Across South Africa, two visionary women are reshaping what it means to belong in tech. On Girls in ICT Day, we shine a light on two entrepreneurs in the FURTHER community, Nireshnee Chetty, Co-Founder of Mind Blown League, and Emma Mphahlele, Founder of Kids Innovate Africa. These two social entrepreneurs ensure that girls in underserved communities don’t just access digital learning – they thrive within it.
Their work isn’t about flashy devices or one-time workshops. It’s about building safe, inclusive, and imaginative spaces where girls can grow their confidence, think critically, and begin to see themselves as the future engineers, coders, creators, and leaders they already are.
Mind Blown League: Where Girls Play, Code, and Dream
At Mind Blown League, game-based learning isn’t just a fun add-on, it’s a powerful tool for demystifying science, coding, and climate innovation. Co-Founder Nireshnee Chetty explains that their mission is to make tech education accessible to every child, especially girls, by designing low-tech, high-impact games that work even in classrooms without electricity.
Their hybrid model of mobile and unplugged card-based games ensures that no child is excluded due to a lack of infrastructure or digital tools. A perfect example is their upcoming unplugged coding game, Coding Eggs, created for Foundation Phase learners. Using an egg tray as a game board, characters like a jackal and rooster introduce computational thinking in a way that is fun, hands-on, and relatable. “No Wi-Fi, no electricity, just cardboard, curiosity, and a clever design,” says Nireshnee.
But accessibility is just one piece of the puzzle. Representation and storytelling are central to the experience. “We embed strong female characters and relatable storytelling into every game so that girls see themselves reflected in the world of tech,” she says. Whether they’re rescuing a trapped miner with a drone or taking on the role of Lapis, the Technomancer Guild Mistress, these games allow girls to imagine themselves as problem-solvers and innovators.
The result? A shift in mindset. At a recent interschool innovation challenge, a Grade 6 girl told Nireshnee: “Before this game, I never thought I could come up with something like my nurdle-catching idea. But now I know I can.” And that shift is measurable as teachers have reported an increase in the number of girls choosing science subjects in high school after engaging with the games.
Yet, Nireshnee notes, confidence is fragile. “One thing we’ve seen time and time again: Girls are confident when playing against other girls. But when boys are in the room, they sometimes hesitate or second-guess their moves. The more they play, the more this disappears.” These games, she explains, are not just about learning – they’re about building courage and agency.
With the upcoming Raising STEEM programme for Grade 10 learners, which is focused on Science, Technology, Engineering, English, and Maths, Mind Blown League is taking the next step to re-engage older learners who are losing confidence in core subjects. Through accelerated learning and story-based design, they are helping girls see that not only do they belong in tech, they’re already making their mark.
Kids Innovate Africa: Building Belonging, One Robot at a Time
At Kids Innovate Africa, empowerment starts with the belief that every girl has something extraordinary to offer the world of tech, if only given the space to explore. For the past five years, Founder Emma Mphahlele has been helping girls from marginalised communities discover their potential through hands-on STEM learning and mentorship.
One of their key initiatives, Girls in Robotics, is done in partnership with African Youth Ignited 4IR and supported by Women in Tech South Africa, the Department of Science and Technology, and the American Embassy. It has opened doors for girls like Tumi, a learner from a Cape Town township who had never seen a robot before joining the programme. Fast forward to today, Tumi, now in Grade 10, has competed at the World Robotics Championship in the USA and aspires to become an engineer.
Emma explains that the biggest barriers for girls aren’t usually technical – they’re emotional and environmental. “Girls often feel more secure diving into robotics with a friend, especially when they're in the minority,” she says. That’s why Kids Innovate Africa is intentional about creating spaces where girls are mentored by women, cheered on for small wins, and consistently reminded that they belong.
Her story about Alex, a neurodivergent Grade 7 learner who was once withdrawn and anxious, is a powerful example. With the right support, Alex went on to become a lead coder, robotics competitor, and a confident speaker. “She blossomed because she felt seen, appreciated and celebrated,” Emma says.
Their approach goes beyond coding. Programmes integrate real-world STEM topics, critical thinking, and public speaking. Learners like Rael, who joined in Grade 3 and is now a leader in Grade 6, engage in conversations about Neurolink, Humanoid Robots, Cybersecurity, Solar Storms, and more. They’re not just learning how to build robots, they’re learning how to analyse, critique, and participate in global innovation.
Emma believes that visibility, voice, and mentorship are essential to breaking down the gender gap in ICT. “When we see girls like Meagan taking a back seat, we deliberately create space for them to lead,” she says. By partnering with institutions like the SA Space Agency and Tech Girls, they ensure girls don’t just attend events, they take the microphone.
Looking ahead, Emma is expanding their mentorship component, pairing older learners like Ashley (who’s been in the programme for five years) with younger girls entering the tech space for the first time. “The future of innovation needs girls,” she says. “We’re building a network of young women ready to lead that future together.”
Girls Belong in Tech - And They're Already Leading the Way
Both Nireshnee and Emma are clear: Belonging starts early. It’s not enough to hope that girls will choose ICT later in life. They need to see themselves in it from the start, through playful learning, relatable role models, and real-world engagement. As Nireshnee says, “The ICT gender gap won’t close with wishful thinking, it closes when girls are given the tools, the space, and the belief that they belong.” And in Emma’s words: “Don’t let anyone make you feel like there’s a ‘right’ way to be in tech. Your perspective is exactly what the world needs.”
This Girls in ICT Day, we celebrate the entrepreneurs, educators, and innovators building that belief, one game, one robot, one conversation at a time.
