Mercy’s path to becoming an advocate for women in STEM (Science, Technology, Engineering, and Mathematics) began in 2018, in a classroom that would shape her future in ways she never anticipated. “I joined an automotive class in early 2019, a class of 50 people which was male-dominated,” Mercy recalls. The absence of female peers was stark, and the message she received was even starker: “I was told that the course was not meant for women.”

But where others saw barriers, Mercy saw an opportunity. “My curiosity drove me to pursue automotive engineering,” she says. “I wanted to understand how cars work.”

However, Mercy’s journey from a curious student to a skilled engineer was far from smooth. After graduating with a diploma in Automotive Engineering, she faced a harsh reality that many women in STEM fields encounter: “Three years after graduating, I am jobless. Unable to secure an internship or employment opportunities on the basis that I am a woman!”

The statistics Mercy cites are sobering. According to the Massachusetts Institute of Technology, in 2023, women make up only 28% of the STEM workforce. In Kenya’s automotive sector, the picture is even bleaker. “Each year, TVET institutions in Kenya release over 500 young women with Automotive skills into the marketplace,” Mercy explains. “With this number of skilled women in the marketplace, 80% end up without access to internship and employment opportunities.”

These numbers aren’t just statistics for Mercy; they represent shattered dreams and untapped potential. “I am a representation of women in engineering, whose dreams have been shattered due to lack of opportunities,” she says.

But Mercy Mwende is not one to accept defeat. Instead, she’s channeling her experiences into a powerful advocacy campaign. Her petition, targeting key players such as Toyota Kenya, the Public Service Commission, and Isuzu Kenya, calls for a 30% increase in internship and employment opportunities for women in Automotive Engineering.

“They are at the forefront of decision-making in the automotive industry,” Mercy explains her choice of targets. “They have a lot of influence in decision-making.”

Mercy’s vision extends beyond just increasing numbers. She sees a future where women not only enter the field but thrive in it. “If we succeed, we’ll reduce the rate of unemployment,” she says. “More women will take up engineering and mentorship. It provides a platform to actualize the 50% rule.”

Her advocacy work has opened doors and expanded her network, but it hasn’t been without its challenges. “Advocacy does take a lot from you,” Mercy admits. She’s even faced rejection from unexpected quarters, recalling an incident where a woman manager at a garage saw her as a liability because of her gender. “The same gender you are fighting for might not see the vision that you have for your field,” she reflects.

Despite these setbacks, Mercy remains undaunted. Her message to young women considering a career in automotive engineering is both realistic and inspiring: “There will always be obstacles in any field. STEM fields do harden you,” she advises. “Learn to stand your ground. Find a balance. Have the focus on your mind.”

As Mercy Mwende continues her fight for gender equality in Kenya’s automotive industry, she embodies the change she wishes to see. Her petition, her advocacy, and her unwavering determination are not just about securing jobs; they’re about reimagining an entire industry.

“I believe that the Engineering sector needs women in it,” Mercy states. In a world where cars are still predominantly designed, built, and repaired by men, Mercy Mwende is not just opening doors; she’s rebuilding the entire garage. And in doing so, she’s paving the way for a new generation of women to drive change in Kenya’s automotive industry.

The post How Mercy Mwende is Revving Up the Male-Dominated Auto Industry appeared first on Woman Kenya Network.

Rosemary, a dedicated Nguvu Change Leader working with the National Council for Nomadic Education in Kenya, has seen firsthand the struggles faced by children in these regions. “The school distances are long, and the low-cost schools are not rehabilitated or refurbished,” she explains, painting a picture of educational institutions struggling against the odds.

The challenges are manifold and daunting. Rosemary lists them off with a mixture of frustration and determination: “No beds, no mattresses, rehabilitation of the schools has not been done by the Ministry of Education, no teachers, poor infrastructure, no wash facilities, limited access to books and stationery.” It’s a litany of obstacles that would discourage many, but for Rosemary, it’s a call to action.

The stakes couldn’t be higher. A recent report by USAWA Agenda reveals a worrying trend: in Kenya’s ASALs, the number of school-aged children (5 to 15 years) who are out of school increased from 7.5% in 2021 to 8.5% in 2023. It’s a statistic that underscores the urgency of Rosemary’s mission.

But the challenges go beyond mere infrastructure. Cultural beliefs and gender roles play a significant part in the low education levels in ASALs. Rosemary shares a personal story that illustrates the complex interplay of poverty, cultural norms, and education: “I had a challenge accessing education considering my poor background. I dropped out of school to allow my younger siblings to attend since my parents couldn’t afford education for all of us.” She goes on to describe how cultural beliefs often prioritize the education of boys over girls, and how issues like period poverty and security concerns further complicate girls’ access to education.

It’s these multifaceted challenges that have spurred Rosemary to launch her petition. She’s calling on the Ministry of Education and regional authorities to collaborate with stakeholders to modernize Low-Cost Boarding Schools across ASALs in Kenya. Her vision is clear: by equipping and modernizing these schools, they can improve access and retention rates for marginalized youth.

“More intake of students, reduction of school dropouts,” Rosemary says succinctly when asked about the potential impact of her initiative. It’s a simple statement that belies the transformative power of education in these communities.

Rosemary’s approach is collaborative and inclusive. She’s working to gather support by collaborating with other change-makers and involving key stakeholders. She envisions a multi-sectoral initiative, noting that organizations like UNICEF and the World Bank are already involved and that there’s an existing committee involving different stakeholders.

As a woman leading this initiative, Rosemary is acutely aware of the unique perspective she brings to the table. “Women tend to look at things from a different angle,” she reflects. “Women can tell the problems on the ground since they are the nurturers.” She advocates for women to be given more opportunities to speak out and shape the future of education in marginalized communities.

Rosemary’s petition has already garnered over 100 signatures, but she’s pushing for more. She calls on the public, both individuals and organizations, to support her cause. “Share the petition, support the rehabilitation, and provide school uniforms, and stationery,” she urges.

The post Rosemary Kyalo’s Quest to Modernize Schools in Kenya’s Arid Lands appeared first on Woman Kenya Network.