UNESCO
UNESCO
Story
Science, technology, engineering, and mathematics (STEM) are fundamental to sustainable development, yet women and girls continue to face barriers that limit their participation in these fields – from gender stereotypes to limited access to quality education. Today, women represent only 35% of STEM graduates. 
Through initiatives that promote gender equality in education, UNESCO supports girls’ access to quality STEM learning, strengthens teacher training, and advances mentorship and role-model programmes that make women in science visible. By advocating for inclusive education policies, supporting community-based interventions, and celebrating women scientists, UNESCO helps challenge stereotypes and remove systemic barriers that prevent girls from pursuing science, echoing the priority areas set out in the UNESCO Call to Action “Closing the Gender Gap in Science“.
The International Day of Women and Girls in Science, celebrated annually on 11 February, is an opportunity to raise awareness of these issues. Biology and chemistry teacher Edinah Nyakondi, and her students Bethsebah Jeberio and Clarice Anyango from the St. Clare Girls Secondary School in Nyamira County, Kenya, shared their experience and inputs to inspire every girl to follow their dream. 
Edinah’s journey into science began with inspiration from a young age. “My teachers served as a role model for me, which moved and motivated me to join the profession and follow in their footsteps.” Today, she is that role model for a new generation of girls, teaching science and working daily to dismantle society’s deeply rooted stereotypes.
One of the biggest obstacles she faces amongst her learners is not a lack of ability, but a lack of confidence. For girls especially, these perceptions are often reinforced by social expectations that quietly suggest science is not for them.
Many students perceive science as difficult and are not self-driven or motivated to engage with it. I talk to them, encourage them, and give examples of women – including myself – who have succeeded in science.
By forming supportive learning groups and simplifying complex concepts, she helps students see science as accessible rather than intimidating. She is convinced that often, the most powerful lesson is simply using your own path as an example. “I show my students my academic results and achievements to demonstrate that success in science is possible.”
Eighteen-year-old Clarice Anyango has a passion for biology and dreams of becoming a doctor. Her interest was nurtured early, encouraged by her grandfather, a professor, who saw science as a gateway to opportunity. “He believes that for a girl, pursuing science makes it easier to find employment compared to other fields,” she explains.
Clarice understands the wider implications of girls entering science in greater numbers.
Women would have equal opportunities, and they could even replace men in certain roles, bringing more balance to the workforce. It would be like a dream come true.
Edinah is equally convinced with that vision and considers it to be essential. “The world would be a better place,” she says, if more women were involved in science. “When we show students that women can succeed in scientific careers, they become more inspired to follow suit.” 
UNESCO applies a zero tolerance policy against all forms of harassment.
We use cookies on this site to enhance your user experience. For more information on how we use cookies, read our privacy notice.