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Time of India
19 hours ago
- General
- Time of India
Few women leaders in education a serious concern, says global report
Representative AI image New Delhi: 'Most teachers are women, but few lead' is the central message of the 'Leadership in Education: Lead For Learning' section of the Global Education Monitoring (GEM) Report 2024-25, released on Wednesday night by UNESCO . The report highlights what is a problem across countries: the under-representation of women in leadership positions at all levels of the education system — from schools to education ministries. Globally, women make up 57% of secondary school teachers, but in most countries, the proportion of female principals lags the share of female teachers by at least 20 percentage points. This disparity exists despite growing evidence that gender-diverse leadership correlates with better learning outcomes and more enabling school environment. Similar is the story at the higher education level. While women comprise 45% of higher education faculty, they account for only 30% of leadership roles in universities and colleges. India is no exception to this phenomenon. While women dominate the teaching workforce in primary schools, accounting for over 60% of elementary teachers, their number declines sharply in leadership positions, particularly at the secondary and tertiary levels. Factors such as limited access to mentorship, lack of institutional support, safety concerns, and deep-rooted gender norms continue to restrict women's elevation to decision-making roles. The report also examines political leadership in the education sector. Between 2010 and 2023, only 27% of education ministers worldwide were women. This imbalance matters not only for representation purposes but also for policy priorities. Studies cited in the GEM report suggest that female political leaders are more likely to bat for equitable education funding, inclusive curricula, and community engagement. Countries with specific policies to promote gender equity in school leadership are clearly in the minority. Only 11% of countries globally have taken concrete steps to address the gender gap in principal recruitment. Some regions are taking proactive measures — for instance, several francophone African countries are piloting support programmes for female school leaders. The report says that students in such settings, with more schools led by women, were ahead in progress in mathematics and reading by at least six months compared to their peers in male-led schools. It calls for systemic reforms that move beyond token representation. Among the report's recommendations are transparent and gender-sensitive recruitment for leadership roles, targeted training and mentoring programmes for aspiring women leaders, and policies that enable flexible work arrangements and childcare support. As countries work towards Sustainable Development Goal 4 (SDG 4) of inclusive and equitable quality education, educational leadership must reflect the diversity of those it serves. Unless gender barriers in leadership are removed, progress in other aspects of educational equity may remain incomplete, the report has stressed.
Time of India
a day ago
- General
- Time of India
Learning outcome India's key school challenge: Unesco
NEW DELHI: Despite achieving near-universal enrolment in primary education, India faces persistent challenges in ensuring learning outcomes and strengthening school leadership, says Unesco's Global Education Monitoring (GEM) Report 2024-25 released on Wednesday, reports . And the problem is not limited to the country. Global study: Few women leaders in edu serious concern New Delhi: "Most teachers are women, but few lead" is the central message of "Leadership in Education: Lead For Learning" section of Global Education Monitoring (GEM) Report 2024-25, released on Wednesday by Unesco. The report highlights what is a problem across countries: under-representation of women in leadership positions at all levels of the education system - from schools to education ministries, reports Manash Gohain. Globally, women make up 57% of secondary school teachers, but in most countries the proportion of female principals lags the share of female teachers by at least 20 percentage points. This disparity exists despite growing evidence that gender-diverse leadership correlates with better learning outcomes and more enabling school environment. Similar is the story at the higher education level. While women comprise 45% of higher education faculty, they account for only 30% of leadership roles in universities and colleges. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Yoga Programs for Total Wellness – Start Today Search7 Learn More Undo India is no exception to this phenomenon. While women dominate the teaching workforce in primary schools - accounting for over 60% of elementary teachers - their number declines sharply in leadership positions, particularly at the secondary and tertiary levels. The report also examines political leadership in the education sector. Between 2010 and 2023, only 27% of education ministers worldwide were women.
