Swiss Education Report 2026: What the data means for STEM promotion and equal opportunities

Ms Schnapper, what are the key findings of the latest STEM education report?

Switzerland continues to face a shortage of skilled labour in the STEM fields - i.e. mathematics, IT, natural sciences and technology (see page 172). At the same time, the report makes it clear that the course for later educational and career decisions is set early on. It shows that the influence of parents on interests, self-image and both subject and career choices is particularly strong (see page 138). It is also interesting to note that targeted support measures do have an effect - under certain conditions. Events on STEM subjects have been shown to increase the likelihood of young people deciding in favour of a relevant course of study. However, the type of communication plays a major role here: interactive formats are much more effective than purely informational programmes. The impact analysis of SATW-TecDays in collaboration with the KOF Institute at ETH Zurich is well placed in the report (see page 172) and clearly shows that these formats have a significant influence on pupils' choice of degree programme.

Women in STEM: A structural challenge

What is the specific situation regarding the representation of women in STEM fields?

There is a very consistent pattern here across all levels of education. Although women are well represented in the education system overall - they even make up the majority at universities - they continue to be significantly underrepresented in STEM subjects (see page 166). For example, the proportion of women in many technical fields of study is below 30 per cent in some cases. These differences start early and continue into the labour market. This is particularly evident in science: while women are still strongly represented in degrees, their share of professorships drops to less than 25 per cent (see p. 239). This phenomenon is known as the "leaky pipeline": The proportion of women decreases with each career stage in science.

What causes does the report see for this unequal distribution?

The causes are manifold and interlinked. The education report places a strong focus on the individual level, for example on interests, thinking styles or personal preferences. At the same time, this individual perspective should not be viewed in isolation. Interests and preferences are not purely "natural" conditions, but are socially shaped and constructed. This is also emphasised by the study by the Swiss Academies of Arts and Sciences (2025), which shows how strongly educational decisions are influenced by social norms, expectations and structures. This relativises the focus on individual differences.

From diagnosis to strategy

What specific recommendations for action can be derived from this?

There are three decisive levers: Firstly, early STEM promotion in combination with strong study and career counselling is important, which also specifically identifies and supports gender-atypical paths. Secondly, interactive, practical learning formats are required that arouse lasting interest and are supplemented by consistent evaluation and impact measurement. Thirdly, structural framework conditions need to be improved, for example through a more inclusive specialist culture, a better work-life balance and the visibility of female role models in order to break down stereotypical role models.

What do you think is the most important message of the report?

For us at the academies, the report clearly confirms the current direction of travel: we need a coherent national STEM education strategy, better coordination of the numerous stakeholders and initiatives that build on each other rather than being isolated. The issue of quality is just as central: although many programmes already exist, their impact often remains unclear. Systematic quality development and, in particular, consistent impact measurement are crucial in order to identify and scale effective measures in the long term. In short, the report not only provides a diagnosis, but also emphasises the need to think about STEM promotion in a more strategic, networked and evidence-based way - precisely the aim of the academies' current work.