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By Wanjira Kamwere, Business Development Manager, MySkills4Afrika Programme Itâs evident by the significant investments into skills development and educational programmes that Microsoft believes in upskilling our youth to have the right skills to succeed in the Fourth Industrial Revolution. But even as we strive to include as many young learners in Science, Technology, Engineering and Maths (STEM) subjects as possible, our girl learners are lagging behind. According to the UNESCO report, âCracking the Code: Girlsâ and Womenâs education in STEMâ, only 35 percent of STEM students in higher education globally are women. This gaping gender gap is especially concerning when we consider that STEM careers are referred to as the jobs of the future. UNESCO notes that a strong gender imbalance exists globally, particularly in sub-Saharan Africa, in regard to womenâs representation in STEM fields. According to the United Nations Institute of Statistics ( ....
We must engage with girls at primary and secondary school levels to raise the visibility of STEM subjects as a potential career trajectory. Photo: Wanjira Kamwere/Microsoft 4Afrika It s evident by the significant investments into skills development and educational programmes that Microsoft believes in upskilling our youth to have the right skills to succeed in the Fourth Industrial Revolution. But even as we strive to include as many young learners in Science, Technology, Engineering and Maths (STEM) subjects as possible, our girl learners are lagging. According to the UNESCO report, Cracking the Code: Girls and Women s education in STEM , only 35 per cent of STEM students in higher education globally are women. This gaping gender gap is especially concerning when we consider that STEM careers are referred to as the jobs of the future. ....
Microsoft 4Afrika It’s evident by the significant investments into skills development and educational programmes that Microsoft believes in upskilling our youth to have the right skills to succeed in the Fourth Industrial Revolution. ....