UNESCO Advances Gender-Responsive STEM Pathways for Girls and Women in Eastern Africa
On the occasion of the International Day of Women and Girls in Science, celebrated annually on 11 February, UNESCO’s Regional Office for Eastern Africa has spotlighted a major research initiative aimed at empowering girls and women in applied STEM fields. The study, titled “Empowering Women in Applied STEM: Advancing Gender-Responsive Career Services in Agriculture, Renewable Energy and Technology,” seeks to strengthen pathways from education to employment and leadership across Eastern Africa. The initiative is led by the UNESCO Nairobi Office under the umbrella of the Campus Africa flagship programme, in collaboration with the UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC).
The research addresses a persistent challenge often described as the “leaky pipeline,” where girls and women exit STEM pathways at critical transition points. These drop-offs occur during subject selection in secondary school, progression from undergraduate to postgraduate education, entry into the workforce, and advancement into leadership or academic roles. A significant factor contributing to this trend is the lack of visible female role models and mentors in STEM departments, which affects confidence, motivation, and long-term aspirations among young women.
Despite diverse national contexts across Eastern Africa, the barriers limiting women’s participation in applied STEM share common patterns. Deep-rooted gender norms and early stereotyping influence educational choices, while institutional cultures and weak career support systems hinder retention and progression. The challenges are even more pronounced for girls and women facing intersecting disadvantages, including poverty, rural isolation, displacement, and conflict. In fragile settings where insecurity, unintended pregnancy, and early marriage disrupt education, transition pathways into STEM careers become even more vulnerable.
The research focuses specifically on applied STEM fields that are central to Africa’s sustainable development goals: agriculture, renewable energy, and technology. These sectors hold significant potential for economic growth and innovation but remain underrepresented by women. The project is currently being piloted in Tanzania, Ethiopia, Mauritius, and Rwanda, with plans to expand to additional Anglophone and later Francophone countries. This phased rollout allows researchers to identify shared structural barriers while addressing country-specific needs.
To complement research findings, UNESCO Nairobi has amplified lived experiences through video stories. Leaders such as Doreen Irungu, founder of Ustawi Afrika, and youth representatives like Ahirirwe Leticia from Mbarara University of Science and Technology have shared insights into how mentorship, exposure, and targeted support empower young women to innovate and succeed in applied sciences.
The overarching message is clear: while expanding access to education remains essential, access alone is insufficient. Building inclusive, flexible, and labour-market-aligned pathways is critical to ensuring that girls and women not only enter applied STEM fields but also thrive and lead within them. Strengthening these transitions is fundamental to achieving equitable participation in the sciences, shaping Eastern Africa’s future.
