“The kinds of problems these women are going through inspired me to come up with an innovative application for the industry called ORDER NOW, through which they can [post] their menus and specials, as well as their location and the prices of items.
“The application is also interactive, allowing customers to share [their reviews] on other social networks platforms … and it offers a platform for feedback, which is vital for businesses,” Muchena told IPS. The app also allows for advertising.
“I am grateful to get this opportunity to create a culinary application that can be used by restaurants, where mostly women dominate the field,” she said, adding that she hoped her app will have a global reach.
According to Farai Mutambanengwe, president of the Small to
Muchena sees herself as paving the way for other girls to enter the fields of science and technology. “Being the only girl doing computer science in my class, I used to feel like an outcast and it took me time to blend in to become part of the class and not ‘the woman’ in the class. I said to myself I would also pave the way for young girls who aspire to have a career in technological innovations.”
The young innovator is just one of over 100 girls and women between 10 and 23 years of age who are creating innovative technologies to address community problems in
Referring to her own experience in developing software, Muchena pointed out that there was an urgent need for investors in the field of science. “Our plight as young science entrepreneurs is that there are no investors willing to engage youths who are coming up with innovations.” Lack of investment in the science sector has also dwindled as a result of a restrictive economy.
According to a 2008 report in the Economic Reform Feature Service of the
“Successful educational reform is a necessary step to create the basis for sustained economic growth and requires the involvement of all stakeholders, ranging from families and civil society into national and local governments as well as the private sector,” said the report.
National Zimbabwean statistics for 2012 show that the number of women who enrolled in faculties of engineering, computer science and science technology at university level were 17 percent, 35 percent and 22 percent respectively in 2009. A year later, women’s enrollment in these faculties were 17.5 percent, 39 percent and 18 percent respectively.
“We want to tap into the creative and innovative base of 52 percent of the population,” says TechWomen Zimbabwe. “Imagine what the world has lost in innovation due to the lack of or fewer women in these creative spaces.”
Mare said that under the TechWomen initiative, “the women act as role models, mentors and teachers, creating a networking platform and peer-to-peer interaction with sharing of knowledge to keep them motivated and sharing of opportunities, thus avoiding the leaky pipe where a few women who pursue STEM careers also switch careers or leave due to frustrations in the workplace.”
According to Mare, “the girls’ programme aims to expose girls to STEM fields through experiential learning, where they identify problems, use STEM to solve them, recalibrate and ideate again. We try to do it in hands on, fun and engaging way.”
“We believe we are causing a revolution, transitioning
Meanwhile, under its Strategic Plan (2011-2015), Zimbabwe’s
The programme has already distributed 2,449 sciences kits and is currently working on the re-training of more than 5,000 science teachers from the 2,336 secondary schools in the country on the safe use and maintenance of the equipment in the kits.
For Muchena, it all comes down to convincing parents and the government to strive to ensure that talent is given a chance. “I encourage parents and the authorities to understand that sometimes it is not about the academic aspects but about realising a child’s ability and nurturing it into something big.”
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