If you educate a girl, Part IV

In December, 2009, AUST (the African University of Science and Technology) in Abuja, Nigeria, celebrated its first graduation. 42 students received graduate degrees (MS and PGD [post graduate diploma]) in the fields of computer science, materials sci-

ence and engineering, mathe-
matics, petroleum engineering and theoretical physics. They came from several sub-Saharan African countries (Cameroon, Central African Republic, Democratic Republic of Congo, Ethiopia, Ghana, Nigeria, Rwanda).

While we celebrate the fact that the first batch of students is out we cannot ignore the fact that only 2 of the 42 were women. It is noteworthy that one of these women, Azeb Demisi Habte, was recognized as the graduate with the Overall Best Student Research Project.

We can be optimistic about the future. The picture above shows that the number of women in the second batch of students has increased. Since AUST aspires to be a leading institution of science and technology, we expect these young women will be role models. We also acknowledge the fact that the Chair of the AUST Board of Trustees is a woman: Dr. Ngozi Okonjo-Iweala (see picture), Managing Director, World Bank Group.

Minerals as Materials, Materials as Minerals, Part 2

In November, 2009 I taught a course in materials processing (MS 603) at AUST, in Abuja, Nigeria. The following assignment was designed to encourage the students to appreciate the minerals-materials linkage, and to go beyond factual information to conceptual understanding and problem-solving:
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Process Evaluation and Design Project

From Minerals to Materials: Adding Value to Our Solid Mineral Resources Through Aqueous Processing

Your country’s new Minister of Science and Technology just returned from an African Union Ministerial Forum on Science and Technology where she participated in a panel discussion on using Africa’s natural resource base as a springboard for technological advancement. She was disturbed to learn of the manner in which African governments (including her own) have historically failed to come up with science and technology policies that seriously seek to add value to their countries’ solid mineral resources. She also heard presentations that pushed the idea of “resource curse” as well as those that vehemently challenged this idea. (See, for example, J. D. Sachs and A. M. Warner, “Natural Resources and Economic Development. The Curse of Natural Resources,” European Econ. Rev., 45, 827-838 (2001), G. Wright and J. Czelusta, “Mineral Resources and Economic Development”, 2003.)

Upon her return from the forum, the Minister instructed the Director General (DG) of your country’s Council for Scientific and Industrial Research (CSIR) to provide her with a comprehensive report on the state of the minerals and materials industry in the country. In connection with this, your boss, the Director of the Center for Materials Research in Aqueous Systems (CMRAS) has asked you to contribute to an initial study to provide management with critical baseline data and assessment. Your work is to focus on aqueous-based chemical processing technologies.

Prepare a report for management in response to this request. Your report should:

(a) Identify two important (and different) solid mineral resources (deposits) in your country that are amenable to aqueous processing - either in the extraction or engineered materials synthesis and processing stages. Indicate the location and extent of these resources. What are the important ore minerals associated with the deposits and what are the valuable metals therein?
(b) What are these metals and minerals used for? What are some commercial products which are based on the metals and/or minerals?
(c) Select one of the deposits. Describe the current nature and level of industrial activity (e.g., is the deposit being mined? Is there any mineral processing? Is there any hydrometallurgical processing? Are there known serious mining/processing environmental problems?)
(d) What are the opportunities you see for adding further value to these resources? What specific contributions do you see for aqueous processing techniques (e.g., in connection with the metal extraction, engineered materials synthesis and processing stages, or environmental aspects).
(e) Select one of the “opportunities” identified in (d) above and describe, as quantitatively as possible, the relevant aqueous processing schemes.
(f) In view of your research findings pertaining to items (a) to (e) above, what is your reaction to the “resource curse” debate?

The technical content of your report should be based on the principles and tools discussed in MS 603. In particular, your report should demonstrate your familiarity with the following process design tools:

(a) Reaction quotients and equilibrium constants
(b) Aqueous stability diagrams
(c) Speciation diagrams
(d) Dissolution, precipitation, and selectivity windows
(e) Reaction paths
(f) Conceptual flow diagrams

The professional-quality report should not be more than 15 pages long (double-spaced) total. Format: Title, Author’s Name and Affiliation, Abstract, Introduction, Other Relevant Headings/Subheadings, Summary and Conclusions, Acknowledgments, References.

At least two-thirds of the report should focus on aqueous processing proper. You should take advantage of relevant information in textbooks, the patent literature, the Internet, technical journals, conference proceedings, company brochures, and personal contacts (e.g., phone calls, e-mails). Be sure to consult more than one type of information source. Your report should clearly indicate some serious thinking on your part.

At a mini-symposium at the end of the course each student will make a 20-minute presentation to report his/her findings. There will be peer review of the presentations. The relevant evaluation forms will be provided. Attire: Business casual.
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NOTE: Again, this assignment was designed to challenge the students to reflect on and think broadly about their work as scientists and engineers. I wanted them to be aware of and appreciate the wider context and the policy implications of their science and engineering activities. It was also to nudge them towards viewing themselves as active participants in tackling Africa's science and technology challenges.

