Data by the United Nations Educational, Scientific and Cultural Organization (UNESCO), shows that only 35 percent of students studying STEM in higher education globally are women. At primary and lower secondary levels, less than half of schools in sub-Saharan Africa have no electricity, computers or even access to the internet. Credit: Joyce Chimbi/IPS

By Joyce Chimbi
DJIBOUTI CITY, Jan 28 2020 (IPS)

Dr. Anne-Maria Brennan loved science as a young girl. But instead of encouraging her, those around her made attempts to steer her in the “right direction”. “The right direction was in nursing, teaching and secretarial courses. I was told that girls do not study physics,” she tells IPS.

“These voices were so loud that I seriously considered becoming a music teacher. But then someone sensibly told me that I could become a scientist and an amateur musician, but there was nothing like an amateur scientist who was also a professional musician,” she says.

That was in the seventies, today Brennan is the vice-president of Science Engagement at the Foundation for Science, Technology and Civilisation in the United Kingdom.

Brennan previously served as an associate professor in Bioscience and Forensic Biology, at the School of Applied Science, London South Bank University.

“It turns out that girls could in fact study physics, or mathematics, science, technology and engineering,” she quips.

It has been five decades since Brennan swam against the tide, pursuing a career in science. But data by the United Nations Educational, Scientific and Cultural Organisation (UNESCO), shows that globally only 35 percent of students studying Science, Technology, Engineering and Mathematics – or STEM – in higher education are women. Further confirming that girls are still being steered towards domestic and caring career paths.

“Gender balance in enrolment as well as inclusivity in both participation and achievements in STEM education remains a global south challenge,” Professor Kalu Mosto Onuoha, President of the Nigerian Academy of Science, tells IPS.

“Education systems will never be balanced and inclusive when half of the population is not participating at per with their counterparts in STEM education,” he adds.

Similar sentiments were shared by other delegates participating in the 3rd International Summit on Balanced and Inclusive Education currently being held in Djibouti City, Djibouti. Organised by the Education Relief Foundation (ERF), over 200 delegates and government representatives from over 35 countries are currently in the Horn of Africa nation where state leaders are expected to sign a Universal Declaration on universal inclusive education.

• Unfortunately, low female representation in STEM education is a narrative that knows no boundaries. According to UNESCO, Sweden has the highest share of women graduates from STEM programmes among Nordic countries, but STEM attainment among female students in Sweden stands at 16 percent, compared to male students at 47 percent.

Brennan affirms that the numbers are similarly low in the United Kingdom but notes some improvements in the fields of general practice and dentistry, where women have taken a lead.

She says there are few women in surgery and even fewer in engineering because men in these fields are considered unfriendly and the sectors too involved and dirty.

“These wide gender gaps in developing countries are purely out of choice. Students in these countries are making the choice to pursue other interests. In developing countries the choice is made for our students by a patriarchal culture and through socialisation,” says Onuoha.

He says that these inequalities are first rooted in the exclusion and marginalisation of girls in education enrolment.

“Girls who eventually made it to school were encouraged to undertake feminine subjects like teaching. They were socialised to believe that they could only be good mothers if they took on lighter subjects,” Onuoha expounds.

• But the World Economic Forum’s Global Gender Gap Report 2020 indicates that these inequalities are not limited to the lagging behind of girls at the enrolment level.
• In countries such as the Southern Africa nation of Namibia where girls outpace boys in school enrolment at all levels, the gap widens in STEM education. Here, about eight percent of female students have attained STEM education, compared to 21 percent of male students.
• Nonetheless, the report shines a spotlight on countries with impressive levels of STEM education uptake among their female students.
• In Mauritania, for instance, attainment in STEM is at 29 percent among female students, and 31 percent among male students. In the South Asian nation of Myanmar, female students outpace male students in attainment of STEM education.
• A few other countries such as the Arab country of Oman are slowly and surely closing the gender gap in STEM uptake, with 41 percent of female students and 55 percent of male students.

“In developing countries there are many concerted efforts to address the first part of  the problem, even though painfully slowly, we are slowly closing gender gaps in education enrolment, retention and in some cases, achievements,” Professor Mahouton Norbert Hounkonnou, from the Benin National Academy of Science, Arts and Letters, tells IPS.

Hounkonnou is a full professor of mathematics and physics, and called for the demystification of sciences. “STEM education is taught as if only a few people are meant to understand but science and math is for all of us. Everybody does math on a daily basis without even knowing it.”

