Education technology generates passionate debate. “Is technology leading the way for equal access to education through open educational resources and online distance learning?” or does it pose a grave threat by exacerbating existing inequalities – between and within countries? Does technology offer countless opportunities or is it reducing opportunities, taking us down a technology-dependent trajectory where quality education is dependent on the ability of learners to engage in self-guided learning or artificial intelligence? Should technology-related, including digital, competencies be embedded in young children’s care and education, or should children be protected from technology for their cognitive, social and emotional development?

Practical information

WhenTuesday 10 October 2023, 11:00 – 12:30 (CEST)Where

InfoPoint and Webex MeetingsLanguagesEnglish, FrenchOrganisersInternational Partnerships InfoPoint

Description

The discussion will be triggered by the presentation of the key messages of two recent UNESCO reports. The 2023 Global Education Monitoring Report: technology in education- A tool on whose terms? which analyses the use of technology in education with the lenses of relevance, equity, scalability and sustainability and An Ed-Tech Tragedy?, which examines the numerous adverse and unintended consequences of the shift to ed-tech during the Covid-19 pandemic.

The presentations by Manos Antoninis, Director of the GEM Report and by Mark West, Project Officer at the Future of Learning and Innovation team at UNESCO, will be put in the EU perspective of international partnerships by colleagues from DG INTPA and DG EAC and followed by a Q&A session with the public. 

Speakers

• Agnieszka Skuratowicz, Head of Unit, INTPA G3
• Miguel Angel Exposito Verdejo – Acting Head of Unit, INTPA F5- Science, Technology, Innovation and Digitalisation
• Manos Antoninis, Director, Global Education Monitoring (GEM) Report
• Mark West, Project Officer, Future of Learning and Innovation, UNESCO
• Anusca Ferrari, Team leader for the Digital Education Hub and digital skills, EAC.C.4
• Kirsten Van Camp, INTPA F5

Language of conference: English

Language of Q&A session: English & French

Registration

Online participation (Webex)

On site (InfoPoint)

ANN’S MATHS CLUB

We believe that everyone can learn math and that it should be an enjoyable experience.

We are raising a generation of Future Innovators.

Ann’s Maths Club is an initiative that was birthed during the pandemic with the aim of helping students learn mathematics while at home and helping them develop a positive attitude towards mathematics.

We aim to assist students in sharpening their mathematical skills, as well as offer mentorship, to boost their confidence and change their attitude toward mathematics, to make mathematics more fun and lovable. We aim to: 

Develop critical thinking

Support academic success

Improve math’s skills

Foster a love of maths

Products & Services

Our goal is to foster a lifelong passion for math in our members, by providing a dynamic and engaging learning environment that promotes curiosity, creativity, and critical thinking. Ann’s Maths Club offers a range of individual and group math sessions designed to cater to the diverse needs and learning styles of students. Here is a detailed summary of the services provided: 

Individual Math Sessions

Individual math sessions are designed for students who prefer one-on-one tutoring sessions.

Group Math Sessions

Group math sessions are designed for students who thrive in a collaborative learning environment.

Exam Preparation

Ann’s Maths Club provides specialized exam preparation sessions for students preparing for standardized tests, such as KCSE.

Holiday Boot Camp

Ann’s Maths Club Achievements

Here are some of our wins over our 4 years of existence

10 K+ Learners

On our Facebook platform, we have managed to reach more than 10,000 students and empower them to excel in mathematics with a library of over 30+ free video resources.

Zuri Awards Winner

The founder of Ann’s Maths Club was honored during the Zuri Awards 2022 in the STEM category for the in

STEAMLabs Africa facilitated a STEAM Innovation Week at Woodcreek International School.

Woodcreek is a Nairobi-based IGCSE school that prides itself on enabling and empowering its students. It does this by encouraging students to explore new subjects, technologies and ways of learning. To this end, Mr Peter Muchine (Design Technology teacher at Woodcreek) invited STEAMLabs Africa to introduce STEAM education to 11–16-year-olds over the course of three days. The Innovation Week was designed with two objectives in mind; (1) building student interest in STEAM subjects and approaches to learning and; (2) demonstrating how effective, accessible and relevant STEAM education can be to the institution.

Here’s how it went.

Day 1

On the first day, 14th Mar, we focused on Mathematics, in honour of Pi Day. We introduced the students to micro:bit and showed them how to build and code dice using micro:bit. Then, we challenged them to correctly roll the first 10 digits of pi (3.141592653), as fast as possible. After each round, we encouraged the students to make adjustments to their code to improve its’ efficiency.

