In the whole continent of Africa especially in Buea, Cameroon and areas that are lacking and neglected school-going girls are in attempts to struggle for quality education in the disciplines of Science, Technology, Engineering and Mathematics (STEM). Cultural beliefs, economic or even environmental factors have made these girls to be very few in such fields. Cultural norms play an important role in influencing the perception that girls should not be involved in STEM-related studies. 

Further, girls living in the isolated or rural settings suffer a lot due to lack of infrastructures or technologies to study these STEM related courses. Financial constraints bearing the centre of the problem whereby it is felt that a boy should be ones to study these Stem related courses under the apprehension further burdens girls. Teenage issues such as marriage and childbearing worsen the matter as they limit the chances of girls learning these courses and expanding their chances thereafter. Not only does the absence of female role models affect their decision to take part in STEM-related projects, but also limits girls’ perception of their ability to participate.

In particular, the GGTECH STEM GIRLS project sets out to address these issues by enabling girls in STEM, altering cultural perceptions, widening educational opportunities and creating participation opportunities. As the project targets rural prospects where STEM educational gender inequalities are most pronounced, it purposes at increasing the female representation in STEM fields, alleviating the vicious cycle of poverty and promoting technological as well as economic advancement in Africa. 

It is very crucial to bridge this gap; otherwise, gender bias would remain, overshadowing technology and economic improvement, poverty cycles would remain intact and the young but growing population of the continent would continue lying dormant. GGTECH STEM GIRLS project tackles the challenge through a broad perspective that consists of education (in graphic designing and video editing), culture, active intervention, and economics, where girls are prepared to become active in STEM and build the future that everyone longs for.