A Gender-Based Assessment of Science, Technology and Innovations in Higher Education Ecosystem in Malawi

Abstract

Malawi has a number of policies to promote gender equality and social inclusion and advocate for women participation in science, technology and innovations. Yet, participation of women and girls in science, technology and innovations is still low.  The study examined the current status of science, technology and innovations in higher education with a gender perspective. The review was conducted to assess the national commitment and strategies in promoting gender equality. The study also used 2021/2022 public universities’ selection data and five-year (2017-2022) enrolment data from the National Council for Higher Education. The findings revealed commitment of Malawi in promoting science, technology and innovations and ensuring gender equality and inclusiveness in higher education through its policies and plans. However, despite an overall increase of 36% in enrollment of students in public universities from 2017 to 2022, enrollment of female students was still low with a highest enrolment rate of 42% in 2021/2022 academic year. The enrollment of female students in science, technology and innovation programmes was even lower with less than 20%. In 2021/2022 academic year, only 35%  STEM related progammes were among the 20 top popular programmes while 90% were among the 21 least popular programmes.  The study recommends a holistic approach in addressing barriers to women and girls’ participation in ST&I and higher education by targeting upper primary and secondary school students, parents/guardians, and rural community leaders among other interventions.