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As the world celebrates the African Union’s Year of Education throughout 2024, UNESCO is reaffirming its commitment to prioritize Africa and strengthen its action on the continent. One particular area that the Organization is putting the spotlight on is girls’ education in STEM where significant gender disparities persist in Africa. UNESCO is doing research, policy and capacity-building work in its efforts to promote the empowerment of girls and women through education. 

Although evidence shows that girls perform equally well as boys in math and science, their representation in STEM fields remains disproportionately low. Globally, women constitute only one-third of STEM graduates in higher education, a figure that drops to 25 percent or less in many African countries. This stark underrepresentation underscores systemic barriers that hinder girls' participation and advancement in STEM disciplines. 

Addressing barriers to STEM education requires a multifaceted approach that challenges gendered attitudes, expectations, and biases. UNESCO's initiatives focus on empowering girls by fostering their confidence and providing them with supportive environments where they can thrive. Central to these efforts is the role of female teachers who serve as key role models and mentors. They play a major part in inspiring girls to pursue STEM careers and break down stereotypes.

UNESCO's comprehensive interventions, including teacher training, advocacy, mentorship, and skills development, aim to nurture girls' interest in STEM from an early age. Initiatives like "bootcamps" in countries such as Kenya, Rwanda, United Republic of Tanzania, and Uganda have already sparked the empowered thousands of girls, exposing them to cutting-edge technologies like robotics, artificial intelligence, and 3D printing.