FAWE STEM report - English

GIRLS’ STEM EDUCATION OVERVIEW AND OUTCOME DOCUMENT

ENHANCING SECONDARY SCHOOL STEM EDUCATION AND INNOVATION FOR GIRLS IN AFRICA

LESSONS FROM A MULTIPRONGED INTERVENTION

TABLE OF CONTENTS Acknowledgements Acronyms and Abbreviations Executive Summary

ii v vi

1.0

INTRODUCTION 1.1 Girls’ STEM education: Cases from sub Saharan Africa 1.2 The Project Rationale

1 2 3

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THE PROJECT 2.1 Background 2.2 Goal, Objectives, Strategies and Activities 2.3 Scope and target beneficiaries

5 5 6 6

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SUCCESS OF THE PROJECT 3.1 Capacity building and institutional strengthening 3.2 Increased community engagement in support of girls’ pursuit of Science subjects 3.3 Digitalized e-learning, teaching and interaction 3.4 Documentation and knowledge management for future learning and replication 3.5 Advocacy awareness and creation 3.6 Conducting effective and efficient Monitoring, Evaluation and Learning

7 7 12 14 15 16 18

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LESSONS LEARNED, SUSTAINABILITY AND RECOMMENDATIONS 4.1 Lessons learned 4.2 Sustainability 4.3 Recommendations

19 19 22 22

A MULTI-PRONGED INTERVENTION (2017-2020) EXECUTED BY:

BIBLIOGRAPHY

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OVERVIEW AND OUTCOME DOCUMENT

ACKNOWLEDGEMENTS

The preparation of this report was initiated and coordinated by the Forum for African Women Educationalist (FAWE) Regional Secretariat; led by the Executive Director, Mrs. Martha R.L Muhwezi and the Deputy Executive Director, Ms. Teresa Omondi-Adeitan. Appreciation goes out to the entire FAWE team; for various contributions towards the successful implementation of the three year project, from initiation in 2016 to close out in 2020. The team captured valuable lessons around: improved teaching, learning and pedagogical methodologies utilized in promoting increased uptake and excellence in Science, Technology, Engineering and Mathematics (STEM), among girls in secondary schools in Africa. Our

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appreciation goes out to our implementing partner FAWE Uganda Chapter, (FAWEU); for their valuable insights into project implementation. The invaluable funding and strategic guidance of our partner Dubai Cares is highly appreciated. Special thanks to Kelvin Omwansa, Monitoring and Evaluation Officer, who was responsible for data analysis and interpretation of the results; which underscore how the project achieved the stated objectives, capturing the most significant impact, accomplishments, challenges and learning; in promoting girls’ Science Technology Engineering Mathematics (STEM) education at secondary school level in Africa.

ACRONYMS AND ABBREVIATIONS AfBD

African Development Bank

AU

African Union

COVID-19

Coronavirus disease of 2019

DSTVE

Department of Science Technology and Vocational Education

EAC

East African Community

ECOWAS

Economic Community of West African States

FAWE

Forum for African Women Educationalists

FAWEU

Forum for African Women Educationalists Uganda Chapter

GRP

Gender Responsive Pedagogy

ICT

Information Communication Technology

MoES

Ministry of Education and Sports

MoSTI

Ministry of Science, Technology and Innovations

NGSE

National Girls’ Strategy for Education

SADC

South African Development Cooperation

SDG

Sustainable Development Goal

SESEMAT

Secondary Science and Mathematics Teacher Project

STEM

Science Technology Mathematics and Education

STI

Science Technology Innovation

TIET

Teacher Instruction Education Training

TOC

Theory of Change

UNEB

Uganda National Examinations Board

UNESCO

United Nations Educational, Scientific and Cultural Organization

UNICEF

United Nations Children’s Fund

USD

United States dollar

WEF

World Economics Forum

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GIRLS’ STEM EDUCATION

GIRLS’ STEM EDUCATION

OVERVIEW AND OUTCOME DOCUMENT

OVERVIEW AND OUTCOME DOCUMENT

FOREWORD

A strong foundation in Science Technology Engineering and Mathematics (STEM) provides girls with a unique skill set that builds their ability to be creative and global problem solvers. Educators and other stakeholders must actively and intentionally work toward disrupting gender norms in STEM in classrooms and schools. Routinely providing positive reinforcement, giving girls agency and voice, and introducing diverse female role models in STEM fields can help build girls’ confidence in STEM classrooms and give them opportunities to see themselves in these disciplines. The skills girls learn in STEM classes make them marketable employees in a wide range of careers. Girls are capable of not only contributing diverse perspectives to the field but also bring unique experiences and skills.

Challenges like gender norms, stereotypes, biases, and sexual harassment emerge as key drivers of low representation of women in male-dominated STEM fields. These challenges limit the chances of girls’ exposure to these fields, which in turn discourages more girls from pursuing STEM careers creating a vicious circle that must be disrupted. The STEM model is one of FAWE’s demonstrative interventions that seeks to break the vicious circle that increase and sustain access, interest, participation, and performance of girls in science subjects at all levels of education. The model trains teachers to adopt and use STEM curricula, teaching and learning materials and classroom practices that are gender responsive.

The project, implemented in Uganda was funded

by Dubai Cares with the aim of improving teaching and learning practices and promoting education excellence in STEM related subjects. During the implementation period, FAWE established STEM clubs in all project schools, capacity built 532 teachers and head teachers on gender responsive skills and digital pedagogy. The project has also witnessed girls utilizing the Science theories learnt in the

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classroom to innovate solutions for the community problems. Notably, the girls have been able to participate in STEM competitions at all levels.

The efforts of teachers will not go understated.

They have encouraged girls to pursue Science and perform well as witnessed in the final examination results over the last three years. A case in point is the Sebei College Tegeresi which produced the first ever student to pursue a degree in Medicine and Surgery at Mbarara University – a first in the school’s history. These and many others are some of the positive results that demonstrate the efforts of the teachers.

Finally, FAWE would like to specially thank Dubai Cares for their commitment and support to the successful implementation of the STEM project.

FAWE established STEM clubs in all project schools, capacity built 532 teachers and head teachers on gender responsive skills and digital pedagogy.

532 teachers

Ms. Martha R.L. Muhwezi Executive Director, FAWE Africa

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GIRLS’ STEM EDUCATION

GIRLS’ STEM EDUCATION

OVERVIEW AND OUTCOME DOCUMENT

OVERVIEW AND OUTCOME DOCUMENT

EXECUTIVE SUMMARY This overview and outcome document, on engaging girls in Science, Technology, Engineering, Mathematics (STEM) at secondary school level In Africa, was developed from lessons drawn from Forum for African Women Educationalists (FAWE)’s past experiences in STEM and specifically from a project that was implemented In Uganda from 2016 to 2020. Since 2005, FAWE has continued to engage in interventions that promote girls in STEM across her 34 National Chapters, spread out across the continent. The most recent initiatives are in partnership with: Microsoft, Intel, UNESCO, Islamic Development Bank; to implement STEM projects in Burkina Faso, Senegal, Togo, Kenya, Nigeria, Uganda, Ethiopia, Zimbabwe and Zambia. The initiatives are expected to increase and sustain access, interest, participation and performance of girls in STEM subjects at all levels of their education.

FAWE’s approach is school based and includes: 1. Empowering teachers with skills using the FAWE Gender Responsive Pedagogy Model (GRP), to enhance gendersensitive and responsive STEM lesson planning, delivery and teacher-learner interaction; 2. Supporting girls to change their attitudes and build their confidence to take up STEM subjects and remain the course; 3. Strengthening school management teams, to improve the school environment and ensure the STEM learning environment is equipped, conducive and accessible; 4. Improving parents’ attitudes towards their daughters’ participation in STEM; through awareness raising and advocacy and 5. Engaging policy makers in policy dialogue around promoting STEM for girls.

Partner in STEM

1.

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Over the years, having successfully implemented STEM programs across Africa, FAWE has registered notable impact through: i) Higher rates of girls’ participation in STEM subjects; ii) Improved test scores for girls participating in STEM programme.

This document extends some insight into lessons drawn by FAWE on girls’ secondary school STEM in Africa. Sections of the document highlight activities on the 2016-2020 STEM project in Uganda, working with: 40 project schools; 6000 girls age 18-24; 400 teachers and 40 head teachers. Other sections draw on additional information from good practices from other FAWE programmes, other countries in Africa and related literature. Ultimately, the outcome document reinforces one of the key messages of the 2017 UNESCO International Symposium and Policy Forum on STEM (Bangkok, 2017), where Ministers of Education and other stakeholders pointed out that; resolving the STEM gap for women and girls, requires a holistic and integrated response that engages girls

UNESCO. (2017). UNESCO moving forward the 2030 Agenda for Sustainable Development. Paris, France: Author. https://en.unesco.org/creativity/sites/creativity/ files/247785en.pdf

and women in identifying solutions to persistent challenges.

