Science, Technology, Engineering and Mathematics

Many girls in sub-Saharan Africa do not participate significantly or perform well in Mathematics, Science and Technology subjects. This situation becomes more pronounced as the level of education increases and a combination of factors perpetuate the imbalance. These factors include cultural practices and attitudes and biased teaching and learning materials. FAWE developed its Science, Technology, Engineering and Mathematics (STEM) model to increase and sustain access, interest, participation and performance of girls in STEM subjects at all levels. The model trains teachers to adopt and use STEM curricula, teaching and learning materials and classroom practices that are gender-responsive. It involves not only teachers but education planners, curriculum developers, publishers and women leaders, and sensitises parents and stakeholders on the importance of girls’ participation in STEM. The Science, Mathematics and Technology model was initiated in 2005 and has been introduced in Burkina Faso, Cameroon, Kenya, Malawi, Mali, Mozambique, Rwanda, Swaziland, Tanzania, Uganda, Zambia, Zanzibar and Zimbabwe. Over 15,000 students have benefited from FAWE’s STEM programme since 2005.