astc-maximising girls’ engagement in informal science learning · astc-maximising girls’...

UNESCO EDUCATION SECTOR 1

ASTC-Maximising girls’ engagement in informal science learning


GENDER


segregationin subject choice



Source: Global Education Monitoring Report Team blog, 2018,


35% STEMhigher education students


Source: UIS, UNESCO 2017 Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics. Paris, UNESCO


68 5527 28

32 4573 72

Health and welfare Natural science,mathematics and

statistics

Engineering,manufacturing and

construction

Information andcommunication

technologies

Source: UIS, UNESCO 2017 Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics. Paris, UNESCO


Females Males


African context: Women in ICT in higher education


4

16

16

16

24

24

27

28

29

29

31

37

41

58

0 10 20 30 40 50 60 70 80 90 100

Ghana

Benin

Burundi

Mali

Côte d'Ivoire

Madagascar

Seychelles

Mozambique

Cabo Verde

Lesotho

Mauritius

South Africa

Eritrea

Zimbabwe

% of students in ICT studies in higher education that are female

Source: UNESCO Institute of Statistics database

28%globally


Factors influencing girls’ education in STEM

Source: UNESCO 2017 Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics. Paris, UNESCO


Community Influencers & “Gatekeepers”

Men and Boys


Biology



Source: IEA ICILS 2013. In: UNESCO 2017 Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics. Paris, UNESCO



Learning environment



Media



Ecosystem approach

Source: UNESCO 2017 Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics. Paris, UNESCO


Community Influencers & “Gatekeepers”

Men and Boys

astc-maximising girls’ engagement in informal science learning · astc-maximising girls’...

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