The choice of addressing STEM girls’ education originates from recognition of a global good and an attendant global concern. The comprehensive 2030 Agenda for sustainable development has the central transformative principle to “leave no one behind” and recognizes the importance of fully harnessing Science, Technology and Information (STI) and Information and Communication Technologies (ICT) for sustainable development. This raises the need to build human capacity, skills and knowledge, including through quality education for all throughout life, whilst placing a clear premium on partnerships and on integration and integrated approaches (UNESCO, 2017)1. Despite this proclamation of the dividends around STI and education, global trends show that girls and women continue to be underrepresented in STEM (UNICEF, 2020). This situation is especially crucial for Africa, where the participation of women and girls in STEM remains at the global average.

Along with the rest of the world, Africa has resolved that the situation needs to be resolved; through empowering girls and women to enter STEM fields of study and careers, and stay the course.

In line with the continental call and based on lessons drawn from the 2016-2020 STEM intervention in Uganda; FAWE notes that a multi-pronged approach that engages several stakeholders including: school governing bodies; management; teachers and students, can enhance STEM education and innovation at individual and school level. The end of project evaluation notes that, this was realized through interconnected components including: STEM clubs, STEM camps, women role models, publications, science equipment; an e-learning platform and building teachers’ capacity in Gender Responsive Pedagogy (GRP). As a result there was: increased student participation and innovation; greater teacher creativity and gender-responsiveness; increased teacher-learner, mentor- learner, peer to peer interaction and increased engagement of the school community in girls’ STEM education.

FAWE also involved and shared information with key stakeholders such as: national governments; government line ministries and high ranking officials; development partners; civil society and academia.

This led to increased partnerships and government buy in and a momentous uptake of the project. FAWE

The comprehensive 2030 Agenda for sustainable development has the central transformative principle to “leave no one behind” and recognizes the importance of fully harnessing Science, Technology and Information (STI) and Information and Communication Technologies (ICT) for sustainable development. partnered with UNESCO and UNICEF to digitalize GRP and roll it out to 10 countries. Similarly, government offered to incorporate some of the project schools into national plans and budgets, and to offer support, follow up and review. Other stakeholders like UNESCO, civil society and academia embarked on adopting aspects of the project with a view of scaling up the gender responsive pedagogy (GRP) training for teachers, and supporting the replication of STEM innovations that address community problems.

Schools too adopted low or no cost home grown sustainability measures such as: student to student mentoring; sustaining STEM clubs through selling innovations and cascading GRP training through the school based trainers of trainers.

Along with the successes there were some challenges noted. Among these were: inadequate staffing; insufficient science equipment and need for additional technical capacity in schools. These challenges were compounded by the increased number of students; due to improved performance. Noted also were teacher transfers and teachers promotions that affect project continuity. Iintermittent, expensive and nonexistent internet connectivity, that affects e-learning; alternative education trajectories that entice girls from continuing to A level, and STEM innovations that are not patented were also noted as areas of concern. However, the project further demonstrates that these challenges can be turned round if stakeholders work together. It is encouraging to see that a holistic and integrated response that engages girls and multiple stakeholders does work and can be sustained, replicated and scaled up. Based on this demonstrable intervention and in line with Common African Position (CAP), FAWE reiterates the need to promote a multi-pronged and multi-sectoral collaboration, towards enhancing STEM education and innovation for girls in Africa.

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OVERVIEW AND OUTCOME DOCUMENT

The comprehensive 2030 Agenda for Sustainable Development, comprising 17 Sustainable Development Goals (SDGs), lays significant importance on science, technology and innovation (STI); as a driver for human rights and dignity, poverty eradication and the protection of the planet. However, current trends demonstrate underrepresentation of girls and women in STEM subjects which are traditionally ascribed to and dominated by boys and men (UNICEF, 2020). Furthermore, while Education has a stand-alone goal (SDG 4) to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and SDG target 4.5 pledges, to ‘eliminate gender disparities in education’, girls and women have difficulty accessing quality learning opportunities in Science, Technology, Engineering and Mathematics (STEM) subjects.

(UNICEF, 2020). This situation is especially crucial for Africa, where the participation of women and girls in STEM remains at the global average. Persistent gender disparity continues to exclude women and girls in science, from achieving their potential and effectively contributing to development challenges2.

1.0

INTRODUCTION

This situation has come into sharp focus, with many education stakeholders saying it needs to be resolved through empowering girls and women to enter STEM fields of study and careers, and stay the course.

The African Union (AU) declared 2015 as the Year of Women’s Empowerment and Development towards Africa’s Agenda 2063. In order to boost the participation of women as key contributors to Africa’s growth and development in science, technology and innovation, the AU further adopted the Science, Technology and Innovation Strategy for Africa-2024.

In 2017, during the UNESCO International Symposium and Policy Forum on STEM, Ministers of Education and other stakeholders pointed out that; resolving the STEM gap for women and girls, requires a holistic and integrated response that engages girls and women in identifying solutions to persistent challenges (UNESCO, 2017). More recently, the African Development Bank (AfDB) has called on countries to speed up the enrolment of girls in STEM through affirmative action measures, and from a young age encourage their interest in STEM as they transition through every level of schooling3.

Several regional organizations in sub-Saharan Africa, also have taken steps to promote women’s participation in Science. The East African Community (EAC), for instance, has adopted Gender and Science, Technology and Innovation (STI) frameworks, that promote gender mainstreaming and gender equity in STI, entrepreneurship training and education.

Similarly, the Southern Africa Development Community (SADC)’s Gender Policy, supports equal access for girls and boys to Science and Mathematics education; as well as access for women and girls to tertiary education in non-traditional subject areas, and encourages women’s involvement in Science. In addition, the Economic Community for West African States (ECOWAS), recognizes the contributions of women in STI in ECOWAS member countries; through the African Union Kwame Nkrumah Regional Award for Women Scientists4. All this underscores the global and regional importance attached to promoting STEM in Education, amongst women and girls.

To enhance girls’ enrolment and innovation in STEM subjects; requires focusing on the contextual issues surrounding low enrolment, participation and performance, as well as providing innovative approaches that will give girls the much needed foundation in STEM subjects.

This report synthesises the information gathered by FAWE and the observations and reflections made by teachers and students from a three year project that was implemented in Uganda from December 2016 up to close out in 2020. The project focused specifically on enhancing secondary school Science, Technology, Engineering and Mathematics (STEM) education and innovation for girls in Africa and addressed contextual barriers that disadvantage girls in STEM at individual and institutional level. It used an innovative,

FAWE approaches on STEM The project focused specifically on enhancing secondary school Science, Technology, Engineering and Mathematics (STEM) education and innovation for girls in Africa and addressed contextual barriers that disadvantage girls in STEM at individual and institutional level.

2.

https://www.sei.org/featured/women-in-stem-promoting-womens-participation-in-science-in-africa/

3.

The International Day of Women and Girls in Science calls for Africa to address the gender gap in STEM fields https://blogs.afdb.org/investing-gender/international-daywomen-and-girls-science-calls-africa-address-gender-gap-stem

4.

ibid

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GIRLS’ STEM EDUCATION

GIRLS’ STEM EDUCATION

OVERVIEW AND OUTCOME DOCUMENT

OVERVIEW AND OUTCOME DOCUMENT

1.1 Girls’ STEM education: Cases from sub Saharan Africa

A sample of O’Level STEM failure rate for females

A sample of O’level STEM failure rate by gender

Despite the notable gains in girls’ access to education and the supportive global and regional policy framework; accessing quality learning opportunities in STEM continues to present a challenge to girls’ education in sub Saharan Africa. For instance, a study conducted by World Women in Science and Technology in 2016 in Ethiopia, Kenya, Rwanda and Uganda shows that each country had a constitution that declared the equality of men and women, and national gender policies calling for various forms of affirmative action. Only Ethiopia and Rwanda, however, had science, technology and innovation (STI) policies that referred specifically to the importance of the inclusion of women5. Since 2016, many countries in parts of Africa have enacted Science, Technology and Innovation policies, some of which have gender-related objectives. These are aimed at promoting women’s participation in science, however, they are rarely implemented6. In the Education Sector, a major concern in many countries is not only limited numbers of girls going to school, but also limited girls in STEM. These STEM disparities for girls, have been noted in countries across Africa, a number of which have FAWE Chapters.

2011

2010

World Women in Science and Technology (2016), further avers that in order for Ethiopia to close the STEM gap, it is imperative that investments are made to support students in view of their low standards of preparatory education. By 2016, women made up only 27% of those in STI fields and positive role models for them were sorely lacking, since 80% of public university faculty in science and engineering are men. Additionally, it was noted that even the few women who manage to make it through secondary school to higher education, often have weak academic backgrounds, lack support from instructors, and suffer from an absence of female instructors/role models7.

