1. 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
2. Higher Education, Women, Science,
Technology, Mathematics (STEM)and Peace
By
Lucy Wandiri Mbirianjau
SUPEVISORS: Prof Fatuma Chege and
Dr. Ibrahim Oanda
Department of Educational Foundations, Kenyatta University,
Nairobi, Kenya.
3. 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.
4. 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.
5. 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.
6. 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
7. 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.
8. 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.
9. 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)
10. 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)
12. Position Male Female Total
Professor 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
13. 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.
14. Worse still, majority of the few who access STEM disciplines not
only 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
15. 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
