Expanding the reach of science

• Published in: Nature (London) Vol. 562; no. 7725; pp. S10 - S11
• Main Author: Savage, Neil
• Format: Journal Article
• Language: English
• Published: London Nature Publishing Group UK 01.10.2018; Nature Publishing Group
• Subjects: 706/134; 706/648/264; 706/689/160; Analysis; Biotechnology - education; Children & youth; Communication Barriers; Curricula; Curriculum; Developing countries; Developing Countries - economics; Education; Educational technology; Electronics - education; Elementary school students; Employment; Engineering; Girls; Human Rights; Humanities and Social Sciences; Humans; LDCs; Learning; Mathematics education; multidisciplinary; Multinational corporations; n/a; outlook; Peru; Poverty; Problem-Based Learning - methods; Robotics; Robotics - education; Robotics industry; School Teachers; Schools; Science; Science (multidisciplinary); Science - economics; Science - education; Sex Factors; Social aspects; STEM education; Teacher Training - methods; Teaching; Teaching - organization & administration; Technical education; Technology education; Textbooks; United Nations; Universities and colleges; University students; Peru; Vietnam; United Kingdom > UK; United States > US; Europe; Massachusetts; Australia; Education; Institutions; Developing world
• ISSN: 0028-0836; 1476-4687; 1476-4687
• DOI: 10.1038/d41586-018-06833-z

Dozens of organizations around the world are delivering STEM education to people in developing countries, often at the behest of, and with financial support from, those countries' governments, which see training in science and engineering as a way to bolster the economy. International institutions such as the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) extol both the economic and the human-rights benefits of teaching STEM subjects to more people. Addressing the problem is difficult because there are few data that show which interventions are effective, says Ana Maria MuñozBoudet, a social scientist at the World Bank's Poverty and Equity Global Practice. [...]providing girls with female role models is likely to encourage them into science careers.