaboration that has placed the girl child at the heart of educational reforms. He highlighted the importance of educators serving as beacons of hope, stating, “Are you the light in the darkness for someone?” He reminded teachers that educating girls is not only a right but an investment that yields long-term social benefits, as educated women often remain closely tied to family and community well-being.
The Simameni Program Officer for the Teso Region outlined the objective of the workshop: to introduce participants to gender-responsive content and materials. She noted that for many teachers in Bukedea and Serere, this was their first formal engagement with gender-responsive training. Central to the training was the Teachers’ Guide on Gender Responsive Teaching and Learning—a collaborative effort by UNATU, the Ministry of Education and Sports, and CTF—designed to foster inclusive classrooms where all learners feel supported and empowered.
UNATU’s General Secretary officially opened the workshop, reminding educators that knowledge has the most value when shared. He addressed critical issues such as School-Related Gender-Based Violence (SRGBV), mental health, and addiction, encouraging teachers to remain vigilant and compassionate toward both their students and themselves. He also spoke about upcoming initiatives such as the UNATU laptop scheme to promote digital literacy among teachers.
The General Secretary further highlighted the National Teacher Policy, approved in 2019, which rests on three pillars: social dialogue, teacher incentives, and continuous professional development (CPD). He urged younger teachers to embrace opportunities for upgrading, and encouraged unity and collective advocacy through UNATU to elevate the teaching profession for future generations.
A key highlight of the day was the session on Gender Responsive Strategies, Leadership, and Empowerment led by Cheryl Sheffield, CTF Program Officer for the Simameni Project. Drawing from her rich experience working in education and development, she encouraged teachers to move beyond their classrooms and become active participants in shaping equitable communities. Cheryl stressed that teachers have the power to change lives, and the choices they make each day can help dismantle the barriers many students face. Quoting a lesson from the late Aga Khan, she reminded participants that beneath many societal challenges lies a simple desire: the pursuit of a better life. Cheryl noted that SIMAMENI exists to support that pursuit—not just for girls, but for all learners. She urged teachers to focus on strong, inclusive classroom practices like greeting students warmly, encouraging gender-balanced participation, and using language that affirms rather than stereotypes. By helping students believe in themselves and involving them in decision-making, teachers foster environments where every learner can thrive.
The session by UNATU’s Gender Officer, Aja Joan, provided deeper insight into the practical application of gender-responsive pedagogy. With an engaging, participatory approach, she asked teachers to describe their classroom environments in a single word, terms like encouraging, improving, chaotic, and amazing surfaced. She challenged them to reflect on how stereotypes and language shape those environments, urging them to avoid insensitive instructions or offhand remarks that reinforce gender biases. Aja guided participants through real-life scenarios often encountered in schools and homes, showing how even subtle forms of discrimination can lead to SRGBV. She emphasized that gender responsiveness isn’t a theoretical concept but it’s a responsibility shared by teachers, learners, and the community at large. She delved into components of a gender-responsive school environment, including clean, safe infrastructure, accessible facilities, and respectful, inclusive school climates. Aja stressed the importance of being aware of relevant policies from international to school-based so that actions taken within classrooms align with best practices and legal frameworks. She urged teachers to read the Teacher’s Guidebook, engage with the community, and above all, serve as the first line of support for learners navigating complex social realities.
Interactive discussions addressed key questions on discipline, leadership competition between boys and girls, and access to scholastic materials. The message was clear: gender responsiveness is not about competition but it’s about fairness, respect, and shared opportunity. Teachers were urged to actively engage learners, involve parents, and make use of school and national policies that promote safe and inclusive education.
In her remarks, Vice National Chairperson Okwalinga Grace expressed appreciation to district leaders, the CTF, Global Affairs Canada and the organizing teams. She affirmed the sustainability of the Simameni initiative by stating, “We have owned it,” and emphasized the importance of legacy-building, guidance, and continuous knowledge-sharing among educators. She called for consistent engagement with learners, particularly through counselling and mentorship, noting that teachers are shaping the future of society through the minds they nurture.
The workshop concluded with remarks from Bukedea District Education Officer, Mr. Okurut Stephen, who praised the participants’ energy and commitment. He encouraged them to “walk the talk” by applying what they had learned in their schools and communities. He stressed the importance of creating forums for best practices, advocating for equity, and addressing pressing issues like substance abuse and poor parental engagement through informed and policy-driven approaches.
As the workshop came to a close, participants were reminded that the work of creating gender-responsive schools does not end with training—it begins there. By becoming mentors, advocates, and champions of inclusive education, these educators are shaping a future where every learner has the opportunity to thrive
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