Wise Insights Africa June 2020 Final

WiSE Insights Africa Volume 1 Number 2 ISSN: 2737-7008 June 2020

ENHANCING GIRL’S PARTICIPATION IN SCIENCE AND ENGINEERING: DRIVER FOR NATIONAL DEVELOPMENT AND SOCIAL EQUITY

Cover Picture Source: Http://www.topfreebooks.org/wp-content/uploads/2013/09/chemistryengineering-e1446591540549.jpg

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GHANA Women in Science and Engineering (WiSE) Editorial Office Insights Africa is a quarterly Newsletter CSIR-STEPRI, P.O. Box CT 519, produced by the Science and Technology Cantonments, Accra, Ghana Policy Research Institute, Council for Scientif- Telephone: +233-302-773856 / 779401 ic and Industrial Research, Accra, Ghana. It is http://www.csir-stepri.org/ an advocacy tool for soliciting increased support for women’s participation in the © CSIR-STEPRI, Accra, Ghana fields of Science, Technology, Engineering and Mathematics (STEM). It also aims to Acknowledgements demystify STEM. This quarterly Newsletter ‘WiSE Insights Africa’ is produced from a component funding of the Editorial Team Women in Engineering Education and Careers Dr. Rose Omari, CSIR-STEPRI, Ghana in Benin and Ghana (WEEC-BG) Project funded Dr. Augustin Kouevi, University of by the International Development Research Abomey-Calavi, Benin Centre (IDRC). CSIR-STEPRI wishes to thank its Dr. Gordon Akon-Yamga, CSIR-STEPRI, partners in University of Abomey-Calavi and Ghana National Institute of Agricultural Research Dr. Emmanuel Tetteh, CSIR-STEPRI, Ghana (INRAB), Benin for the un agging support in Dr. Nathalie G. Kpera, National Institute of preparing the Newsletter. Special thank you to Agricultural Research (INRAB), Benin all those who contributed articles for this issue.

Editors for this Issue Designed by: John Mensah: Dr. Emmanuel Tetteh, CSIR-STEPRI Tel: 020 252 3788/054 420 0001 Dr. Harris Andoh, CSIR-STEPRI

Table of Contents EDITORIAL ...... 3 BREAKING BARRIERS TO WOMEN’S PARTICIPATION IN SCIENCE ...... 4 IDRC Organises Training for Successful Grantees on the Intersectionality Framework ...... 4 CSIR-STEPRI Organises Gender Training Workshop ...... 5 Overview of Collaborating Institutions in the WEEC-BG Project ...... 6 The Kwame Nkrumah University of Science and Technology, Ghana ...... 6 University of Abomey-Calavi, Benin ...... 9

FEATURES ...... 11 Women Advocacy in Science and Engineering in Ghana ...... 11

DEMYSTIFYING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS ...... 12 Chemical Engineering: A Top Notch and Diverse Engineering Discipline ...... 12 Importance of chemical engineering in food industry and nutrition ...... 15

WISE TIT-BITS: INITIATIVES AND EVENTS CREATING OPPORTUNITIES FOR GIRLS AND WOMEN IN STEM ...... 18

WISE PERSONALITIES ...... 21 Dr Nana Ama Browne Klutse ...... 21 Dr Eléonore Chikani Yayi-Ladekan ...... 27

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EDITORIAL Contributions of Women Scientists to National Development and Social Equity Dr. Emmanuel Tetteh and Harris Andoh Knowledge and skill development in Science, found not only in maize but also in bacteria to technology, Engineering and Mathematics humans, is now recognised as a breakthrough in (STEM) for both men and women alike, is genetics. Researchers today utilise transposition important for mankind to find solutions to to create and study novel mutants such as global threats posed by challenges such as pan- anti-biotic resistant bacteria. This concept is still demics (e.g. COVID-19), climate change, food in use in the fight against COVID-19. insecurity as well as bridging the gap of income inequality for sustainable development. Studies In Ghana, women scientists such as Dr Nana of brain structure and function, hormonal modu- Ama Browne Klutse has contributed to space lation, human cognitive development, and science. She is one of the first female scientists human evolution have not found any significant to obtain a PhD in Climate Science (Climatolo- biological difference in gender performance in gy). Post PhD, she worked with the Ghana STEM. Yet, one area where women still face Atomic Energy Commission to establish a Space daunting career obstacles is manifested in Science Unit, to promote the use of space STEM-related fields. technology to improve weather monitoring and agricultural systems in Ghana. Dr Nana Ama Rigid stereotypes, social norms, as well as cultur- Browne Klutse has trained teachers and students al beliefs and practices have led to ideological in basic Astronomy through the Astronomy and social barriers that have over the years School Education (NASE) and the West African prevented women from the study of STEM. International Summer School for Young Science and engineering education provide Astronomers (WAISSYA). She is the chairman of skills and creativity, innovations, attitudes and the committee working on the Ghana Space behaviours required for healthy, inclusive and Policy which seeks to improve and coordinate sustainable societies. Consequently, the space science development in Ghana. untapped scientific potentials of women result- ing from obstacles, real or perceived, represents In the Republic of Benin, Dr Yayi-Ladekan, is an an important lost opportunity not only for Associate Professor of Organic and Environmen- women themselves but also to society as a tal Chemistry at the University of Abomey-Calavi whole. (UAC) in the Republic of Benin. Since 2019, Dr. Yayi-Ladekan has served as Minister of Higher Worldwide, the gender gap in science and Education and Scientific Research in Benin and engineering education has narrowed with the the General Secretary of the West-African increasing enrolment and training of women in Society of Chemistry (SOACHIM) since 2011. She science and engineering and commitments from was appointed Vice-Chairperson of the Associa- national governments to women’s participation tion of Women for Education, Training and in STEM programmes. Yet, progress has been Scientific Research (AFEFRS) in Benin in 2010. slow and with variations across regions of the world. In Africa, the misconception that boys are To conclude, women scientists who did rise to better than girls in STEM fields has decreased prominence have deepened our understanding the girl-child’s ambitions, confidence and enthu- of the world despite many obstacles. Today, the siasm for pursuing science and engineering gender bias and social barriers from the past are programmes. no longer so heavily weighted against women, but the numbers entering engineering are still Despite this, a number of brilliant women much lower than men. To overcome the obsta- scientists have saved the lives of humanity and cles, nations, governments and institutions must changed the way we see the world. For instance, overcome the grand challenges and inequality Barbara McClintock (1902 - 1992) was a genetics that face women in the fields of science and researcher who worked with maize plants and engineering. They must promote inclusiveness proposed the concept of the ‘jumping gene’. She and gender balance in the field of training and found out that certain sequences of DNA, can job opportunities in STEM. Indeed, the remark- move around to different positions within the able story of these women pioneers should help genome of a single cell, a process known as inspire the next generation to extend the transposition. Her concept of genetic transposition, frontiers of STEM to many more women.

