Abstract
This report presents key findings from research conducted between 2021 and 2023 in universities and colleges offering English teacher training programmes.
The study explored six core questions, focusing on gender representation in teacher training, challenges faced by female trainees, and the role of ICT and learning materials in promoting or limiting gender equality. Data was gathered through interviews, focus groups, classroom observations, and textbook analysis.
Findings show that while female trainees often outnumber males, leadership roles are still mostly held by men. Many institutions have introduced gender equality policies, but subtle discrimination remains in classroom interactions and teaching materials. Female trainees are highly motivated by opportunities to improve their English and digital skills, which are essential for career development.
Best practices identified include student-centred teaching, gender-sensitive training, and regular professional development for teacher trainers. However, textbooks often reinforce outdated gender roles, and access to ICT remains unequal, especially in rural areas.
The report recommends updating teaching materials to reflect diverse gender roles, improving ICT infrastructure, and embedding gender equity into all aspects of teacher education. It also highlights the importance of inclusive school cultures and stronger support for female leadership in education.
The report contributes to Sustainable Development Goals 4 and 5, aiming to improve education quality and promote gender equality. It offers valuable insights for policymakers, educators, and researchers working to create fairer, more inclusive teacher education systems.
Download the full report to discover how English teacher education can drive gender equality and empower future generations across Sub-Saharan Africa.
Citation
Thomas, M., Kaymakcioglu, A. G., Amponsah, S., Kalane, M. S., Tom-Lawyer, O., & van Wyk, M. (2025). Evaluating gender equity and equality in the English language teacher curriculum, ICT policies and learning materials in Botswana, Ghana, Nigeria and South Africa. British Council. https://doi.org/10.57884/687G-SP63