IAU 2011 International Conference

Strategies for Securing Equity in Access and Success in Higher Education

Date: 16th - 18th November, 2011

at

Kenyatta University

Nairobi, Kenya

Higher Education, Women, Science, Technology, Mathematics (STEM)and Peace

By

Lucy Wandiri MbirianjauSUPEVISORS: Prof Fatuma Chege and

Dr. Ibrahim Oanda

Department of Educational Foundations, Kenyatta University, Nairobi, Kenya.

Most of the social conflicts that exist in the society,

notably, acts of violence, have been linked to social

marginalization and denial of access to basic needs.

This leads to the scramble for, need to control meager resources - natural and human-made

Hence, most of the very poor countries or regions are the ones which are embroiled in: conflicts, poverty, famine, diseases .

To build peaceful society one must start with activities that will facilitate socio-economic development.

Education is a key aspect of human development, especially education in science and technology that serves as a tool for change and progress.

Application and the process used in acquiring scientific knowledge can influence: the socio-economic development, poverty reduction, communication and dialogues in communities and the mindset that promotes peace.

STEM brings in innovation in Agriculture, health etc thus a peaceful society.

STEM disciplines are the critical driven courses.

Globally, women make up more than half of the population

and sadly, during conflicts, women and children are the major

victims of war

Women carry most of the responsibilities of reproduction,

family maintenance and care.

They are givers and hold substantial amount of local traditional knowledge in health, agriculture etc.

They possess great potential and expertise that goes unutilized

Therefore, women’s access to higher education would not only be seen as a pre-requisite for gender equality in society but paramount to peaceful society.

Their under representation in STEM makes their contribution towards peace building insignificant

Engendering of the STEM disciplines in higher institutions of learning will therefore have the effect of an increased generation and development of the meager resources thus reducing conflict and therefore fostering a culture of peace.

This will lead to more focused innovations in health, food security, civil stability in a manner that promotes more human understanding

The Millennium Development Goals:

Goal 1 is the eradication of extreme poverty and hunger.

Goal 3 deals with Promotion of gender equality and empower women.

Goals 4 and 5 concerned with reducing child mortality and improving maternal health.

Goal 7 is concerned with ensuring environmental sustainability.

Kenyan government launched Vision 2030

Guided by three-pillars(social, economic and political) which recognize Science, Technology and Innovation.

Social, political and economic needs of society require scientific knowledge, skills and the right attitudes to deliver meaningful implementation that is pro-peace.

These are the hallmarks of economic recovery and growth, political maturity as well as social cohesion and peaceful co-existence.

Peace-building actions necessarily require inputs of science and technology to support innovation, economic growth and political maturity for wellbeing of all citizens.

Despite the positive developments and increased number of women education, women participation imbalances still persist in science-based courses.

Proportion of girls’ enrolment declines as they move up the educational ladder (pyramidal)

Only 1/3 of all students enrolled at the university are women.

The scenario is worse in STEM disciplines where women are highly under represented.

Equally, Women Faculty in STEM disciplines is alarmingly low-(role models)

Course 2007 2008Female Male Female Male

Agricultural Engineering 0 32 8 25Civil Engineering 6 25 4 28Bachelor of Science 67 144 78 173Electrical and Electronic Engineering 4 29 4 28

Mechanical Engineering 4 28 3 25Architecture 3 23 8 14Computer Science 7 24 10 23Eleactronic and Computer Engineering 0 17 2 15

Computer Technology 3 18 8 15Analytical Chemistry 5 13 4 16Mathematics and Computer Science 4 41 11 59

Position Male Female TotalProfessor 0 0 0

Associate Professor 3 0 3

Senior Lecturer 10 0 10

Lecturers 4 0 4

Assistant Lecturers 1 0 1

Chief Technician 1 0 1

Senior Technician 4 0 4

Technician 2 1 3

They are: socio-cultural, socio-economic, pedagogical,

political, curriculum and general female experiences in

HE

In spite of considerable expansion in higher education

and affirmative actions implemented, gender and regional

imbalances have characterized and continue to

characterize the development of higher education in

Kenya as in other African countries.

Worse still, majority of the few who access STEM disciplines notonly fail to complete but they also perform poorly as compared to their male counterparts

There is need therefore to come up with STEM interventions/policies to arrest the situation.

Limited access of female students in STEM disciplines limits their contribution and utilization of knowledge critical to realizing a culture of peace

For a peaceful society all stakeholders in education have a crucial role to play in increasing women's access,

participation and success rates in STEM disciplines in Higher Education to tap their unexploited potential.

Phd :Widening Female Participation in Science and Mathematics (STEM) Disciplines to Contribute to a

Culture of Peace in Kenya

Thank you

Asante Sana!