Gender-Inclusive Education in Science, Technology, Engineering, and Mathematics (STEM) Fields in Postindependence Zimbabwe

Gay Tapiwa Gweshe and Mervis Chiware
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Gay Tapiwa Gweshe: University of Zimbabwe
Mervis Chiware: University of Zimbabwe

Chapter Chapter 16 in Economic Inclusion in Post-Independence Africa, 2023, pp 295-310 from Springer

Abstract: Abstract The challenge of embracing a gender-inclusive approach to science education in postindependence African education institutions continues to hamper the attainment of various national development initiatives. This chapter seeks to give an evidence-based historical analysis of the implementation of a gender-inclusive approach in the science, technology, engineering, and mathematics (STEM) disciplines in Zimbabwe. It studies the policy measures that have been undertaken by the government and higher and tertiary learning/research institutions to strengthen gender balance in STEM fields. The research results are drawn from an extensive documentary search. Findings reveal that on the attainment of independence in 1980, Zimbabwe adopted a myriad of educational reforms many of which had a policy thrust of leaving no one behind. For decades now, it has been a concern of the education fraternity that women remain underrepresented in STEM subjects. It was found that girls have remained marginalized, especially in the STEM fields. The lower-level practical subjects that qualify as STEM have perennially been gender-stereotyped. The system made them focus more on fashion and fabrics, food, and nutrition subjects, yet the global trajectory has migrated toward hard sciences. It is recommended that gender affirmative action be strengthened to increase the representation of women and girls in the STEM field.

Keywords: Gender; Inclusion; STEM; Postindependence; EducationEducation (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:spr:aaechp:978-3-031-31431-5_16

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DOI: 10.1007/978-3-031-31431-5_16

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