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Gender-Based Assessment of Science, Technology and Innovation Ecosystem in Zambia

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African Journal of Rural Development, Vol. 5 (3): July-September 2020: pp. 169-187. ISSN 2415-2838 This article is licensed under a Creative Commons license, Attribution 4.0 International (CC BY 4.0) Gender-based assessment of Science, Technology and Innovation ecosystem in Zambia A. PHIRI and C. MWAANGA Directorate of Research and Postgraduate Studies, Mulungushi University, Great North Road Campus, P.O. Box 80415, Kabwe, Zambia Corresponding Author: phiria498@ gmail.com ABSTRACT In today’s fast changing world, science and technology are fundamental to sustainable socio-economic development of any nation. Sustainable development is anchored on the application of science and technology in the acquisition of knowledge, skills and technology that would build the capacity of the nation to meet its social and economic needs. In Zambia, over 51 percent of the population is female. Despite most of the populations in the sub- Saharan Africa having more women than men, women are underrepresented in almost all spheres of socio economic development. Worse STI, science engineering and technology has continued to record the lowest numbers of women participation. This desktop study involved review of documents from the Ministry of Higher Education, National Science Technology Council, Higher Education Authority, and Ministry of Gender. Careers in Science, Technology and Innovation (STI) and vocational training in Zambia is mostly dominated by males. Careers in engineering, agriculture, and medicine, technology and innovations continue to be male dominated. The Government of Zambia has recognized the importance of gender to promote science. Policies such as the Gender Policy, Higher Education Act, National Policy on Science and Technology, and Education Policy aim at ensuring gender based STI participation. The paper presents a STI analysis using a gender- based assessment of STI ecosystem in Zambia to gain a scientifically based understanding of the status of STI in Zambia upon which capacity development will be premised for now and in future. As of 2018, Zambia had nine public universities, 54 private universities and 29 vocational education and training institutions. The total enrolment in public universities was at 57,034, of which 55% were males and 45% female students. Public universities total enrolment stood at 34, 935 students, 49% males while 51% were females. Training in STI is mostly offered in Government owned learning institutions due to the lack of capacity to buy equipment for science engineering and technology required for training. Keywords: Gender, Higher education, Science, Technology, Innovation, Technical Education, Zambia RÉSUMÉ Dans le monde en évolution rapide d’aujourd’hui, la science et la technologie sont essentielles au développement socioéconomique durable de toute nation. Le développement durable repose sur l’application de la science et de la technologie à l’acquisition de connaissances, de compétences et de technologies qui renforceraient la capacité de la nation à répondre Cite as: Phiri, A. and Mwaanga, C. 2020. Gender-based assessment of Recieved: 28 April 2020 Science, Technology and Innovation ecosystem in Zambia. African Journal Accepted: 31 July 2020 for Rural Development 5 (3): 169-187. Published: 30 September 2020 Gender-based assessment of Science, Technology and Innovation ecosystem in Zambia à ses besoins sociaux et économiques. En Zambie, plus de 51 pour cent de la population sont des femmes. Bien que la plupart des populations de l’Afrique subsaharienne comptent plus de femmes que d’hommes, les femmes sont sous-représentées dans presque toutes les sphères du développement socio-économique. Pire encore, l’ingénierie scientifique et la technologie ont continué d’enregistrer les plus faibles taux de participation des femmes. Cette étude documentaire comprenait l’examen de documents du ministère de l’Enseignement supérieur, du Conseil national de la technologie scientifique, de l’Autorité de l’enseignement supérieur et du ministère du Genre. Les carrières en science, technologie et innovation (STI) et la formation professionnelle en Zambie sont principalement dominées par les hommes. Les carrières dans l’ingénierie, l’agriculture et la médecine, la technologie et les innovations continuent d’être dominées par les hommes. Le Gouvernement zambien a reconnu l’importance du genre pour la promotion de la science. Des politiques telles que la politique d’égalité des sexes, la loi sur l’enseignement supérieur, la politique nationale sur la science et la technologie et la politique d’éducation visent à garantir une participation sexospécifique aux STI. Le document présente une analyse des STI utilisant une évaluation sexospécifique