Transition into Stem-TVET Related Jobs and Opportunities for Girls and Women in Africa

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Date
2022-09
Authors
Dzisi, Smile
Simiyu, Mildred
Odoom, Franklin Dodzi
Chirwa, Pamela
Nyakako, Elaine
Onuigbo, Nnamdi
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Corporate Author
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Publisher
Commonwealth of Learning (COL)
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Abstract
PCF10 Sub-theme: Promoting Equity and Inclusion // The African continent has always been ravaged by the underrepresentation of women in Science Technology Engineering and Mathematics (STEM-TVET)-Technical and Vocational Education Training (TVET) related jobs. This trend keeps widening even with the sustained efforts by stakeholders to increase girls’ and women’s enrollment in STEM-TVET. A recent baseline study carried out by COL- ATUPA in the CAWS-WITED Project indicates that most institutions do not have support for girls and women in education and transition into STEM-TVET-related jobs. This paper focuses on why and how to get more women involved in STEM-TVET-related jobs. To achieve this goal, data were collected from 40 respondents from a population of thirty (30) selected institutions from ATUPA member countries and ten (10) STEM-TVET organizations. The population was selected based on the home countries of the research team. The preliminary result shows that there is a low transition of girls and women into STEM-TVET-related jobs. The finding further suggests that the availability of female role models and mentors for girls and women is a key factor to increase the transition of girls and women into STEM-TVET-related jobs. // Paper ID 5379
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Subject
STEM-TVET, ATUPA, COL, Jobs, transition, girls, women, mentorship
Country
African countries
Region
Africa
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