International Girls in ICT Day, 2021

To mark the International Girls in ICT Day, Lyra is proud to share the newest blog in our series “in conversation with…”, focusing on the opportunities and challenges in digital technology use in Tanzania.

Joining our conversation are Lyra Board Members Mama Maria Kamm (MCF Paradise) and Dayani Mbowe (Camara Education) and woman in tech, Janice Maige.

 How widespread is the use of digital technology in Tanzania today?

Mama Kamm: Today, citizens who cannot even read and write in rural areas, have telecom access. The mobile phone has become a necessary gadget, with more than 80% penetration rate. How do we tap into this, to enhance other uses of digital tech? It is obvious that this big tsunami of digital transformation cannot be escaped and it will be a crime for today’s leaders not to foresee this force of digital technology.

Janice Maige: As the use of mobile phones increases, the gadget has become more of a necessity than a want. From using them to catch up with family to becoming a core part of business dealings, mobile phones have become a crucial part of life. Telecom companies have not been left behind. Over 50% of rural Tanzania now has broadband coverage, more citizens are now exposed to the internet, even the ones who can’t read and write are able to use a smartphone. From this we can see that digital technology is spreading like wildfire in all areas in the country.

Dayani Mbowe: As for now digital technology is widespread in Tanzania in many sectors. However, the education sector is still lagging behind especially in primary and secondary schools. Both government and non-government stakeholders have implemented several initiatives to address the gap, but a lot needs to be done to enable at least 30% of the 19,996 primary and secondary schools to adopt ICT in teaching and learning. Our country needs to embrace digital technology in education in order to improve education outcomes and prepare youth for securing opportunities in the digital economy.

Today, digital technology is being used in education around the world, and integrating digital technology is also a core part of the Lyra model. Do you think digital technology should be included in the Tanzanian curriculum? What is the impact of introducing digital education to the Tanzanian youth?

Dayani Mbowe: YES, digital technology should be included in the Tanzania curriculum. Actually, both primary and secondary school curriculum has included ICT subjects. Recently, the government introduced a new combination for advanced secondary education with Physics, Mathematics and Computer (PMC). This is a good initiative to prepare youth for careers in ICT however a lot needs to be done to improve the delivery of ICT subjects in both primary and secondary schools. Introducing digital education to our schools will help to prepare youth to be active participants of the fourth industrial revolution and digital economy and ensure the government plans for industrialization are achieved.

Janice Maige: We’re in a time where we are actively using Artificial Intelligence in many different parts of life. Not having digital technology in the syllabus is almost a crime, it’s one way of ensuring that our youth will not move with the rest of the world from both social and economic aspects. With technology, we are able to solve many problems that are now facing our country, and the people to do this are our youth, hence it’s important for them to learn it so they may be able to tap to the different capabilities and revolutions that tech can bring.

One of the impacts of using technology that we’ve also witnessed in Lyra’s Digital Learning program is the instant opening up of a student’s thinking ability. Technology promotes you to think. If students are motivated to think then there is a vast number of possibilities for their future. Furthermore, we will not need to wait to get new technology from first world countries, there’s a chance we’ll be able to have technological breakthroughs here in Tanzania.

Mama Kamm: The 21st Century, a globalized society – how prepared are we? How are we preparing the next generation to be a part of this society? In the current global world, the issue of education is and can no longer be national, rather, the emphasis should be international. And if we truly want to be international, it is important to look at and learn from education provisions in the different nations around the world.

Digital technology and the internet dominate the current and future world in all modes of operation, most of which remain completely foreign to the culture of the country and of the mentality of our youth. How do we as a society, prepare these youth for the actuality of tomorrow?  The international force on youth is so great that if we do not realize it, we will have a very tough time as a nation in our modus operandi in trade, international banking, health, agriculture, infrastructure etc. The use of digital technology is unavoidable.

Lyra believes it is of critical importance to level the playing field and ensure equitable access to technology. Why do you think it is important to include girls in technology?

