Gender equality and equity is still considered an issue in STEM-related industries, where women are still a minority of the workforce. As an example, women constitute only 29 percent of science researchers in 121 countries in the world according to Adefunke Ekine. In Rwanda, female academic staff in high education institutions and in TVETs, account for only 12 per cent for those with a doctorate, and 21 per cent for those with a master’s degree, according to the National Institute of Statistics of Rwanda’s 2020 figures.
A recent survey shows that STEM self-beliefs, attitudes and interests can contribute to the gender inequity in STEM fields. The data collected among students in the district of Kayonza, illustrated that male students are more self – confident to do mechanical and technological tasks which can translate their higher interest to pursue STEM fields like engineering and computer sciences. This shows that there is a need to reinforce interest in STEM among young women to make sure they are fairly represented in the field.
Gaining hands-on skills
In June 2022, VVOB, the Rwandan Association for Women in Science and Engineering (RAWISE), the Rwanda Basic Education Board (REB) and the Mastercard Foundation conducted a one-day hands-on skills workshop to inspire female learners to learn and pursue STEM subjects, and to train female teachers on the use of project-based learning in mathematics, ICT and science subjects.
The workshop was conducted in six districts in the Western Province of Rwanda, and combined project and hands-on practice to show the application of maths, ICT engineering and sciences in real life. The Western province was selected to conduct the workshop based on its high percentage of rural population. In addition, statistics shows that this province is among the ones with low performing learners in Rwanda national examinations in secondary education.
About 180 female leaners from lower and upper secondary learners from 54 schools participated in the workshop. The lower secondary learners were specifically selected because they are at the beginning of their secondary studies, which constitutes a good opportunity to experience the relevance of STEM in real life and start thinking about the options they have to pursue their education at an advanced level. The upper secondary learners were selected to help them prepare their future career and become skilled STEM mentors.
Applying STEM in real life
Patience Niyigena is a senior 1 learner at G.S Bigogwe, Nyabihu District. She had planned to study maths, biology and chemistry (MCB) combination after graduating to senior 4. However, she reviewed her plans during the workshop as she explains: “I gained many interesting hands-on knowledge and skills during the workshop. I was very much interested by the experiments in physics, particularly series and parallel circuits. This inspired me to study a combination that includes physics, and this is physics, chemistry and maths (PCM), when I graduate to senior 4”.
For Sarah Nyiransabimana, a senior 4 student in maths, chemistry and biology (MCB) at G.S Shyira, Nyabihu district, the workshop made her realize the application in real life of what she used to learn in theory. “I had learnt to measure specific heat capacity by electrical method only in theory, I really enjoyed putting it in practice during the workshop. Now, I am confident that I can rely on my STEM skills to create a job for myself after completing my secondary education."
Teachers’ plans
Teachers play a big role in motivating learners especially girls to pursue STEM subjects.
A total of 36 female STEM teachers also acquired hands-on skills on project-based Learning (PBL) in biology, chemistry, physics, mathematics, engineering and ICT. Among other things, in maths, they were trained on height and distance angle elevation while in science they gained skills on house installation, making low-cost soap and making school kitchen garden, among others. In ICT, teachers were given basic hands-on skills on Microsoft Office, Scratch1 programming and how to integrate Scratch in STEM courses.
Female STEM teachers’ involvement in the workshop did not only build their capacity in science teaching but also reminded them about their mentoring roles to the young girls in their respective schools.
Arlette Dushimirimana teaches biology at G.S Vunga, Nyabihu District. She found the one-day hands-on workshop as a reminder to improve science teaching.
“I acquired hands-on skills on project-based Learning in biology which showed me that I should give my students the opportunity to develop knowledge and skills based on challenges and problems they face in the real world. As an example, when students understand and experiment osmosis (how plants are able to absorb water from soil) they can help or teach their parents or other farmers to plant seeds without defects; or even do it themselves,” she said.
“The workshop also showed me that I should initiate science clubs, with my STEM teacher colleagues to encourage learners especially girls to study science subjects. My colleagues and I will put more efforts in demonstrating the application of science in real life. Since we currently don’t have a science laboratory, we will rely on locally available resources such as homemade sorghum or banana beer, making cakes or breads, among others, for experiments,” she added.
1Scratch is a free coding tool that develops creative, problem-solving and collaborating skills, helping learners to thrive in a digital economy.
