African Church Information Service
Henry Neondo
22 December 2003
Nairobi — When the Kenya National Examination Council (KNEC) announces the 2003 certificate of secondary education results, members of civil society organisations concerned with girl-child education expect the outcome to follow the usual norm - girls performing poorly in science subjects.
However, most of these organisations are now turning to information communication technology (ICT) as the bridge that would narrow the difference. Henry Neondo reports . In Kenya, as in many Afrfican countries, boys generally show higher scholastic achievement in scientific subjects than girls.
According to Dr Katherine Getao of the Institute of Computer Studies at the University of Nairobi, "there is no biological reason why boys should be better than girls at learning mathematics, science, and [technological subjects]". In his view, socio-cultural norms may be the reason.
These norms have led to many girls being discouraged from taking science and technology courses, which are perceived as more difficult, and therefore meant for boys.
As a result, performance levels in science subjects continue to be low among girls, and very few join universities to take up such courses.
In the process, many have lagged behind in ICT education, resulting in a situation in which women generally find themselves disadvantaged in IT skills.
Constance Obuya, the Executive Director of African Centre for Women Information and Communication Technology (ACWICT) also blames this on "socio-cultural norms" and adds "non-gender responsive policies" as another reason.
Yet, a study conducted in 2000 by Getao in a girls' school in Kenya, showed that ICT education is appropriate for all students.
It is against this backdrop that ACWICT, a Kenyan-based non-governmental organisation, has felt the urge to promote ICT education among girls.
The organisation has subsequently set up an ICT camp for girls as an attempt to bridge the scientific performance gap that exist between them and boys.
According to Patricia Njuki, the all-girls ICT camp is a capacity building programme aimed at enhancing women's access to application, production and control of ICT as a tool for sustainable development, acknowledging the fact that women form about 80 percent of rural labour force. Njuki is the co-ordinator of the ACWICT camp.
She says that the camp also aims to help participants improve their performance in mathematics and science subjects, acquire IT skills by learning about the computer and its components, including software applications.
The camp is thus an endeavour to encourage girls to take up science and technology as a career path.
The three-week camp, which will be operating during every school holidays (April, August and December) starting this December, hopes to address the weakness that girls have in their performance in mathematics and science subjects.
Participants are expected to develop strategies that can then be shared with other girls, their parents, schools and teachers, to assist them in improving learning and teaching of science and technology, for better performance. The other aim of this camp, says Njuki, is to expose the girls to the Internet.
While the camp aims to impart general computer literacy among the girls, the inclusion of the Internet in its programme is aimed at introducing the camp participants to electronic learning, and enabling them see how the Internet could be a valuable learning tool.
It is also hoped that due to their exposure in this camp, of concepts such as web-design, the girls will learn new and exciting career options in the field of science and technology.
According to Obuya, one of the most powerful tools the camp will employ to achieve its aims is in the use of different strategies in encouraging girls. One such strategy is the use of mentors and role models.
In its weekly programme, the camp intends to invite a motivational speaker to come and share with the girls, insights of what it takes to get into a career in science and technology.
Obuya adds that it is hoped that through these sessions, the girls can be helped to dispel any fears they may have about their abilities in scientific courses.
Even though, she adds, there will still be need for sustained societal support for the girls' ambitions after the camp.
"Without ongoing support after this camp, it is very likely that some girls, due to other external influences, could get discouraged from the pursuit of their dreams," she says.
Accordingly, an online discussion group and club, which will act as a support network for the girls will be set up before the end of each camp.
These online discussion groups, says Njuki, will not only be a valuable tool for the girls to keep in touch, but also to draw encouragement from one another.
In addition, it is hoped that in the event that the girls have any queries in regard to their schoolwork, they can log on to the discussion group and post their questions, which will then be answered by one of their peers, or an expert from the centre.
Other organisations that are keen on similar or related activities aimed at demystifying science among girls include SchoolnetKenya, Masai Education Discovery, and Kenya Education Network, among others.
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