Time of India
20-05-2025
- Science
- Time of India
STEMming the Tide: Why women are still missing from labs and leadership
Despite decades of global efforts to achieve gender equality in education, women remain significantly underrepresented in science, technology, engineering, and mathematics (STEM) fields. According to the 2025 Global Education Monitoring (GEM) Report by UNESCO , while women now make up the majority of university students in many high and middle-income countries, they are still far less likely to pursue or remain in STEM disciplines. The GEM report suggests that globally, women account for just 28% of engineering graduates and only 30% of leadership roles in higher education. The disparity is even more pronounced in technical and vocational training, where cultural biases and structural barriers continue to discourage female participation. This persistent gender gap not only limits individual opportunities but also hinders global progress in innovation, economic development, and inclusive growth. More women in classrooms, fewer in labs As per the UNESCO GEM report 2025 , in most high-income countries, more women than men now attend university. In regions like Europe, Latin America, and North America, women's enrolment in tertiary education is more than 20 percentage points higher than that of men. However, this progress is not reflected in STEM-related courses and careers. The GEM report also highlights the academic participation of women in STEM across the world. Globally, women make up just 28% of engineering graduates and only 30% of higher education leaders. In Europe, only 19% of top academic positions in engineering and technology are held by women. In countries like Bahrain, while women dominate university classrooms, they represent just 10% of vocational and technical education enrolments. Technical training still male-dominated In technical and vocational education and training (TVET), men continue to outnumber women by large margins. TVET is often associated with trades such as construction, mechanics, and electronics—fields traditionally seen as male-dominated. The report reveals that this contrast is stark in countries where women exceed men in university enrolment but are largely absent from hands-on technical fields. Only a handful of countries show a balance or female dominance in both tertiary education and TVET. This highlights how educational choices are still shaped by societal expectations and cultural perceptions about gender roles. A wider gap in low-income countries In high-income countries, young women (aged 15–24) participate in adult education and training at higher rates than men, reveals the UNESCO GEM 2025 report. But in low-income countries, the reverse is true. For every 100 young men in education or training, only 77 young women are enrolled. Among adults aged 25 to 54, just 50 women are participating in education or training for every 100 men. These gaps point to limited opportunities and systemic barriers for women in low-resource settings, where access to education is often shaped by financial, cultural, and logistical challenges. Digital divide and skill gaps Women are also underrepresented in digital skills training. The GEM 2025 report suggests that while 95 women for every 100 men can send an email with attachments, only 84 can use basic spreadsheet formulas. This digital gap becomes more pronounced in advanced skills and limits women's access to high-demand jobs in tech-driven sectors. In some countries, like Jamaica and Thailand, the trend is reversed, with more women showing competence in digital tasks. But overall, global averages show that women lag behind men in digital proficiency, especially in countries with low internet penetration and limited ICT education. From participation to leadership Even when women enter STEM education, they are less likely to move into leadership roles. The Global Education Monitoring Report reveals that women make up 45% of academic staff but only 30% of higher education leaders globally. In some countries, like Bangladesh and Malaysia, the number of women in top university positions is extremely low—sometimes just one or two in dozens of institutions. This lack of representation is not only about positions but also about visibility, mentorship, and recognition. A need for systemic change Efforts to close the gender gap must go beyond classroom enrolment. They need to include mentorship, training programs, flexible work arrangements, and gender-sensitive policies that help women stay in and rise within STEM careers. Without these changes, education systems risk producing qualified women who are left without pathways to apply their skills. The gender gap in STEM is not just an issue of fairness—it is a barrier to innovation, diversity, and social progress. Invest in Their Tomorrow, Today: Equip your child with the essential AI skills for a future brimming with possibilities | Join Now
Indian Express
19-05-2025
- Science
- Indian Express
Women make for 35% STEM graduates globally: UNESCO
Women account for just 35 per cent of Science, Technology, Engineering, and Mathematics (STEM) graduates worldwide, with little improvement recorded over the past decade, according to UNESCO's Global Education Monitoring (GEM) team. The report highlights persistent low confidence in mathematics among girls and enduring gender stereotypes as key barriers limiting female participation in these fields. The GEM team, which tracks global trends and progress in education, also noted that the ongoing digital transformation is predominantly male-led. Women currently represent only 26 per cent of the workforce in data science and artificial intelligence (AI). 'Critical data from 2018–23 shows that women made up only 35 per cent of STEM graduates globally, with no progress over the past 10 years. Part of this can be explained by the fact that girls' confidence in mathematics appears to be knocked early, even when they perform well. Part of it can be explained by negative gender stereotypes that also prevent women from pursuing STEM careers,' a member of GEM team told PTI. 'Only one in four women with an information technology degree took up digital occupations in the European Union, compared with over one in two men. The digital transformation is led by men. Women constitute only 26 per cent of employees in data and artificial intelligence, 15 per cent in engineering, and 12 per cent in cloud computing across the world's leading economies. This is a loss to society,' the official added. The team has noted that while 68 per cent of countries globally have policies to support STEM education, only half of these policies specifically target girls and women. The GEM has launched an advocacy brief that proposes actions countries should take to redress the balance. 