Janice Maige: Almost 50% of the youth in Tanzania are female, with technology being such a crucial driving force for development. Not including half the future working class will be crippling to our economy. Hence, it’s important to include women in tech from all levels i.e., school and work. Not only that but also, there are number of challenges that women face in the community, if women are the ones facing problems who better to solve them than women themselves? It’ll be difficult to have technological solutions that touch everyone in the community if women are not allowed to learn and use technology. Furthermore, it’s been proven that diverse workforces have increased productivity, since men and women’s brains work differently. With most of our current offices having and using technology, it’s important to bring women onboard to promote more ideas, processes and innovations in our institutions.

Dayani Mbowe: According to 2019 Basic Education Statics, 50% of primary students in Tanzania are female, while in tertiary education institutions, female compose 32.6% of students who study computer science and information technology related courses. Thus, we will be a failed nation if we won't include girls in all our programs. If we want an equal generation, we must consider equal participation in every field.

As a woman in tech, have you ever faced any gender-based challenges? What would your advice be to upcoming women in tech?

Janice Maige: The biggest challenge is people not being able to see or doubting your abilities because you’re a woman. Oftentimes people will need extra proof of the projects you’ve done because you’re a woman. I think this is a challenge on one side but on the other side it allows you to push further and learn more which in turns taps into abilities you didn’t even know you had.

What I can say to the upcoming women in tech is to not drop the mic. As women in tech, it took long and several actions for us to get here, though we’re not “there” yet but it is only through our efforts that we will.  Remember that just because someone doubts that you can’t do something, it doesn’t mean it’s true. Keep learning, and taking that seat.

In your opinion, what is the biggest challenge for technological growth in Tanzania? How do you think we can overcome it?  

Dayani Mbowe: Technological growth in Tanzania lacks coordinated support from local organisations and actors. Thus, strategical approach coordinated at national level needs to be established to foster technological growth in our country.

Janice Maige: Knowledge and inclusion would rank as number one. Though most people use smartphones and computers currently not many know or are willing to learn the real importance of technology beyond smartphones and what we can do with it. Not many people understand how technology can help out businesses or solve problems beyond advertising on Instagram. The main technology stakeholders i.e., the current developers, engineers and scientists need to educate the population not just by telling them but also allowing them to see and use the different products that have come about technology. This will help to a great extent for people to see just how much more of technology we can use.

Mama Kamm: When we look at Tanzania, does the education culture and curricula answer the question of the preparation of youth? Does it take into consideration the fact that future leaders are indeed ‘individuals’ who are not developed to respond to the demands of the future? Does it consider a future which is very dynamic? What needs to be done then? It is time to sit back and reanalyze the country's education, the curricula and the education culture in all schools and other education institutions in the country – this should be an urgent priority by our leaders.

International Women's Day, 2021

In the countdown to International Women’s Day 2021, Lyra is sharing stories of those who #ChooseToChallenge the status quo for a better, gender equal future.

In the second of our series “in conversation with…” we are excited to share the insights of Lyra Board Member Nike Akerele-De Souza around the theme #ChooseToChallenge, an inspirational female leader in her own right!

The theme for International Women’s Day this year is #ChoosetoChallenge, what does #ChoosetoChallenge mean to you?

I am passionate about girls’ education and I choose to challenge any bias and barriers to education across Sub-Saharan Africa, especially for girls in poor and marginalised communities who struggle to access education. It is already hard enough for children and youths to be educated in some parts of the continent. The COVID-19 pandemic has also triggered an extraordinary situation with the school closures which is likely to lead to increased numbers of girls not returning to school when the economy reopens. In addition, girls in marginalized communities are also exposed to increased risk of sexual violence and early marriage.

 The likelihood of completing the education cycle is harder for girls and the transition from primary to secondary education for example, is not encouraging in some regions across the continent, so ensuring that when girls start school, they remain in school is critical. Girls are also affected by health-related problems like painful menstruation, a lack of sanitary facilities and pregnancy which contributes to absenteeism and drop-out of adolescent girls.

As an inspirational female leader, can you share an example of when you have had to challenge the status quo in your career?

