For Cherie Blair (left), founder of the Cherie Blair Foundation for Women and wife of former British Prime Minister Tony Blair, “empowering women and girls to access education isn’t an option, isn’t a nice thing to do, it’s an imperative”. Credit: A.D. McKenzie/IPS

By A. D. McKenzie
PARIS, Feb 26 2015 (IPS)

Providing women with greater access to mobile technology could increase literacy, advance development and open up much-needed educational and employment opportunities, according to experts at the fourth United Nations’ Mobile Learning Week conference here.

“Mobile technology can offer learning where there are no books, no classrooms, even no teachers. This is especially important for women and girls who drop out of school and need second chances,” said Phumzile Mlambo-Ngcuka, Executive Director of UN Women.

The agency, which focuses on gender equality and the empowerment of women, joined forces with its “sister” organisation, the U.N. Educational, Scientific and Cultural Organisation (UNESCO) to host the Feb. 23-27 conference this year.“Mobile technology can offer learning where there are no books, no classrooms, even no teachers. This is especially important for women and girls who drop out of school and need second chances” – Phumzile Mlambo-Ngcuka, Executive Director of UN Women

The aim, UNESCO said, was to give participants a venue “to learn about and discuss technology programmes, initiatives and content that are alleviating gender deficits in education.”

Participants from more than 70 countries shared so-called best practices and presented a range of initiatives to address the issue, including reducing the costs of access to mobile services in some developing countries, and providing training and free laptops to women teachers in countries such as Israel.

“There is still a persistent gender gap in access to mobile technology,” said keynote speaker Cherie Blair, founder of the Cherie Blair Foundation for Women and wife of former British Prime Minister Tony Blair.

In an interview on the side-lines of the conference, she told IPS that “anything that encourages the education of girls is important” and that it was “particularly significant” that UNESCO and UN Women had joined forces to work together in this area to achieve results.

“We need to encourage women to use technology and we also need to involve men to provide support,” Blair said. She cited research showing that a woman in a low- or middle-income country is 21 percent less likely than a man to own a mobile phone. In Africa, the figure is 23 percent less likely, and in the Middle East and South Asia 24 percent and 37 percent respectively.

“The reasons women cite for not owning a mobile phone include the costs of handsets and data plans, lack of need and fear of not being able to master the technology,” Blair said.

Yet, according to the International Telecommunications Union (ITU), mobile phones are the “most pervasive and rapidly adopted technology in history”, with six billion of the world’s seven billion people now having access.

If there existed gender parity in this access, women could benefit from the technology in a number of ways, including getting information about healthcare and other services, experts said.

They could also potentially follow massive open online courses (MOOCS) such as those offered by an increasing number of universities and other institutions, despite on-going controversy about their benefits. Currently, the majority of students enrolled in MOOCs are men, and often from wealthy backgrounds, surveys suggest.

Whether women live in low-income or rich countries, learning how to use technology could have future benefits especially regarding employment, said Mark West, a UNESCO project officer.

“Ninety percent of jobs in the future are going to require ICT skills,” he told IPS in an interview. “So any idea that it’s not socially or culturally acceptable for women to use technology is extremely dangerous.”

He said the fact that 25 percent fewer women than men currently access the Internet “was alarming” and that changes needed to occur early in education so that girls were not left out of future jobs.

“We don’t often realise how gendered our perceptions of technology are,” he added. “Women are taught from a young age to not like technology, taught that maths and science are not for them, and this is a big problem.”

At university level, only about 20 percent of female students are pursuing careers in computer science, and in the technology sector, only six percent of CEOs are women, according to the ITU.

“We should do more to get women in STEM fields,” said Doreen Bogdan, ITU’s Chief of Strategic Planning and Membership Department, referring to the academic disciplines of science, technology, engineering and mathematics.

Some participants highlighted current programmes to keep girls interested in science, such as camps run by the California-based semiconductor company Qualcomm, which brings sixth-grade female students together to learn coding and tech skills, and does follow-up work with them as they continue their education.

“All of the tech companies are fighting for the same talent pool and there are not enough females in that talent pool because not enough girls are studying it,” said Angela Baker, a senior manager at Qualcomm.

“There’s a ton of research that shows that when you have more women in the industry, companies tend to do better … so we have a vested interest in building that pipeline of girls and women,” she told IPS.

Apart from the STEM fields, girls have made great strides in education over the past 30 years, but there is “still a long way to go,” said experts, who cited U.N. figures showing that globally there are seven girls to every 10 boys in school.

Both UNESCO Director General Irina Bokova and Cherie Blair described education as a “human rights imperative” as well as a development and security imperative.

They stressed that the goal of achieving gender equality in education will continue for the post-2015 development agenda, and that technology has an important role to play.

“Empowering women and girls to access education isn’t an option, isn’t a nice thing to do, it’s an imperative,” Blair said.

