Graduates

New UIS data show that the share of women in STEM graduates stagnant for 10 years

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By Silvia Montoya, Director of the UNESCO Institute for Statistics.

Globally, women make up over half of all students who have enrolled in tertiary education, but they remain considerably less likely to choose STEM fields. In 2018–23, new UIS data released for the 2024 GEM Gender Report show that women made up only 35% of STEM graduates, showing no progress over the past ten years.

The data show us that, in 12 out of 122 countries, at most one in four graduates were female. Of those, 5 were in sub-Saharan Africa, but there were also high-income countries, such as Chile and Switzerland. In European and other high-income countries, the share of women in STEM fields of study drops heavily at the end of secondary school. In OECD countries, women make up only 31% of those entering STEM programmes, compared with over 75% in education, health and welfare (OECD, 2024). The proportion of female STEM graduates exceeds 40% in Greece, Iceland and Poland. At the opposite end, there were 9 countries where the majority of STEM graduates were female, notably Arab States, such as the Syrian Arab Republic and Tunisia. High shares of female STEM graduates in Arab countries coincide with lower mathematics anxiety.

For a subset of 50 countries with data for 2010–11 and 2020–21, there has been no change in the share of STEM graduates who are female. There are some notable examples of stagnation, such as Chile where the share has remained constant at 20%. The three countries with the largest fall in the share in this 10-year period were already well above average. The country with the largest fall among those with an initial position below average was Hungary (by five percentage points to 29%). At the opposite end, the three countries with the largest increase were North Macedonia (from 40% to 50%), the Netherlands (from just 21% to 31%) and Morocco (from 39% to 49%)

Bundling all STEM subjects together hides some variation. In 2016–18, women represented 28% of engineering, manufacturing and construction tertiary graduates and 30% of ICT tertiary graduates, but 57% of natural sciences, mathematics and statistics graduates (ranging from less than 20% in Bangladesh, Burkina Faso and Burundi to more than 80% in Bahrain, Maldives and the United Arab Emirates). In Saudi Arabia, 70% of students completing a degree in natural sciences, mathematics and statistics were women in 2019, compared to only 4% in engineering, manufacturing and construction. In Latin America and the Caribbean, women represented at most 40% of the STEM graduates but made up only 31% in engineering, manufacturing and construction and 18% in ICT.

As young women are more likely to graduate from university in the majority of countries, however, the share of females in the total number of STEM graduates is slightly misleading. A closer look at the shares of females and males who are STEM graduates shows that the gender gap in tertiary field choices is starker. Only 15% of young women end up being STEM graduates, compared to 35% of young men. Countries with very large absolute gaps in excess of 30 percentage points include Finland, Germany and Sweden. Countries with very large relative gaps include Belgium, Latvia and Spain. In contrast, Mauritania, Samoa and the United Republic of Tanzania are among the few countries with no gap.

The gender gaps in those studying STEM degrees translate into gender gaps in those pursuing STEM careers, as the 2024 GEM Gender Report, Technology on her terms, describes. It shows that women held less than 25% of science, engineering and ICT jobs in 2022. It has also been estimated that women occupy just over one in five technology positions in companies. Similar disparities are found among STEM teachers. The 2018 Teaching and Learning International Survey results showed that 31% of lower secondary school male teachers teach STEM subjects compared to 25% of female teachers. Large gender gaps were observed in Denmark (14 percentage points), Brazil (10 percentage points) and Slovenia (8 percentage points).

The 2024 GEM Gender report recommends that female leadership in artificial intelligence and technology development be promoted in order to assure gender-sensitive digital transformation and address gender stereotypes in algorithms.  This includes investing in programmes that can empower girls and young women to study in STEM fields and to pursue STEM careers in order to encourage non-discrimination and gender balance in technological design.

 

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Kenya: How our university education system went terribly wrong

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Kenya/ March 13, 2018/By EVAN MWANGI/Source: https://www.nation.co.ke/

The student unrest at Meru University of Science at Technology (MUST) that left a student leader dead last week exposes the soft underbelly of higher education institutions, once considered citadels of knowledge and a sure ticket to a better future.

The student, Evans Njoroge, was shot dead by the police as he and his fellow students protested higher tuition fees, bad management of their university, and poor facilities at the campus.

These are complaints also heard in both private and public universities across the country.

LECTURERS’ STRIKE
Public university lecturers have also downed their tools over what one professor at the University of Nairobi termed the “same old story of bargaining agreements that the government and university councils refuse to honour”.

The lecturers have not been paid their allowances because the universities claim they don’t have money to implement an agreement over improved pay.