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BREAKING BARRIERS TO WOMEN’S PARTICIPATION IN SCIENCE IDRC Organises Training for Successful Grantees on the Intersectionality Framework By Mavis Akuﬀobea Essilﬁe Introduction The International Development Research Centre (IDRC) organised two trainings on Centre (IDRC) selected eleven projects intersectionality on 18th June 2020 and 9th following a Call for Proposal on ‘Breaking July 2020 to expose the eleven successful Barriers to Women’s Participation in Science’. project teams to intersectionality analysis with The main goal of the IDRC project is to identify the aim of assisting them identify areas where and address systemic barriers that inhibit intersectionality would be useful to their greater participation of women and other project works. To ensure inclusive work and underrepresented groups in the fields of academic environments, it is important to science, technology, engineering, and mathe- understand how people experience these matics (STEM). The Science and Technology settings differently, and under what Policy Research Institute of the Council for conditions. The framework can identify the Scientific and Industrial Research (CSIR-STE- hidden barriers, highlight areas that need PRI) in Ghana, is one of the recipients of the improvement, and offer strategies to foster IDRC grant for the project “Women in spaces where all identities can thrive. Engineering Education and Careers in Benin and Ghana (WEEC-BG).” It is important to note The Role of Intersectionality in the WEEC- that most systemic barriers in women’s participation in STEM exist as a result of BG Project institutional values, cultures, policies, and The Women in Engineering Education and practices that implicitly or explicitly restrict the Careers in Benin and Ghana (WEEC-BG) institutions from successfully attracting, project seeks to identify barriers to the partici- recruiting, retaining, and promoting women pation of women and under-represented scientists and other groups with a minority persons in engineering education and careers. presence in STEM fields. In Ghana and Benin, people have their unique experiences of discrimination and oppression. Given the complexity of the gender barriers to Intersectionality Framework and Analysis women’s participation in engineering The intersectionality framework identifies or education and careers, the intersectionality can uncover hidden barriers that might be framework will be useful in designing the field ignored in gender analysis. The framework is instruments, data collection and analysis. It will convenient for analysing how systems of consider all the factors that marginalise people power and oppression impact individual’s life or combine to create barriers to women’s experiences based on various social groupings participation in engineering education and such as religion, class, ethnicity, age, sexuality, careers in Ghana and Benin. language s), citizenship, race, gender, residen- tial area, educational background and ability. The socio-economic background of a child is a These social groups combine to create unique strong determinant of the quality of pre-tertia- ways of gender discrimination and privileges. ry education one receives. It also determines Intersectionality analysis also takes into the student’s exposure to good mentoring and consideration people's overlapping identities career guidance opportunities and ability to and experiences in order to understand the obtain the required cut-off grade for entry into complexity of prejudices they face at different higher education such as the university to times and places such as academic and work pursue certain courses. Usually, courses with environments. stringent cut-off points such as Petroleum Engineering and Medicine are perceived as The International Development Research courses for the elites as mostly only people 4 WiSE Insights Africa Vol 1 No. 2 June 2020 from the best High Schools make the cut-off CSIR-STEPRI Organises Gender Training grades. Workshop By Mavis Akuffobea-Essilfie The socio-economic background of a person The WEEC-BG study will contribute to can also determine the type of people in their addressing SDG 4, 5, 8, 10, which emphasise networks and the tendency of getting certain quality education, gender equality, decent jobs. For instance, age may prevent women work and economic growth, reducing inequal- from taking certain engineering jobs like ity within and among countries, respectively. In mining and oil exploration which can keep order to effectively execute the research proj- women in the fields for months and cause ect, capacity building of the core research delay in marriage or childbirth. Age of young team on gender mainstreaming within STEM women can be a barrier for getting research is critical. In this light, a three-day employment in certain jobs because women gender training workshop was organised for may be considered unfit to perform certain the research team in both Ghana and Benin. engineering tasks if they should get pregnant. The research team in Benin participated virtu- So, preference may be for older women who ally in the training. might not be interested in procreation anymore. Furthermore, societal pressure on The key topics of the training were: women to get married or to stay home to take • Overview of the basic concepts of gender care of husband and children may be a barrier and how it applies to females and under- to taking certain jobs. Sexual harassment of represented groups with local examples. women especially in male dominated • Basic frameworks for gender analysis. engineering fields could also keep women off. • Protocols for collecting, analysing and In Ghana and Benin, the Islamic religion that interpreting data in gender studies. requires women to wear the hijab may be a • Case studies of gender research and data determinant of women and girls’ choice of analysis with focus on gender in relation career because, wearing a hijab can interfere to employment and labour issues and with the performance of some tasks. The formal education. perception that women are not physically • Application of practical tools for analysing strong can also limit their employment systemic barriers to females and under- prospects in strenuous engineering work. represented groups’ participation in deve- Preventing women from performing certain lopment. strenuous tasks (due to over protection) on • Tools and methodologies for conducting perception that the work is for stronger people gender research. (men) is discriminating and intimidating and Outcomes of the training can cause women to quit certain jobs. At the end of the training, the researchers were able to: Physical disability increases the tendency of a • Develop a clear understanding of the basic woman to be refused an engineering concepts of gender, gender education or job. Ethnic background and • analysis and their usefulness and applica- religion may be determinants of what types of tion in research. courses and careers a woman will opt for. • Have a clear understanding and compe- People from certain ethnic groups, religion or tencies in adopting and applying theoreti- perceived political affiliation may be refused cal and analytical frameworks for gender employment especially in sole proprietor or analysis. locally owned companies. Taking into • Equipped with knowledge and skills in consideration the combined effects of these gender analysis and how to apply them to factors on women’s participation in engineering analyse systemic barriers to females and jobs and careers makes the intersectionality under-represented groups’ participation in framework very relevant in the WEEC-BG project. engineering education and careers.

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Overview of Collaborating Institutions in the WEEC-BG Project Background The Science and Technology Policy Research Institute, of the Council for Scientific and Industrial Research (CSIR-STEPRI) is one the recipients of the International Development Research Centre (IDRC) funds on ‘Breaking Barriers to Women’s Participation in Science’. CSIR-STEPRI in collaboration with the School of Economics, Social-Anthropology and Communication for Rural Develop- ment (EESAC) at University of Abomey Calavi, Benin is conducting research to understand the nature of systemic barriers to women’s enrolment and participation in engineering programmes in tertiary educational institutions as well as engineering careers. The project focuses on the underlisted training and professional institutions in Ghana and Benin to identify the systemic barriers to women’s participation in engineering: 1. College of Engineering, Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, 2. Ghana Institution of Engineering, 3. Schools of Engineering at the University of Abomey-Calavi, Benin, and 4. Women Association for Education, Training and Scientific Research (AFEFRS), Benin. This overview focuses on the two training institutions (1) College of Engineering at the Kwame Nkrumah University of Science and Technology (KNUST) and (2) Schools of Engineering at the University of Abomey-Calavi, Benin.

The Kwame Nkrumah University of Science and Technology, Ghana The Kwame Nkrumah University of Science and Technology (KNUST) originally established as Kumasi College of Technology by a Government Ordinance on 6th October, 1951, was transformed into a full-fledged university by an Act of Parliament on 22nd August 1961. KNUST was borne out of the policy to train engineers, architects and scientists to support the industrial and socio-economic development of Ghana and Africa. The Act establishing the University defines its mandate essentially as to provide higher education, undertake research, disseminate knowledge and foster relationships with the outside persons and bodies.

The University’s name was changed to University of Science and Technology (UST) after the Revolu- tion of 24th February, 1966. However, by another Act of Parliament, Act 559 of 1998, the University has been renamed Kwame Nkrumah University of Science and Technology (KNUST), Kumasi. It has within the short period of its existence, become an important centre for the training of scientists and technologists not only for Ghana, but also for other African countries as well as other parts of the world.

The principal officers of the university are the chancellor, chairman of the University Council and vice-chancellor. Governance is carried out by the University Council, primarily through the Aca- demic Board, which is responsible for: • formulating and carrying out the academic policy of the university. • devising and regulating the courses of instruction and study, and supervising research. • regulating the conduct of examinations and the award of degrees, diplomas and certificates. • advising the University Council on the admission of students and the award of scholarships. • reporting on such matters as may be referred to it by the University Council.

