A professor of Science and Technology Education at the National Open University of Nigeria (NOUN), Chibuogwu Virginia Nnaka, has emphasised the crucial role of professional teacher education in eliminating entrenched gender disparities in Science, Technology, Engineering, and Mathematics (STEM) fields.
Speaking during NOUN’s 34th Inaugural Lecture, titled “Professional Teacher Education: A Catalyst for Widening the Gateway to Gender Equity in STEM Education and Careers,” Nnaka stressed that achieving gender balance in STEM must result from intentional, policy-driven actions—not coincidence.
A statement signed by Ibrahim Sheme,Director, Media and Publicity of NOUN, said the lecture, which took place on Thursday, July 24, 2025 at the NOUN headquarters in Abuja, dwelt on achieving equity in STEM which, according to the lecturer, must be the product of deliberate, strategic, and policy driven efforts, not mere happenstance.
Describing teacher education as the bedrock of inclusive learning, Nnaka argued that professionally trained educators are essential for shifting mindsets, building capacity, and fostering classroom environments that welcome all genders.
“Teachers can either be gatekeepers of inequality or champions of inclusion,” she said. “The difference lies in how they are trained.”
She underscored that teachers are typically the first point of contact for learners in STEM, and therefore must be equipped to confront societal biases, break down stereotypes, and guide female students through their academic pursuits in science and technology.
Beyond academia, Nnaka portrayed STEM as a vital force driving innovation, industrial growth, and national advancement. She raised alarm over the low participation of women and girls in STEM, calling it a major impediment to Nigeria’s development.
She cited global and local data to highlight the scale of the problem, pointing out that women account for less than 30% of researchers globally, while only 17% of students enrolled in STEM programmes at Nigerian tertiary institutions are female.
Persistent obstacles such as gender stereotypes, traditional norms, lack of mentorship, and male-centric curricula, she noted, continue to restrict access for women.
“When women are missing in STEM, half the population’s potential is lost. Innovation becomes stunted, and national development suffers,” Nnaka warned.
Drawing on over 40 years of academic experience and fieldwork, she presented research-backed insights into how teacher education and inclusive pedagogical strategies can drive change.
The lecture featured findings on how Open and Distance Learning (ODL) enhances educational access for women in underserved areas, the effectiveness of gender-responsive curricula, and how mentorship from trained female teachers boosts STEM retention and success among girls.
Delivering the opening remarks, NOUN Vice-Chancellor, Professor Olufemi Peters—represented by Deputy Vice-Chancellor (Technology, Innovation and Research), Professor Godwin Akper, commended Nnaka for her contributions to education and her steadfast advocacy for equity and academic excellence.
“This inaugural lecture is not just another academic engagement,” he said. “It is a reflection of where we are as a society and where we must go if we are to break the chains of inequality and empower the next generation.”
Professor Chiedu Mafiana, the Deputy Vice-Chancellor (Academic), also praised Nnaka’s lifelong dedication to educational advancement. Represented by Professor Isaac Butswat, he concluded the event with a vote of thanks, describing the lecture as “a national call to transform our classrooms, policies, and systems in favour of equity, innovation, and national progress.”
