18 % chance of women graduating with a bachelor’s degree — Study
A STUDY by the United Nations Educational, Scientific and Cultural Organization (UNESCO) revealed that 14 countries, one of which is Eswatini that the possibility for female students graduating with a Bachelors’ degree was 18%.
When unpacking the study, Dr Rejoice Maseko said it was amazing to see the numbers, but they also proved more women needed to join the field.
On Tuesday, the country and the world at large celebrated women in science. This forum organized jointly by the Ministry of ICT, the Women in Science Engineering and Technology (WISET) and the Joint River Basin Authorities.
This event sought to honour women in science and encourage active participation of women and girls in science and innovation. It also allowed women in Science, Technology, Engineering, and Mathematics (STEM) to engage with professionals, policymakers, and aspiring women leaders, fostering collaboration and inspiring change.
“A study by UNESCO in 14 countries revealed that the probability for female and maybe male students graduating with a Bachelor’s degree, Master’s degree and Doctor’s degree in science-related field are 18%,” said Maseko.
Maseko in addition, said in most western countries women are highly underrepresented in those Science, Technology, Engineering, and Mathematics (STEM) fields that have not a direct connection with the provision of care, such as engineering and computer science (UNESCO, 2021).
“However, women are highly represented in those STEM fields associated with health and the provision of care, such as medicine, chemistry, or biology,” she said.
Interestingly, current research has identified a paradox between levels of gender equality and the participation of women in
STEM fields. In this way, the more egalitarian the countries are (for example, Norway or Finland), the less female participation in STEM fields. On the other hand, there is a tendency to make invisible the contributions of women in scientific and technological fields whereas, on the contrary, highlight the contributions of men in these areas.
This undoubtedly has an impact on the way in which these contributions are transmitted and taught in the school and university contexts, but it also has an influence on the workplace, where on many occasions, the contributions of women to the development of a discipline, an idea, or a specific project tend to be undervalued. Likewise, in many societies’ male-dominated STEM.