Students through the KNUST Student’s Representative Council (KNUST SRC) participate in the administration of the university through their representatives serving on the University Council, Academic Board, the Welfare Services Board, Faculty and Departmental Boards, Residence Committee, Library Committee and on the Hall Councils. 6 WiSE Insights Africa Vol 1 No. 2 June 2020

KNUST has an enrolment range of 25,000-30,000 students as at 2019/2020 academic year and it is co-educational. The University offers courses and programmes leading to officially recognized higher education degrees such as pre-bachelor’s degrees (i.e. certificates, diplomas, associate or foundation degrees), bachelor degrees, master degrees, doctorate degrees in several areas of study. The admission rate range is 30-40% female to 70-60% male. International students are also admitted to KNUST. The University has, since January 2005, transformed from its previous centralized system of administration into a decentralized Collegiate University. Under this system, the faculties have been condensed into six colleges. These are:

1 https://en.wikipedia.org/wiki/Kwame_Nkrumah_University_of_Science_and_Technology#Early_history https://ghstudents.com/knust-admission-requirements/ https://enacademic.com/dic.nsf/enwiki/11562683 https://www.latlong.net/place/kwame-nkrumah-university-of-science-and-technology-kumasi-ghana-21752.html

• College of Agriculture and Natural Resources. • College of Health Sciences. • College of Humanities and Social Sciences. • College of Art and Built Environment. • College of Engineering. • College of Science. In addition, there is an Institute of Distance Learning, Library and Digital Resources as well as Affiliated Institutions and Research Centres. The Provosts are the Head of the Colleges. They provide academic and administrative leadership and oversee the overall running of the Colleges. The Colleges are composed of Faculties which are subdivided into Departments. The College of Engineering and the College of Science are the main STEM educational entities of KNUST that are being studied by the Women in Engineering Education and Careers in Benin and Ghana (WEEC-BG) project, funded by the International Development Research Centre (IDRC).

College of Engineering of KNUST

The College of Engineering is one of the six Colleges of the KNUST. It was established in October 1952 as the School of Engineering to prepare students for professional qualifica- tions. In 1955, the School embarked on courses leading to the Bachelor of Engineer- ing Examinations of the University of London. The School, which began with the 3 traditional engineering programmes of civil, electrical and mechanical engineering has progressively grown into a College of Engineering in 2003 with a vision to contribute to Ghana and the sub-region’s industrial and digital revolution through excellence in engineering education, research and innovation to serve industry and society.

The College runs 18 BSc, 20 postgraduate (MSc, MPhil and PhD) programmes under 3 faculties namely, the faculty of Electrical and Computer Engineering, the faculty of Civil and Geo Engineering and the faculty of Mechanical and Chemical Engineering. The courses offered at the

7 WiSE Insights Africa Vol 1 No. 2 June 2020 undergraduate level leading to BSc degree are: 1. Civil Engineering 10. Chemical Engineering 2. Geological Engineering 11. Petrochemical Engineering 3. Geomatic Engineering 12. Materials Engineering 4. Petroleum Engineering 13. Metallurgical Engineering 5. Computer Engineering 14. Mechanical Engineering 6. Biomedical Engineering 15. Aerospace Engineering 7. Electrical & Electronics Engineering 16. Marine Engineering (New) 8. Telecommunication Engineering 17. Automobile Engineering (New) 9. Agricultural Engineering 18. Industrial Engineering (New)

The MSc/MPhil and PhD programmes are Computer Engineering, Material Engineering, Power and Energy Systems Engineering, Renewable Energy Technologies, Telecommunications Engineering and Cyber Security and Digital Forensics. The key research areas are Advanced Com- puting and Digital Forensic (ACDF), Advanced Computing and Digital Forensic (ACDF), Renewable Energy (RE) and Smart Grids and Energy Management Systems (SGEMS). As part of the distance learning activities, the College of Engineering also offers some onshore and even offshore programmes in Nigeria and the United Arab Emirates.

Physio-Chemical Laboratory at KNUST

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University of Abomey-Calavi, Benin Claude-Gervais Assogba, Pascaline Babadankpodji, Augustin Kouévi, & Nathalie Kpéra

The University of Abomey-Calavi (UAC) is the largest and the oldest higher education institution of the Republic of Benin. Located in the Southern part of Benin, UAC was established in 1970 under the name “University of Dahomey”. It was renamed “National University of Benin (UNB)” in 1975 and “Univer- sity of Abomey-Calavi (UAC)” in 2001. UAC is a multi-thematic public university that admits both national and international students for graduate and post-graduate education programmes (Bachelor, Master, Engineer, PhD) and offers on-the-job trainings.

2 Crafted from Sources https://uac.bj/ https://fr.wikipedia.org/wiki/Universit%C3%A9_d%27Abomey-Calavi https://fsa-uac.bj/ https://epac.uac.bj/ Total student enrolment in 2019 was 67,587, of which 30% were women. UAC hosts ten (10) STEM and non-STEM schools and faculties, two (2) Research institutes and laboratories, including the Faculty of Agricultural Sciences (FSA) and the School of Polytechnics of Abomey-Calavi (EPAC). FSA and EPAC, are the main engineering education entities of UAC that are being studied by the Women in Engineering Education and Careers in Benin and Ghana (WEEC-BG) project, funded by the International Development Research Centre (IDRC). Faculty of Agricultural Science (FSA)

The Faculty of Agricultural Sciences (FSA), established in 1972, is the oldest high and public agricultural education and research institution in the Republic of Benin. The main mission of the faculty is to train students and professional workers capable of reflecting on agricultural sector issues and to stimulate agricultural development in Benin and elsewhere. FSA aims at (i) providing education in the fields of agronomy and related sciences and techniques, in order to avail high-level agronomic professionals for administrations and agricultural businesses; (ii) designing and implementing agricultural research programmes; and, (iii) creating an appropriate framework for exploiting new technologies and facilitating innovations. In line with its mission, FSA offers not only education programmes leading to degrees of Bachelor, Master and Doctorate in Agricultural Sciences and Techniques, but also training

9 WiSE Insights Africa Vol 1 No. 2 June 2020 courses to the staffs of agricultural businesses. Education, Training and Research activities carried out at FSA cover five (5) major fields, namely:

• Management of Natural Resources; • Crops Sciences and Techniques; • Human Nutrition and Agri-Food Sciences and Technologies; • Animal and Fisheries Sciences and Techniques; and • Economics, Social-Anthropology and Communication for Rural Development.

These education and research fields focus on the challenges faced by agricultural professionals in partnership with national and international agricultural research programmes and experts. FSA is also involved in the organisation of national and international scientific events and the development of exchange and mobility programmes for students and lecturers with other universities throughout the world. It has several research laboratories and application units that offer services to the public sector, and at the same time, constitute technical platforms that allow students to develop practical skills. FSA has 1,322 students in 2019 of which 32% were women. School of Polytechnics of Abomey-Calavi (EPAC)

The School was named “Collège Polytech- nique Universitaire (CPU)” when it was established in 1977. In December 2002, the name changed to ‘‘School of Polytechnics of Abom- ey-Calavi (EPAC)’’. EPAC is the oldest higher and public polytechnics education institution born from the cooperation between the Republics of Benin and Canada. EPAC edu- cates and trains Bachelor, Engineer, Master and Doctorate degrees students for the Biological and Industrial sectors. In addition, it offers on-the-job training to the staff of public and private enterprises.