The lecturers are also asking for a 150 per cent salary increase and a 100 per cent raise in housing allowance to cushion them from the high cost of living.

Already in coffins awaiting their mass funeral, only divine intervention can save Kenyan universities, as their degeneration reflects the general rot in a nation riddled with corruption, poor planning, and indifference to excellence.

“Universities are dealing with the same dysfunctional politics as the rest of the country,” Dr Wandia Njoya of Daystar University, a vocal critic of the way universities are run like businesses or dirty-handed political campaign machines, says.

“It’s all about ego and status, including expensive campaigning for campus positions.”

SATELLITE CAMPUSES
Most experts we interviewed noted that the main problem facing Kenyan universities is the mushrooming of substandard campuses.

With rapid expansion of universities to cater for rising demand for degrees (from seven public universities in 2012 to 33 in 2018), the quality of teaching and research has sunk to the lowest ebb.

Kenya’s 60 university colleges educate about 540,000 students annually, graduating about 50,000 students each year.

The need to cater for rising demands in higher education and finance university programmes after the government cuts on education spending has had its toll on quality.

Staffing is outstretched. “We don’t have the matching workforce and personnel to staff the increasing masses of students,” Dr Teresa Okoth-Oluoch, a specialist in language education and curriculum development at Masinde Muliro University, where she is the director of the Centre for Quality Teaching and Learning, says.

“The so-called university campuses dotting villages seriously compromise quality.”

FUNDING
Between 2013 and 2016, universities tried to fill the gap left by declining government funding by opening campuses all over the place, sometimes next to pubs, strip clubs, and doomsday churches.

But with high school mass failures in the past two years, these satellite campuses are starved of students and are falling like underwear in brothels next door.

“The competition to open campuses and village shoeshine universities is never about academic excellence,” Prof Maloba Wekesa of the University of Nairobi, who is also the organising secretary of the University Academic Staff Union, says.

“Most of those colleges are just income-generation projects and degree mill centres especially for politicians.”

Neoliberal policies that view everything in terms of profits have hit the universities where it hurts.

“Academics have bought into the lie that the way to run universities efficiently is to run them as profit-making businesses,” Daystar’s Njoya says in an interview with the Sunday Nation.

“Education is a completely different kind of organisation. We invest in people. We are accountable to the people we teach and the people in society.”

STUDENT ADMISSION
She adds that unless education is treated as a “public good” and not a profit-making venture, “we will have to cut corners on education: We have bigger-size classes taught by part-time lecturers to avoid spending money on faculty stability and quality education.”

Whereas universities across the world are allowed to set the standards regarding the students they want to admit, the Kenyan government requires all universities, including private ones, to admit only students who score C+ and above in high school.

Only 15 per cent of the Kenya Certificate of Secondary Education candidate achieved the cut-off score last year.

The number is just enough for the slots in public universities, leaving private universities and income-generation streams in public universities without prospective students.

PRIVATE UNIVERSITIES
Professor Mumo Kisau, the chairman of the Kenya Association of Private Universities, was quoted last week saying that private institutions have suffered a reduction of between 30,000 and 40,000 students this year.

Only Jesus Christ can save most of the faith-based universities whose prospective students rarely meet the high standards the government has set for universities.

With dwindling enrolment numbers, it is hard for these universities to remain afloat.

In late January, the Ministry of Education shutdown Presbyterian University of East Africa because the university finances were allegedly not in order.

This left its over 1,000 students in limbo, but the institution has since gone to court to oppose the closure.

ACCOMMODATION
Lukenya University Vice-Chancellor Maurice N. Amutabi thinks something should be done about the numbers of those allowed to proceed with university education.

“We have more spaces and capacity than the number of students we admit.

«It would have been good to have at least 20 per cent joining university than the current 10 per cent of all KCSE candidates,” the professor of history, who has previously worked at Kisii University and Central Washington University in the United States, says.

No tangible solutions are expected soon. Just as they prefer to receive their medical care abroad because Kenyan healthcare is comatose, our senior government officials, including those in the presidency, the opposition, and the education ministry give the local education system a wide berth.

They enrol their children in elite universities in Europe, America, New Zealand, and Australia.

GRADUATES
The only investment the ruling elites have in local universities is to ensure these institutions don’t produce independent-minded graduates.

A systematically degraded education system ensures universities churn out masses of graduates that are easy to control ideologically and acquiesce to the neoliberal agenda of the ruling elites.

With corruption affecting every sphere of public services, public universities are starved of the money they need to produce graduates worth giving a second glance on the job market.

Education officials misappropriate the money set aside for research.

