3.2 Increased community engagement in support of girls’ pursuit of Science subjects

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,

total numbers of teachers awarded over the project period

100%

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,

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.

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 All40schoolsreceivedSciencetextbooks.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%

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

40

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

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 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-

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. 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.

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

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

40

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