Advocacy brief: Girls’ vision for the future in Kosovo

STEM is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. STEM is crucial in preparing young people for the challenges of the 21^st century labour market. Research shows that people generally view STEM fields as masculine, and there is a societal tendency to view women and girls in STEM as less competent than men. There are many challenges for girls to pursue STEM. Although more girls are in school than ever before, they do not have the same opportunities as boys to benefit and pursue an education of their choice. Globally, they are underrepresented in STEM education, with women consisting of only 35% of STEM graduates, in STEM careers (UNESCO Digital Library).

In Kosovo, there is an increasing trend in the number of girls in STEM, particularly in computer science and engineering. At the University of Prishtina, there are over 30 study programs in the STEM field, in which the overwhelming majority of students are girls.[1] For example, only in Computer Engineering for the academic year of 2020/2021 61.8 percent of students are girls, and in 2021/2022 academic year 55.9 percent of students are girls, while in 2023, in the Department of Computer Sciences 50.7 percent were girls, whereas in Computer Engineering 55.9 percent were girls (ibid).

Despite this decent presentation in higher education, there is a gap in the representation of women in the labor market. According to the Kosovo Agency of Statistics (2023) inactivity rate among female workforce remains high. Gender disparities remain concerning, with 57.8% of men employed compared to 24.2% of women. The inactivity rate remains high at 59.3%, with marked differences between men and women, where 75.8% of women are classified as inactive. There is no accurate data on the percentage of women employed in the fields that fall within the framework of STEM; however, a 2021 report shows that there is an increasing trend of women employed in the ICT sector, but still remains low.[2] Addressing this gender disparity is crucial, not only in terms of achieving gender equality, but also for country’s economic growth and prosperity, by ensuring that both boys and girls equally contribute to the socio-economic development of the country.

Different reports show that the technology and engineering sector is expected to flourish in the coming years, therefore, it is essential that girls have the skills, opportunities and access to participate in these industries. However, there are persistent gender stereotypes in choosing an education and career, starting from an early age. According to various studies[3], toddlers as young as two- or three-years old start to understand their gender.[4] Through gender socialization that start at early age, girls as early as six years are less likely to think that girls are "really, really smart" and, as a result, they avoid activities for the "really, really smart" kids [5]. This suggests that gender stereotypes regarding the intellect of boys and girls may also be formed at very young ages. The importance of early education in breaking gender stereotypes has been highlighted in many studies, including a study that found an increase in exposure to peers whose parents believe boys are innately better than girls at learning math increases a child’s likelihood of believing it, with similar effects for boys and girls and greater effects from peers of the same gender. This exposure also affects children’s perceived difficulty of math, aspirations, and math performance, generating gains for boys and losses for girls[6].

There is abundant evidence suggesting that interventions starting from early childhood through identifying and supporting the interests and potentials of young girls within the home environment and early education institutions while continuing further at all levels of education is crucial. In this regard, career orientation programs within the education system are essential in aligning the interests of young girls with opportunities in higher education and employment, thereby challenging the stereotypes for girls' education and employment in STEM fields and promoting equitable opportunities for both girls and boys. Involving girls in STEM can have far-reaching socio-economic benefits, while also becoming role models for future generations, thus contributing to breaking the cycle of gender stereotypes in education and career. These actions will ensure equitable educational opportunities for both girls and boys, leading to the optimal allocation of resources and a smoother transition from education to the labor market, as it will promote social change by encouraging girls' empowerment and developing role models who challenge the existing gender stereotypes, influencing family structures, parenting, and decision-making roles in society.

Challenges

Until recently, STEM was considered as a male domain, both in terms of pursuing an education, but also choosing a career path. Although there is noticeable progress in the recent years, there are still challenges, which include:

• Persistent gender stereotypes about gender roles which influence girls’ choices to education field from a young age, which very often lead to lower self-confidence of girls related to their abilities to success in these areas. In this regards, parents, caregivers, teachers, and society may often reinforce these biases, which consequently hinder girls’ aspirations to pursue education and professions in STEM.
• Limited access to infrastructure and resources related to the transportation costs and other financial means to attend education, which is more prominent in rural and marginalized communities in Kosovo, especially among girls from Roma, Ashkali and Egyptian communities, making them particularly disadvantaged.
• Transition from education to employment, which is the long-lasting challenge, with very little progress, affecting disproportionally girls and women.