“Funding of public universities is tied to how the Ministry of Education is able to do its budget, which mostly caters for salaries. Much of the (money) allocated for research is ‘eaten’ by ministry officials” Prof Maloba Wekesa says.

“We need a constant fraction of the budget to get to the specific universities to support research.”

INCOME
Although in dire financial straits, the universities have not been terribly creative in fundraising.

“Kenyan university financial models have never taken into account programme costs or developed innovative ways to protect the institutions from financial disasters,” Prof Ishmael Munene of Northern Arizona University in the US, who has written widely on the problems facing universities in Africa, says.

The shallow economic base means that the universities cannot provide basic needs for their students and staff.

Prof Munene mentions alumni donations, endowment funds, strategic investments, and industry partnerships among the possible initiatives to raise money and diversify income sources.

“The government is encouraging universities to find alternative sources of funding, including entrepreneurship, without compromising their core mandate,” Prof Mwenda Ntarangwi, a respected academic and the CEO of the Commission for Higher Education, says.

DONATIONS

His attempts to put in place quality assurance mechanisms will be a tall order, given the cynicism in the government structures.

Western universities frequently receive donations from philanthropists.

Buildings on campus and endowed chairs are named in honour of these donors.

Endowed chairs provide a bait to attract and retain the best brains around.

However, except maybe the industrialist Manu Chandaria, rich people in Kenya cannot be expected to come to a university’s aid with donations to boost teaching and research.

CORRUPTION
The interest of the country’s rich class is primitive accumulation of stolen wealth, following a familiar script: run down one parastatal after another by stealing their assets, then take to Twitter daily to share with the nation inspirational quotes on how to get rich.

Experts think the universities should specialise in the areas they are strongest in.

At the moment, the universities duplicate one another, imitating the University of Nairobi, and offering unviable courses.

Professional bodies have rejected degrees from several public universities.

For example, the Engineers Board of Kenya has previously blacklisted engineers trained at Jaramogi Oginga Odinga University of Science and Technology, Meru University of Science and Technology, South Eastern Kenya University (Seku), Technical University of Kenya, and University of Eldoret.

“What we need is a differentiation of institutions with some specialising in good teaching, others in excellent research, and still others providing education midway between research and teaching,” Prof Munene says.

SALARY
He sees in Kenyan universities outdated pedagogical practices that discourage critical thinking; weak doctoral courses that duplicate work done at the undergraduate level; poor governance structures; and the absence of strategic planning as the other challenges facing Kenyan universities.

With low pay, university academic staff resort to moonlighting to make ends meet.

There is hardly any time to prepare for classes, and they end up giving students yellow notes. Cases of missing marks are common across all universities.

Without any clearly laid down ethical standards, universities watch as professors sexually abuse their hapless students for good grades. Rarely are sexual predators on campus punished.

The systematic degrading of education to serve the ruling class has been effective.

TRIBALISM

Now Kenyan universities value mediocrity above anything else. Professors are hired on the basis of their ethnicity, and top brains are edged out to teach in South Africa, Europe or America.

The lack of basic management skills are the bane of university administration, and woe unto you if you expect a university administrator to respond to your enquiries on anything.

“You will not get feedback from them because they don’t know the importance of feedback and research,” Prof Amutabi says.

“The university fat cats are too busy to answer calls or emails.”

Ethnocentrism is the order of the day on campus. “Some people think universities belong to them because they bear their ethnic name or are located in their counties,” Prof Amutabi says.

POLITICIANS

On September 2016, Uasin Gishu Governor Jackson Mandagoled demonstrations to demand the sacking of the Moi University vice-chancellor on the basis that he did not come from the dominant ethnic community around the university.

The students have also responded well to the unrelenting assault on higher education.

Congratulations! Even those born in the city and cannot say “good morning” in their mother tongues are as tribalistic as their grandparents in the rural backwaters.

Their response to political crises is based purely on tribe, usually to secure power for their ethnic tin gods.

LEADERS
Like the rest of Kenya, the students choose their leaders on the basis of how much the candidate can drink, smoke illicit substances, and steal from the public coffers.

Unlike in the 1970s, when student leaders practised selfless ideals, their counterparts today are protégés of the corrupt national leadership, whom they eventually join at the national level to continue the vicious circle of degrading universities. 

The few student leaders who don’t play ball are shot in cold blood in potato farms — left to die like the universities whose interests they agitate for.

evanmwangi@gmail.com Twitter: @evanmwangi

Source:

https://www.nation.co.ke/news/education/How-our-university-education-system-went-terribly-wrong/2643604-4336630-cj92ug/index.html

 

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