1.2

The Project Rationale

At the onset of the project in 2016, under her 20072015 Education Sector Strategic Plan (ESSP), Uganda had made noteworthy progress towards equal access by gender, district and special needs; at basic education level. However, limited female students in STEM remained a national challenge. This was acknowledged by various government plans, policies and strategies, including: The National Science, 5.

6.

7.

8.

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Technology and Innovation Policy, 2009; the National Science, Technology and Innovation Plan, 2012/2013 - 2017/2018, and the Ministry of Education and Sports (MoES) National Strategy for Girls’ Education (NSGE) in Uganda (2015–2019).

Reports go further to show that on average, girls performed more poorly than boys across all STEM subjects, at O’Level. According to UNESCO, (2017), the Uganda National Examinations Board (UNEB) reports show that in 2010, 2011, 2012 and 2015, there was a consistent annual total failure (approximately 35%) of students in ordinary level Mathematics, Physics, Chemistry and Biology. These worsening trends in failure rates persisted, despite government having made the teaching and learning of science subjects compulsory in the first four years, (Ordinary level), at secondary school.

A 2018 study by Konrad Adenauer Stiftung8 shows that there is no dispute that female students are underrepresented in STEM disciplines in Uganda.

World Women in Science and Technology. (2016). National Assessments on Gender and Science, Technology and Innovation A review of four country assessments from East Africa: Ethiopia, Kenya, Rwanda and Uganda https://owsd.net/sites/default/files/NH4EastAfricaGEKS.pdf World Health Organization. (2015). African Women in science. https://www.who.int/tdr/research/gender/Women_overview_piece.pd World Women in Science and Technology. (2016). National Assessments on Gender and Science, Technology and Innovation A review of four country assessments from East Africa: Ethiopia, Kenya, Rwanda and Uganda https://owsd.net/sites/default/files/NH4EastAfricaGEKS.pdf Konrad Adenaur Stiftung. (2018). Improving female students’ enrolment in STEM demands policies that align the social and technical aspects of the problem. Kampala: Winnie Watera.

SUBJECT

% FAILURE

Physics

66.7

Biology

44.5

SUBJECT

Physics Biology

% FAILURE

66.9 46.6

Source: Uganda National Commission of UNESCO, 2017

The study further notes that, constraints on female students’ enrolment in STEM are largely social. They are reinforced through social aspects like; negative gender stereotypes, prejudiced teacher attitudes and a gender-biased curriculum, among others.

Generally, these negative social aspects tend to exert a direct influence on the behaviour and thought process of the individual, thus playing a critical role in girls’ development of STEM attitudes and interests.

Despite this, interventions in Uganda have put little or no emphasis on gender-responsive pedagogy (GRP).

Yet GRP is important because gender-responsive teachers understand and respond to the specific needs of girls and boys in the teaching-learning process. Eliminating gender biased tendencies perpetuated by teachers in classrooms, presents the opportunity to develop female students’ attitudes and interests in STEM. The study avers that, there is a low percentage of female teachers (23.6%) at the secondary school level and of female lecturers (30%) in public universities in Uganda. There is therefore need for women STEM role models and more female teachers of STEM subjects, as a way of promoting the persistence of female students in STEM. Additionally, the benefit of seeing same-sex experts, results in greater connectedness, which in turn enhances selfefficacy, and commitment to pursue STEM careers.

9.

Chemistry

% FAILURE

52.9

SUBJECT

47.8

% FAILURE FEMALE

MALE

71.1

2015 SUBJECT

Chemistry

MALE

FEMALE

2011 Chemistry

2012

The World Economic Forum (WEF) Global Gender Gap Report 2020 notes; in Namibia where girls outpace boys in school enrolment at all levels; the gap widens in STEM education. Here, about 8% of female students have attained STEM education, compared to 21% of male students. The WEF report further notes that in Mauritania, where there are impressive levels of STEM education uptake among female students; STEM is at 29 percent among female students, and 31 percent among male students. According to UNESCO (2018), in Gambia, a study in 15 senior secondary schools revealed there were 44.71 percent girls and 55.29 percent boys in STEM fields. UNESCO further notes that these gender disparities in STEM are prevalent in countries across Africa and are reinforced by negative stereotypes, sociocultural norms and gendered expectations, about the role of females in society. Amongst other factors, this more specifically includes, the attitudes and inherent biases of parents, teachers and even textbooks.

interesting and girl-friendly, multi-pronged approach, with interconnected components that utilized: STEM clubs, STEM camps, women role models, publications and building teachers’ capacity in Gender Responsive Pedagogy (GRP). The report describes in some detail, the project components along with lessons learned, challenges, sustainability measures and recommendations. FAWE hopes that the report will provide insight into a range of integrated approaches, which can lead to widespread practice for enhancing STEM for girls in secondary schools in Africa.

SUBJECT

63.4

% FAILURE FEMALE

75.6

MALE

66.7

Source: Uganda National Commission of UNESCO, 2017

Other studies and baseline data collected in Uganda show that, students’ performance in sciences in rural areas is worse than that of their counterparts in urban schools. According to Womakuyu (2009)9, 50% of the students in urban schools passed sciences, while 80% of their rural counterparts had low grades or failed sciences altogether. Schools in rural areas have; inadequate science teachers (quality and number), equipment and exposure. Some of them get to handle laboratory glassware for the first time during their final national examinations. Other studies have also attributed girls’ low participation in the sciences to: inadequate opportunities for practical learning of science; lack of laboratory apparatus and chemicals; inappropriately trained teachers and insufficient textbooks. Additionally, teaching approaches in most schools tend to be teacher-centred and assume that the teacher is the sole source of knowledge for the learners. This is risky in the event that the teacher is inadequately informed on the subject, or is not adequately trained in the art of communication. These various factors often intersect in a socio, cultural and economic environment that has historically marginalized and disadvantaged women and girls; jeopardizing girls’ education and their enrollment in the STEM disciplines.

https://www.ugasep.org/index.php/about-us/usep-history

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GIRLS’ STEM EDUCATION

OVERVIEW AND OUTCOME DOCUMENT

2.1

2.0

THE PROJECT

Background

In Uganda, and across sub-Saharan Africa, girls face significant barriers in participating in STEM at secondary school level. The barriers girls face are multi-faceted; from lack of confidence, to pedagogical limitations, to a general lack of girl-friendly environment. Borne out of the conviction that any intellectually-able girl, who enrols in STEM subjects, can perform well if the intersectional barriers are addressed and a supportive environment is created; in 2016, FAWE partnered with Dubai Cares to design an innovative, girl-friendly and multi-pronged demonstrable STEM project. At project initiation in 2016; new initiatives and campaigns were striving to combat the traditional discouragement that women face from participating in STEM subjects, owing to being seen as “too hard” for women or as “men’s fields” (World Women in Science and Technology, 2016). The project which aimed at promoting secondary school STEM education and innovation for girls in Africa was designed based on evidence and lessons drawn from the FAWE’s previous efforts, dating as far back as 2005. Among these were: Science, Mathematics and Technology (SMT) projects implemented at secondary and teacher training levels in Burkina Faso, Togo, Mali, Democratic Republic of

Countries STEM has been implemented previously

MALI GAMBIA BURKINA FASO TOGO

DEMOCRATIC REPUBLIC OF CONGO

Congo and the Gambia; the STEM project supported

by Intel at secondary school level in Uganda and the teachers’ Gender Responsive Pedagogy (GRP) demonstrable model. The GRP model which ensures that teachers are well equipped with skills to deliver content, while purposively taking care of the learners’ needs, has been implemented in more than six FAWE national Chapters.

Diverse sources of related literature were also consulted for additional information; as evidenced by references throughout this report. Against this backdrop, the Theory of Change (TOC) was premised on the analysis that many different factors and the combinations can either constrain or impel girls in studying STEM subjects in secondary school. The TOC was therefore based around a logical process that identified specific contextual barriers which lead to: low enrolment, participation and performance of girls in STEM subjects, in secondary schools in Uganda. The three contextual issues that were zeroed in for this project as illustrated in Figure 1 below, were addressed holistically, through a set of targeted activities intended to enhance girls’ enrolment and innovation in STEM. 2.2

Goal, Objectives, Strategies and Activities

The project goal was, to contribute to improved enrolment, participation and performance of girls in Science, Technology, Engineering and Mathematics (STEM) subjects, guided by five project objectives to: 1. Improve participation and performance of girls in Science, Technology, Engineering and Mathematics (STEM) subjects at secondary level.

2. Develop capacity of participating institutions in promoting STEM amongst girls.

3. Implement innovative, interesting and girl-friendly approaches to learning of STEM subjects.

4. Conduct effective and efficient Monitoring, Evaluation and Learning.

5. Document and manage knowledge for future learning and replication.

The project activities were implemented under the following five strategies: 1. Capacity building and strengthening institutional mechanisms.