'Countries need to include gender-responsive school counselling and career orientation to nurture girls' talents and interests in STEM and Technical and Vocational Education and Training (TVET). A key element of this kind of gender-sensitive orientation is professional training in gender-responsive guidance for teachers and counsellors. Career guidance programmes should aim to raise awareness among parents to enable them to play supportive roles free of biased notions of gender-appropriate careers,' the brief read. In its advocacy brief, UNESCO emphasized the importance of visible female role models in STEM to inspire the next generation of girls. The report suggested that targeted career counselling, mentorship programs, and initiatives to challenge gender-based stereotypes about academic subjects can help open new pathways for young women considering careers in STEM. 'Schools can create STEM clubs and organisations that are led by female students and teachers. They can also partner with local businesses and organisations to provide girls with opportunities to meet and learn from female STEM professionals and enable them to see that their skills are valuable in technical occupation. Female mentors can also improve the culture of STEM workplaces, which can be male-dominated and hostile to women,' it said. Training teachers and school leaders to start early in overcoming STEM gender bias, enhancing girls' digital literacy to close the skills gender gap and reviewing teaching and learning materials for negative gender bias on 'appropriate' study choices, are among the recommendations made by GEM. 'A framework of digital competences should be prepared to provides guidance for the skills all learners should acquire, no matter their gender. Teachers should work towards overturning girls' mathematics anxiety, helping make STEM relevant to girls' interests as well as addressing their own bias and stereotypes. 'In primary school, teachers can use gender-neutral language when teaching STEM concepts and provide opportunities for girls to explore STEM activities. They can also invite female STEM professionals to speak to the class,' the brief said. (with PTI inputs)
Economic Times
18-05-2025
- Science
- Economic Times
Women make for 35 pc STEM graduates globally; maths, gender stereotypes major reasons: UNESCO
Women make for only 35 per cent of Science, Technology, Engineering and Mathematics (STEM) graduates globally with no significant progress made in last decade, according to UNESCO's Global Education Monitoring (GEM) team which has flagged low confidence in mathematics and negative gender stereotypes as major reasons behind the trend. The team which analyses the development and trends in education sector across the globe pointed out that the digital transformation is led by men and women constitute only 26 per cent of workforce in data and Artificial Intelligence (AI). "Critical data from 2018-23 shows that women made up only 35 per cent of STEM graduates globally, with no progress over the past 10 years. Part of this can be explained by the fact that girls' confidence in mathematics appears to be knocked early, even when they perform well. Part of it can be explained by negative gender stereotypes that also prevent women from pursuing STEM careers," a member of GEM team told PTI. "Only one in four women with an information technology degree took up digital occupations in the European Union, compared with over one in two men. The digital transformation is led by men. Women constitute only 26 per cent of employees in data and artificial intelligence, 15 per cent in engineering, and 12 per cent in cloud computing across the world's leading economies. This is a loss to society," the official added. The team has noted that while 68 per cent of countries globally have policies to support STEM education, only half of these policies specifically target girls and women. The GEM has launched an advocacy brief that proposes actions countries should take to redress the balance. "Countries need to include gender-responsive school counselling and career orientation to nurture girls' talents and interests in STEM and Technical and Vocational Education and Training (TVET). A key element of this kind of gender-sensitive orientation is professional training in gender-responsive guidance for teachers and counsellors. Career guidance programmes should aim to raise awareness among parents to enable them to play supportive roles free of biased notions of gender-appropriate careers," the brief read. The advocacy brief has noted that girls need to see women succeeding in STEM fields in order to believe that they can do it too and counselling and guidance can help girls see STEM pathways they would not have considered, while role models and mentorship activities can challenge stereotypes about 'gender-suitable' subjects. "Schools can create STEM clubs and organisations that are led by female students and teachers. They can also partner with local businesses and organisations to provide girls with opportunities to meet and learn from female STEM professionals and enable them to see that their skills are valuable in technical occupation. Female mentors can also improve the culture of STEM workplaces, which can be male-dominated and hostile to women," it said. Training teachers and school leaders to start early in overcoming STEM gender bias, enhancing girls' digital literacy to close the skills gender gap and reviewing teaching and learning materials for negative gender bias on "appropriate" study choices, are among the recommendations made by GEM. "A framework of digital competences should be prepared to provides guidance for the skills all learners should acquire, no matter their gender. Teachers should work towards overturning girls' mathematics anxiety, helping make STEM relevant to girls' interests as well as addressing their own bias and stereotypes. "In primary school, teachers can use gender-neutral language when teaching STEM concepts and provide opportunities for girls to explore STEM activities. They can also invite female STEM professionals to speak to the class," the brief said.
