By Ibukun Emiola
Women professionals in geospatial science and Science, Technology, Engineering and Mathematics (STEM) fields have called for stronger mentorship, early exposure and supportive policies to increase girls’ participation in science-driven careers.
The professionals made the call in Ibadan on Tuesday at a “Women in Geospatial Leadership Programme”.
The event was organised by the Geoinformation Society of Nigeria (GEOSON), Oyo State Chapter, to commemorate the International Day of Women and Girls in Science.
On the sidelines of the event, Prof. Olutoyin Fashae, Head of the Department of Geography at the University of Ibadan, emphasised the need to expose girls to STEM fields from an early age.
“Introducing secondary school students to geospatial science is a step in the right direction; early exposure will help them develop an interest in the field.
“You have to catch them young. If they do not see, they do not believe. Seeing is believing,” she said.
She advised young girls to remain diligent, focused and seek mentors who could guide them in achieving their aspirations.
A Fellow of the Nigerian Institution of Surveyors, Mrs Elizabeth Olayiwola, said her passion for geography began in secondary school and later evolved into a career in surveying and geospatial science.
She encouraged young girls to see themselves as problem solvers and contributors to societal development.
“They should present themselves as problem solvers in everything they are doing,” she said.
Also, Principal Manager of Go To Environmentalists and Planners, Mrs Opeyemi Ojo, stressed the importance of mentoring and outreach programmes for secondary schools.
She noted that professional bodies, including the Nigerian Association of Women Town Planners, had been engaging students to raise awareness about opportunities in environmental planning and sustainability.
Ojo urged girls not to see their gender as a limitation, describing town planning and related fields as male-dominated but increasingly inclusive.
Dr Adedotun Afolayan, Assistant Secretary, Organisation for Women in Science for the Developing World, Nigeria Chapter, called for intensified sensitisation and advocacy.
She said successful women in science should share their stories with younger students to inspire them and bridge existing gender gaps.
“Advocacy is very critical. We must engage policymakers and ensure there are incentives and support systems for girls,” she said.
A teacher at the American Christian Academy, Mrs Ololade Aduloju, advocated integrating science and technology concepts across disciplines in the curriculum rather than treating them as isolated subjects.
According to her, policy reforms will be necessary to drive curriculum changes that promote interdisciplinary learning.
Similarly, a Machine Learning Engineer with Data Science Nigeria, Mrs Serah Peter-Adeoye, highlighted the need for mentorship and exposure, particularly in emerging areas such as geospatial artificial intelligence.
She noted that many girls lacked relatable role models in advanced technology fields.
Prof. Grace Olukoi of the Lead City University, Ibadan, underscored the need to incentivise science teachers and adopt friendlier teaching methods to reduce fear associated with subjects such as mathematics.
She also called for curriculum reforms and improved welfare for science-based teachers to encourage better outcomes.
Mrs Raheemat Adabanija, an engineer and Fellow of the Nigerian Society of Engineers, identified stereotypes and gender bias as barriers limiting girls’ participation in STEM.
Adabanija, also a Director at the Management Information Centre, Office of Oyo State Government, urged government and stakeholders to provide equal opportunities for women.
She added that associations of women engineers and surveyors should continue mentoring efforts.
Mrs Sabainah Adekunle, a Field Land Surveyor and Fellow of the Nigerian Institution of Surveyors, advised the government to view girls as valuable assets, capable of excelling in science and technology fields.
The participants unanimously identified sustained mentorship, early engagement, policy advocacy and improved teaching approaches as keys to closing the gender gap in geospatial science and other STEM disciplines. (NAN)(www.nannews.ng)
Edited by Esenvosa Izah and Moses Solanke