2. Knowledge and information sharing.

3. Advocacy and awareness creation.

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GIRLS’ STEM EDUCATION

OVERVIEW AND OUTCOME DOCUMENT

Generally, girls’ lack of self-confidence in STEM subjects causes low enrolment and performance rates in STEM

Teachers have pedagogical limitations and lack appreciation of the factors that encourage or discourage girls from taking STEM subjects nor the benefits to be gained by enhancing their STEM education

Institutional managers’ limited capacity to create conducive school environments

Low enrolment, participation and performance

Figure 1: Contextual issues leading to low enrolment, participation and performance of girls in STEM subjects

4. Monitoring and evaluation and 5. Documentation and dissemination of good practices.

2.3

Scope and target beneficiaries

The project was implemented in 39 districts in the four main regions of North, West, East and Central Uganda; under the auspices of the FAWE Uganda Chapter (FAWEU, in 40 target project secondary schools. These were selected in close consultation with the Ministry of Education and Sports (MoES), with preference given to schools that the MoES had earmarked as centres of excellence, to benefit from interventions to improve the teaching and learning of STEM subjects. These were followed by girls-only schools and government aided schools. Within the 40 project schools the direct beneficiaries were: 6000 girls age 18-24; 400 teachers and 40 head teachers.

Also part of the project were 40 twin schools which were intended to benefit from project activities, largely through networking with and learning from the project schools.





6,000

400

Direct beneficiaries from the project 6000 girls from 40 projects schools

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Targeted Number of Teachers and Head Teachers

3.0

SUCCESS OF THE PROJECT

GIRLS’ STEM EDUCATION

GIRLS’ STEM EDUCATION

OVERVIEW AND OUTCOME DOCUMENT

OVERVIEW AND OUTCOME DOCUMENT

The end of project evaluation was extremely positive and indicated that the project was meeting its objectives and had started registering outcomes.

Among the notable successes were: • Increased student participation and innovation, • Greater teacher creativity and genderresponsiveness, • Increased teacher-learner, mentor- learner and peer to peer interaction, • Increased engagement of school community in girls’ STEM education and • Increased partnerships and government buy in.

More information on specific successes can be found in the following pages, which summarize results by the four core strategic areas.

3.1 Capacity strengthening

building

and

institutional

FAWE set out to build and strengthen capacity through largely three strands focussing on: the learner, the teacher and institution. Learner capacity building was key to addressing and countering the individual

learner barriers. This was done through a number of activities explained in the section that follows.

3.1.1 STEM Clubs as a Pathway for Innovation for girls In the first year of the project, all forty project schools were supported to set up school-based STEM clubs within their structures. The clubs were to enable girls realise their full potential in STEM subjects; by bringing their ideas to life through projects and experiments. Being part of the school structure, the clubs had a teacher patron, designated to manage the day to day operations of the club. Club management was elected from among the students and included: a chairperson, secretary and treasurer; with club positions dominated by girls. The STEM clubs, had clear guidelines and were accorded time within the school calendar. They ultimately become hubs of innovation and centers of encouragement and motivation for girls to take on STEM subjects at school. Within the STEM clubs, girls designed and developed innovative projects that were presented at national and regional competitions.

Over the three year period, there was increased confidence arising out of the club activities. One





52.5%

100%

increase in the number of schools participating in science competitions

By end of the project, all project schools had participated in the competitions

learner, noted how the STEM club helped her move beyond negative cultural norms and beliefs. The clubs also registered results beyond the schools, through innovations that addressed community challenges and needs, at the same time generating some income. For example at YY.Okot secondary school, the members made a local refrigerator, which was sold to one of the doctors operating a hospital; to help him store the perishable drugs. The proceeds were ploughed back into the club. These multiple dividends from STEM innovations were witnessed in other schools as per testimony below.

The clubs became hubs of innovation, centres of encouragement and motivation for over 6000 girls to engage in STEM at school.

3.1.2 STEM Competitions There was a 52.5% increase in the number of schools participating in science competitions from 47.5 % at project inception. By end of the project, all project schools (100%) had participated in the competitions.

Over the past three years, 700 innovations aimed at solving community challenges using locally available materials were developed at school level; with at least 360 projects presented for competition at regional and 90 at national level. Learners demonstrated an ignited interest and zeal in utilizing knowledge to address community problems as young innovators.

Élèves du State House Girls’ High School dans le laboratoire informatique

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As a result, the Government of Uganda through the Ministry of Science, Technology and Innovations (MoSTI) picked interest and introduced an ‘Innovations Fund.’ The Fund would support the scale-up of innovations developed by young people in schools and institutions of higher learning.

Additionally, through the Commissioner of Science and Technology, MoSTI earmarked two practical innovations presented by the students at the national

“Due to my poor performance in sciences, my father who is a teacher in Alebtong district wanted to stop paying my school fees in favor my brothers whose performance was fairer. One term, I had to cry before my parents released my school fees. With the coming of STEM to my school, my love and performance in science subjects improved. The STEM club totally changed my attitude towards science subjects and I started performing better than my brothers, in whom my father had high hopes”. Senior four student, St. Catherine secondary school Boroboro, Lira district, Uganda. competition, namely: the wheel propelled sprayer and powdered sweetened milk. These innovations were earmarked to benefit from the Ministry’s Innovations Fund for the financial year 2020/21.

Similarly, FAWEU was requested to nominate 10 out of the 40 project schools, for further support by the Uganda Science and Education Program (USEP). This is a 4 year project implemented by Kisubi University, to enhance the teaching and learning of STEM subjects. FAWE nominated the schools and sees this as a first step towards sustainability of the girls and innovation strand of the project.

Owing to the STEM competitions, good practices were noted in schools and positive changes were initiated. For example, in two girls’ secondary schools, the administration realized that girls who were classified as weak and low performers had developed and exhibited the best projects. As a result, the grouping of students in streams based on ability was abandoned. Student self-belief increased as did positive support and motivation from teachers and administrators, leading to improved teacherstudent interaction, and classroom management.

Congruently, girls’ interest in sciences was revitalized, along with improved discipline and better grades.

Both the clubs and competitions were complimented and strengthened through STEM mentoring

FAWEU was requested to nominate 10 out of the 40 project schools, for further support by the Uganda Science and Education Program (USEP)

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Girls’ innovation at a national competition

camps. Though initially unpopular at only 15.8% participation, by end of the project, there was 100% school attendance at the STEM mentoring camps. The clubs, competitions and camps mutually enhanced interest, participation and performance in STEM subjects, in a child-centered and user-friendly manner. Breaking the age-old belief that STEM is a reserve for the males.

Teachers and school administrators agreed that the cumulative result of clubs, competitions and camps not only had a great impact on the learners but has also positively affected the schools. There was improved performance in STEM subjects by girls at O’level and more girls took STEM subjects at A‘level.

In Ikoba Girls’ school, the school put in place minimum standard requirements to start teaching Sciences at A ‘level, following the increase in the number of students passing STEM subjects in O’Level.

3.1.3

Annual students’ STEM mentoring camp

A students’ STEM mentoring camp was successfully conducted each year with full participation of the project schools, enlisting a cumulative average reach of 141 students and 88 teachers over the three years.

In light of the disproportionate number of female

20

Girls’ innovation at a national competition

science teachers and disabling factors affecting girls and women in STEM; the camp created a unique platform for participants to deliberate on STEM issues.

It offered a unique atmosphere, without external pressure and with lots of encouragement, sharing, learning and interaction. In order to inspire the girls, sessions were facilitated by experienced and inspiring facilitators; key among them being women Scientist role models, who were drawn from the community, as well as FAWE alumni. The topics covered and the participatory, learner-centred facilitation methods were yet another key step towards including girls in the STEM debate and decision-making process.

The girls not only gained new information, perspectives and skills pertaining to STEM but critically discussed some of the disabling underling factors that affect girls’ participation in STEM education and careers. This enabled the girls to meaningfully contribute to recommendations and be a part of the decision-making process, and with each successive camp, their interest in the STEM disciplines was progressively renewed. At the end of each camp, positive feedback on its impact was registered and recommendations and agreed actions were followed up at school level. This helped enlist

how the skills, knowledge and recommendations from the camp were being put into practice, in the respective schools. It also reaffirmed the importance of STEM education to the girls who had been part of the decision making process, to enhance STEM in schools.

The STEM camps reiterated the need to address issues affecting individual girls; by involving them and making them an inherent part of the decision-making process. Arising from the camps, over the three years, the students gained skills towards: self-reflection and affirmation, improved informed decision-making, goal setting and making STEM career choices. The inspirational talks by STEM Science role models and FAWE alumni were very impactful and this is a component that can be used to sustain the girls’ motivation and interest after project close out.

Through the camps, it was however noted that there are a number of underlying issues which still need attention at school, family and community level. Among the key issues cited were: poverty and negative cultural practices; negative parental attitudes towards (girls’) education; lack of 10.

provision of education related materials; school related violence perpetuated by both teachers and learners; long distances walked to school and poor school equipment and infrastructure. It was agreed by the government representatives, FAWE, the facilitators and the students that there is need to address the other issues that lie outside direct teaching and learning of STEM. Among the key issues noted for FAWE’s attention were: addressing sexual reproductive health and rights (SRHR) issues; enhancing schools safety; sensitizing parents and community on the importance of education and engaging government on issues of infrastructure and equipment.