Day 2

On the second day, 16th Mar, we turned our focus to science and technology. The goal was, as one of our trainers (Tim) described, to “encourage students to develop their critical thinking, problem-solving, and creativity skills while also learning about 3D design, engineering, and prototyping.” As such, students from Woodcreek International, Arya Vedic Academy, Crawford International Academy, Moi Forces Academy Lane spent some time tinkering with TinkerCAD.

TinkerCAD is an easy-to-use software that provides students with a platform to create 3D designs and models using simple shapes and blocks, allowing them to bring ideas to life. TinkerCAD has complete, simple, and useful tutorials to begin with. As a result, it’s a great tool for students to dig into their own exploration of the world of 3D models. This is perfect for Woodcreek, where students are encouraged to direct and seize control of their own learning experiences. As a warm-up activity, students were asked to imagine that they were stuck in a room for an indeterminate amount of time. Students were then asked to design a room in TinkerCAD that would keep them busy. We encouraged them to incorporate the luxuries and comforts they would want to keep themselves busy, as they waited for help. Their designs were “beautiful and innovative.”

Thereafter, students were encouraged to put their new skills to the test in a competition. First, students were asked to reflect on the world around them and point out instances of inequality. Using these examples, they explored what inequality is, what it is not, how it operates in society and what role technology can play in reducing inequality. After these discussions, students were challenged to create a solution that targets one aspect of inequality. What they came up with, left us speechless and hopeful. STEAMLabs Africa Lead Trainer Nicole, and judge for the competition, said, “We got amazing projects that offered solutions to social, gender, economics and many other inequalities that they noticed.”

Out of the 20 projects the students developed, we will highlight three.

1. Housing the Homeless: One group, using common sense logic and empathy, addressed homelessness by providing housing, through home pods, and income to unhoused people in Nairobi.
2. Restoring the Dignity of Farmers: Another group looked at the lack of living wages in the farming sector. So they designed a farmhouse with a hydro mill that generated electricity for the house and water supply for the farm. This group went as far as to build a working prototype.
3. Home Security: Finally, another group looked at gendered violence and built and coded a security robot for women living alone. When it detects movement it goes to the appropriate room, and streams live video to the owner’s phone. If the movement is from an intruder, the owner will be able to alert the police from their phone.

Each of these projects builds upon the skills students developed in the first two days of Innovation Week. They also challenged students to relate this new knowledge to other subjects and existing teamwork and creative skills, while applying them to the world around them.

Day 3

On the third day (17 Mar), we focused on the Arts and game design. We spent some time using Bee-Bot to introduce students to programming.

Bee-Bot is a programmable floor robot that allows students to learn about sequencing, estimation and problem-solving as they figure out how to make it move. We asked students to create a floor map and code their Bee around their map and the activity was a huge hit! Working in groups, they worked out how to use Bee-Bot and were given the space to experiment and test their newfound skills.

The second activity used micro:bit to programme an arcade classic: Space Invaders. Space Invaders is a fixed shooter game where the player moves a laser cannon horizontally across the bottom of the screen and fires at aliens overhead. The more aliens you hit, the more points you get. After coaching students through programming this game, Afandi Indiatsi challenged the students to beat her high score; 150 points in 20 minutes. Unfortunately, no one came close, leaving Afandi the undisputed champion. While giving the students a reason to keep experimenting with and familiarising themselves with micro:bit.

By the end of the week, Woodcreek students were introduced to STEAM education, and were shown how they can incorporate it into their day-to-day learning activities. But, as Afandi notes, “we still have a lot of work to do, in terms of introducing tech in schools and engaging students and teachers.” The Innovation Week at Woodcreek was an important first step.

It brought STEAM education to a new learning environment in a way that was accessible, relevant and actionable. We did not just say “You should use STEAM education,” we showed them how it could be done. This brought us a step closer to realising our mission to equip African students, teachers, and communities with the necessary digital skills to compete in the global economy of the future.

If you’re interested in introducing STEAM education to your students, reach out to us.

Women in STEAM Initiative is member of the Alliance STEAM Afrika Educación and Caroline is responsible for African women’s network in STEAM of ASAE project.

STEAM Initiative in Kenya & the Goal of Empowering Girls and Women Through College and STEAM Careers.

Caroline holds a Bachelor of Education degree in science from Kenyatta University 2014  Honours Upper division and holds a Master of Arts (M.A), in Education from Liverpool John Moore’s university United Kingdom 2021.