Edited by Phil Harris    

Moselyn Muchena, one of the girls being given a chance under the TechWomen initiative. Credit: Mary Kashumba/IPS

By Mary Kashumba
HARARE, Jul 10 2014 (IPS)

For 22-year-old Moselyn Muchena, a final year computer science student at the University of Zimbabwe, it seemed obvious to create a mobile application offering easy access to services in the local catering industry, largely because of the huge number of female entrepreneurs in that sector.

“The kinds of problems these women are going through inspired me to come up with an innovative application for the industry called ORDER NOW, through which they can [post] their menus and specials, as well as their location and the prices of items.

“The application is also interactive, allowing customers to share [their reviews] on other social networks platforms … and it offers a platform for feedback, which is vital for businesses,” Muchena told IPS. The app also allows for advertising.“We want to tap into the creative and innovative base of 52 percent of the population. Imagine what the world has lost in innovation due to the lack of or fewer women in these creative spaces” – TechWomen Zimbabwe

“I am grateful to get this opportunity to create a culinary application that can be used by restaurants, where mostly women dominate the field,” she said, adding that she hoped her app will have a global reach.

According to Farai Mutambanengwe, president of the Small to Medium Scale Enterprises Association of Zimbabwe, women dominate the catering industry in Zimbabwe. He told IPS that while the association had no actual analysis “on the number of women who are in the culinary industry compared with men, generally women continue to grow in dominating this field.”

Muchena sees herself as paving the way for other girls to enter the fields of science and technology. “Being the only girl doing computer science in my class, I used to feel like an outcast and it took me time to blend in to become part of the class and not ‘the woman’ in the class. I said to myself I would also pave the way for young girls who aspire to have a career in technological innovations.”

The young innovator is just one of over 100 girls and women aged between 10 and 23 who are creating innovative technologies to address community problems in Zimbabwe. They are part of a U.S. Department of State’s Bureau of Educational and Cultural Affairs initiative called TechWomen, a programme designed to empower, connect and support the next generation of women leaders in science, technology, engineering and mathematics (STEM).

Referring to her own experience in developing her software, Muchena pointed out that there was an urgent need for investors in the field of science. “Our plight as young science entrepreneurs is that there are no investors willing to engage youths who are coming up with innovations.” However, lack of investment in the science sector has dwindled as a result of a restrictive economy.

According to a 2008 report in the Economic Reform Feature Service  of the Centre for International Enterprise (CIPE), “the education system in Zimbabwe has long suffered from an insufficient focus on teaching practical skills, limited access to higher education opportunities, and unequal access for girls to specialised fields such as science.”

“Successful educational reform is a necessary step to create the basis for sustained economic growth and requires the involvement of all stakeholders, ranging from families and civil society into national and local governments as well as the private sector,” said the report.

National Zimbabwean statistics for 2012 show that the number of women who enrolled in faculties of engineering, computer science and science technology at university level were 17 percent, 35 percent and 22 percent respectively in 2009. A year later, women’s enrolment in these faculties were 17. 5 percent, 39 percent and 18 percent respectively.

Chemical technologist Aretha Mare, one of the members of TechWomen Zimbabwe, founded by five Zimbabwean women who graduated from the U.S. State Department’s TechWomen initiative, told IPS that its vision is to see gender parity, or 50 percent representation of women in all STEM professions.

“We want to tap into the creative and innovative base of 52 percent of the population,” says TechWomen Zimbabwe. “Imagine what the world has lost in innovation due to the lack of or fewer women in these creative spaces.”

Mare said that under the TechWomen initiative, “the women act as role models, mentors and teachers, creating a networking platform and peer-to-peer interaction with sharing of knowledge to keep them motivated and sharing of opportunities, thus avoiding the leaky pipe where a few women who pursue STEM careers also switch careers or leave due to frustrations in the workplace.”

According to Mare, “the girls’ programme aims to expose girls to STEM fields through experiential learning, where they identify problems, use STEM to solve them, recalibrate and ideate again. We try to do it in hands on, fun and engaging way.”

“We believe we are causing a revolution, transitioning Zimbabwe into a tech power house through girls and women as we target girls from marginalised backgrounds (both in school and out of school), some of them with no prior computer experience and most with limited access to technology. So far we have trained over 100 girls,” she added.

Meanwhile, under its Strategic Plan (2011-2015), Zimbabwe’s Ministry of Primary and Secondary Education in partnership with the U.N. Children’s Fund (UNICEF) has embarked on a massive programme to revive science teaching in the country. The programme is being funded through the Education Development Fund (EDF), a multi-donor funding mechanism.

The programme has already distributed 2,449 sciences kits and is currently working on the re-training of more than 5,000 science teachers from the 2,336 secondary schools in the country on the safe use and maintenance of the equipment in the kits.

For Muchena, it all comes down to convincing parents and the government to strive to ensure that talent is given a chance. “I encourage parents and the authorities to understand that sometimes it is not about the academic aspects but about realising a child’s ability and nurturing it into something big.”