Minerals as Natural Materials, Materials as Engineered Minerals

NOTE: The 5th Africa MRS conference (plus the 8th Nigerian Materials Congress [NIMACON 2009]) takes place Dec. 14-18, 2009 in Abuja. The theme is "Nanotechnology, Advanced Materials and Manufacturing Technology for Africa." I’ve previously blogged on earlier A-MRS conferences. I'll be presenting several papers. I hope to see some of you there.

One question I keep asking myself and others is "What should the meaning of 'the field of materials science and engineering in Africa' be today?" Should we mimic the practice in the advanced countries where minerals are separated from other materials?

Very often at conferences in or about Africa, one sees people repeatedly mention the same problems: water, health, energy, environment, food and agriculture. Never do they mention minerals (e.g., see J. D. Sachs' comments "How Science And Medical Communities Can Help Governments Achieve The Millennium Development Goals" on page 17, the 2005 ASADI (African Science Academy Development Initiative) final conference report.

Yet the news is filled with stories about how African minerals (gold, diamonds, tin, coltan, etc.) are driving violence and many of the civil wars on the continent. I feel very strongly that Africa cannot afford to follow the advanced countries and sever this link between materials and minerals.

In December 2004, I presented at the 3rd US/Africa Implementation Meeting and US/Africa Materials Workshop, in Cairo, Egypt, an NSF-sponsored workshop focusing on sustainable materials processing research. In a talk titled "Minerals as Materials, Materials as Minerals," I presented this idea of the integral connection between the two, one I continue to champion.

If you educate a girl, Part III

Another role model for African women scientists and engineers is Dr. Elsie Effah Kaufmann, the Head of the Department of Biomedical Engineering in the Faculty of Engineering Sciences at the University of Ghana. Educated at the University of Pennsylvania, she works tirelessly both in her field professionally and to engage students in- and out-side the classroom.

While Ghana's government has stated its commitment to achieving equal education of boys and girls by the year 2015, all too often these types of lofty goals remain unfulfilled. Dr. Kaufmann is not only a role model, she is also an outspoken advocate for the education of girls. This is evident in an address she gave at the speech and prize-giving day at Akuse Methodist Senior High Technical School in March 2008.

After noting that "girl-children" (the UN defines a girl-child as a female child between 0 and 18) are almost invisible, she estimates that they form approximately 75% of the female population and approximately 38% of Ghana's total population, meaning there are almost 9 million girl children in the country. She further notes that the unequal treatment of females commences at birth when one inquires about the gender of the child "'What did she have, boy or girl?' and the shocking response" if it is a boy, " 'owoo nipa,' meaning 'she had a human being,' the implication being that the alternative is a non-human."

Girls are expected to marry, and "Before the 'marriage destiny' is accomplished, the girl-child is expected to keep herself busy in the kitchen, supposedly learning the skills necessary to prepare her for her role as wife and mother, while in fact bearing a significantly higher share of the domestic work than her male siblings." (bolding mine). Dr. Kaufmann claims that "On average girls marry at around age 15, while boys marry from 18 years. In some communities it is not surprising to find girls married at age 13."

However, she remains optimistic about the future, quoting Nelson Mandela ("education is the most powerful weapon that can be used to change the world") and concluding that the education of the girl-child becomes even more critical. "There is a great deal of evidence pointing to the fact that economies grow faster, that the poor move out of poverty more quickly and that the general well-being of all members of the community is enhanced when gender equity is promoted."

Dr. Kaufmann is quite clear that she is not trying to undermine the critically important roles of wife and mother. "The roles of mother and wife are probably the most important that a great majority of females will assume. An educated mother is unlikely to perpetuate the marginalization of the girl-child. High self-esteem in a mother makes it natural for her to see the potential in her female child and she becomes a role model for that child." In a moving anecdote, she tells how she remembers "clearly the day one of my daughters, a girl-child, approached me to ask if it was true that women could not be weather forecasters. She felt she could be a good weather woman in future, but she had never seen one and the house help had told her that weather forecasting was a man's job."

Her concluding advice to the graduating girls at Akuse was that they should have a purpose and dream and go after their dreams. "Sure you will have to make sacrifices, but do not sacrifice your basic rights away by always considering yourselves last. You deserve to succeed."

To others she advises ". . .we must teach girl-children to be self-confident. They need to be made to recognize and understand their responsibility as equal partners and contributors to the community's development agenda. We should encourage and empower them to enter professions and areas of study which can nurture and develop their leadership abilities and give them opportunities to participate in high-level decision-making. This will serve to enable them to contribute towards development and at the same time, give them the chance to be future role models for girl-children who need education and direction."

An organization based in the U.S., CAMFED (Campaign for Female Education) is very active in promoting Dr. Kaufmann's vision in sub-Saharan Africa. Africans need to initiate, support, and insist upon similar programs throughout the continent.