Caroline is a professional teacher with over 8 years experience in teaching Biology and Chemistry. Caroline is also a passionate STEAM educator and steam leverager and is the founder of Kenyan Women in STEAM Initiative, an initiative that seeks to close the gaps between Kenyan women in STEAM and Kenyan women seeking to pursue Steam careers. Caroline is passionate about science education for girls and women and this is a passion she has had for years.

Caroline is also a certified GLOBE observer, a falling walls engage finalist and a finalist of Female and More Social Impact Fellowship and Jamii femmes initiative. Caroline is a wife and a doting mother of three children.

• Caroline is the Founder of the Kenyan Women in STEAM Initiative

• Professionally, she is a passionate education in STEAM.

• Currently, she teaches interdisciplinary courses, Biology, and Chemistry.

• She is exuberant and a go-getter.

• Caroline loves empowering girls and young women to be self-sufficient to develop themselves through self-discovery and enhancement to become productive and proactive individuals in society who are able.

• She is a firm believer in the teachings of The Lord Jesus Christ.

Women in STEAM Initiative 

The mission of Women in STEAM Initiative is to educate, engage and empower girls and young women to take up STEAM and digital literacy thereby preparing them to benefit from opportunities provided by the digital economy and also closing the skills gap in Kenyan job market. 

Women in STEAM initiative provides grassroot digital training enhancing MS computer packages, SEO freelancing, digital marketing, and Basic and advanced coding. 

The Vision of Women in STEAM Initiative is to have a future of Young women and Girls who are able to give back to their society. Women who can stand in the gap and support fellow women in their endeavours and their passion. 

Women in STEAM Initiative therefore provides STEAM education that is specific to the goals of the industry and that which blends technical education with experimental learning and development of soft skills to allow individuals thrive well in the ever-changing digital world. 

Caroline Nyaga had a great session with Dr Ayo Olufade, USA to discuss the impacts both positive and negative and the challenging experiences she has had in her journey implementing STEAM education. 

SHE Awards Nominee….2022. 

SHE Awards Nominee….2022. 

Kenyan Women in STEAM Initiative was privileged to be nominated in this year’s SHE Awards for the category of Founder of the year. Caroline Nyaga, founder of Kenyan Women in STEAM Initiative continues to work hard to make Kenyan Women in STEAM Initiative an answer for girls and young women.

Girls Mentorship with KWISI

Girls Mentorship with KWISI is an umbrella of what we do at Kenyan Women in STEAM Initiative. We Mentor girls and young women on Life skills, provide Career Mentorship and guidance and general life counselling. We also provide training on STEAM Education,it’s importance and overview of the 21st century skills. 

OUR FIRST VIRTUAL SCHOOL STARTS IN JANUARY 2024

Kenyan Women in STEAM initiative is launching its first virtual school…….

YES. ….our virtual school that will benefit all POST SECONDARY SCHOOL STUDENTS ACROSS THE WORLD. 

This will be a chance for students to learn and relearn about the new transition to post secondary education.  

Please see her contact information below if you wish to get in touch with Caroline.

My contact: Caroline Karimi Nyaga

Mobile: +254713096909

Email: karimilorac@gmail.com

Website: https://womeninsteam.simdif.com/

As an organized Ed-Tech professional with a passion for excellence and continuous learning, I have a proven track record of effectively collaborating to promote STEM education. My experience in Education Technology includes developing and delivering digital literacy, programming, and science curriculum to diverse groups of students and professionals. I have worked with schools, parastatals, and NGOs, as well as excelled as an instructor, monitoring and evaluation specialist, and curriculum developer. I am skilled in creating targeted educational programs that meet the unique needs of various demographics, and am dedicated to serving as a valuable partner to teams and leaders by providing robust materials for capacity building, skill development, mentorship, and facilitation.

“When I was, how old was I? I think I was 11. I was in fifth grade in a school in the heart of Georgia. Ms. Willa teaches us at Glenwood. She was the most amazing teacher.”

“The way she approached math and sciences with us, she went the extra mile to ensure we got what we were learning. We retained all our knowledge. We had fun while we were learning. I don’t remember doing tests or failing at anything.”

“I just remember passing, but I don’t remember how I passed. I knew I was getting better and better, and I enjoyed math, and that changed my aspect of how I’d want the next generation to approach sciences and math. I’d like it to be more curious and interesting than testing your knowledge on a specific subject.”

“But aside from that, my dad has the biggest one yet. Cause he supports me in all my ventures. He paid for my, um, university education. He does everything for me. He supports me even when it feels like I’m failing.”