3.1.4 Inspiring girls through women Scientist role models from the community Whereas seeing and working with same-sex experts, results in greater connectedness, which in turn enhances self-efficacy, and commitment to pursue STEM careers10; the project had fewer female than male teachers. In order to close this gap and provide career guidance to inspire and encourage more girls to take STEM subjects seriously in the project

Konrad Adenaur Stiftung. (2018).

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OVERVIEW AND OUTCOME DOCUMENT

Mr. Arthur Makara, Commissioner Science Innovation and Outreach at the Ministry of Science and Technology, Mrs. Martha Muhwezi the ED FAWE Africa, Mrs. Susan Opok Tumusiime ED FAWE Uganda and Board Representative, Official from Ministry of Education and Sports, and Teachers posing for a group photo.

STEM Club members engaging in a Science debate

schools; 138 female STEM role models were selected from within the school community. The selection was guided by a concept note; to ensure that most of the science domains were catered and the suitable individuals were selected. All role models were taken through a project orientation and agreed on working modalities. On average, three role models were allotted per school.

Through monthly career guidance, the female role models inspired girls in all the project schools; positively influencing their attitudes, practices and norms towards STEM. In addition, they conducted mentoring sessions across the 40 project schools; answering questions, offering individual support and motivating the girls/ students further. Additionally,





93

100%

total numbers of teachers awarded over the project period

22

school attendance at the STEM mentoring camps

through career talks, the female role models made some progress motivating students in the twin schools. However, project uptake in twin schools generally remained low; owing to a number of factors including: distance between schools; change in management and total lack of interest along with unmet perceived material expectations.

3.1.5 Recognizing teachers who inspire innovation and girls’ uptake of STEM subjects Owing to the disproportionate number of female science teachers in the project schools, the project design incorporated an annual motivation award.

The award targeted the most outstanding female teacher, greatly inspiring girls in STEM innovation and uptake. However, the award was opened up to all teachers; after it was noted that the majority of the STEM teachers are male and it would be demotivating to totally disregard their effort. This nevertheless reaffirmed the need to address the historical and persistent disabling factors affecting women and girls in STEM; if girls are to have female role models to look up to and to enlist support from; in line with SDG4:5, 4c and SD5:1. The STEM award was therefore another of FAWE’s proactive measures towards promoting STEM; by keeping teachers,

especially the few female teachers, motivated. The best teachers who promoted STEM education and inspired students, especially girls; sometimes amid challenging conditions, were nominated for awards; following a rigorous process involving both students and teachers.

On 27th March, 2020, 40 teachers, drawn from 40 project schools were recognized for their outstanding service, bringing the total numbers of teachers awarded over the project period to 93. Being the final STEM awards, there was a ceremony presided over

by Dr. Betty Nanyonga, Associate Professor of BioMathematics at Makerere University and Chairperson Uganda Women Mathematicians, and Eastern Africa Network of Women in Basic Science. The ceremony was also graced by: Mr Author Makara, Commissioner from the MoSTI; the Executive Director FAWE Africa, Ms. Martha Muhwezi and the Executive Director of FAWE Uganda Chapter, Ms. Susan Opok Tumusiime.

Teachers of Biology, Chemistry, Physics and Mathematics received brand new laptops and scholastic materials to facilitate the teaching and learning of STEM subjects in their schools. Mr Author Magara, Commissioner from the MoSTI, informed participants about the ministry’s review of the 2009 National Science Technology Innovation Policy. The review would realize notable changes through: short, medium and long-term mission mode projects. The reviewed policy would further build a nurtured ecosystem that promotes research and innovation on

the part of both individuals and organizations. In turn, this would benefit girls who in the last three years have excelled in innovation targeting community problems. Similarly, the FAWE Africa Executive Director, Martha Muhwezi, emphasized the need to scale up the project to other schools in Uganda and beyond. Similar sentiments were reiterated by the Chief Guest Dr Betty Nanyonga and the representative from the Ministry of Education and Sports.

3.1.6

Equipping schools to excel in Science

All 40 schools received Science text books. Additionally, Science laboratories across the 40 project schools were equipped with chemicals, test tubes, funnels, beakers and reagents. With the science laboratories equipped, there were more regular practical Science lessons, where students handled equipment and conducted Science experiments. By the final year





80%

40

of schools visited had science practical lessons reflected on their school time tables more than twice a week.

project schools were equipped with chemicals, test tubes, funnels, beakers and reagents.

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of the project, 80% of schools visited had science practical lessons reflected on their school time tables more than twice a week. This was an improvement from the practical lessons that had been irregular, owing to the lack of necessary equipment and apparatus. Correspondingly, due to additional text books and equipped laboratories, teachers in the project schools had the opportunity to not only plan and prepare lessons better but also illustrate theoretical concepts. The practical demonstration by teachers and application by students, greatly boosted the students’ focus and love for STEM subjects and innovation. Capacity was also built in the areas of labelling, engraving and managing equipment and apparatus and writing and submitting accountability and reports, in a professional and timely manner. All project schools were supported towards networking and supporting twin schools to build capacity in the area of STEM teaching and in using lessons learned to make improvements in the school environment.

3.2 Increased community engagement in support of girls’ pursuit of Science subjects The project implemented institutional capacity

OVERVIEW AND OUTCOME DOCUMENT

At the level of teachers, capacity was aimed towards better teaching/ delivery of STEM subjects. Overall 283 (71%) teachers were trained in gender responsive pedagogy (GRP). For purposes of continuity and multiplication, 30 trainers of trainers were trained in the facilitation of GRP training. building and strengthening activities; that targeted the school, the teachers and administrators. An interactive approach was used to assess and improve the institutional capacity of the 40 STEM schools. As a result, the school governing bodies and administrations were encouraged and got more interested and involved in the project process.

3.2.1

Governance and Management level support

During one of the school fairs, the Board of Governors gave an award to the best student exhibitor, for her winning project on natural remedies for healing Hepatitis B. The Board chairperson also donated sanitary pads, in a bid to keep girls in school. Similarly, the Board of Governors of Mt of Olives College Kakiri approved school level ‘Teachers’ Performance-

Based Awards,’ to boost science teachers’ interest in supporting students to excel in Science subjects.

At administrative level, head teachers were involved in project review meetings, along with focal point teachers and school bursars from all project schools.

These joint review meetings greatly improved synergies between the head teachers, teachers and bursars. Similar success stories exemplified through governance bodies and administration were recorded in a number of the project schools.

3.2.2 Gender responsive schools through GRP Owing to the successful implementation of the GRP in STEM teaching and innovation; in 2018, FAWEU was invited to collaborate with UNESCO and the National Curriculum Development Centre (NCDC), Ministry of Education Teacher Instruction Education Training Department, SESEMAT, and Uganda National Examination Board (UNEB). The collaboration looked to design an intervention, whose purpose was to equip teachers of STEM subjects (at both primary and secondary school education), with knowledge and skills in the use of appropriate gender responsive pedagogies. Additionally, teacher training modules on gender responsive pedagogies were developed for National Teacher Colleges and University Faculties of Education; drawing lessons from staff in the 40 project schools, who had acquired 21st century STEM teaching skills, aimed at improving the uptake and performance in STEM subjects for girls.

By the time of project close out in 2020, all the 40 schools had initiated GRP policies with varying success. Results included: improved language used during lessons; greater support to female learners; more female learners approaching teachers for support; more research and innovative child-centred approaches and increased teacher professionalism.

Through the cumulative effect of these activities, schools became more gender sensitive and friendly, enlisting results at school and teacher level.

Teachers interact with each other during a past STEM capacity building exercise on Digital Pedagogy.

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The overall success registered and evidence shared on the successful implementation of the GRP, prompted UNESCO to commit to funding a countrywide roll out of the GRP; with a focus on enhancing STEM delivery in secondary schools. It is hoped that the Ministry of Education and Sports and other education stakeholders will also utilize this evidence towards policy reform, support and practice.

Between June 2019 and March 2020, FAWE, through Ultimate Multimedia Consult Ltd, trained 249 teachers from STEM schools across the country in how to use the e-learning platform and monitored their utilization of the platform on a regular basis.

In a related development, demand for the GRP has continued to increase amid inadequate resources to conduct the trainings. In response to the demand for GRP and owing to increased accessibility to virtual learning that was amplified by COVID-19; FAWE in partnership with Dubai Cares, UNESCO, ICBA, and UNICEF initiated the digitization of GRP. The digitalized of GRP will enable more pre-service and in-service teachers to access content across the continent.