Engineering education and research activities offered by EPAC cover seven (6) fields. These are:

• Food Technology Engineering; • Civil Engineering; • Mechanical and Energy Engineering; • Electrical Engineering; • Computer Engineering and Telecommunications; and • Chemical Processes Engineering.

PAC is also involved in the organisation of national and international scientific events and the development of exchange and mobility programmes for students and lecturers with other universities throughout the world. It hosts several research laboratories and application units which offer services to the public and at the same time, constitute technical platforms that strengthen students’ practical skills. EPAC has a total student population of 1,100 including 25% women in 2019.

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FEATURES Women Advocacy in Science and Engineering in Ghana Dr Nana Ama Browne Klutse Introduction Women engineers and scientists have over the years contributed to the development of science, technology and innovation (STI) development and research in Ghana. Dr Esther Ocloo of Nkulenu fame is nationally remembered for her innovation, industrial prowess and entrepreneurship drives. Other notable Ghanaian women scientists who have contributed immensely to the development of science and engineering in Ghana include: Prof Mariam (biochemist) Ewurama Addy (Chemist); Prof Aba Andam (Physicist); Dr. Letitia Obeng (the first Ghanaian female Zoologist); Prof Yaa Ntiamoah Badu (Zoologist); Dr Christine Amoako-Nuamah (Botanist and politician) and Dr Elsie Kauffman (Biomedical engineer). Their success stories illustrate the critical role of women scientists and engineers to national development and social equity.

Improving Women Participation in Science and Engineering Through National Advocacy Programmes Women, by their nature and social construction, hardly commit to enterprises that take their time away from home. More so, gender stereotyping, socio-cultural beliefs, and issues that challenge human endeavours are more impactful on women. Consequently, women are underrepresented in leadership positions, especially in the fields of science and engineering despite a good number of women obtaining undergraduate and graduate-level degrees within the same stipulated time- frame as their men counterparts.

In Ghana, subsequent governments have been committed to improving women representation in science and technology and has thus established the Science, Technology and Mathematics Education (STME) clinic through the Ghana Education Service (GES) since 1987. During STME clinics, young ladies could interact with female scientists and female engineers. These activities help young ladies in their science courses/subjects and inspire them to select careers in various fields of science and engineering. The Girls’ Education Unit, under the Ministry of Education established in 1997 has since been working with the aim of eradicating discriminations in the enrolment of the girl child in STEM programmes at the pre-tertiary and tertiary levels. The unit is also involved in the reduction of disparity and science stereotyping in the educational sector through exposure to role models in science and engineering.

The current academic culture of improved percentage of women in science and engineering fields in Ghana has attracted the attention of institutions both locally and internationally. The Space Science System Research Institute (SSSRI) has trained 1,000 girls in Basic and Senior High Schools across the country in Science, Technology and Engineering under its outreach programmes. Other organizations like Tullow, UNESCO, Schlumberger are helping bridge the gap of women under-representation in science by helping grow the interests of women in science and engineering. The Gender Focal Point officer of the African Institute for Mathematical Sciences (AIMS) Ghana, Mrs Beauty Beatrice Kwawu, is committed to ensuring that more than 30% women are enrolled in AIMS Ghana. In Rwanda, AIMS also offer fellowship opportunities strictly for women in Climate Change Science with support from the Canadian Government. This fellowship has bene- fited some Ghanaian women like Dr Nana Ama Browne Klutse, one of the pioneers of AIMS Ghana and Dr Naomi Kumi who is currently on the fellowship to pursue research to a higher level. The Organization for Women in Science for the Developing World (OWSD), which gives awards to distinguished women scientists, has a Ghana Chapter to support advocacy for more women participation in science and engineering in Ghana.

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DEMYSTIFYING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS Chemical Engineering: A Top Notch and Diverse Engineering Discipline Enyonam Ahadzi 1and Emmanuel Ransford Ansah Amosah1

1 Undergraduate Students, BSc Chemical Engineering (Year 3), Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana

Introduction Chemical Engineering in KNUST The role of chemical engineers in rapid population growth and technological advance- The Department of Chemical Engineering, ments is indispensable. The products we use under the Faculty of Mechanical and Chemical every day - nose masks, sanitizers, petrol, Engineering at the Kwame Nkrumah University plastics, detergents, paints, cosmetics, drugs, of Science and Technology (KNUST), runs a oil, fertilizers and even the food we eat are all four-year undergraduate programme after produced by chemical engineers. Chemical which one is awarded a BSc. Chemical engineers are widely known as “universal Engineering degree upon successful comple- engineers”. Chemical engineering is a tion of all the requirements. The cut-off point multidisciplinary STEM branch of engineering to gain admission into this programme is that combines chemistry, physics and biology, aggregate 09 in the West African Senior coupled with mathematics and economics to Secondary Certificate Examination (WASSCE). design, develop, produce, transport, operate Students who excel in their G.C.E A level and manage the industrial processes that examinations and meet the requirements are convert raw materials into useful products. also admitted into the programme. The first Chemical engineers use their knowledge, skills year of this programme builds students’ back- and training to: ground in mathematics, chemistry and general engineering. During the long vacation 1. Generate energy. between the second semester of the first year 2. Protect the environment. and the beginning of the second year, 3. Enhance food production. students are tasked to identify problems in 4. Address issues with COVID-19 and their respective communities and suggest advance biomedicine. solutions to these problems. The core chemical engineering courses like fluid transport, In Ghana, chemical engineering is offered at heat transfer, mass transfer, simultaneous heat only two universities; Kwame Nkrumah Univer- and mass transfer, chemical reaction engineer- sity of Science and Technology (KNUST) and ing, thermodynamics and chemical process Kumasi Technical University. There are interna- calculations are taught from the second year tional professional chemical engineering through the third year. In the final year, institutions that one can join as a student students apply the basic principles to solve member or as a professional to attain profes- problems, design a plant and are taught sional status as a Chartered Engineer (CEng) or entrepreneurship and business development Incorporated Engineer (IEng) which can help which are particularly useful for self-employ- boost career prospects. They include the ment. Graduates from this department are American Institute of Chemical Engineers equipped with the necessary knowledge and (AIChE) and the Institution of Chemical skills to thrive in industry and academia. Engineers (IChemE). There is also the Engi- Students in the department work on projects neering Council. such as:

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1. Production of biochar from waste biomass. products on a large scale will require chemical 2. Desulphurisation of residual fuel oil using engineers. Some of the professional positions modified spent zeolite catalyst. occupied by chemical engineers are: 3. Production of graphene from charcoal. 4. Production of bioethanol from food waste. ● Process Engineer 5. Purification of used engine oil with activat- ● Analytical Chemist ed clay. ● Energy Engineer 6. Plant design for the production of bioplas ● Biotechnologist tics from cassava. ● Petroleum and petrochemical Engineer 7. Plant design for nickel nitrate production. ● Materials Engineer 8. Synthesis of polysulphide Layered Double ● Waste Management Officer Hydroxide intercalated with carbonate ions ● Production Manager for adsorption processes on wastewater. ● Quality Control Analyst ● Mining Engineer In 1985, Dr Thomas Mensah a chemical ● Energy Manager/Engineers engineer who graduated from the Kwame Nkrumah University of Science and Technolo- Many other employers also accept applica- gy invented the fastest fibre optics draw at the tions from graduates with a degree and time and received four patents for his innova- hence, employment opportunities are not tion which was recorded at 50 meters per restricted to those listed above. second. He also developed a fibre optics system that has successfully been deployed at Chemical Engineering and COVID-19 speeds of up to Mach 1. In April 2019, a first-year chemical engineering female On March 11, the World Health Organization student, Miss Comfort Benewaa Osei Owusu, declared that the COVID-19, the respiratory led a team to develop a gas leakage detector disease caused by the novel coronavirus which operates via SMS. Also, the Chemical SARS-CoV-2, as a global pandemic. With the Engineering department exposes students to lives of millions of people affected by this some vital industry keen software such as pandemic, chemical engineers have joined the MATLAB and CHEMCAD thus preparing them rest of the scientific community to respond to to adequately overcome various industrial the COVID-19 challenges. challenges. Engineers across various disciplines are inventing ways to produce critically needed Job Prospects medical supplies and chemical engineers have contributed a great deal to the fight. Chemical engineers can work everywhere in Accelerating and increasing the production of the world. Chemical Engineers are known to be health care products, ventilators, food one of the most versatile engineers as there supplies, antiviral APIs synthesis are the exist a wide range of industries that utilize responses provided by chemical engineers. chemical engineers in various areas such as A noteworthy challenge for any vaccine will be gas and oil extraction, oil refining, mining, the scalability of production to generate suf- nuclear and power generation and process ficient doses and hence chemical engineers industries including pharmaceuticals, food are responsible for the right production. processing, silicate, agrochemicals and poly- Some of the contributions made by chemical mer processing among others. Any company engineers include: that converts raw materials into useful

● Manufacturing medical supplies like face masks, shields and ventilator parts. ● Logistics on health care products as well as food supplies. ● Modelling/computation on biosystems related to COVID-19 response. ● Design of personal oxygenators for individuals and medical oxygenators for hospitals. ● Analysis, modelling and design of protection masks (aerosols, biological contaminants) 13 WiSE Insights Africa Vol 1 No. 2 June 2020

Conclusion Chemical engineers make things happen. In these unfortunate times, the whole world looks up to chemical engineers for a change. Likewise, the world is surviving the pandemic and every other crisis with the help of chemical engineers. Chemical engineering is therefore an important field of study in addressing the basic needs of the world population. We believe women are changing the concept of chemical engineering and getting things done. There have been several great and successful female chemical engineers who attained great achievements one of which is Dr Margaret Rousseau who is a great anchor in chemical engineering. If you want to be a part of the change-makers, we encourage you, especially females, to choose chemical Enyonam Ahadzi engineering as a course of study and as a noble profession.

Emmanuel Ransford Ansah Amosah

3 References https://www.aiche.org/community/awards/margaret-hutchin- http://cheesaknust.com/index.php/undergraduate/ son-rousseau-pioneer-award-lifetime-chievement-woman- https://www.prospects.ac.uk/careers-ad- chemical-engineer vice/what-can-i-do-with-my-degree/chemical-engineering https://www.comsol.com/blogs/happy-birthday-marga- https://www.myjoyonline.com/news/technology/knust-stu- ret-hutchinson-rousseau/ dents-develop-gas-leakage-detector-that-operates- https://www.frontiersin.org/research-topics/13855/chemical-en- via-sms-alert/https://www.airtract.com/ques- gineering-response-to-covid-19-challenges tion/what-are-the-chemical-engineering-applications-in-food- https://www.blackpast.org/african-american-history/ industry mensah-thomas-1950/ 14 WiSE Insights Africa Vol 1 No. 2 June 2020

Importance of Chemical Engineering in Food Industry and Nutrition 1 Samuel Djebou and Priscille Dossou,1 Joseph Dossou 2 & Sophie Bogninou 3 1Master Students, University Abomey-Calavi, Republic of Benin 2 Professor of food process engineering, University Abomey-Calavi, Republic of Benin 3Associate Professor of organic chemistry, University Abomey-Calavi, Republic of Benin

Priscille Dossou Samuel Djebou

Introduction Comprehensive knowledge in Chemical Engineering is a key pillar for industrialization and development, which distinguishes developed countries from least developed countries. Chemical engineering uses principles of physics, mathematics, chemistry and other relevant sciences to transform energy and materials in industries. Chemistry is a science that studies constituents, properties, processes, and interactions of materials important for carrying out industrial processes. However, chemical methods experimented in laboratories are not automatically scalable in industries. They are broken down by chemical engineers to simple sequences of operations or processes leading to desired end products. Chemical engineering applies to various domains, including food, oil, pharmaceuticals, biotechnology, cosmetics, energy, and waste treatment industries. Thus, chemical engineering encompasses multiple domains. However, since the beginning of the 20th century, the domains embraced by this science are more specified, leading among others is food process engineering. In the food industry, chemical engineering allows value addition to agricultural products through the development of relevant processes and equipment. The industrial scaling of these processes and equipment requires chemical and physical design, and sizing of functional processes that leads to better quality foods.

4 https://www.lavoisier.fr/livre/agro- %C3%A9nie%20des%20proc%C3%A9d%C3%A9s%20 alimentaire/genie-des-procedes-alimentaires- alimentaires,finalit%C3%A9%20alimentaire%2C%20etc.). 2ed/trystram/descriptif_3585340#:~:text=Le%20g 15 WiSE Insights Africa Vol 1 No. 2 June 2020

Place of Chemical Engineering at the Food Processing , Human Nutrition , Polymers, Faculty of Agronomic Sciences (FSA) and Complex Fluids. Many women have and the School of Polytechnics (EPAC) contributed to the progress in chemical of the University Abomey-Calavi engineering. For instance, female students have researched on interesting topics such as Food process engineering is a key expertise -Modelling of Convective Drying of Solid needed for the development of food indus- Foods and Application to a Beet Sugar Factory tries. The failure of the establishment of the six (Charlène Lambert) ; Extraction, Identification food industries expected to boost the agricul- and Characterization of Bioactive Molecules tural sector in the Republic of Benin in 2011, from Silybum Marianum Seed and Oil: Study due to the poor involvement of food process of their Antioxidant and Antitumor Activities engineers among others, is an evidence of the (Neïla Ben Rahal) ; Process for Production of importance of this expertise to agriculture and Prebiotic Caramels Rich in Fructose Dianhy- food industry development. Indeed, in the drides: Kinetic and Rheological Studies on a strategic plan for agriculture development Laboratory Scale and Extrapolation by Com- elaborated in 2011, the Republic of Benin putational Fluid Dynamics (CFD) (Imelda Eliza- planned to establish – (1) a pineapple juice beth Ortiz Cerda) among other interesting and production factory in Allada (Southern Benin), useful topics. (2) a tomato processing factory in Kpomassè (South-Western Benin), (3) an orange juice production factory in Zakpota (Central Benin), Opportunities for Chemical and Food (4) an edible alcohol production factory in Processing Engineers Bantè (Central Benin), (5) a mango juice pro- Chemical engineering offers a wide range of duction factory in Natitingou (Northwestern scholarships and job opportunities. The Benin), and (6) a cashew-nut processing facto- German Office of University Exchanges ry in Parakou (Northern Benin). These factories (DAAD) for instance, offers Masters and PhD were either never installed, or never functional scholarships to African students, including because of the low involvement of the rare those from Benin and Ghana, in various local food process engineering experts, science domains, with chemical engineering among other factors. To fill in this local exper- included . Students can also benefit from tise gap, many initiatives were taken, including scholarships for study trips, from the Academy the design and implementation of the Region- of Research and High Education (ARES from al Bioengineering of Food Processes Training Belgium) , Wageningen University (WUR), and Programme, hosted by the Faculty of Agro- the Polytechnics University of Saint-Péters- nomic Sciences (FSA) of the University of bourg Pierre-le-Grand (SPbPU). Food process- Abomey-Calavi (UAC), and the Department of ing engineers specialize and are employed in chemical engineering hosted by the School of food processing and equipment management, Polytechnics of Abomey-Calavi (EPAC) of UAC. management of energy systems of food industries, design of new equipment and food Chemical Engineering Related products, sizing of food factories, modelling Subjects Taught at UAC and Women’s food process and systems, among others. Contributions 9 https://www.researchgate.net/profile/Elie_Padonou2/publica- Some of the chemical engineering related tion/274071213_ n_techniques_and_management_practic- subjects taught in Benin are – Catalysis and es_of_Moringa_oleifera_in_- Reactions, IT and Simulation, Nanotechnology, Southern_Benin_West_Africa_International_J ournal_of_Agrono- my_and_Agricultural_Research_I- JAAR/links/551421bd0cf23203199cdb56.pdf 5 http://extwprlegs1.fao.org/docs/pdf/ben149176.pdf 10 https://www.theses.fr/2012LORR0137 6 http://www.commodafri- 11 https://www.theses.fr/2015SACLA004 12 ca.com/07-09-2015-six-usines-de-transfor- https://www.theses.fr/2017PA066070 mation-de-produits-agricoles-au-benin 7 https://rebiopa.com/training_offer.php# 8 https://library.wur.nl/WebQuery/wurpubs/fulltext/146791