InTouch – Think STEAM Careers https://www.youtube.com/@intouch-thinksteamcareers3008

ACCRA, GHANA — MakersPlace, led by its founder and CEO Douglas Ayitey, renowned for advancing STEM education in Ghana, is proud to announce a landmark partnership with STEM.org Educational Research. This collaboration promises to revolutionize STEM education across the ECOWAS sub-region.

Douglas Ayitey, with his rich background in Electrical/Electronic engineering and impressive experience in curriculum development and teaching, is on a mission to ignite the passion for STEM in young minds. Through MakersPlace, Ayitey has not only championed STEM education but has actively mentored both young learners and educators, imparting valuable skills in robotics, programming, and AI. His vision is clear: empower the next generation with the essential skills they need for both successful professions and a lifelong love of learning in STEM fields.

Known for his exemplary interpersonal, communication, and teamwork skills, Ayitey’s leadership at MakersPlace ensures that every learning experience is dynamic and impactful. The results speak for themselves. Under his guidance, countless learners and educators have strengthened their technology and computing capabilities.

In recognition of his outstanding contributions to the STEM community, Douglas was honored as the micro:bit champion 2023 and appointed as an Arm Ambassador. Further elevating his impact in the sector, Ayitey has taken on the role of STEM.org’s Director for the ECOWAS Sub-region.

The partnership between MakersPlace and STEM.org Educational Research, sealed with a Memorandum of Understanding (MOU) signed by both Ayitey and Mr. 

Andrew B. Raupp, the Founder of STEM.org, aims to bring STEM credentialing to Ghana and its neighboring ECOWAS countries.

This collaboration promises not just to advance STEM education in the region but also to build a future where young minds are prepared, enthusiastic, and capable in the face of tomorrow’s technological advancements.

For further details or to engage in this transformative journey, you can contact:

Douglas Tetteh Ayitey
Founder, MakersPlace
STEM.org Certified Master Trainer
Tel: +233 24 93 1817
Follow: LinkedIn
Visit: MakersPlace

https://medium.com/stemdotorg/makersplace-partners-with-stem-org-26e9455099f2

This year, Moonhack will happen from 10 to 26 October, to coincide with World Space Week 2023. The challenge is open to all young learners, wherever they are in the world, and features six brand-new projects that focus on space and innovation. We caught up with Kaye North, Community and Engagement Manager at Code Club Australia, to find out more.

What’s new for 2023?

Moonhack 2023 offers access to engaging new projects for Scratch, micro:bit, and Python. For the first time ever, young people will also have the option to follow a project brief to code their own solution to a space-based issue, using a programming language of their choice.

In keeping with this year’s theme — which was inspired by the World Space Week 2023 theme of ‘Space and Entrepreneurship’ — the new Moonhack projects showcase inventions that were created for space exploration but are now used in everyday life, such as mobile phone cameras and LEDs.

Kaye shared that in Australia, inventions created for space travel and exploration are part of the science curriculum at primary school level. She hopes that this year’s Moonhack will help more young people understand how space exploration and coding are connected to their daily lives.

What will young people gain from taking part in Moonhack?

Moonhack features six unique coding projects, giving young people of all ages and experience levels the opportunity to engage and learn. The project brief introduced this year encourages participants to be creative, coding a solution on any platform they choose.

Coders who respond to the project brief will also be in with a chance of having their project selected to be developed into an official Code Club Australia project, for other young people and educators around the world to enjoy.

Kaye emphasised that Moonhack is about more than just taking part in a global event; it also helps young people to better understand the real-world opportunities that coding can offer.

“The more kids we expose this to, the better, expanding coding past just coding and having purpose behind it. And I do try to link things in so that we’re connecting with real-world context, careers…”Kaye North

How your young coders can get involved

Registration for Moonhack 2023 is open now. The challenge runs from 10 to 26 October, and projects can be submitted until 30 November. Participation is free and open to any young coder, whether they are part of a Code Club or not. The 2023 projects are already available in English, Arabic, Croatian, Dutch, Filipino, French, Greek, Hindi, Indonesian, Mandarin, Portuguese, and Spanish, and will be available in more languages soon. 

To find out more and register to take part, visit the Moonhack website.

Data from the World Bank Gender Data Portal show the proportion of female graduates in ICT is above 50 percent in countries such as The Gambia, Jordan, and Sint Maarten but as low as 9 percent in Cambodia and 10 percent in the Maldives and Switzerland.
 

Switzerland.
 

