Digital Technologies Solutions: Strategies for Improving Female Students’ Enrolment into STEM Programme in Some TVET Institutions in Africa

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Popoola, Oluseun
Dzisi, Smile
Mutisya, Consolata
Makuluni, Matrida
Kheseli, Dorcas
Janneh, Fatoou
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Commonwealth of Learning (COL)
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PCF10 Sub-theme: Promoting Equity and Inclusion // Poverty amongst women can be reduced significantly as more women embrace the male dominated skilled and high paying Science, Technology, Engineering and Mathematics (STEM) occupations. Only 24% of graduates in engineering, manufacturing and construction were women (OECD, 2018). Bridging the gender gap remains a global challenge to policy makers especially in Africa. The situation is worrisome considering the social implications. Digital technologies have been known to remove the need for face-to-face interactions in learning thus reducing the difficulties women face in male dominated STEM-TVET. The aim of study is to propose novel attracting and retaining strategies using digital technology solutions for increasing female students’ enrolment and performance in STEM programmes in Technical, Vocational Education and Training (TVET) Institutions. Design of this study was descriptive survey and 109 STEM teachers across five TVET institutions in Africa participated in the study. Data was collected using questionnaire. A blend of existing curriculum with digital technology was infused into the sensitization framework. Well designed and specifically targeted policies were proposed together with the digital solutions to yield more robust outcomes. The results revealed that attracting strategies are crucial initiatives needed to increase students’ enrolment in STEM education. The study recommends that governments and institutions should come up with policies which outline strategies to improve enrolment and retain female students undertaking STEM/TVET courses. // Paper ID 9558
Science, Technology, Engineering and Mathematics (STEM), Gender, Educational Technology, Technical/Vocational Education and Training (TVET), Learner Retention, Virtual Education, Women in Education
Nigeria, Ghana, Kenya, Malawi, Gambia