Empowering Women in STEM: ADB Urges Gender-Responsive Education and Policies

The Asian Development Bank (ADB), working with the Organisation for Economic Co-operation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the United Nations Development Programme (UNDP), has unveiled a striking policy brief, "STEM for All: Addressing Gender Disparities in Science, Technology, Engineering, and Mathematics." Drawing on extensive regional data, the report highlights the stubborn gender gap in STEM education and employment across the People's Republic of China (PRC), Indonesia, and Uzbekistan. Despite educational progress, women remain underrepresented, holding only 23% of research positions in South Asia and 32% in Southeast Asia. OECD's PISA results reveal that just 14% of top-performing girls aspire to STEM careers, compared to 26% of boys. ADB stresses that as climate change and automation reshape the future of work, equal access to STEM education has become vital to build resilient, sustainable economies. Women currently make up only one-third of the global green talent pool, and the gender gap in green skills has grown by 25% since 2016, emphasizing the need for urgent, gender-responsive action.

China's Progress Shadows Persistent Stereotypes

In the PRC, STEM education is deeply embedded at every level, from primary schools that emphasize inquiry-based learning to universities leading research and innovation. Women represent around 40% of the STEM workforce, yet hold less than 20% of the top technology jobs and just 5% of CEO positions in the country's leading firms. Despite national reforms encouraging gender equity in science, entrenched biases continue to limit women's advancement. Studies reveal that parental stereotypes, especially beliefs that girls are weaker in math and science, erode confidence from a young age. Early subject specialization, which forces students to choose academic tracks too soon, further reduces female participation. While the government has begun to promote gender-sensitive policies and celebrate female scientists, women still comprise only 6% of the prestigious Chinese Academy of Sciences.

Indonesia's Education Gains Undercut by Social Norms

Indonesia has launched ambitious initiatives such as the "STEM to Villages" program and the 2025–2029 National Medium-Term Development Plan, emphasizing STEAM (science, technology, engineering, arts, and mathematics) to drive innovation. Girls frequently outperform boys, scoring higher in both math and reading, but these academic advantages rarely translate into STEM careers. Deep-rooted social norms still depict science as a male domain, reinforced by textbooks that portray men as scientists and inventors while erasing women's contributions. Although women's tertiary enrollment has reached 47%, their labor participation lags at 53.3%, compared to 81.9% for men. Many women abandon education or work due to unpaid care duties, spending nearly three times more time on domestic work than men. Child marriage, still affecting about 9% of girls under 18, remains a major barrier to education. In the labor market, women cluster in biology, pharmacy, and other lower-paying fields and make up just 28% of the ICT workforce, putting them at greater risk from automation.

Uzbekistan's Digital Vision Faces Gendered Hurdles

Uzbekistan's Digital Uzbekistan 2030 roadmap and the National Program for Women's Participation (2022–2026) have set out to create a knowledge-based, inclusive economy. Yet progress remains uneven. The country's 2022 PISA results rank near the bottom globally, and while girls excel in reading, they trail boys in mathematics. At universities, women represent fewer than one-third of STEM students, 47,000 compared with 110,000 men. Female representation is relatively strong in mathematics and physics but extremely low in engineering (25%), ICT (30%), and energy (7%). ADB-supported programs are helping modernize curricula and improve facilities, but financial barriers, limited digital access, and ingrained stereotypes continue to hold women back. The UNDP's Gender Digital Divide Assessment notes that the high cost of internet access, inadequate digital literacy, and patriarchal teaching patterns, where men are shown as scientists and women as teachers, discourage girls from pursuing scientific fields.

Closing the Gap: From Policy to Practice

The ADB brief identifies five core challenges shared by the three countries: persistent stereotypes, premature academic tracking, lack of role models, unequal domestic workloads, and weak gender-sensitive education policies. Addressing these issues requires gender-aware curricula, teacher training, and nationwide campaigns to shift social attitudes. The visibility of female scientists through media and mentorship programs can inspire confidence in girls. Scholarships, flexible study options, and after-school STEM clubs can provide opportunities for women who face financial or social barriers. In the workplace, childcare support, re-entry pathways after maternity, and continuous upskilling are essential to retaining women in technical professions. Collaboration among governments, schools, and the private sector is crucial for aligning education with labor market needs.

The report concludes that bridging the STEM gender gap is not merely a moral issue but a strategic imperative for Asia and the Pacific. Equal participation would unlock immense human potential, stimulate innovation, and strengthen resilience against automation and climate crises. Yet policies alone are insufficient without investment, coordination, and accountability. For ADB, the message is clear: as the region shifts toward knowledge-based economies, no talent should be left behind. Empowering women in STEM is not only a path to equality, but it is essential for the future of sustainable, inclusive development.