Emerging data from UN Women indicates that there has been good progress on ensuring women have equal digital skills, but we have a lot more work to do. For instance, in the Democratic Republic of the Congo, only 2 percent of females ages 15-49 can send an email with an attachment versus 7 percent of males. In Mexico, these figures stand at 31 percent and 35 percent, respectively; while in Oman, these skills are nearly universal. Key challenges include disparities in access to smartphones and computers; the lack of relevant content; and social norms that discourage women’s and girls’ use of the Internet, among others. 

There are five key ways that we can support girls in becoming the ICT innovators the world needs:

1. Start early by addressing gender stereotypes in the classroom 

The toys and books that we give young children matter—they play an important role in influencing their sense of self and aspirations. The Gender Model Readers Project in Zimbabwe found that showcasing biographies of women who have succeeded in male-dominated fields can help shift the career aspirations of girls. This suggests that we can start to dismantle gender bias by giving children access to learning materials that do not perpetuate gender stereotypes. By deliberately highlighting gender bias and working to shift how girls’ abilities are perceived, we hope to stop young girls from being discouraged early in their lives.

2. Empower girls to invent with hands-on training in technology 

Connecting young girls with the opportunity to solve pressing local and global challenges through technology can inspire them to be digital creators.  Extracurricular programs, like Technovation, are especially promising. There are already examples of Technovation girls harnessing ICT to solve real-world problems. In Nigeria, a group of teenage girls developed an app that spots counterfeit drugs, while a group of Indian girls developed an app to facilitate responsible disposal of e-waste. Digital skills are indisputably life-changing for those who learn them and for their communities, who benefit from new technological solutions.

3. Create connections with female mentors and women role models to encourage girls to pursue STEM studies 
Alongside ensuring girls’ hands-on exposure to technology, female mentorship, and role models can help build girls’ confidence and persistence in ICT and STEM (Science, Technology, Engineering, and Math subjects) more broadly.  A recent study from IFC found that on the e-learning platform Coursera, women’s enrollment in STEM reaches near parity when at least one female instructor is present compared to only 35 percent with all male instructors. The right support for female students can go a long way. For example, in Lebanon, matching a female student with a female science mentor rather than a male mentor in the first year of college substantially reduced the gender gap in STEM enrollments and graduation.

4. Provide career information to encourage young women to take ICT and STEM jobs 
Emerging evidence suggests that schools and skills training programs can provide information about the financial returns of higher-paying careers, which can in turn, encourage women to work in these fields. In Kenya, young women who received information about the potential for earning higher wages in male-dominated occupations were more likely to enroll in programs for male-dominated trades; this also led to an increase in their hourly wage earnings. 

5.  Ensure inclusive workplace policies and keep women in ICT and STEM careers
Workplace policies that support retention are also critical. There is a wide range of options to create inclusive and more equitable workplaces, which are relevant not only to STEM jobs. This includes well-known areas such as parental leave policies, flexible work, employer-supported childcare, and anti-sexual harassment policies, to name a few. Women in STEM, particularly, report sexual harassment as a problem in their industry at higher rates than women in non-STEM jobs. Sri Lankan automotive conglomerate DIMO addressed the issues as part of IFC’s Respectful Workplaces Program and succeeded in increasing women’s share in male-dominated jobs by 15 percent.  

Transforming lives through ICT and STEM

Building on available evidence and good practices, the World Bank Group is supporting girls and young women all over the world to gain the necessary digital skills, enter ICT and STEM careers, and improve workplace conditions to ensure they can thrive in the digital economy.  

Innovative digital skills programs in Nepal will cover the cost of training for young women, mobilize mentor networks to support retention, provide safe transportation, and engage with potential employers to support the transition to the workforce.  

A digital jobs pilot in Sierra Leone will provide childcare options and will continue to support young women after their training is complete through linking with female mentors and networking events. 

In Bangladesh, we are training 24,000 female students in public universities on emerging technologies, as well as incentivizing companies and universities to have at least 30 percent women in their technology training programs. 

ICT is the key that girls and young women will use to change the world, and we can’t wait to see what they unlock.  That’s why we are joining the ITU in its call to support girls to become not only users but creators of digital solutions. We call on our partners to work with us as we strive to make ICT careers accessible, to inspire girls to study ICT and STEM subjects and to empower them as digital innovators. 

Jannat Binte Alam, a trainee from Bangladesh, says it best “I took part in the Java Course with great interest… now I’m working very successfully. I appeal to the government to organize such training more. Then my friends and many other young people of the country can enrich themselves like me. So, they will be able to march forward along with the country’s IT sector and economy.”
 