de l’écosystème des STI en Zambie pour acquérir une compréhension scientifiquement fondée de l’état de la STI en Zambie sur laquelle le renforcement des capacités sera fondé pour maintenant et à l’avenir. En 2018, la Zambie comptait neuf universités publiques, 54 universités privées et 29 établissements d’enseignement et de formation professionnels. Le nombre total d’inscriptions dans les universités publiques était de 57 034, dont 55% d’hommes et 45% d’étudiantes. Le nombre total d’inscriptions dans les universités publiques était de 34 935 étudiants, 49% d’hommes et 51% de femmes. La formation en STI est principalement offerte dans les établissements d’enseignement appartenant au gouvernement en raison du manque de capacités pour acheter l’équipement pour l’ingénierie scientifique et la technologie nécessaire à la formation. Mots clés: Genre, Enseignement supérieur, Science, Technologie, Innovation, Enseignement technique, Zambie INTRODUCTION competitiveness (NSTC, 2015). It is a known In the recent past, Science Technology and fact that countries that have industrialised and Innovations (STI) ecosystems have made developed have done so by anchoring their significant contribution in enhancing public industrialisation agenda on the use science, investment in research and development, human technology and innovation (STI). resource training and access to information and communication technology (UNCTAD, 2019). Xua et al. (2018) indicated that an innovation An ecosystem allows the use of knowledge in ecosystem consists of a knowledge ecosystem the production system to create value that no driven by research and development, and single entity could have created alone (Xu et al., a business ecosystem driven by market 2018). The quality and number of a country’s forces. However, this can be achieved by scientists and technologists are an important the integration of all in technology transfer resource for technological development including participation of a broad spectrum of of that country. Scientists, engineers and key stakeholders in research, industries, and technologists transform national economies national development. The use of innovation and societies by conducting research and ecosystems require that specific attention be development work whose output contributes to paid to the application of science, technology industrial development and national economic and innovation in developing nations and 170 PHIRI and MWAANGA sub Saharan Africa in particular if they are surface area of about 752, 000 km2 (MNDP, to achieve what the developed world have 2017; World Bank, 2017). The country is achieved in terms of development. The endowed with abundant natural resources developed world has used science, technology including copper, vast arable land, huge amount and innovations to foster development and of surface water, and forestry resources. The production. Research and development go Zambian economy is predominantly based on hand in hand for increased production. the exploitation of these natural resources. The major economic resource and foreign exchange The use of STI in Africa is generally low due has been copper since the early 1900s. The to limited capacity and technological resources country runs a free market economy where the for implementation of STI. The education means of production are in the hands of the system in Africa has been primarily influenced private sector. In 1991, the country embarked by UNESCO principle of Education for All on privatisation of State owned mining and (EFA) and notion of economic growth (Barret manufacturing industries. However, this was et al., 2019). The focus of EFA is life skills and not a successful transition as most of the twenty first century skills beyond literacy and privatised industries are no longer operational includes problem solving and critical thinking or have closed. through science, technology and innovation for national development. Despite an abundance of natural resources, the country today imports most of its finished In sub-Saharan Africa, the pathways linking products as opposed to local manufactured STI has included the emphasis on Science, products. Poor quality and limited innovation Technology, Engineering and Mathematics has greatly contributed to the preference (STEM) and Information Communication and for imported goods and services instead of Technology (ICT) in the education system. local ones. There is little value addition and This approach is hinged on the realisation of application of technology in the local industry. the importance of STEM as an approach and The Government has however come up with strategy for achieving sustainable national policies and interventions to improve the use of development. science and technology in the country. A major contributing cause of the poor performance Policies
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