Generating Gender-Disaggregated Data on ICT Access, Skills and Leadership in Africa and Latin America

The inaugural report of the EQUALS research group shows that there is a general dearth of sex-disaggregated data on ICT access, skills, and leadership, especially for countries in Africa. “Considering the centrality of ICTs in modern society, sex-disaggregated data is critical for meaningful dialogue and policymaking on gender equality“ (Sey, Junio & Kang, 2019, p.160). This line of research assesses the state of sex-disaggregated data on ICTs and explores avenues to improve the capacity of organizations and individuals to generate, collect and share sex-disaggregated data on ICT access, skills and leadership. Two independent studies examine these issues from macro (national statistics offices), meso (non-governmental organizations), and micro (individual) levels.

STUDY A: The state of sex-disaggregated ICT data in Africa

This collaboration with African Development Bank and the University of the Western Cape analyzes official statistics and examines data collection practices of National Statistics Offices (NSOs) across Africa with a view to identifying challenges and designing interventions to enhance the capacity of NSOs to collect gender-disaggregated data on ICTs.

To what extent do African governments collect and share sex-disaggregated data on ICTs?


  • Secondary data analysis (World Bank, ITU, ILO etc.)
  • Surveys of National Statistics Offices in African countries.

Araba Sey, Principal Research Scientist, UNU
Don Rodney Junio, Senior Research Assistant, UNU
Gloria Muhoro, African Development Bank, Cote d’Ivoire
Mmaki Jantjies, University of the Western Cape, South Africa

STUDY B: STEM skills for gender data equity in Costa Rica

In collaboration with the Technology & Social Change Group at the University of Washington Information School and the Sula Batsu Cooperative in Costa Rica, this study will assess the feasibility of technology-based solutions and innovative methodologies to address gender data gaps in areas related to science, technology, Engineering and Mathematics (STEM). The project builds on Sula Batsu’s TIC-as program, which was established to encourage participation and training for young urban and rural women in technology sectors. Key participants and stakeholders to be engaged include young women from the TIC-as program, government officials, technology companies, university faculty and students, and social organizations.


  1. How can researchers collaborate with different communities of women to use STEM training, particularly information technology development, in non-formal environments to co-create methodologies that help address the scarcity of gender data?
  2. Does the union of technology and social science curricula, with an applied angle to data literacy, offer unique opportunities to increase women’s participation in STEM?
  3. What are the characteristics and affordances of technology-based solutions applied to gender data when their design is based on social justice and knowledge democracy principles?


  • Stakeholder meetings to co-create the participatory methodology
  • Workshops to provide training on data and technology development
  • Workshops/hackathons to develop tools for collecting gender data
  • Reflexive activities to document lessons learned

Araba Sey, Principal Research Fellow, UNU
Maria Garrido, Principal Research Scientist, University of Washington Information School, Seattle
Chris Rothschild, Senior Research Scientist, University of Washington Information School, Seattle
Kemly Camacho, Sula Batsu Cooperative, Costa Rica