The Future of STEM Belongs to Every Child

February 11, 2025

Umra, an 11-year-old student at Kheri Missinga Primary School in Bunju A in Dar es Salaam, has a spark in her eyes when she starts talking about science. “Maths is life!” she exclaims. “I love science because I want to become a doctor and help people’s lives.”

But her journey in education has not been easy. Her father is unemployed and her mother is the family's sole breadwinner at the moment. Between school and responsibilities at home, Umra juggles more than most children her age. Yet, her passion for learning is unwavering.

She is now part of a STEM club at her school, where she met Ms. Juliana Marko, a dedicated engineer and advocate for inclusive STEM education.

Marko knows the struggles of young girls in STEM all too well. Growing up, she noticed that few, if any, girls in her school pursued science and mathematics. Many lacked access to laboratories, proper mentorship and most importantly, belief in their own abilities.

Against all odds, she persevered and pushed herself to excel, in the face of societal norms and discouragement from teachers. “I used to call myself mdogo wa Isaac Newton,” she recalls, laughing. “A young sister of Isaac Newton.”

Marko went on to earn a Master’s degree in Information Systems and Telecommunications Engineering from The University of Science and Technology Beijing. She is now at the forefront of mentoring the next generation of learners in Tanzania, including young girls like Umra, ensuring they see themselves as future scientists, engineers and innovators.

Through her work and the partnership project, Pamoja Tudumishe Elimu (PTE), between Education Above All Foundation’s Educate A Child programme and WeWorld, Marko has mentored over 50,000 STEM students, at varying educational levels, across nearly 150 schools in Tanzania, with a special focus on girls in underserved communities. “We need to build the foundation early. If young girls start hearing about STEM and innovation early, they will grow to see science and maths as part of their future,” she says.

The joint-PTE initiative aims to keep students at high-risk of dropping out in quality education. Marko’s work ensures that every child, regardless of their gender, not only stay in school but thrive, gaining the confidence to pursue their dreams in STEM. The project provides school materials, improves infrastructure, and offers mentorship, creating a safe-learning environment that nurtures both academic success and essential-life skills.

For Umra, being in the STEM club has been life-changing. She now sees maths and science not as difficult subjects, but as opportunities to explore, create and dream. “I enjoy learning about air, health and how things work,” she says. “My teacher is wonderful and always encourages me.”

Juliana sees a bright future ahead, not just for Umra, but for countless young girls in Tanzania and around the word. “My happiness, my joy, is to see more young women living their dreams,” she says. “We live in a world of technology and innovation and they must be part of it.”

This year marks the 10th anniversary of the International Day of Women and Girls in Science, a reminder that STEM belongs to everyone. With education, mentorship and collective action, we can break barriers and build a future where every girl has the opportunity to thrive in science, technology, engineering and mathematics.