Sam Darwish, Chairman and CEO, IHS Towers.
As an engineer and co-founder of a communications infrastructure company, I’ve been a long-time advocate for increasing access to STEM education.
It was while I pursued my engineering degree in computer communications that I was first exposed to the STEM world, which sparked my interest and led me to a career in telecommunications. In the two decades since co-founding our company, I have been astounded by the sector’s pace of growth and the promise of emerging markets.
This is particularly true across Sub-Saharan Africa where we are witnessing a period of great momentum as the region moves closer to 5G. For communications infrastructure providers, this offers a significant opportunity as more infrastructure is required to support the more intense data demands of 5G.
Toward Social Sustainability
That said, I don’t think it should be just about profitability, but rather about creating social and economic sustainability. I believe those in telecommunications, ICT and related industries have a responsibility to support, upskill and advocate for the next generation of STEM leaders. By investing in education, these sectors can help underpin the region’s long-term growth prospects, increasing access to digital learning and providing the platform for young people to pursue relevant technical, STEM-based degrees.
The importance of STEM verticals continues to grow. While most would happily forget the Covid-19 pandemic, this unprecedented period brought to the forefront the crucial role of STEM-anchored industries. As for communication infrastructure companies and mobile network operators, not only did they provide a critical service keeping millions connected, they did so thanks to talented engineers. These workers kept operations running and remained in the field throughout the pandemic.
Despite the challenges faced during this period, engineers and technicians demonstrated remarkable adaptability, perseverance and empathy. However, what was evident worldwide, was that despite the critical role frontline workers play in society, even those in STEM fields, they can often be less economically rewarded for their efforts.
Recognizing Frontline Workers And Broadening Opportunities
Never one to shy away from a challenge, I want to tackle this inequality head-on. How can we better recognize frontline workers and help broaden opportunities available for future generations? How can we further their prospects and create a pipeline of talent for STEM sectors?
Reflecting on the heritage and values I find most important, I believe industry leaders must align with global agendas, looking to those goals set by organizations like the United Nations and World Bank, to create opportunities in this sector. From my experience launching a scholarship program that helps fund the university education of the children of frontline workers, I’ve found that for any company wishing to deliver an education program on the African continent, partnership is key. For example, this could include third-party educational consultants whose expertise can help provide students with the most effective and constructive support.
As the demand for STEM education grows, it is important to channel the enthusiasm for these subjects and support initiatives that align with broader educational goals. Therefore, the collaboration between companies, educational consultants and the community is vital to create effective and sustainable education programs that contribute to the development of the next generation of STEM leaders.
Focusing On Women In STEM
In Nigeria, where we founded our company, I’ve observed that the government there is increasingly promoting STEM subjects as it strives to keep pace with technological advancements. Yet despite efforts, there remains a worrying underrepresentation of women in STEM subjects. According to UNESCO, only 23% of scientific researchers in Nigeria are women, compared with around 33% as an average worldwide.
As the World Bank reports, while a higher proportion of adolescent girls remain in school in Sub-Saharan Africa, the percentage of those who complete their secondary education is reported to be only 42%. Of that proportion, traditional stereotypes and cultural barriers mean the number of girls choosing STEM pathways in higher education declines even further.
However, through resources, knowledge and networks, I believe this is a trend we can improve. I am challenging my colleagues to think creatively as to how we can go one step further and tackle educational inequality at an even earlier age.
I share UN Secretary-General António Guterres’ vision that “We can all do our part to unleash our world’s enormous untapped talent — starting with filling classrooms, laboratories, and boardrooms with women scientists.”
I feel hopeful, and it is incredibly exciting to watch the next generation of talent look to solve the challenges and opportunities of our future.
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