Currently, FAWE has engaged Creative Action Institute to digitalize the GRP tool kit. The process is expected to be concluded in August 2021 and will be followed by capacity building and advocacy for mainstreaming the digitalized GRP into the education system. FAWE believes that other education stakeholders can draw a leaf from this initiative and work towards reaching





80%

40

of schools visited had science practical lessons reflected on their school time tables more than twice a week.

project schools were equipped with chemicals, test tubes, funnels, beakers and reagents.

more pre-service and in-service teachers through digitalization and e-learning.

3.2.3 School re-entry Initiative Owing to the awareness built around challenges that girls face in STEM and in accessing education in general, a re-entry initiative was initiated at Biiso War Memorial School. As a result, seven childmothers were supported to return to school. One of the pregnant girls sat her final O’ level examinations and scored 27 aggregates; qualifying to join A’ level. The school which is evidently girl-friendly and

25

GIRLS’ STEM EDUCATION

GIRLS’ STEM EDUCATION

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OVERVIEW AND OUTCOME DOCUMENT

necessitated importing servers and other equipment that were difficult to source in country during the difficult early months of the COVID-19 pandemic.

3.4 Documentation and knowledge management for future learning and replication

Training teachers on digital pedagogy

gender responsive has recorded an increase in school enrolment from 450 students in 2017 to 734 students in 2019. It is also the only school in district offering sciences at A’ level.

3.3 Digitalized interaction

e-learning,

teaching

and

The positive school environment was reinforced further through the e-learning platform. In 2019, FAWE, through Ultimate Multimedia Consult Ltd developed and introduced an e-learning platform to the 40 project schools. The goal of the portal was to avail digital learning resources on STEM related subjects in the Uganda secondary school education curriculum, as well as other STEM and GRP content.

This would support and inspire teachers and learners in STEM related careers. Two hundred and forty seven teachers were equipped with digital pedagogy skills, in order to maximize the utilization of the portal. In addition to access to teaching and learning materials, the platform enables girls to interact with each other and with teachers and mentors. Both teachers and students research more on STEM subjects; resulting in renewed interest, confidence and better teaching and learning. As one beneficiary teacher notes:

26

“Teaching using computer is worth adopting because it calls for more research amongst us teachers, a trend which was not there before FAWE came to our school. While using the old chalk and talk method of teaching, we would dwell on theory work and left out much of the concepts while handling different topics.

Teaching was also boring with some students going as far as sleeping in class. Today with digital teaching we research and avoid being embarrassed by students” Teacher and STEM focal point person, St. Catherine secondary school Boroboro, Lira district, Uganda.

However, even with the undeniable benefits of the e-learning platform; there were concerns about the intermittent or limited internet access, especially in rural parts of the country; coupled with concern around the cost of internet. FAWE addressed this challenge by initiating the installation of an offline portal. However, owing to limited resources, only 17 schools were selected to benefit from the exercise.

FAWE aims to engage Ministry of Education and Sports, to scale up the off line portal to other schools in Uganda. The offline portal will be ideal for schools in the rural areas that have limited access to internet connectivity. Additionally, FAWE managed to keep the e-learning platform operational, even when it

The project documented and published most significant change stories on girls in STEM and case studies of successful women in STEM professions; in order to use them to inspire the students on the pathways to STEM careers. FAWE documented 38 stories of successful African women from 18 countries and the book was officially launched in 2020. An e-copy of the publication will be shared on the website learning portal and social media, while hard copies will be given to the 40 project schools.

FAWE has had the English publication translated into French for the Francophone Chapters implementing similar interventions geared towards enhancing girls’ participation in STEM subjects. It is available at http:// elearning.fawe.org/inspiring-stories-from-africanwomen-scientists. Additionally, lessons learned and emerging good practices including; STEM clubs, capacity building of teachers and innovations among girls, were documented and shared within the FAWE network, and beyond.

3.5

Advocacy awareness and creation

3.5.1 Government and education stakeholder buy in In order to ascertain credibility and enlist stakeholder buy in, there was a one day national project launch that was attended by 100 key education stakeholders; surpassing the project target of 60 by 40%. At the initiation stage and throughout the three years, FAWE conducted advocacy and awareness raising and worked closely with existing structures and education stakeholders, key among them being the Ministry of Education and Sports (MoES) in Uganda. The MoES is the government entity in charge of Education and by inference, girls’ education participation and performance in STEM subjects. Following advice by the ministry, the project drew upon the ‘Secondary Science and Mathematics Teacher project’ (SESEMAT) centres, established by ministry between 2005-2008. The overall goal of SESEMAT was to improve the quality of delivery of science subjects and performance, especially targeting the girls.

The Ministry of Education and Sports, which had through SESEMAT, trained over 100 science teachers

in modern methods of science teaching; saw FAWE’s STEM project as a good initiative to further advance teaching and learning of science subjects in selected project secondary schools and subsequently improve performance. Additionally, the Ministry of Education and Sports invited FAWE to participate in the review of and validation of its guidelines for school clubs and school re-entry for child-mothers. The school reentry guidelines are among the government efforts towards creating an inclusive and conducive school environment for learners, especially the girl-child.

This accords child-mothers a second chance to return to school, complete their studies and transition to higher levels of education and be open for future career choices.

Over the course of the project, in addition to the teachers and students, there was a build-up of engagement and involvement of policy makers in project activities, events/workshops and competitions. These included: the line ministriesMinistry of Education and Sports and Ministry of Science, Technology and Innovations; officials including Ministers, Permanent Secretaries, Commissioners and school administrators. These activities further generated debate on the need to address the current challenges in teaching of Science subjects in schools. Among the suggestions made were: moving from a theory-based to practical approach; increasing advocacy for improved uptake and participation of girls in Science subjects; making the teaching and learning environment gender responsive and enforcing other good practices.

3.5.2 Resourceful partnerships: Advancing STEM through partnership Owing to the increased awareness raising, the project attracted UNESCO, Ministry of Education and Sports (Teacher, Instructor Education and Training Department and the Gender Unit), Makerere University’s Department of Science, Technical and Vocational Education (DSTVE) and National Curriculum Development Centre; to develop national guidelines for integrating FAWE’s GRP model in primary and secondary schools. Draft guidelines were developed and validated and as a result, 91 science teachers, (female: 23, male: 68) selected from primary and secondary schools neighbouring the STEM project schools, were identified and oriented on the GRP model, as well as the draft GRP guidelines. This is intended to cascade the GRP model and promote the

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teaching and learning of STEM; using STEM project schools as Centres of Excellence. Similarly, under the European Union-funded ‘Building Resilience in Crisis Education’ project, with 11 consortia partners, it was agreed that FAWE’s GRP model be adopted by partners in South Sudan and Uganda. This was owing to its effectiveness in creating a conducive learning and teaching environment; as well as facilitating teachers and administrators to identify the unique needs of individual learners, so as to improve the learning outcomes.

Again, as a result of awareness raising, financial support was received from the New Venture Fund, to develop policy guidelines for the role of the senior women teacher (SWT) and senior male teacher (SMT). These guidelines, were seen as very essential to the project, in terms of addressing issues around the learners’ health and development, well-being, career growth and school completion. The trained teachers would add additional skills in supporting students, especially girls, to cope with challenges of adolescence through provision of psycho social support, and mentoring. This would enhance the students’ self-esteem, confidence, and attitude and ultimately result in improved academic performance, even beyond the STEM subjects.

At regional level, Raising Voices, a non-governmental organization in the region approached FAWE, seeking to learn more about the model. Still working with other education stakeholders, in 2017, FAWE initiated the first International Conference on Girls’ Education in Africa, in Lusaka, Zambia under the theme “Towards Gender Equality in Education: Positioning youth to Champion Africa’s Education Agenda”.

In 2018 in Nairobi, Kenya, FAWE leveraged on the ‘International Day for Women and Girls in Science’ celebrations organized by UNESCO and Microsoft, to enable girls from Uganda showcase their innovations at the event, learn from their counterparts from 18 FAWE National Chapters from across Africa, and interact with successful women in STEM from all over Africa, at the same time raising further awareness on the FAWE model.

3.5.3 Media Engagement to promote STEM Over the project period, FAWE proactively worked with print and electronic media houses, both at regional and national level, to cover key project activities. This was in a bid to sustain awareness

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OVERVIEW AND OUTCOME DOCUMENT

creation and advocacy; for the need to promote STEM amongst girls in Uganda for equitable and sustainable development. Additionally, there were social media campaigns both on Facebook and Twitter, which helped to generate discussions on what needs to be done to improve girl’s performance and participation in STEM education. Articles on STEM have been uploaded on the FAWE website and in the regular e-newsletter, both of which have wide reach and access among key government, private and public education stakeholders. FAWE has over the three years continuously used promotional materials including; banners, T-shirts, tear drop stands, pull up stands and project brochures. The different publicity approaches have raised FAWE’s profile, as a significant advocate and practitioner, focused on supporting and improving girls’ performance in STEM subjects and ultimately pave their way towards STEM based careers.

