MABINTITECH

Mabinti Tech is a Community-Based Organization (CBO) dedicated to empowering young girls and women in rural areas to pursue careers in digital technology and engineering. Our organization is located in the Kakamega North sub-county, South Kabaras ward, Shamberere location, Chevoso sublocation, within Kakamega County area, serving the local community.

Purpose: Mabinti Tech exists as a community organization to serve the following purposes:

1. Inspire young girls and women in rural areas to pursue careers in digital technology and engineering.
2. Empower young girls and women in rural areas to pursue careers in digital technology and engineering.
3. Connect and support the next generation of women leaders in digital technology and engineering.
4. Engage in evidence-based research that informs policy in technology education and gender.

He ensures fiscal, operations, fundraising, marketing, human resource,

technology, and programmatic strategies are effectively implemented across all organization segments. He also ensures the implementation of policies
and procedures, manages overall operations, including personnel supervision and administration, hands-on daily financial management, monthly, quarterly, and annual reporting, building the annual budget, and coordinating the annual audit.

The team lead and supporting members have not only been working on the programs that ensure the smooth actualization of the CBO goals and Objectives but have vast experience in doing so and have been doing the same at MabintiTech for a year now.

Bridging the Gender Divide in Digital and Technology Courses and Careers
in Kenya

Our mission is to connect and support the next generation of women

leaders in digital technology and engineering. We aim to provide them
with access and opportunities to advance their skills and pursue their
dreams.

To achieve our goals, we undertake the following activities:

1. Setting up a digital technology center dedicated to serving girls and young women.
2. Conducting trainer's sessions for teachers from primary schools, secondary schools, and utilizing them as trainers at the digital center.
3. Establishing computer clubs at primary schools, secondary schools, and one tertiary institution.
4. Providing digital skills training to girls from three primary schools and four secondary schools.
5. Offering print and electronic literature and materials on various digital technology careers and educational pathways to such careers to schools, church youth groups, and other formal and informal learning institutions.
6. Organizing talks, symposiums, coding competitions, and hackathons for girls and young women at primary schools, schools, and one tertiary institution.

The digital center will continue to serve girls and young women from 3 primary schools, 4 secondary schools, and 1 tertiary institution; conduct training for teachers and later use them as trainers at the center. Provide digital training for girls from 3 primary schools and 4 secondary schools in rural Kenya; provide talks, symposiums, hackerthons for girls and young women for 3 primary schools, 4 secondary schools and 1 tertiary institution. 

Formative research titled: A policy framework for bridging the gender devide in digital technology courses and careers in Kenya

The study identifies various cumulative factors that contribute to fewer women

taking up digital technology courses, such as: inadequate infrastructure; insufficient staffing and
training of digital technology personnel at learning institutions; the negative impact of gendered social
norms; poor advocacy of digital technology careers and the absence of vocational counseling;
and the lack of women role models.
To increase the number of women in digital technology careers, we must improve institutional
digital technology infrastructure at all levels of education, enhance the training of digital technology
personnel within all levels of education, build girls’ interest in digital technology-related courses
from the earliest years, increase digital technology advocacy and awareness among girls, and
enhance vocational counseling on digital technology careers

Since evidence-based research has already been conducted and findings made public, it is important now, with the engagement of LEAP project, to implement the findings of the research and evaluate the outcomes of the implementation.

1. can increasing access to digital infrastructure and technology at very early levels of education increase the number of girls and women in digital and technology careers

2. Can the creation and exposure of role models at the earliest level of education increase the number of girls and women in digital and technology careers

Formative research has already been conducted and project is now at the impact implementation level

1. use the set up a digital technology center to serve girls and young women from 3 primary schools, 4 secondary schools, and 1 tertiary institution
2. Conduct training sessions for teachers
3. use the teachers as trainers at the center
4. train and nature girls from 3 primary schools, 4 secondary schools and one tertiary school.

1. Regular access by female teachers, girls, and young women to a digital technology center equipped with 20 workstations, 20 desktop computers, and internet connectivity.
2. 100% completion rate of courses enrolled into by the 20 female teachers
3. Improved digital literacy among 400 girls from 3 primary schools and 4 secondary schools 
4. Involvement of girls in schools and young women at the tertiary level of education in computer clubs v.    Enhanced knowledge of digital technology careers and the educational pathway to such careers by 400 girls from 3 primary schools and 4 secondary schools
5. Holding 4 talks/symposiums, 2 coding competitions, and 1 hackathon at each of the 3 primary schools and 4 secondary schools, and 1 tertiary institution 
6. Additional source of revenue for female primary and secondary schools female teachers engaged as trainers at the digital technology center (subject to availability of funds)