International Day of Women and Girls in Science: Kenyan women and girls excluded from scientific fields
Godfrey Ombogo*
Ms. Millicent Agutu was an engineer at Safaricomthe Kenyan mobile network service provider, in various capacities for 11 years.
The engineer acute says her journey to study engineering was sparked by curiosity, following she moved from an all-girls high school to a coeducational school in her third year.
« The girls at school didn’t like physics, because it was seen as a subject for boys, and no student was studying it when I arrived. “, she explains.
« I kept wondering why this was happening and that’s how my curiosity was aroused and my journey of discovering technology began. »
Ms. Agutu’s experience shows how girls view science, technology, engineering and math (STEM) subjects [ou STEM selon l’acronyme anglais]) and achieve results in most Kenyan schools, starting at the primary level.
In the exam results of the Kenyan Certificate of Primary Education (KCPE) from 2022 recently released, female applicants performed better than males in English, Kiswahili and Kenyan Sign Language. Boys’ performance in mathematics, science and social studies, and religious education was exemplary.
As the whole world celebrates the International Day of Women and Girls in Science February 11, Mrs. Margaret OgaiGeneral Manager of theEngineers Board of Kenya (EBK), asserts that the situation of women and girls in STEM fields is “ bad » au Kenya.
Engineer Ogai claims to be the only female engineer running a semi-state company in Kenya. ” The only other female engineer who has ever held this position is my friend, Rosemary Oduor, who was acting CEO of Kenya Power. »
Girls and boys are assigned roles
According to data provided by theEBKthe organization that registers engineers and accredits engineering programs offered by universities in Kenyaof the 2,501 registered professional engineers, only 211 are women, which represents a meager 8.4%.
According to Ms Ogai, the problem starts at the family and community level, where both girls and boys are assigned roles, with the former focusing more on care tasks.
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Engineer Margaret Ogai, CEO of theEngineers Board of Kenya.
Even for Ms. Agutu, beyond her curiosity, which pushed her to enroll in a Bachelor of Science in Telecommunications Engineering atJomo Kenyatta University of Agriculture and Technologyis the fact that growing up, she enjoyed games like football, bicycling and fishing, which were mostly played by boys.
She grew up knowing that certain roles and games were reserved for boys or girls. But she also had something that most girls lack: the support and guidance of her parents.
« When I got my results [aux examens du KCSE], my father and older sister felt that an engineering education would be best for me following reviewing my strengths and abilities. I took up the challenge and I started “, says Mrs. Agutu.
Because there are still few girls and women studying STEM subjects or working in science-related fields.
All is not lost
According to Ms Ogai, young schoolgirls lack role models and are discouraged from taking technical courses later in life.
« When I joined the university, there were technical colleges for boys only, which prepared them for the future. Girls who took technical courses like engineering were always encouraged to take courses that were considered lighter, such as food and nutrition “, she explains.
According to a report of theUnesco of 2021 entitled “ Unleashing the Potential of Girls in STEM in Kenya 35% of STEM students in higher education worldwide are women, with variations depending on the discipline.
For example, only 3% of female students in higher education choose information and communication technologies (ICT); 5% choose natural sciences, mathematics and statistics, and 8% engineering, manufacturing and construction.
Women’s participation is highest in health and wellness studies, at 15%.
The African development bank further reports that less than 25% of African tertiary students enroll in STEM fields.
But Ms. Ogai says all is not lost. After various interventions, more girls are now taking STEM courses, if current figures at universities and colleges are to be believed.
Girls now make up regarding 30% of engineering students in all universities in Kenya.
According to her, the biggest challenge remains in the workplace where women in technical fields find it difficult to progress due to issues such as sexual harassment, presence of more men in decision-making positions and the fact that women are distracted by their duty to raise their families at home.
Create your own space!
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Shutterstock.com
« Most women start their careers as engineers but change professions as they plan to start a family. This activity involves a lot of work in the field, but most of us are reluctant to go into the field and are ignored when it comes to promotions “, she says.
Ms. Agutu acknowledges that the STEM sector is still male-dominated and that for a woman to thrive, “ you have to create your own space and fight for the opportunities that present themselves from time to time. »
She recently left the engineering department of Safaricom and moved on to risk and compliance, but insists the decision had nothing to do with the challenges highlighted above.
« I needed a change, something that would let me discover my spark and allow me to understand the business from a broader perspective. I needed growth and visibility and that is only outside of your comfort zone “, she explains.
According to Ms. Ogai, women working in science, technology and engineering professions need support and platforms such as the Women Engineers Chapter of the‘Institution of Engineers of Kenya (INCL), where members are mentored by their peers and elders.
Girls in school also need appropriate guidance that breaks down traditional barriers and archaic cultural practices that deprive women and girls of opportunities for development.
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* The author is editorial advisor and scientific consultant editor for Media for Environment, Science, Health and Agriculture (PLACE). Email: [email protected]