3.5.4

Girls’ Conference on STEM

Building on the success of the 2017 and 2018 events, FAWE hosted the International Girls’ STEM Conference for 2020, from 18th -19th November under the theme “Towards Effective Approaches for girls’ engagement and excellence: Preparing African girls for the 21st century skills”. The conference was held virtually; in keeping with the regulations to contain COVID-19. Even then, it brought together 300 multi stakeholders from at least seven countries, in which FAWE has a presence. Among these were Ministers of Education and high level government officials including: Hon. Claudiana A. Cole, Minister for Basic and Secondary Education, the Gambia; Hon. Irene Claudette, Minister for State in Charge of ICT and TVET, Rwanda; Hon. Dr. Moinina Sengeh from Sierra Leone and Mr. Arthur Makara, Commissioner, Ministry of Science, Technology and Innovations,

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Preparing African girls for the 21st century conference brought together 300 multi stakeholders from at least seven countries

stories of successful African women from 18 countries and the book was officially launched in 2020.

FAWE Alumni Hon. Irere Claudette, Minister for State in Charge of ICT and TVET, Rwanda launches the STEM Booklet during the 2nd International Girls’ STEM Conference for 2020

Uganda. The conference was also attended by a keynote speaker, Dr. Jane Nambakine Mulemwa, Chairperson Petroleum Authority of Uganda (PAU), and five guest speakers: Prof. Naana Jane Opuku, FAWE Board Chairperson; Ms. Hendrina Doroba Chalwe, Division Manager AfDB; Ms. Dana Amro, Representative Dubai Cares; Hon. Irere Claudette, Minister for State in Charge of ICT and TVET, Rwanda and Mr. Arthur Makara, Commissioner, Ministry of Science, Technology and Innovations, Uganda. These inspired participants during the conference, drawing on their wealth of experience from lessons learned across Africa.

On the second day of the conference, Hon. Irere Claudette, Minister for State in Charge of ICT and TVET, Rwanda and a FAWE alumni, launched both the STEM booklet bearing profiles of successful female scientists and the FAWE e-learning platform http:// elearning.fawe.org/.

FAWE National Chapters requested to have their capacity built on content development and utilization of the portal.

At the end of the conference, the different stakeholders re-affirmed their commitment to work

towards gender parity in STEM subjects through: financing, closing policy gaps by developing and influencing policies that support STEM for girls and developing programmes that will support girls to participate in STEM. The resolutions were captured in the outcome documents that will be shared during the AU Summit at deliberation on Education for girls in Africa.

The networks forged and information collected, will be utilized for further advocacy at country and regional level; for policy and operational considerations.

Results realized show that the advocacy and awareness raising created substantial national and regional responsiveness around the project’s ability to enhance participation and performance of girls in Science, Technology, Engineering and Mathematics (STEM) subjects, at secondary level.

It is further hoped that the national and regional partnerships that were forged, will be strengthened to enlist mid-term outcomes, especially towards replicating positive project practices in more schools and even universities. Following the workshop, 21 out of the 34 FAWE national Chapters were trained in utilizing e-learning platform. ICT infrastructure at FAWE was enhanced to bolster virtual monitoring

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and engagement with Chapters; owing to travel restrictions and in anticipation of a virtual girls’ conference in future.

3.6 Conducting effective and Monitoring, Evaluation and Learning

efficient

As part of good practice, the project looked to conduct effective and efficient monitoring, evaluation and learning, throughout its life. Given that the regions are not homogeneous and therefore had challenges manifesting differently, a baseline survey was conducted both at region and school level, to get the region and school specific baseline data. In the targeted secondary schools, the baseline data was further used to establish the status of girls’ participation and performance, to guide project monitoring.

The monitoring evaluation and learning, was designed with the aim of periodically tracking progress of the project in the regions and schools and ensure accountability and timely reporting. In order to realize effective monitoring, evaluation and learning, the project incorporated an element of support supervision, aimed at building the capacity of the schools to report on progress of the project

As part of good practice, the project looked to conduct effective and efficient monitoring, evaluation and learning, throughout its life. Given that the regions are not homogeneous and therefore had challenges manifesting differently, a baseline survey was conducted both at region and school level, to get the region and school specific baseline data.

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in a regular and timely manner. Joint review meetings were also conducted, to further build capacity and enlist project ownership. The main challenges registered over the course of the project included, delayed accountability and reporting by some schools, which delayed FAWE’s reporting and affected the schools that had reported on time. Schools also needed capacity building, in how to interpret and use data collected; for purposes of improving project activities.

4.0

LESSONS LEARNED, SUSTAINABILITY AND RECOMMENDATIONS

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4.1

OVERVIEW AND OUTCOME DOCUMENT

Lessons learned

Over the implementation period, a lot of positive results were realized in terms of promoting girls’ participation and performance in STEM subjects and a number of beneficiaries were reached a s outlined in Table 3 below.

Table 3: Beneficiaries reached by sex, number and percentage

Students that participated at the STEM Annual Mentoring Camp Teachers that participated at the STEM Annual Mentoring Camp Students that participated at the STEM National Competition

61 49 61

Girls who participated in STEM clubs Teachers that attended the STEM National Competitions Head teachers & Deputies that attended the STEM National Competitions Teachers trained in ICT/Orientation on the Digital pedagogy Number of Outstanding Science teachers Awarded External facilitators for the STEM Annual Mentoring Camp Adjudicators for STEM National competitions Media at the STEM National Competitions Media at the STEM Annual mentoring camp

The project evaluation showed that overall, the project registered success across the various components, with individual and cumulative results.

STEM clubs saw very high participation of the girls and increased innovation in STEM, especially towards solving community problems. Role models and STEM competitions were also noted as areas that worked well; with all three components complementing each other. Building the capacity of teachers in GRP and use of digital pedagogies and ICT skills greatly improved lesson content and delivery and enhanced the girl’s interest, enrolment and

94 38 179 41 05 03 19 04

363 217 101 6000 58 28 70 12 05 02 05 01

424 266 162 6000 152 66 249 53 10 05 24 05

practical participation in science subjects. Project beneficiaries noted that this was further enhanced by the provision of: science textbooks; laboratory equipment, chemicals and reagents and laptops.

At governance and administrative level, the project led to greater synergies across the school structure; increasing teamwork amongst departments at school and enhancing professional guidance and motivation from the school management. It was also noted that the aspects of the project have been integrated or mainstreamed in the project schools as specified in Table 4 below.

Table 4: Project components mainstreamed into schools Project component mainstreamed by the school

Percentage

STEM Club

55.26

STEM competition

44.74

Role Models

34.21

Innovation

31.58

GRP

18.42

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Mr. Teraq Al Gurg, the Chief Executive Officer Dubai Cares, appreciating one of the student’s innovations (Robot), and looking on are Mrs. Hendrina Doroba Former Executive Director FAWE Africa, Teachers and Students during Dubai Cares Monitoring Visit.

However, while there were all these positive lessons drawn from the project, there were also a number of challenges observed. Despite the good results and mainstreaming of components of the project into the school systems, there were certain areas that did not work well. Implementation of STEM activities ran concurrently with the school calendar, therefore the programme lacked adequate time to execute the mandate. In addition, there were limited finances to cater for project activities, yet they were expected to go ahead as planned. In some instances STEM clubs were not sustained and membership fell as material support from management was no longer forth coming. The decreased membership meant that girls who had hitherto used them as hubs of innovation, learning and peer to peer interaction were now losing out. This affected the level of innovative ideas coming out of the schools. In some instances, role models had very busy schedules and therefore it was difficult at times to fit in the school programs.

There were instances of resistance from head teachers who did not appreciate the efforts that were being made to enhance girls STEM education and innovation. Others did not attend project workshops that encouraged shared learning, and follow up on

STEM activities at school level was poor. While it was appreciated as a good project component; the digital pedagogy was not put into practice in schools that had no computers, and in cases where teachers had no android phones. Teachers were therefore unable to acquire ICT skills and integrate computer studies in the curriculum. Where there were computers, matters were not helped by the Intermittent, expensive and nonexistent internet connectivity which threatened research, teaching and learning using the e-learning platform as well as the sustainability of this good practice. By the time of close out of the project, some schools still needed more capacity built around keeping organized records, making timely reports and utilizing data for project processes.

The twinning concept was somewhat difficult to handle; since different schools had different programs. Networking between twin and project schools remained a challenge due to a number of factors including: distances between schools, change in management and total lack of interest along with unmet material expectations. It was also noted that there was lack of trained personnel to help the students in fine tuning on their projects especially on the onset of the competitions and SESEMAT teachers

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had negative attitudes towards STEM activities.

While the MoES was supportive throughout the life of the project, there were gaps noted in terms of inadequate staffing and insufficient science equipment in schools. In some of the project schools, the situation of inadequate equipment was made worse when student numbers increased due to improved performance. Teacher transfers and teachers promotions were also seen as a challenge affecting project continuity and threatening sustainability. Parallel opportunities such as scholarships in Nursing after O’level enticed girls to abandon proceeding to A’level. That the 700 schoolbased innovations that had been developed over the three years were not patented, was noted as a critical gap.