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Conclusion

Chemical engineering is at the crossroads of food science. Without chemical engineering, the design of nutritious food products would be hampered. The Faculty of Agronomic Sciences and the School of Polytechnics of the University of Abomey-Calavi have understood the importance of this STEM domain, and hence, trained women and men in this field to contribute to improved food quality and nutrition.

15 13 https://www2.daad.de/deutschland/studienangebote/ https://www.wur.nl/en/Education-Programmes/online- international-programmes/en/detail/4692/ education/academic-courses-programmes/MicroMaster- 14 https://www.ares-ac.be/fr/cooperation-au-developpement/- sChemistry-and-Technology-for-Sustainability.htm bourses/masters-et-stages-en-belgique

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WISE TIT-BITS: INITIATIVES AND EVENTS CREATING OPPORTUNITIES FOR GIRLS AND WOMEN IN STEM By Sylvia Baah-Tuahene experiences for girls where they can explore ENHANCING THE PARTICIPATION technology in an interactive and insightful way OF WOMEN IN STEM such as workshops in robotics, mechanics and coding, it is possible to give them practical Promoting Participation of Women knowledge and understanding of the impact and Girls in Science that they can have being part of innovative projects. The United Nations is driving global efforts to inspire and engage women and girls in She added that it is important to create devel- science. For instance, through the STEM and opment-oriented programmes for students, Gender Advancement (SAGA) project, through initiatives and discussions about UNESCO aims to contribute to improving the female empowerment in schools and universi- situation of women and reducing the gender ties. Educational organisations, particularly in gap in science, technology, engineering and emerging markets, should come together to mathematics (STEM) fields in all countries at all develop student programmes and projects to levels of education and research. February 11 encourage women to take up STEM degrees. each year is International Day of Women and She recommended that students and young Girls in Science, a day that reminds us to work professionals should be brought together at towards improving access for women to events, panel discussions, workshops, career technology and science education and discovery campaigns and in-house activities creating an enabling environment for female that can expand the community of women scientists and technologists. who are passionate about technology and engineering. The World Meteorological Organisation (WMO) also encourages more women to become meteorologists, hydrologists, climate Source: https://www.timeshighereducation.com/student/blogs/women-in-stem-how-can-we- scientists and oceanographers and nurtures encourage-more-women-into-engineering# leadership talent through dedicated training workshops and conferences. RECOGNIZING THE CONTRIBUTION OF WOMEN TO ENGINEERING Source: https://unfccc.int/news/promoting-participation-of-women-and-girls-in-science Ghana-born US Material Innovation Women in STEM: How can we encourage Leader Impacts Global Plastics Industry more Women into Engineering? Jacqueline A. Anim is an industrial leader An article by Mariana Bontempo, the Head of expert with over two decades of experience FinTech highlights the ways she believes that complements her drive to refine and women can be encouraged to pursue careers consolidate sustainable plastic material for in engineering. From her experiences and medical applications. The Ghana-born United observations, she noted that the best way to States (US) plastic and polymer expert is one ensure equivalent participation of female and of the leading Ghanaian women in the world male students in STEM degrees is to promote of plastic technologies [in medical and career discovery programmes for young automotive etc] who is a noted global leader female students that allow them to explore with surpassing intellect of the Johnson & their potential, curiosity and passion for Johnson (J&J) global plastics material space. innovation. According to Mariana Bontempo, She possesses a strong combination of by creating different and interesting strategic vision and hands-on leadership in the

18 WiSE Insights Africa Vol 1 No. 2 June 2020 area of material transformation engineer- apprehensions about STEM and ICTs through ing/innovation and producer market dynamics policies and user-friendly teaching approaches in relation to base business whiles improving and strategies. and saving human lives. Source: https://www.mfwa.org/demystify- perceptions-of-girls-about-ict-mfwa-urges- She earned a Bachelor of Science in Chemical governments-and-stakeholders-in-west-africa/ Engineering at the Kwame Nkrumah University of Science and Technology in Kumasi, Ghana INITIATIVES AND EVENTS PROMOTING and also holds a Master of Science in Chemical THE PARTICIPATION OF WOMEN AND Engineering obtained at the University of GIRLS IN STEM Dayton, in Dayton, Ohio.

Some of her industry-wide awards include a WiSTEM.GH joins Covid-19 fight with Global Excellence Award and Most Innovative donation to KCCR Interior in Automotive Award won in 2004, Women in Science, Technology, Engineering Excellence in Transportation Award and Envi- and Mathematics Ghana, (WiSTEM.GH) has ronmental Conscious Manufacturing Award of joined the Covid-19 fight with financial 2005. She also won the J&J Excellence in support to Kumasi Centre for Collaborative Science Award in 2015 and recently gained Research into Tropical Medicine, KCCR. The back-to-back recognition when the undisclosed package is part of the organisa- Professional Organization of Woman of tion’s aim to inspire the next generation. Excellence Recognized (P.O.W.E.R) named her President of the association, Professor Ibok 2019 Engineer of the year and Woman of Oduro reiterated the need for women to Excellence/ Industry Leader respectively. support science as the driving force in the world and especially fight against the Source: https://www.modernghana.com/news/921382/ pandemic. Professor Oduro said, WiSTEM is ghana-born-us-material-innovation-leader-impacts.html inspiring the next generation and so the next generation should also see women support- Demystify Perceptions of Girls about ing STEM. ‘‘We should be able to show the ICT – MFWA Urges Governments and next generation that women can make Stakeholders in West Africa contributions in terms of skills, competencies, finances, etc. WiSTEM want institutions to Despite the important role the internet plays in know we can support science for the next today’s technologically inclined world, women generation to understand women’s role in and girls continue to be underrepresented in STEM,” she said. “We want people to know it’s ICTS and STEM programmes across the West not out of place when women are seen as Africa region. This unfortunate trend is largely frontliners. We are representing women all attributable to perceptions that these pro- over the world who are making contributions grammes are too technical and male-oriented. in different forms to fighting Covid-19,” she The Media Foundation for West Africa (MFWA) stressed. has therefore called on governments, national education secretariats, teachers, parents and Source: https://www.myjoyonline.com/news/health/ all stakeholders across the sub-region to help wistem-gh-joins-covid-19-fight-with-donation-to-kccr/ encourage girls’ enrolment in science, technology, engineering and mathematics (STEM) Women and Girls’ Education and ICTs. UNESCO is committed to promoting gender equality in and through education systems The MFWA urges all relevant stakeholders, from early childhood to higher education, in particularly governments, teachers and formal, non-formal and informal settings and parents to help demystify girls’ fears and in all intervention areas from planning

