1.2 The Project Rationale

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),amonggirlsinsecondaryschoolsinAfrica. Our 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

AU

African Development Bank African Union COVID-19 Coronavirus disease of 2019

DSTVE

EAC

ECOWAS

FAWE

Department of Science Technology and Vocational Education East African Community Economic Community of West African States Forum for African Women Educationalists

FAWEU

GRP

ICT

MoES

MoSTI

NGSE

SADC

SDG

SESEMAT

STEM

STI

TIET

TOC

UNEB

UNESCO

UNICEF

Forum for African Women Educationalists Uganda Chapter Gender Responsive Pedagogy Information Communication Technology Ministry of Education and Sports Ministry of Science, Technology and Innovations National Girls’ Strategy for Education South African Development Cooperation Sustainable Development Goal Secondary Science and Mathematics Teacher Project Science Technology Mathematics and Education Science Technology Innovation Teacher Instruction Education Training Theory of Change Uganda National Examinations Board United Nations Educational, Scientific and Cultural Organization United Nations Children’s Fund

USD

United States dollar

WEF

World Economics Forum

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 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.

Ms. Martha R.L. Muhwezi

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

532