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South Africa looks to improve education in rural areas

In rural South Africa, education performance in science, technology, engineering and mathematics among girls has been a major problem despite efforts to create educational equality.

Despite the government’s efforts in upgrading the learning conditions in South Africa rural areas, the country’s education system remains a major problem for students in remote areas.

Rural schools face various challenges, including insufficient state funding and a lack of adequate learning resources. Some girls are left behind as parental interest in their daughters’ education is not a priority.

Last year, more girls took the Grade 12 examinations in maths and physical science than boys.

However, boys recorded a higher performance in both than girls. The gender gap in these education fields also widens in others academia, including skill training and career trajectory. According to UNICEF South Africa, less than 28% of females graduate in science, tech, engineering, and maths related careers.

Today, only 7% of all engineers in South Africa are women. This gender gap in the workforce directly aggravates the challenges of poverty, inequality, and unemployment.

It is estimated that a 3% economic growth could be achieved through reducing the gender pay and employment gaps in the country. According to GenU, a social enterprise hub in South Africa, there are over 100,000 vacant digital tech jobs due to lack of skilled labour.

Such jobs are currently being outsourced. Through skilling the current generation, especially girls, gaining employment in this sector is highly achievable and could boost the country’s economy.


Empowering girls

Through UNICEF, GenU is currently partnering with the Girls Fly Programme in Africa (GFPA) to provide new aviation and space industry opportunities to disadvantaged girls in rural areas of South Africa.

The programme has a three-phase approach. Activities are structured to develop learner aspirations in science, tech, engineering, arts and mathematics fields.

In phase 1, GFPA aims to create awareness through outreach programmes. This is to inform individuals and communities about the benefits of these courses which lead to careers. Shaping a communities’ mindset about education is a key strategy to bring in more girls to such programmes.

In the second phase, girls are supported with mentoring, job shadowing, and skills development opportunities, helping to propel them into careers dominated by males. These include robotics, 3D modelling and coding, aviation, drones and space technology.

In the final phase, GFPA participants learn to apply this new technology to various fields in health, agriculture, or mining. During the entrepreneurship phase, these participants use models of human-centric design thinking to identify challenges in their communities and create sustainable solutions to address them.

According to GFPA, the programme has reached over 110 participants involved with aviation and space camps. Currently, 350 learners are receiving training on data analytics and 3D modelling within the drone industry.

830 participants are benefiting from a robotics and coding programme that focuses on the aviation and space industry. Close to 100 girls also took part in a job shadowing and skills development programme with aviation and space organisations to qualify as air traffic controllers, aircraft maintenance engineers and cadet pilots.

Upon completion of the programme, each girl receives an accredited licence to operate drones as a pilot, a licence to fix drones and ratings to teach and fly beyond the visual line of sight.

These efforts have helped equip girls to become community champions and ready to meet challenges at the same level as their male counterparts. The Girls Fly Programme in Africa participants are inspired to take action, transform their communities and bring positive change to the continent and the rest of the world.

This is a crucial step in achieving equality and empowering girls’ dreams.

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