19 WiSE Insights Africa Vol 1 No. 2 June 2020 infrastructure to training teachers. Gender equality should be considered as a crucial Vodafone, WiSTEM Inspire Young Women means to promote scientific and technological in Technology excellence. In fact, the untapped potential of Vodafone has partnered Women in brilliant girls and women who might be STEM-Ghana, to inspire young women in interested in STEM but choose not to pursue STEM at a Girls Camp in the Ashanti Region. degrees or careers in these fields because of According to a statement from Vodafone to the various obstacles they may face, the Ghana News Agency, the programme represents an important lost opportunity, both formed part of an annual empowerment for women themselves as well as for the platform for Girls from 20 Senior High School society as a whole. Girls. A total of 200 students selected from the As a solution to tackle the issue of gender Bono, Ahafo and Ashanti Regions took part in imbalances in STEM, UNESCO aims to support the camp session which was a collaboration and promote networks of women scientists in between Vodafone and the Office of the Vice various scientific domains and regions, such Chancellor of the Kwame Nkrumah University as, the African Women in Mathematics Associ- of Science and Technology (KNUST). ation (AWMA), the African Association of Women in Geosciences and the International Ms Angela Mensah-Poku, the Director of Network of Women Engineers and Scientists Digital Transformation and Customer Opera- (INWES). UNESCO’s Natural Sciences Sector is tions at Vodafone Ghana said, "Pursuing STEM also working with the Organization for subjects is crucial for sustainable development Women in Science for the Developing World and the key to prosperity is for women to be (OWSD), a network of more than 4,000 interested and involved in driving this momen- members throughout the world, created to tum. The achievement of some of the key provide research training, career development Sustainable Development Goals (SDGs) and networking opportunities for women require an active demonstration of the power scientists at different stages of their careers, as of STEM education to make a difference. well as give to girls and women in science the Today I urge you to know what you want, opportunity to meet role models and mentors. believe in yourself and embrace technology as it is the future and the ultimate difference Through the UNITWIN/UNESCO Chairs between winning and losing in this modern Programmes, multiple Chairs have been created age," she added. on issues related to Gender and Women’s Empowerment (GEWE), bringing together Prof. Ibok Oduro, Professor of Post-Harvest higher education and research institutions, and Technology at the Food Science Technology encouraging international and regional cooper- Department, KNUST, added that a step was ation to enhance institutional capacities through taken to include students from less endowed knowledge sharing and collaborative work on schools but with tremendous potential to issues relating to women. Among the Chairs shine brightly in STEM programmes. The pro- working on issues related to GEWE, five of them gramme has several components including focus on promoting women’s participation in digital coding and mentorship sessions to sustainable development and water resources equip the girls with the requisite skills and management (located in Brazil, the Ivory Coast, confidence to embrace the digital future with Morocco, Togo, and the Dominican Republic), confidence and optimism, the statement said. whereas five other chairs aim to empower women in science and technology (located in Argentina, Egypt, Pakistan, Sudan, and Togo). Source: https://www.businessghana.com/site/news /business/193330/Vodafone-WiSTEM- Source: http://www.unesco.org/new/en/natural-sciences inspire-young-women-in-Technology /priority-areas/gender-and-science/supporting-women- scientists/strengthening-networks-of-women-scientists/

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WISE PERSONALITIES

Dr Nana Ama Browne Klutse

Dr Nana Ama Browne Klutse has contributed to space science in Ghana. She is one of the first female scientists to obtain a PhD in Climate Science (Climatology). Post PhD, she worked with the Ghana Atomic Energy Com- mission to establish a Space Science Unit to use space technology to improve weather monitoring and agricultural systems in Ghana. She was instrumental in supporting Prof F. K. A. Allotey in the establishments of the African Institute of Mathematical Sciences (AIMS) in Ghana.

She supports the design of Astronomy in Ghana. She has trained teachers and students in basic Astronomy through the Astronomy School Education (NASE) and the West African International Summer School for Young Astronomers (WAISSYA). She is the chairman of the committee working on the Ghana Space Policy which seeks to improve and coordinate space science development in Ghana.

Dr Nana Ama Browne Klutse holds a Doctor of Philosophy (PhD) Degree in Climatology from the University of Cape Town in South Africa. She is a Physicist and currently a Senior Lecturer (2018 – present) at the Department of Physics, University of Ghana and doubles as a post-doctoral fellow on the Building Stronger Universities Project III, in the same university (2019 – 2021). She is also a Resident Researcher with the African Institute for Mathematical Sciences (AIMS) Rwanda (2020-2022). She is a Guest Lecturer at the West African Science Service Centre on Climate and Adapted Land Use (WASCAL) in Akure and Mina both in Nigeria (2015 - present). She is a consultant for ECOWAS and the United Nations Institutions. She is a Lead Author in Working Group 1 on the Intergovernmental Panel for Climate Change of the United Nations (IPCC) Sixth Assessment Report (2018 – 2021) and a member of the Task Group on Data Support for Climate Change Assessment (TG-Data) in August 2019 (2019 – 2021). She has authored and co-authored a good number of journal article publications and academic books. Her works include the “Potential impact of 1.5 °C and 2 °C global warming on consecutive dry (CDD) and wet days (CWD) over West Africa”, which was published in May 2018 and more recently, “Projected temperature increases over northern Ghana”, which was published in July 2020. Dr. Klutse dedicates her life for community services and mentors young men and women for academic and moral pursuits, self-confidence and self-motivation. At her leisure time, she spends time with children with learning disabilities and that led to her co-founding an NGO called the Campaign for Children with Learning Disabilities.

Professional Career

Dr. Klutse has had a vibrant career for the past seventeen (17) years. She spent eight (8) years

21 WiSE Insights Africa Vol 1 No. 2 June 2020 working at the University of Cape Coast (UCC) at various positions (2003 – 2011). She moved to Ghana Atomic Energy Commission as a Senior Research Scientist and then as a Manager of the Remote Sensing and Climate Centre of the Ghana Space Science and Technology Institute (GSSTI) (2011 – 2018). Dr Klutse also worked with AIMS Rwanda as a Climate Science Fellow (2017-2018). She has worked on both national and international projects and focuses on Climate Science, Dynamics and Modelling, Assessments of Climate Impacts on Society including and not limited to agriculture, health and energy. She teaches a wide range of courses including General Physics, R statistical program, Cloud Physics, Atmospheric Physics, Climate dynamics of Africa, Regional Climate Modelling, Meteorology and Computational Physics. She also supervises students’ research in Ghana and abroad at Masters and PhD levels. She is on the expert team that drafted the African Space Policy and strategy, Ghana Space Policy and Ghana’s communication to the United Nations Framework on Climate Change.

Awards Dr. Klutse has been recognized both nationally and internationally. Some recognitions include: a Recognition for a Woman in Science for her contribution to science in Kigali 2019, 2018 Icon for World Intellectual Property Day for her innovation in science in Accra 2018, 2014 Best Worker Award for GSSTI, Ghana Atomic Energy Commission in Accra, 2014 and UNESCO award on Basic Physics for young scientists in Accra, 2008.