Hounkonnou says that balanced and inclusive education systems call for an overhaul in what is taught in STEMs, who teaches it and how it is taught. “Learners love to be engaged. Our classrooms must become more interactive. We also need a gender component, currently lacking, in many of our educational interventions,” he adds.

He called for investment in infrastructure and learning materials to improve the environment in which STEM education is provided.

U.N. research shows that countries in the sub-Sahara Africa face the biggest challenges. At the primary and lower secondary levels, less than half of schools have access to electricity, computers and internet.

“This forum provides an opportunity for us to define the shape a balanced and inclusive STEM education system should take, and make concerted efforts to build that system. It will take financial and technical resources, including the training of teachers to better interact with female learners,” says Hounkonnou.

Maths and physical science teacher Peter Tabichi picture after the Keriko Mixed Day Secondary School teacher has won the one million dollar Global Teacher Prize at a ceremony in Dubai. Credit: Busani Bafana/IPS

By Busani Bafana
DUBAI, Mar 25 2019 (IPS)

A maths and physical science teacher from an impoverished  school in Kenya’s Rift Valley, Peter Tabichi, has won the one million dollar Global Teacher Prize, becoming the first teacher from Africa to clinch the prize established to honour the profession.

Tabichi (36) emerged the winner from a top list of 10 nominees from Brazil, Georgia, Netherlands, United Kingdom, India, United States, Argentina, Australia and Japan.

“I cannot believe it,” Tabichi, told IPS at a press conference after he was named winner. “This is a motivation for teachers in Kenya, Africa and the world. It affirms that teaching is the best profession and I will continue to make a change by teaching.”

The Global Teacher Prize is the largest prize of its kind that recognises an exceptional teacher who has made an outstanding contribution to the profession but also to highlight the important role of teachers in society.

Actor Hugh Jackman announced that Kenya teacher Peter Tabichi was winner of the Global Teacher Prize. Courtesy: Global Education and Skills Forum – an initiative of the Varkey Foundation

Actor Hugh Jackman announced Tabichi’s name at a glittering ceremony that sent the packed hall into thunderous applause. Tabichi was recognised for his dedication, hard work and passionate belief in his students’ talent. Thanks to his efforts the poorly resourced Keriko Mixed Day Secondary School in Nakuru County, in remote rural Kenya, has emerged victorious after taking on the country’s best schools in national science competitions.

Citing his father as his inspiration for becoming a teacher, Tabichi, a member of the Franciscan Brotherhood, gives away 80 percent of his monthly income to help the poor students in his school, many of whom come from poor families–almost a third are orphans or have only one parent–with many going without food at home. The students have difficult experiences ranging from drug abuse, teenage pregnancies, early school dropout, young marriages and there have been cases of suicide.

The school itself has only one computer, a poor internet connection, and a student-teacher ratio of 58:1.

“Every day in Africa we turn a new page and a new chapter,” said Tabichi. “This prize does not recognise me but recognises the continent’s young people…as a teacher working on the frontline I have seen the promise of its young people—their curiosity, talent, their intelligence and their belief.”

The story of Africa, a young continent bursting with talent

Kenya’s President Uhuru Kenyatta, congratulated Tabichi on winning the award in a special video message broadcast at the ceremony in which he described Tabichi as a shining example of what the human spirit can achieve, not just for Kenya and Africa, but also for the rest of the world.

“Peter your story is the story of Africa, a young continent bursting with talent,” Kenyatta said. “Your students have shown that they can compete among the best in the world in science, technology and all fields of human endeavour. All we need is to give them the right support.”

The Global Teacher Prize, open to all working teachers, is part of the Varkey Foundation’s commitment to improving the status of teachers across the world. In their Global Teacher Status Index in November 2013—the first attempt to compare attitudes towards teachers in 21 countries—the study found that between a third and half of the parents surveyed would ‘probably’ or ‘definitely not’ encourage their children to enter the teaching profession. The Global Teacher Status index in 2018 showed for the first time a direct link between teacher status and pupil performance as measured by PISA scores.

“I want to congratulate Peter Tabichi for winning the Global Teacher Prize 2019. I hope Peter’s story will encourage others to enter the teaching profession and shine a spotlight on the truly inspiring work teachers do to make tomorrow brighter than today,” said Sunny Varkey, founder of the Varkey Foundation.

In an earlier interview with IPS Tabichi said if he won he would use the prize money strengthen the Talent Nurturing Club, the Science Club and inter-school science project competitions at the school.

He also planned to “invest in a school computer lab with better internet connectivity.” And said that he would also promote kitchen gardening and production of drought tolerant crops in the community at large.

