Publication: Stepping Up Women’s STEM Careers in Infrastructure: An Overview of Promising Approaches
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2020-05-29
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2025-06-24
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This short note summarizes some of the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies in order to provide World Bank Group project teams with insights that they can use to support women’s science, technology, engineering, and mathematics (STEM) careers in infrastructure at each stage of their careers. The report is intended to underpin and expand the existing knowledge on gender equality issues, under the World Bank’s Energy Sector Management Assistance Program (ESMAP).
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“Schomer, Inka; Hammond, Alicia. 2020. Stepping Up Women’s STEM Careers in Infrastructure: An Overview of Promising Approaches. © World Bank. http://hdl.handle.net/10986/43366 License: CC BY-NC 3.0 IGO.”
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Publication Stepping Up Women’s STEM Careers in Infrastructure(Washington, DC: World Bank, 2020-05-29)The five case studies detailed in this document describe a variety of contexts in which measures are being implemented to attract, recruit, retain, and advance women in science, technology, engineering, and mathematics (STEM) roles in the infrastructure sectors. The area of focus for each of these studies is as follows: recruitment; retention; advancement; attraction, recruitment, retention, and advancement; and recruitment, retention, and advancement: institutionalizing gender equality in project design.Publication Stepping Up Women's STEM Careers in Infrastructure(World Bank, Washington, DC, 2020-11-03)Stepping Up Women's STEM Careers in Infrastructure: An Overview of Promising Approaches describes a variety of ways to level the pathway for women entering into and progressing in science, technology, engineering, and mathematics (STEM) employment within the infrastructure sectors—energy and extractives; water; transport; and digital development. It is composed of three volumes : Volume 1 distills the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies in order to provide World Bank Group project teams with insights that they can use to support women’s STEM careers in infrastructure at each stage of their careers—from initial attraction to the sectors and job recruitment, to retention within organizations, and advancement to managerial and leadership roles. The report is intended to underpin and expand the existing knowledge on gender equality issues, under the World Bank’s Energy Sector Management Assistance Program (ESMAP).The case studies featured form part of the insight captured in the associated report Stepping Up Women’s STEM Careers in Infrastructure: Case Studies (Volume 1). Volume 2 is composed of five case studies that describe a variety of contexts in which measures are being implemented to attract, recruit, retain, and advance women in science, technology, engineering, and mathematics (STEM) roles in the infrastructure sectors across Ethiopia, the Lao People’s Democratic Republic (Lao PDR), North Macedonia, Panama, and Solomon Islands. The first three case studies profiled in this document focus specifically on recruitment, retention, or advancement. The remaining two case studies focus on organizations that are tackling the issue of women’s underrepresentation holistically, in each of the crucial stages of a woman’s career. The case studies featured form part of the insight captured in the main report Stepping Up Women’s STEM Careers in Infrastructure: An Overview of Promising Approaches (Volume 1). Volume 3 summary note provides a brief overview of some of the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies (featured in Volume 1 and 2) in order to provide World Bank Group project teams with insights that they can use to support women’s STEM careers in infrastructure at each stage of their careers.Publication Improving Gender Equality and Rural Livelihoods in Senegal through Sustainable and Participatory Energy Management(World Bank, Washington, DC, 2015-06)Launched in 2011, the Second Sustainable and Participatory Energy Management Project (PROGEDE II) for Senegal has been hailed for effectively mainstreaming a gender perspective into an energy project. Under the project, women have participated more in decision making; developed skills in technical production, entrepreneurship, and organizational management; and benefitted from increased incomes.Publication Women and STEM in Europe and Central Asia(World Bank, Washington, DC, 2021)In the last decades, developed economies have witnessed significant declines in wages for low-skill workers, increases in employment in high-skill occupations, rapid diffusion of new technology, and expanding offshoring opportunities. Labor markets in developed countries have reallocated labor from manual to cognitive jobs and from routine to non-routine work. Overall, workers are now required to do more complex tasks than before. In a changing labor market, education systems should impart the right skills, ideally both foundational ones and additional skills that will be amenable to adaptation and re-training to match with job opportunities. This is even more important in the ECA region given the context of the increasing share of older people who will depend on today’s generation of children when they join the working age population. Women’s access to and progress in what is generally referred to as STEM fields of science, technology, engineering, and mathematics are topics that have been growing in significance in recent years. The interest in gender segregation in STEM, as in other sectors, arises mainly from the role segregation plays in gender inequality in the labor markets. Gender differences in productivity and earnings are systematic and persistent as women exhibit lower average productivity and earn lower wages than men across the board. The report is organized into three chapters. The first one looks at education - including STEM content and fields of study that are within the education realm. The second one follows women into the labor market and looks at employment and wages in STEM sectors and for STEM occupations. The final section looks at policies, from the many initiatives and efforts in place to promote women’s participation in STEM, with a focus on those that have documented results.Publication Survey of ICT and Education in Africa : South Africa Country Report(World Bank, Washington, DC, 2007-06)This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. In all the different facets of the ICTs for education prism, South Africa boasts more than a decade of accumulated experience from its wide range of projects and programs pioneered by noteworthy champions across the stakeholder spectrum of communities, the private sector, civil society, donor, development, and government agencies. A variety of tested models on ICT access, digital content development, teacher training and professional development, optimal usage, partnerships, and resource mobilization have encouraged significant learning among innovators, practitioners, and policymakers. The scale of all these interventions to date has led to at least 22 percent computer penetration in all public schools. While South Africa has a policy on e-education only for the schools and Further Education and Training (FET) college sectors, herein too lay animated debate on the optimal ways to implement the policy. Over the coming period, with South Africa acting as host for the 2010 World Cup and the national government embarking on accelerated economic growth strategies, the race is on to move to broadband and promote ubiquitous ICT access. South African education institutions in general, and the schools and FET college sectors in particular, are set to grow significantly in ICT access, teacher training, and professional development and usage. However, major challenges still need to be overcome, such as the lack of a comprehensive policy on ICTs in education that covers all sectors in education, the continued need for leadership and co-ordination of various initiatives, the promotion of enhanced learning through optimal usage of the technologies, and, above all, the need to demonstrate the value of the investment in ICTs through improved performance of learners and teachers and improved employability in the changing labor market.
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