After working for many years as an employee for a few organizations, I started my first entrepreneurial venture in 1993 in Nigeria, providing human capital related services for clients. It’s tough already starting a business and managing the complexities of a start-up, I found it quite challenging as a woman to break down the biases in business. I heard that as a woman, I would need to work twice as hard to gain access to opportunities and this really was the reality in the beginning. However, if you are determined, focused and add value to clients, it becomes easier over time.

When we think of International Women’s Day and this theme, we tend to automatically think of how women have had to challenge the status quo. What inspirational examples can you share where a man has #ChosenToChallenge the situation for the benefit of women?

I have always worked in organizations that were male dominated. I have found my greatest supporters and mentors to be men. For me there isn’t one person I can point to but a group of men over my career that have given me opportunities to grow, to learn and to take risks. I have seen where some of these men have fought to pick women into leadership positions in management and on Boards based on merit. I believe we still have a long way to go to ensure equitable inclusion in top management and on Boards for women and to also ensure we have diversity at this level, however, we must not give up trying to achieve this.

As we look ahead to 2021 and the decade of action towards meeting the SDG ambition what areas do you think the international community is going to have to step up it’s focus and #ChooseToChallenge?

SDG 4.5 is key because it asks that we work towards eliminating gender disparities in education and to ensure equal access to all levels of education for the vulnerable and indigenous peoples. This is also supported by SDG 5, which aims to achieve gender equality and empower all women and girls. There is an urgent need for us to join forces to end all forms of discrimination against women and girls, as well as all forms of violence and exploitation. Far too many girls and women are struggling, and many are suffering across the globe and we need to answer the call for help. We must choose to challenge early marriage in some parts of the world, as well as discrimination against pregnant girls accessing education. We must choose to address the underlying issues as to why households in poor communities are forced to choose who gets to go to school between a boy and a girl. It is not going to be easy, but I believe that with the concerted efforts of all parties and stakeholders and, the will power of the international community to ensure change happens, progress can be made in these areas.

International Day of Education, 2021

In the first of our series “in conversation with…” we are delighted to share the insights into Global Education trends and challenges with our UK Board Member, Emily Echessa and Anya Cowley, Global Policy and Advocacy specialist for Save the Children.

The International Education Day occurs in the wake of the COVID-19 pandemic that led to a global learning disruption of unprecedented scale and severity. Despite the immense challenges this pandemic is posing and the turbulence it is creating, transformation is also underway.  Looking ahead, what excites you the most about the year ahead?

Emily Echessa: Globally, this is an opportunity for us to hit the reset button, unlearn outmoded ways of delivering education and learn new ways that are fit for purpose, enhance the quality of education and are contextualised but also meet the global standards.

Anya Cowley: We have a big global moment this year, with girls’ education being a key priority of the UK Presidency of the G7 summit, which is a chance to secure political support and financial commitments towards girls’ education and raise the level of ambition globally. This must include early and ambitious pledges towards the Global Partnership for Education replenishment hosted by the UK this year, which aims to raise $ 5billion from 2021-2025 to support low-income countries to recover from the Covid-19 crisis, and build back better more resilient education systems.

The pandemic is redefining and reshaping so many norms and practices. In this last year of change, how have you seen that the pandemic has impacted Education Globally?

Anya Cowley: Covid-19 has caused extraordinary disruption to children’s education. In many countries, including our own, school closures have been a central part of governments’ response to controlling the spread of the virus. This meant that at its peak, 1.6 billion children and young people were out of school, approximately 90% of the entire student population.

While some remote learning has been available, UNESCO estimate that at least 500 million children and youth are not learning from home. Additionally, children many also rely on schools to access other services such as meals, menstrual hygiene products, health services, including deworming and malaria treatment; child protection services; specialist support for children with disabilities; and mental health and psychosocial support.

Emily Echessa: 2020 was a tumultuous year for Education globally, as we witnessed mass closures of education institutions, a shift from classroom based teaching & learning to distance education via digital classrooms. Girls & boys living in marginalised & remote communities were automatically locked out as their learning was disrupted. A global health crisis quickly spiralled into an education & economic crisis. We have witnessed increased sexual related gender based violence resulting in an increase in teenage pregnancies, working children as well as an increasing rate of mental health and psychosocial issues.

What areas should we be keeping a watch on in the Global Education space over the coming year?