Maths and physical science teacher Peter Tabichi (far right) in class. The Keriko Mixed Day Secondary School teacher has been nominated for the one million dollar Global Teacher Prize. Courtesy: Peter Tabichi

By Busani Bafana
BULAWAYO, Zimbabwe, Mar 20 2019 (IPS)

Keriko Mixed Day Secondary School in Nakuru County, situated in a remote, semi-arid part of Kenya’s Rift Valley, could pass for an ordinary secondary school in any part of Africa. But ordinary it is not.

Maths and physical science teacher Peter Tabichi’s love for science is changing the lives of Keriko’s 480 students for the better.

In a region frequently blighted by drought and famine, Tabichi’s students come from poor families–almost a third are orphans or have only one parent–with many going without food at home. The students have mixed experiences from drug abuse, teenage pregnancies, early school dropout, young marriages and there have been cases of suicide.

Keriko Mixed Day Secondary School reflects the challenges of education access in many parts of sub-Saharan Africa; lack of teaching and learning resources, high student to teacher ratios, high drop-out rates and teacher demotivation.

According to the United Nations Education and Scientific Organisation (UNESCO), of all regions, sub-Saharan Africa has the highest rates of education exclusion, with over one-fifth of children between the ages of about 6 and 11 not attending school.

Further, the UNESCO Institute for Statistics (UIS) data states that almost 60 percent of youth between the ages of about 15 and 17 are not in school. The organisation warns that without urgent action, the situation will likely get worse as the region faces a rising demand for education due to a still-growing school-age population.

Filling the education gap with science

Tabichi, a member of the Franciscan Brotherhood, donates 80 percent of his monthly income to help his students in need.

But it is his dedication and passionate belief in his students’ talent, that has embolden the poorly-resourced learners to take on Kenya’s best schools in national science competitions.

Through his mentorship, Tabichi’s students participated in the 2018 Kenya Science and Engineering Fair where they displayed an invention that allows blind and deaf people to measure objects.

Keriko Mixed Day Secondary School came first nationally in the public schools category competition organised by the science fair. The maths and science team qualified to participate at the INTEL International Science and Engineering Fair in 2019.

Using the school’s only computer, and despite the poor internet connection and a student-teacher ratio of 58:1, Tabichi has impacted his student’s impoverished lives. He started a Talent Nurturing Club and expanded the school’s Science Club, helping pupils design research projects that are of such a high standard that 60 percent of them now qualify for national competitions.

“My four colleagues and I also give low-achieving pupils one-to-one tuition in Maths and Science outside class and on the weekends, where I visit students’ homes and meet their families to identify the challenges they face,” Tabichi told. “I use ICT in 80 percent of my lessons to engage students, visit internet cafes and cache online content to be used offline in class.”

In February 2019, Tabichi was named one of the top 10 finalists for the Varkey Foundation’s Global Teacher Prize 2019. The one million dollar award recognises an exceptional teacher who has made an outstanding contribution to the profession and highlights the important role of teachers.  Tabichi and nine other finalists were selected from over 10,000 nominations and applications from 179 countries around the world.

The Global Teacher Prize was established five years ago and aims to recognise the exceptional work of teachers all over the world.

Tabichi is excited about his nomination for the prestigious award, describing it as a God-given honour.

“I did not anticipate it,” Tabichi, told IPS. “But I feel that I deserve it since I have transformed the lives of many students. Also, the nomination makes me view all the hard-working teachers throughout the world as superheroes that the world needs to give recognition for bringing a positive change to society.”

Turning challenges into opportunities

Raised in a family of teachers, Tabichi said he recognises the great contribution teachers bring to their communities through their dedication and passion. He added that he was inspired by his father to perceive a teacher’s role as that of enlightening others on how to tackle the challenges of life.

On what can be done to make education, especially at early and primary level accessible to all, Tabichi believes that making it free, equitable and raising the quality of education is a start.

Asked what he will do with the Global Teacher Prize, should he win?

“The main focus will be on the community and school. For example, I would strengthen the Talent Nurturing Club, the Science Club and inter-school science project competitions,” said Tabichi. He added, “I would also invest in a school computer lab with better internet connectivity. In the community, I would promote kitchen gardening and production of drought tolerant crops.”

Congratulating Tabichi for his nomination, Founder of the Varkey Foundation and the Global Teacher Prize, Sunny Varkey hoped Tabichi’s story would inspire those looking to enter the teaching profession.

“The thousands of nominations and applications we received from every corner of the planet is testimony to the achievements of teachers and the enormous impact they have on all of our lives.”