The authors would like to thank the following colleagues for their contributions: Tijan Bah, Sarah Bunker,  Abigail Goodnow Dalton, Sarah Danman, Jaylan Elshazly, Camila Mejia Giraldo, Alicia Hammond, and Suparna Roy.

https://blogs.worldbank.org/digital-development/she-can-too-upskilling-girls-today-digital-jobs-tomorrow

Over the next decade, STEM job openings requiring STEM literacy are expected to increase by the thousands. STEM education is a critical key to Africa’s future, and governments and organizations are doing what they can.

The African Union’s Agenda 2063 is a long-term framework intended to transform the African continent over 50 years. The agenda aspires that, by 2063, Africa shall be a continent where “well educated and skilled citizens, underpinned by science, technology, and innovation for a knowledgeable society is the norm and no child misses school due to poverty…”

In order to ensure the bright STEM future for Africa envisioned by the African Union’s Agenda 2063, governments and organizations must step up and take action. However, improving the state of STEM in Africa is a highly complex and challenging task requiring collaboration and effort across many sectors. STEM programs and initiatives supporting STEM skills still have a long way to go.

Governments in Africa need to fully embrace STEM as a key point of focus and invest in educational resources. By producing highly qualified graduates, Africa can use its growing population of young people to improve economic development and leadership in its countries

Additionally, governments must incentivize highly qualified professionals to stay and thrive in their home countries. The Revised Migration Policy Framework for Africa Plan of Action for 2018-2027 suggests African countries increase opportunities for local employment and professional development. It suggests encouraging nationals to contribute to their country of origin “through financial and human capital transfers, such as short and long term return migration [and] the transfer of skills, knowledge, and technology, [plus] maximize the contribution of skilled professionals to the continent by facilitating regional and continental mobility.”

STEM-related organizations and education in Africa and African schools should have African leadership, not just international leadership, and empower Africans to become involved in order to ensure that projects are sustainable for African nations long-term.

Finally, societal attitudes towards education in Africa and beyond must be revitalized. David Dodge, CEO of Codakid, says that “quality coding and STEM skill options are not available in many towns, cities, and even countries. This means that STEM jobs aren’t being filled as well. Many parents and educators see the need, and want to do something about it.” Indeed, local businesses, communities, and families must work together to take charge of their youths’ education. Since many of Africa’s students are the first generation in their families to become formally educated, parents and communities may be unfamiliar with STEM skills and subjects and uninvolved in education. Therefore, it’s important for families to motivate students to value learning, and for communities to create and encourage involvement in STEM programs such as coding for kids to expand education beyond schools.

In the make-up of South Africa lies many communities that enable it to thrive. With that said, it is the wellness and progression of communities that make any country progressive. To see this through, Bonamelo Melisizwe, a non-profit organisation based in Johannesburg, heeded the call of country duty by being the change that they wanted to see in their community through various outreach programmes.

Bonamelo, which is translated as ‘Prosperity’ and Melisizwe, which means ‘Standing up for all nations’ is a great name that captures the essence of what they seek to achieve through the work they do. An ideal outcome from addressing socio-economic issues and helping the many disenfranchised people of South Africa to live up to what our democracy stands for through equality and provision for basic human needs.

Education and information are great tools to equip young people in order for them to steer our country to greater heights in the future. It was between 2017 and 2020 that their collaboration with the Academy of Science of Southern Africa, Moipone Science Academy and Scimobilabs impacted over 35 schools in Daveyton and Tembisa townships through the Kasi Science Initiative and National Science Week programmes. The focus of these programmes was to encourage uptake of Science, Technology, Engineering and Mathematics (STEM) careers to best position township pupils as eligible candidates for skills of the future in this age of Automation and Artificial Intelligence (AI). This would ultimately equip them to become solution bearers for the problems they encounter in their immediate societies. It would also do away with the mindset of looking outside of themselves for change.

Education is just one of the key areas that Bonamelo Melisizwe excels in. Another area of deep concern in our country and the Global South is food insecurity. To address this issue, they partnered with Batho Bohle Charity to provide nutritious, cooked meals for over 200 people in Daveyton on a consistent basis.

These are just some of the initiatives that Bonamelo Melisizwe has implemented to make South Africa a better place for all who live in it. We know that the work they do is a shared sentiment with many other South Africans who’d love to play their part. The important thing is just to start where you are with what you have to join the many active citizens who make meaningful contributions to their communities.