Conversations about Mineral Industry Education: Prof. Richard Amankwah of UMaT, Ghana

African mineral scientists and engineers need to share their stories, their observations, and their thoughts on the field with their peers and young people. From time to time, I will feature some of these on this blog. Prof. Richard K. Amankwah, Associate Professor of Mineral Engineering, University of Mines and Technology (UMaT) in Tarkwa, Ghana, recently visited Penn State University. I took the opportunity to have a brief conversation with him about his background and training, and some of his thoughts on the general topic of minerals industry education and research in Africa. In the first part of the interview Prof. Amankwah shares about his childhood and early education through his bachelors and masters studies at Kwame Nkrumah University of Science and Technology (KNUST). Next our conversation moves to the beginnings of his academic career at UMaT and the ensuing Ph. D. research at Queen's University in Canada. The conversation concludes with his post-doctoral academic career and thoughts about the future.

If you educate a girl, Part II

While there are some role models for African women scientists and engineers, these pioneers need much more visibility and more public acknowledgment of their work. Women often face challenges that their male colleagues do not, given the gender division of labor in much of Africa. From time to time, this blog will highlight contemporary examples, and readers are invited to suggest others. Today's blog posting features:

Marian Ewurama Addy, a Fellow of the Ghana Academy of Arts & Science since 1999, is a Ghanaian with a doctorate in biochemistry from the Pennsylvania State University (1971). She studied botany and chemistry at the University of Ghana. Dr. Addy has a passionate interest in "bridging the gap between scientific and indigenous knowledge" and "the popularization of science." In 2003 she presented the Academy's J. B. Danquah Memorial Lecture, 3 lectures on the topic "Training the Next Generation of Scientists," which were published as a monograph in 2004.

She has been very active in the international community [e.g., as a Regional Secretary for the Committee on Science and Technology in Developing Countries, COSTED, a committee of the International Council for Science (ICSU), and helping to establish Western African Network of Natural Products Research Scientists (WANNPRES)] and has won many awards. She was named the "Marketing Woman of the Year" in 1995 for her "marketing," not of the usual goods, but of "Science."

She began her first Danquah lecture with words of confession borrowed from religion: "We have left undone those things which we ought to have done, and we have done those things which we ought not to have done." Her monograph is highly recommended.

A couple more representative quotes from it include:

“….(Students) take courses in science subjects……The practical component of the program may be dismissed in one phrase: subject to availability of funds…..The fact that finance is the main problem with respect to capacity building in the sciences is acknowledged…Yet, there has been no special initiative to find solutions to the problem. When it comes to science, we in Ghana want to go to heaven but we do not want to die.” (p. 14)

“Education is a war against ignorance. Quality science education is not cheap. If we are serious about science education, we should declare war on ignorance and provide the necessary resources to fight it” (p. 32).

If you educate a girl. . . you educate a nation, Part I

Last year while in Ghana I attended some of the Founders' Day activities of Achimota, the boarding school I attended for 7 years (1960-1967) as a secondary student. It is a time set aside every year to reflect on and appreciate the school's founders and alumni. I was moved by one speaker's message who remarked how the founders could not imagine that over 80 years after Achimota's beginning it would make so many impressive contributions to the nation's development. The school's motto is Latin for "that all may be one," and its crest is black and white piano keys, representing how all must work together to create something harmonious.

The implied message that day was that there is value in building for the future. I liked that. One important area of the school's leadership was the introduction of coed boarding schools. Taking the logo seriously, the school applied this truth to many areas of life, including race and ethnicity, rural and urban, but especially gender. Coed secondary schools were unknown in the 1920s, and the idea was quite controversial. One of the founders, Dr. Kwegyir Aggrey, is credited with going around the country allaying the fears of parents with this mantra: "If you educate a man you simply educate an individual, but if you educate a woman you educate a family." These words eventually became the famous quote: "If you educate a boy, you educate an individual, but if you educate a girl, you educate a nation." Many important female leaders were trained at Achimota. A small sample includes Joyce Aryee (CEO of the Ghana Chamber of Mines), Dr. Esther Afua Ocloo (a pioneering woman industrialist), Dr. Susan Ofori-Atta (the first Ghanaian woman physician), and Judge Prof. Akua Kuenyehia (Judge, International Criminal Court, The Hague) and Dr. Letitia Obeng (Ghana's first woman scientist in zoology).

Originally girls made up 10% of the student body, but today the numbers of boys and girls are essentially equal. The current (Mrs. Beatrice T. Adom) and two previous (Mrs. Adelaide Kwami and Mrs. Charlotte Brew-Graves) principals of the school are all women. Also, the current President of the Old Achimotan Association (OAA) is a woman, "Akora" Sarah Nuno Mansaray to the left in the photo on the right, with another alumna who is a physician.

I must reflect sadly that despite this insightful vision of equality, the University of Ghana and the Kwame Nkrumah University of Science and Technology, both of which had their roots in Achimota, have yet to produce a female Vice-Chancellor (President).

I am intensely aware of the urgent need to reassert the importance of women in science and engineering education and to seriously encourage women to enter these fields. My next blog will present a few of the women who are role models for the future.