The study carried out by UNESCO, underline that many girls are held back by discrimination, biases, social norms and expectation that influence the quality of education and the subjects they study.
“Girls and Women are key players in crafting solutions to improve the lives and generate inclusive green growth that benefits all. They are all the greatest untapped population to become the next generations of STEM professionals; we must invest in their talents” UNESCO report reads.
Only 17 women have won a Nobel Prize in physics, Chemistry or medicine since Marie Curie in 1903, compared to 572 men. Only 28% of all the World’s researchers are women, and such huge did not happen by chance, according to the report. Therefore, girls like their brothers are capable of performing in applied sciences once facilitated.
In a training that aimed at alerting teachers and students to, mainly encourage girls to study Science, Technology, Engineering and Mathematics (STEM), teachers from 30 Districts of Rwanda have pledged to share the acquired skills in Science Technology, Engineering and Mathematics (STEM) with their peers who did not get the opportunity to participate in the training, for they understood promoting girls in studying STEM is a key pillar towards a Nation development.
The initiative came as sustainable solution to eradicate stereotypes that STEM is only for boys, girls are meant for other social sciences, which is a terrible hindrances that hampers the sustainable development because, according to Dr. Marie Christine Gasingirwa, the Applied Sciences Analyst at Higher Education Council (HEC) and Chairperson of General Assembly at CNRU “Educating a girl is educating the Nation”
Pacifique Dukunde who attended the training said this is her tremendous opportunity which came as additional knowledge and she’s ready to share the experience with her colleagues at Muhura/Gatsibo, where she works.
“This training is very contributive in my daily career; I have learned how we should encourage girl’s students to enroll in Sciences and Technology. Most of us, as teachers are role models of our students. I will also tell my peers to adapt the same system. The trainings are very important and we recommend that it happens on several occasions” She said, adding that shortage of equipments is still a big challenge, because some teachers do not even have computers.
Nsanzimana Ildephonse, from Huye District, said that, though they have to sensitize girls to embrace STEM courses, parents should also be approached because they are the influencers of their children choices of study options.
“We had a fruitful training that refreshes our mind on how to help girls to embrace STEM, we are ready to put what we learned into practice by also sharing to other teachers the package we come here with. But importantly, parents should also be trained and sensitize their daughters to study STEM, many of them discourage girls with stereotypes that Sciences were created for boys.” He said.
Ir. Dominique Mvunabandi, Director of Science and Technology Unity in Rwanda National Commission for UNESCO (CNRU) said the training was organized to remind teachers of the role of Science and Technology in sustainable development in the World and particularly in Rwanda. “Teachers were provided with tutorials that will help them gain skills by teaching science and technology courses” He emphasized
Since 2004, Rwanda introduced the National Girls Education Task Force. In 2007, the first lady of Rwanda launched a 5-year school campaign promoting the enrollment and achievement of girls in school, a program aiming to examine the barriers girls face in completing their education. Hence, funds went toward science equipment, sports facilities and other programs that would benefit girls in the school environment and realistically, girls have shown enough abilities to compete with their brother in sciences.
