SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND LEADERSHIP SKILLS ACQUISITION AMONG GIRLS IN ANGWAN RUKUBA, NIGERIA

Abstract

Despite the recognised global importance of women in leadership and Science, Technology, Engineering and Mathematics (STEM) education, girls in rural areas encounter significant barriers in working towards leadership and science-based careers. This study explores the impact of non-formal education (NFE) initiatives such as community hubs and after-school programs, using a case study of the Four18 Humanitarian Initiative’s Pad-a-Girl community development program in the rural community of Angwan Rukuba, Jos, Plateau State, Nigeria as a case study. This study employed a qualitative research design to explore the impact of non-formal education (NFE) initiatives, specifically community hubs and after-school programs, on promoting leadership and skills among girls in rural communities. The research shows that this learning paradigm promotes values and attitudes through critical thinking, problem-solving, and collaborative learning skills essential for success in leadership and STEM subjects. This observation is linked to the educational philosophy of Paulo Freire which has developed into a cross-curricular Global Learning (GL) experience now adopted as Global Citizenship Education (GCE) in schools and higher institutions. SDGs 3, 4 and 5 provide targets and indicators for gender inequality such as limited resources, gender stereotypes, state and community crises, and cultural norms which hinder girls' participation in leadership and STEM-related activities.