| Description |
1 online resource (xv, 90 pages) : color illustrations |
| Series |
South Asia development forum series |
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South Asia development forum.
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| Contents |
Front Cover -- Contents -- Acknowledgments -- About the Authors -- Abbreviations -- Executive Summary -- Introduction -- Focus and Goals of This Report -- Education's Evolution-and Stagnation -- Participation in Education by South Asian Girls and Women -- What Kind of STEM Interventions Does South Asia Need? -- References -- Chapter 1 Access to STEM: Gender Dimensions and Challenges -- Introduction -- Highlights of the Literature on Gender and STEM -- This Report's Focus and Goals -- Defining STEM in School and Careers |
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Annex 1A: Alternative Frameworks for Assessing Girls' and Women's Progress in STEM Education and Careers -- Notes -- References -- Chapter 2 STEM Trends-Globally and in South Asia -- Introduction -- Primary Education -- Lower Secondary Education -- Upper Secondary Education -- Tertiary Education -- Technical and Vocational Education and Training -- University Education -- The Global STEM Labor Market -- The South Asian STEM Labor Market -- Notes -- References -- Chapter 3 Key Observations from South Asia -- Introduction -- Primary and Secondary Education |
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Technical and Vocational Education and Training -- University Education -- The Labor Market -- The Leaky Pipeline -- Annex 3A: Barriers to STEM Education and Careers for Girls and Women in South Asia -- Chapter 4 Potential Interventions for South Asia -- Introduction -- Stakeholder Interventions -- Government Interventions -- Enhanced Gender-Disaggregated Data on STEM Education, with a Focus on Upper Secondary, TVET, and University Programs -- Enhanced Data on Women in the Workforce -- Considerations for Regional Integration -- References -- |
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Appendix Country Profiles -- Bangladesh -- Bhutan -- Maldives -- Nepal -- Pakistan -- Sri Lanka -- Box 1.1 South Asia's WePOWER Network: A Success Story -- 1.2 Gender Bias in Textbooks -- 2.1 Access to Science Track in Tamil Nadu, India -- Box 2.2 STEM Workers without Bachelor's Degrees -- Box 4.1 Singapore's Applied Learning Programme -- Box 4.2 Organizations Commit to Building Inclusive Work Environments -- Box 4.3 Example of a US Government Intervention -- Box 4.4 Use of Data in Norway -- Figures -- Figure 1.1 A Multidimensional Framework for Increasing Access to STEM Education and Careers in South Asia |
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Figure 1A.1 Challenges to STEM Education for Girls in Gazipur District, Bangladesh -- Figure 2.1 Gross Enrollment Ratios in Primary School in South Asia -- Figure 2.2 Net Enrollment in Primary School in South Asia -- Figure 2.3 Out-of-School Ratios in South Asia -- Figure 2.4 Gross Enrollment in Primary and Secondary School in South Asia -- Figure 2.5 Net Enrollment in Upper Secondary School, Global -- Figure 2.6 Differences between Girls and Boys in Expected Careers in South Asia, 2014 -- Figure 2.7 Labor Force Participation Rate in South Asia and the World -- Figure 2.8 Employment of STEM and Non-STEM University Graduates in Sri Lanka, 2018 |
| Summary |
Building a skilled and diverse science, technology, engineering, and mathematics (STEM) workforce is crucial for economic development, cross-border trade, and social inclusion in South Asia. However, underrepresentation of girls and women in STEM education and careers remains a persistent issue. What kinds of macro and micro socioeconomic interventions are needed to increase girls' and women's access to and participation in STEM education and careers in South Asia? This book compares trends in South Asia with global trends to examine how access to and choices of STEM fields affect girls' enrollment in upper secondary education, technical and vocational education and training, and higher education in the region as well as their selection of careers. Based on the analysis, it offers recommendations to policy makers and practitioners to improve inclusion. The following are among the findings: (1) The five key opportunities to foster inclusion and enrollment in STEM education--and staunch the 'leaky pipeline'--are at the upper primary, lower and upper secondary, and tertiary education levels, and during the early career years; (2) A strong pathway from STEM education to career depends on an integrated, systematic approach that motivates students to pursue STEM fields, builds STEM skills, and removes barriers to diversity; (3) With the increasing migration of workers between countries in South Asia, preparing a critical mass of semiskilled and skilled STEM migrant workers has cross-border value, especially for workers migrating from smaller to larger economies. New ways of defining STEM occupations are required to help develop and sustain female interest in STEM education and careers. Potential strategies that governments can pursue include raising awareness and building knowledge and skills in STEM outside the formal academic environment--such as in after-school programs, science fairs and competitions, and summer camps--and developing and systematically disseminating standardized resources. Inclusion and diversity must be championed by governments, the private sector, and other stakeholders who stand to benefit from more diverse workforces. Though women themselves would likely be credible champions, in South Asia they are often constrained by a range of factors. This report addresses some of those obstacles |
| Bibliography |
Includes bibliographical references |
| Notes |
Description based on resource, viewed September 7, 2023 |
| Subject |
Women in science -- South Asia
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Women in technology -- South Asia
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Women in mathematics -- South Asia
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Sex discrimination in education -- South Asia
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Education and state -- South Asia
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Labor policy -- South Asia
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| Form |
Electronic book
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| Author |
Harrison, Graham Mark, author
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Tognatta, Namrata, author.
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Nakata, Shiro, author
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| ISBN |
9781464819674 |
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146481967X |
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