Emily Echessa: It will be mission critical for state & non state actors to focus on equity & inclusion as they broadly shepherd education back on course – over the coming years the global education space must keep watch on not ‘leaving any child behind’. Prior to COVID 19, most countries had reached gender parity & others were close. The world had made huge gains in access to education and was pushing through the ‘last mile’. COVID 19 has however reversed these gains to a large extent and threatens to wreak havoc as majority girls & boys lose a full academic year due to the mass closure of schools, girls may most likely not return to schools. Girls facing intersecting and complex barriers to their education such as their gender, disabilities, poverty, geographical inequalities will require multiple actions to bring them back to school and ensure their transition with improved learning outcomes.

It is essential that governments and education stakeholders continuously collect and analyses data on a rolling basis in order to inform adaptations, education policies and budgetary allocations.

Lastly, it is imperative that governments ensure a smooth and adequate flow of financial and other related resources to revamp and transform education, as well as diversify the means and ways children can access quality education and learn via all forms of platforms, from in in person classrooms to digital classrooms and home learning packs – what is being called the ‘blended approach’.

Anya Cowley: We are facing the greatest education emergency of our lifetime. There is a significant risk that when schools do reopen, the poorest and most marginalized children will never return, including girls, displaced and conflict affected children. COVID-19 is also increasing the risk of child marriage as a response to school closures, growing risks of violence, and food and economic insecurity.

Up to 1.7 billion children were out of school this year due to the COVID-19 pandemic and between 7 to 10 million are expected never to return to school. It is critical that we keep a watch on this over the course of the year, but also learn the lessons from the pandemic in supporting children’s continued learning during school closures, to ensure a safe return to school for learning for all children, especially for girls – another key area to watch. An anticipated 2.5 million more girls are at risk of child marriage over the next five years, and adolescent pregnancies expected to rise by up to 1 million. Without action, we risk reversing years of progress made towards realizing SDG 4.

Ahead of COP 26, we should also keep a watch on discussions around the role of education -especially girls’ education – in climate change mitigation and adaption. Investing in girls’ education through climate financing will be essential for equipping girls with the green skills they need to learn, thrive, and contribute to more resilient, equitable and prosperous futures for all. I look forward to seeing children and youth continue to lead the charge on securing global action on climate. 

We are in the “Decade of Action” to reach the SDGs by 2030. Where does the International Community have to step up to realistically reach the education SDGs?

Anya Cowley: This global education emergency requires an ambitious, but tangible global education action plan to ensure a safe return to school for every child. Our new analysis suggests that just over US$50 billion is needed to ensure children can safely go back to school the safe return to school for children in some of the poorest and conflict-affected countries, as well as support to help them catch up on lost learning. This works out at an average of $370 per child across the 59 low- and middle-income countries.

Our new research sets out five, evidence-based actions that governments should prioritize to ensure that children whose education has been disrupted by the pandemic can safely return to school and catch up on the learning they’ve missed out on.

For instance, cash transfers can mitigate the impact of the pandemic on household incomes by supporting children from low-income households to return to school and preventing dropout. Children who have been out of school may also require extra support to catch up on lost learning through catch-up classes, that start from where children are, rather than where the curriculum dictates, they should be. Water, sanitation, and hygiene facilities in schools must be accessible for schools to safely reopen and prevent the spread of the virus. Back to School campaigns are also vital to ensure that communities are confident that the right COVID-19 health and safety protocols are in place; and teachers must be trained in how to communicate about the COVID-19 pandemic and supported to put in place measures to keep schools safe.

Give us a glimpse into your world, what book are your currently reading and what is your number 1 favourite book you would recommend we all read?

Emily Echessa: I am reading Education for Sustainable Development in the Post-Colonial worlds- Towards a Transformative Agenda for Africa, by Leon Tikly. I highly recommend this book to all interested in transforming education.

Anya Cowley: I am reading “Feminisms, Empowerment and Development": Changing Women’s Lives”, a brilliant and accessible collection of essays analysing collective action and institutions aimed at realizing gender equality, and exploring what women themselves are doing to ensure their right are upheld.