Major Skills Dr. Klutse is competent in Physics of the Climate System, modelling techniques, and climate change downscaling and vulnerability assessment. She is also very competent in programming languages such as R and FORTRAN. She is an excellent public and motivational speaker.

Dr Eléonore Chikani Yayi-Ladekan

Dr (Mrs.) Eléonore Chikani Yayi-Ladekan is an Associate Professor of Organic and Environ- mental Chemistry at the University of Abom- ey-Calavi (UAC) in the Republic of Benin. She is currently the Minister of Higher Education and Scientific Research in Benin (since 2019), the General Secretary of the West-African Society of Chemistry (SOACHIM) (since 2011), and the Vice-Chairperson of the Association of Women for Education, Training and Scientific Research in Benin (AFEFRS) (since 2010).

Before her current position in the University of Abomey-Calavi, Dr Yayi-Ladekan respectively occupied the positions of Vice-Chancellor, in charge of cooperation in the University of Abomey-Calavi (2017-2018), Director of Social Affairs in the University of Abomey-Calavi (2012-2015), and Minister of Nursery and Primary Education in Benin (in 1995).

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Born in Porto-Novo in Benin and married with children, Dr (Mrs.) Eléonore Chikani Yayiladekan obtained a bachelor’s degree in 1993, and a master’s degree in 1994, both in Materials Science, at the National University of Benin (current University of Abomey-Calavi). She is the first female from the Republic of Benin, who successfully graduated with a Doctorate Degree in Organic Chemistry, under both the National University of Benin and the Blaise-Pascal University from Clermont Ferrand in France, in 1998. Dr Yayi-Ladekan also obatined a second Master’s degree in Project and Program Management from the University of Laval, Canada in 2009. As Associate Professor, Dr Eléonore Chikani Yayi-Ladekan contributes to the training, supervision, mentoring and coaching of undergraduate and postgraduate students with Bachelor’s, Master’s and PhD degree, towards the completion of their research and in identification of the phytochemical composition of Afri- can domestic and wild plants. Her scientific contributions to society are exemplified by several studies and publications including:

• Phytochemistry and pharmacological review of Mitragyna inermis (Willd.) Kuntze (Rubiaceae); • Phytochemical profile and associated microflora of Morinda citrifolia L.(Rubiaceae), juice used as source of traditional nutraceuticals; • Phytochemical Composition, Biological Activities of Croton lobatus L. Leaves, Hydrolysis Effect on Activities and Chemical Composition; • Oral toxicity of trypanocidal molecules hemi-synthesized in Cymbopogon citratus essential oil; • Chemical Composition and Antimicrobial Activity of Essential Oils of Ocimum basilicum, Oci- mum canum and Ocimum gratissimum in Function of Harvesting Time; • Technological and nutritional quality of meats from rabbits fed with Cissus populnea and Synedrella nodiflora’s leaves; • Phytochemistry and anti-bacterial activity of thirteen plants used in traditional medicine to treat typhoid fever in Benin; • Fatty acids concentration in the meat of five native Chicken from Benin (Gallus gallus) and bioecologically produced • Phytochemistry and pharmacological review of Mitragyna inermis (Willd.) Kuntze (Rubiaceae)

Being the first woman to be democratically elected as Vice-Chancellor of the University of Abomey-Calavi in 2017, Mrs. Eléonore Yayi-Ladekan occupied other managerial positions such as Technical Adviser for the monitoring of projects/programmes of the Ministry of Tourism in Benin, and adviser and member of many academic and governmental projects and programmes.

Dr (Mrs.) Eléonore Chikani Yayi-Ladekan also received national and international recognitions. Specifically, she won the Secretary of State’s Award for Cooperation and Development in Belgium, 1999, and was also distinguished as a Commander of the National Order of Benin in 2016.

As the Vice-Chairperson of the Association of Women for Education, Training and Scientific Research in Benin (AFEFRS) since 2011, Eléonore has been working with AFEFRS to promote the establishment of a network of solidarity between women, to help increase success for girls, encourage initiatives that promote female lecturers and researchers, and to raise public awareness of the importance of women education, especially in STEM.

23 About Science and Technology Policy Research Institute (CSIR-STEPRI) The Science and Technology Policy Research Institute (STEPRI) is one of the 13 research institutes of the Council for Scientific and Industrial Research (CSIR) in Ghana. The institute conducts research in Science, Technology and Innovation (STI) policy and provides innovative mechanisms for the formulation and implementation of STI-related policies, projects, and programmes for the socio-economic development of the country and beyond. Given the wide areas of its research focus, CSIR-STEPRI has assembled a wide range of researchers with varied backgrounds including agricultural economics, economics, sociology, environmental sciences, agricultural sciences, gender studies, food science, nutrition, communication, and statis- tics. The assemblage of staff with diverse expertise is to enable the institute respond to the exigency of time and to properly give redress to contemporary policy challenges. CSIR-STEPRI by virtue of being an appendage of the CSIR, operates as a public institution under the Ministry of Environment, Science, Technology, and Innovation (MESTI). The institute has contributed enormously to the realization of its mandate areas, in order to stimulate the desired development of the nation and beyond. CSIR-STEPRI’s greatest resource has been its staff who continue to make critical contributions to STI policies at the national, regional, continental and international levels incollaboration with many stakeholders, and technical and development partners.

The vision of CSIR-STEPRI is to be an internationally acclaimed Institute that facilitates the development, transfer, utilization, and management of STI in accordance with the specific needs and priorities of Ghana and Africa. Its mission is to provide the research support necessary for the formulation and implementation of the relevant STI policies and programmes aimed at creating the enabling environment for effective use of STI for socioeconomic development.

About School of Economics, Social-Anthropology and Communication for Rural Development (EESAC/FSA/UAC) The School of Economics, Social-Anthropology and Communication for rural development (EESAC) is one of the five schools of the Faculty of Agronomic Sciences (FSA) which is itself one of the ten faculties of the University of Abomey-Calavi (UAC) in the Republic of Benin. The school offers bachelor, master and doctorate levels educations in the fields of agricultural economics, rural sociology and anthropology, agricultural extension, and innovation process management. EESAC/ FSA/UAC also contributes to the design and implementation of research programmes, and to the creation of appropriate frameworks for exploiting technologies and facilitating innovation in the agricultural sector. The professional staff of EESAC/FSA/UAC is composed of economists, econometricians, social- anthropol- ogists, communication for innovation and extension specialists, gender specialists, policy analysts, monitoring and evaluation specialists, etc., who closely collaborate with other national and international experts for the completion of its education and research activities. The school is a public education and research institution affiliated to the Ministry of High Education and Scientific Research (MESRS). Since the 1970s, EESAC/FSA/UAC has highly contributed to the development (of agriculture) in Benin, in Africa, and in the world through quality trainees, graduates and postgraduates it yearly delivers to the labour market since. The main mission of EESAC/FSA/UAC is to contribute to educating and training students and professional workers capable of reflecting on and solving agricultural sector issues, hence stimulating agricultural development in Benin, Africa and where else needed. Designing and implementing research, and contributing to societal development are the other mission of EESAC/FSA/UAC.

For more information, contact The Science and Technology Policy Research Institute, Council for Scientific and Industrial Research (CSIR-STEPRI), P.O. Box CT 519, Cantonment, Accra, Ghana Phone: +233302-779401/773856: [email protected]/ www.csir-stepri.org