Based on the project activities, beneficiaries reached and information generated, a number of lessons were learned with regard promoting Science, Technology, Engineering and Mathematics (STEM) among girls in secondary schools as follows: 1. Partnerships, are integral to promoting, sustaining, replicating and scaling up integrated multi-pronged STEM innovations. Strategic partners such as: Government ministries, UN agencies, civil society, academia and other key players need to be involved from the initiation to the end of the project. For instance, Government offered to incorporate some of the project schools into national plans and budgets, and to offer support, follow up and review. Stakeholders like AfDB pledged their continued support towards girls’ STEM education, while others like UNESCO; civil society and academia embarked on adopting aspects of the project including: scaling up the gender responsive pedagogy (GRP) training for teachers, and supporting the replication of STEM innovations that address community problems.

School governance and management adopted better practices, including: better planning, reporting and creating an overall conducive learner environment, with select schools institutionalizing the FAWE gender responsive pedagogy model in their education practices.

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2. The STEM initiative can have a ripple effect that at times extends beyond academic enhancement and achievement. For instance, government efforts to strengthen gender equality in education were reinforced by enhancing the capacity of key education players in the project partner schools, and universities. While they implemented gender related programs aimed at closing the gender gap in STEM education, the general gender gap in schooling was closed. In addition, STEM role models also encouraged the girls to do Sciences, with students being more receptive to role models who were not much older than them; as opposed to much older role models who were detached from their reality. The project led to: increased discipline, self-confidence and selfesteem; developing over 700 practical solutions to community challenges and generating income through the innovations. School governance and management adopted better practices, including: better planning, reporting and creating an overall conducive learner environment, with select schools institutionalizing the FAWE gender responsive pedagogy model in their education practices. Teachers engaged in more research and applied more practical and gender responsive pedagogies.

3. A multi-pronged STEM approach has various project elements that are mutually reinforcing.

This increases chances of project sustainability, replication and scale-up. This was evidenced by school level uptake of various aspects of the project into their systems. Additionally, different education stakeholders took up certain aspects of the project for support, replication and scale up. For example, the Ministry of Science, Technology and Innovation set up an Innovation Fund to support the students’ innovation. The NCDC, Ministry of Education Teacher Instruction Education Training (TIET) department will design an intervention, which will use the GRP to equip teachers for STEM at both primary and secondary school level. Twenty one out of the 34 FAWE national Chapters were trained in utilizing e-learning platform and FAWE in partnership with Dubai Cares, UNESCO, ICBA, and UNICEF initiated the digitization of GRP which will enable more pre-service and in-service teachers to access content across the continent.

4. Digitalization and e learning can be used to optimize the teaching and learning of STEM with: increased research and practical application; greater teacher-learner, mentor-learner and peer to peer interaction. During a time when virtual communication is gaining momentum, owing to the COVID-19 pandemic; digitalization and e-learning can be extended to capacity building, networking and increased information sharing.

With proper planning, it can open up various learning, communication and capacity building avenues in a cost-effective manner.

5. Documentation and sharing of lessons learned can popularize the intervention beyond the targeted stakeholders. The project reached more actors in education with the hope of ultimately closing more gender gaps, especially in STEM. Additionally, this led to increased national and regional networks; galvanized support; garnered resources and led to policy and operational considerations.

6. The project result are more pronounced in the rural compared to the urban schools. This is attributed to the greater STEM inadequacies experienced in the more disadvantaged and illequipped rural schools prior the intervention.

The result of the intervention has manifested in increase in the number of girls taking Science subjects at advanced level and performing well; compared to the period before the introduction of the project.

4.2

Sustainability

Partnerships will form an important part of project sustainability; drawing upon the initiatives of the Ministry of Education and Sports and other national level education stakeholders. For example the ministry through NCDC received funding from Pic-Ed to develop STEM e-learning for secondary schools in Uganda. The platform will focus on availing digital learning materials for lower secondary school learners. Under the project NITA-Uganda, a fibre optic is being developed across the country. This gives hope around sustaining the e-learning platform.

At school level, the project will be sustained through the good practices that can be maintained at little or no cost, by ensuring they are not voluntary but are incorporated into the school timetable.

4.3

Recommendations

Since a number of the project schools are MoES centres of excellence or government aided schools, FAWE will engage the ministry towards having some of them included on MoES STEM projects. One such e-learning project, Pic-Ed; focuses on availing digital learning materials for lower secondary school learners. The MoES can further build capacity of the STEM project schools and sustain the project through the ministry’s routine capacity building, monitoring and support supervision visits to the schools. Key successes can also be shared at various platforms such as departmental, inter departmental and Education Sector review meetings.

Working through the relevant departments at the Ministry of Education and Sports, FAWE and partners are to lobby for more equipment and apparatus in some of the project schools. This is important; especially since it was proven that the equipped laboratories lead to more practical application of theoretical concepts, thus improving interest and performance in Science subjects.

Government should set in place mechanisms to Increase enrollment of female teachers in TVETS and particularly in STEM related fields. Female teachers should be supported and encouraged to take up STEM classes from primary school levels; in order to ensure that girls develop and interest for these subjects from an early age. Similarly, STEM role models should be increased proactively; working with government and other partners.

Innovative ways of ensuring that girls develop an interest in STEM and TVET should be developed by government and other partners. These could include initiatives such as: contests, mentorship programs and group activities. STEM peer mentors can be introduced or strengthened in schools. For example, A’ level students can mentor O’Level students. This is expected to contribute towards exchange and transfer of knowledge (She for She in STEM).

Raising awareness and advocacy, through documentation of successful aspects of the project such as the GRP should continue, since it has already attracted partners that can support with project sustainability. For example, UNESCO pledged to fund the roll out of GRP in secondary schools nationally, and the European Union-funded ‘Building Resilience

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in Crisis Education’ project, with 11 consortia partners, agreed that FAWE’s GRP Model be adopted by partners in South Sudan and Uganda.

Media engagement should be consolidated, especially now during the COVID-19 pandemic period. Building on the already good relationship established with: the national television- Uganda Broadcasting Corporation (UBC) and local FM radios such as: Sanyu FM 88.2 and Radio Buddu FM, which covers 20 districts through 98.8 and 95.5 FM. Social media use like Facebook, Twitter, You Tube and Whatsapp can also be used to continuously share information, raise awareness and encourage discourse on and uptake of STEM. At school level, partners should encourage schools to sustain the elements of the project that cost little

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or no funding. This could include: cascading GRP through the trainers of trainers; continuing with STEM innovations using local materials and using them to generate income. Since innovations generate income and can be developed further, FAWE should follow up on patenting and incubation of innovations with the relevant ministry.

Working with the community and parents in changing gender stereotypes will go a long way in ensuring that girls take up STEM subjects. There is need to sensitize the community on gender equality; to ensure that the existing gender stereotypes are broken down.

This will ensure that girls have an opportunity to take up more STEM subjects and subjects and careers traditionally regarded as being male dominated, will be opened to girls and women.

BIBLIOGRAPHY

African Development Bank. (2020, February 11). The International Day of Women and Girls in Science calls for Africa to address the gender gap in STEM fields [Web blog post].

Retrieved from https://blogs.afdb.org/investing-gender/international-day-women-and-girls-science-calls-africa-addressgender-gap-stem Ministry of Education and Sports. (2017). National Strategy for Girls’ Education (NSGE) in Uganda (2015–2019). Kampala, Uganda: Author. Ministry of Finance, Planning and Economic Development. (2009). National Science, Technology and Innovation policy, 2009. Kampala, Uganda: Author.

Ministry of Finance, Planning and Economic Development. (2012). National Science, Technology and Innovation Plan, 2012/2013- 2017/2018. Kampala, Uganda: Author.

Stockholm Environment Institute. (2021). Women in STEM: Promoting women’s participation in science in Africa. Retrieved from https://www.sei.org/featured/women-in-stem-promoting-womens-participation-in-science-in-africa/ The Common Africa Position (CAP) on the post 2015 Development Agenda. (2014, January 31). Retrieved from https:// sustainabledevelopment.un.org/content/documents/1329africaposition.pdf UNESCO. (2017). Report on the International Symposium and Policy Forum, 28-30 August 2017, Bangkok, Thailand. Cracking the code: Girls’ education in STEM. Bangkok, Thailand: Author.

UNICEF. (2020). Towards an equal future: Reimagining girls’ education through STEM. New York, United States: Author.

World Health Organization. (2015). African Women in science. Policy brief featured in case studies and alumni profile.

Retrieved from https://www.who.int/tdr/research/gender/Women_overview_piece.pdf World Women in Science and Technology. (2016). National assessments on gender and Science, Technology and Innovation: A review of four country assessments from East Africa: Ethiopia, Kenya, Rwanda and Uganda. Hafkin, NJ: Author.

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NOTES

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