人人享有STEM：解决科学、技术、工程和数学中的性别差异（英）

STEM for All: Addressing GenderDisparities in Science, Technology,Engineering, and Mathematics KEY POINTS •Representation of girlsand women in science,technology, engineering,and mathematics (STEM) inAsia and the Pacific is lowerthan global averages. •Studies reveal a substantialgender gap in thecareer aspirations andself-confidence betweentop-performing girls andboys in STEM subjects.More gender equal accessto STEM education and skillsis increasingly crucial foraddressing climate changeand adapting to technologicaladvances. Maralmaa Munkh-AchitSocial Sector SpecialistHuman and Social Development Sector OfficeSectors Department 3Asian Development Bank Despite remarkable progress in recent decades, Asia and the Pacific continues to facesignificant challenges of providing equal educational opportunities for women andgirls. In many Asian Development Bank (ADB) developing member countries (DMCs),women and girls remain underrepresented in science, technology, engineering, andmathematics (STEM) fields, with lower participation rates compared to global averages.For instance, women hold only 23% of research positions in South Asia and 32%in Southeast Asia. It was also found that women’s representation declines in moresenior research roles.1Additionally, most countries in the Pacific, South Asia, andSoutheast Asia do not regularly collect sex-disaggregated data on researchers,making it challenging to assess the gender gap in science and research fields.2 •In the People’s Republic ofChina, women account forabout 40% of the workforcein STEM-related jobs, butless than 20% of the mostpopular STEM positions inthe field of technology. •In Indonesia, while thereare positive trends in girls’participation in STEMeducation at variouslevels, challenges persist,particularly in transitioningto employment. The Organisation for Economic Co-operation and Development (OECD) Programmefor International Student Assessment (PISA) data shows that only 14% of girls who weretop performers in science or mathematics reported that they expect to work as scienceor engineering professionals, compared to 26% of top-performing boys.3This gendergap is more pronounced in non-OECD economies. Among the surveyed students,it was found that girls are less likely than boys to believe in their scientific abilities.This lack of self-confidence is one of multiple barriers that widens the gender gap instudents’ progression toward science and engineering careers. •In Uzbekistan, STEMeducation is undergoingsignificant development,but challenges remain,including the need forcomprehensive teachertraining and improvedinfrastructure to supportSTEM across all levels. As climate change impacts worsen and the shift to a low-carbon economy progresses,STEM skills are increasingly becoming recognized as a key tool for sustainable ISBN 978-92-9277-468-4 (print)ISBN 978-92-9277-469-1 (PDF)ISSN 2071-7202 (print)ISSN 2218-2675 (PDF)Publication Stock No. BRF250414-2DOI: http://dx.doi.org/10.22617/BRF250414-2 ADB BRIEFS NO. 356 OVERVIEW OF SCIENCE, TECHNOLOGY,ENGINEERING, AND MATHEMATICSEDUCATION IN THE PEOPLE’SREPUBLIC OF CHINA development as they equip students with the necessary toolsand knowledge to solve complex problems, respond effectivelyto emerging challenges, and improve resilience to the effects ofclimate change. The OECD report highlights that skills, especiallySTEM education skills, are vital for building resilient economiesthat can adapt to climate change.4Furthermore, women make uponly one-third of the global green talent pool, which consists ofworkers with at least one green skill or one green job experience.One in six men qualifies as green talent and only one in every10 women. Furthermore, the gender gap increased by 25% during2016−2023. This reinforces the case for STEM skills to help bridgethe green skills gap.5 STEM education in the PRC has been integrated into the educationsystem from primary to tertiary levels, driven by the Governmentof the People’s Republic of China’s recognition of its importancefor national development and global competitiveness. At theprimary school level, STEM concepts are introduced throughinterdisciplinary learning and problem-solving activities, aiming tofoster early interest and foundational skills in science, technology,engineering, and mathematics. The curriculum reforms emphasizeinquiry-based learning and real-world applications, which are crucialfor developing critical thinking and creativity in young students.8 The increased use of automation and artificial intelligence (AI) isreshaping the future of work and threatens to eliminate jobs acrossmanufacturing and service industries. This is particularly relevantto the Asia and Pacific region, where 43% of the region’s workforceis employed in climate-vulnerable sectors such as agriculture,manufacturing, transport, and construction.6The pace at which AIis advancing far outstrips progress in gender representation, whichexacerbates challenges in gender bias and d