UNICEF Kosovo work in promoting girls in STEM

UNICEF is actively working to address these barriers and promote girls' participation in STEM and related fields, through various initiatives in Kosovo, while ensuring girls representation in all its interventions:

1. Techstitution, an exciting technology-based programme that equips young people aged 14–24 with problem solving, communication, creativity, ICT and critical thinking skills to become part of the greater local tech community. Here, young people learn practical software engineering and coding skills and utilize digital technology to co-create innovative solutions and products to strengthen and improve the efficiency and effectiveness of Kosovo’s local and central institutions.
2. (UPSHIFT) - Kosovo’s social entrepreneurship programme, which engages young people using a human-centered design approach and fosters social innovation and social entrepreneurship. UPSHIFT works to build platforms and empower adolescents and young people with skills and resources to identify problems in their communities and design solutions in services or products. Initially developed in Kosovo, UPSHIFT has been replicated in 47 countries. These interventions' long-lasting impact is empowering girls while addressing gender-related barriers in careers and professions, which have been traditionally seen as appropriate only for boys.
3. UNICEF works to bridge the gap between education, training, and employment through Generation Unlimited (GenU). GenU in Kosovo (K-GenU) is a partnership platform bringing together private and public sectors which focuses on supporting the school-to-work transition for young people ages 16 to 24. K-GenU aims to successfully launch adolescents and youth into the workplace by increasing their knowledge and skills and preparing them for the job market through internships. K-GenU also fosters multi-sectoral linkages and partnerships with the private sector and other institutions that provide support to host, train, and mentor these young people.

Moreover, UNICEF continues to actively engage girls in advocacy efforts to raise awareness on the importance of STEM, by working with government institutions, private sector, and local communities, in promoting and developing policies and strategies that support gender equality in education and employment, and challenging stereotypes, while continuously highlighting success stories of girls in STEM.

A call to action:

To bridge the gap between education and employment for girls in STEM, a call for action is proposed, with a focus on increasing access to resources in education for all girls, particularly those of marginalized groups, challenging gender norms with regard to education and career choice, and more importantly increasing women’s participation in the labor market.

• Early exposure to STEM is crucial for girls, especially girls from rural areas and marginalized communities, such as Roma, Ashkali and Egyptian communities. Parents and teachers play an essential role in empowering young girls and breaking stereotypes about certain professions, by providing support both at home and in the preschool and school settings. Educator/teacher capacities and attitudes, pedagogical programmes, and extracurricular activities play a significant role in recognizing and further building girls’ interest and self-confidence in these fields.
• Positive role models and mentorship programs are equally important to empower girls in STEM, as they can inspire them and provide the necessary guidance, support, and career counseling.
• Dismantling gender-based stereotypes in the educational institutions and labor market that could discourage girls from pursuing STEM careers, and this involves training teachers to ensure non-gender biased education and addressing gender-based stereotypes in the labor market among private sector industries.
• Continue to provide scholarships to girls in STEM, particularly those from marginalized groups, to ensure equal access to resources and infrastructure.
• Strengthen collaboration between educational institutions and the private sector by establishing internship programs that provide real-world experience for girls in STEM.

[1] Source: University of Prishtina webpage: https://uni-pr.edu/page.aspx?id=1%2C35%2C1896

[2] https://stikk.org/wp-content/uploads/2021/06/Women-in-ICT-Report-2021.pdf

[3] https://www.unicef.org/innocenti/stories/right-start-advancing-gender-equality-through-early-childhood-education

[4] https://academic.oup.com/book/5927/chapter-abstract/149261475?redirectedFrom=fulltext&login=false

[5] https://www.science.org/doi/10.1126/science.aah6524

[6] https://edworkingpapers.com/sites/default/files/Eble%20Hu%20-%20PPB%202019.12.06%20for%20WP.pdf