Despite significant improvements made in recent decades, education is not universally available and gender inequalities are widespread, often at the expense of girls. Complex and inter-related sociocultural and economic factors affect not only girls' opportunities to go to school but also the quality of education they will receive, the studies they will follow and ultimately their career and life paths. A major concern is girls' low participation and achievement in science, technology, engineering and mathematics (STEM) education. STEM underpin the 2030 Agenda for Sustainable Development, and
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Despite significant improvements made in recent decades, education is not universally available and gender inequalities are widespread, often at the expense of girls. Complex and inter-related sociocultural and economic factors affect not only girls' opportunities to go to school but also the quality of education they will receive, the studies they will follow and ultimately their career and life paths. A major concern is girls' low participation and achievement in science, technology, engineering and mathematics (STEM) education. STEM underpin the 2030 Agenda for Sustainable Development, and STEM education can provide learners with the knowledge, skills, attitudes and behaviours required for inclusive and sustainable societies. Leaving out girls and women from STEM education and professions not only deprives them the opportunity to contribute to and benefit from STEM but also perpetuates the gender gap and wider social and economic inequalities. This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in STEM education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers. It is intended as a resource for education stakeholders and others working to promote gender equality.
Excerpt from publication.
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