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Swiss STEM promotion is reaching its limits - real change requires a systemic approach

Studien und Publikationen Technology education Further topics 10:08

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STEM promotion in Switzerland can only be fully effective if it is approached more strategically and broadly and is accompanied by progress in gender equality. This is shown by a new study conducted by the Swiss Academies of Arts and Sciences on behalf of the Swiss Parliament under the leadership of the SATW. Such an approach not only promises more skilled labour, but also brings benefits in other areas of society.

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Translated with DeepL

The most important findings at a glance

Individual support programmes are not enough - systemic changes are needed from education to the world of work. The key recommendations for action include

  1. National framework for action: A national strategy and a national competence centre should create synergies, coordinate STEM stakeholders and ensure the quality of measures.
  2. Strengthen interest in science: More events, low-threshold extracurricular programmes and targeted digital communication should promote interest in STEM and boost confidence in science.
  3. Schools as key players: Gender-appropriate teaching materials, targeted teacher training and skills in gender equality education are essential for effective STEM promotion.
  4. Involving business and civil society: Companies and civil society must be more closely networked, invest specifically in STEM programmes and actively promote diversity.
Portrait of Isabelle Metzger from the University of Basel

"Better coordination and strategic development of STEM promotion are levers for optimising existing measures. At the same time, they also ensure the broadest possible impact."

Susanne Metzger, Universität Basel

"Approaches that are still underutilised, such as gender budgeting, according to which funding and funding initiatives also take gender equality into account, could also ensure that the proportion of women and girls in STEM professions increases."

Isabelle Collet, Universität Genf

Why programmes for girls and women in STEM are not enough - structural obstacles and necessary reforms

  • A lack of structural reforms weakens empowerment programmes.
    Mentoring, safe spaces and female role models promote self-confidence, but only develop their full effect if they are combined with far-reaching structural changes at organisational level.
  • Reconciling work and family life remains a key hurdle.
    Without affordable childcare, flexible parental leave models and modern forms of work (e.g. mobile working, trust-based working hours), equal opportunities for women in STEM professions remain unattainable.
  • Women are still underrepresented in STEM degree programmes and management positions.
    Binding gender quotas - as the example of the Norwegian University of Science and Technology shows - can sustainably increase the proportion of women in STEM degree programmes and decision-making bodies.
  • Unequal distribution of public funds cements existing inequalities.
    Gender budgeting enables a gender-equitable distribution of funds, but is still politically blocked in many areas - despite its effectiveness - for example by the Federal Council.
  • Sexualised violence is an underestimated career risk.
    Effective protection for girls and women in educational and professional life can only be guaranteed through mandatory training, independent contact points and awareness-raising campaigns.
  • Structural barriers lead to unconscious self-selection.
    Many girls and women withdraw from STEM fields at an early stage - not because they are uninterested, but because of social expectations. Such barriers need to be analysed and removed through fair selection procedures, transparent career paths and inclusive learning environments. Measures such as gender-sensitive career counselling, teacher training and the use of gender-neutral teaching materials are necessary to break down existing role models.

Publication

Read the publication in German

Read the publication in French

Background to the study

The study was commissioned by SERI as part of postulate 22.3878 "Report and strategy to increase the proportion of women in STEM professions" and was written between January and October 2024. The methodology of the study includes literature analyses, statistical analyses and focus groups with stakeholders from education, politics and business. The aim of the study was to formulate effective recommendations for action for education policy and STEM stakeholders.

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Questions about the publication?

Edith Schnapper

Edith Schnapper

Head of Youth Promotion

+41 44 226 50 26 edith.schnapper@satw.ch

Project manager

Edith Schnapper (SATW)

Authors

Isabelle Collet (University of Geneva), Susanne Metzger (University of Basel, PH FHNW), Lora Naef (University of Geneva), Theres Paulsen (SCNAT, a+), Edith Schnapper (SATW), Stefan Vonschallen (PH FHNW)

Series of contributions to the publication

The series of articles accompanying the publication sheds light on the complex topic of STEM promotion from various perspectives:

 
Colourful MacBooks in a university course

Systemic approach for sustainable change in the STEM sector

Studien und Publikationen Technology education
 

The diverse role of the cantons in inclusive STEM promotion

Studien und Publikationen Technology education

FAQs on the study:

These FAQs provide a compact overview of key topics and facts from the original text. It helps to summarise important content in a comprehensible way, clarify key statements and provide targeted answers to frequently asked questions.

Social norms, gender stereotypes and a lack of female role models mean that girls often identify less with STEM and underestimate their abilities.

Curricula, teaching materials, the attitude of teachers and school organisation have a significant influence on whether children - especially girls - develop an interest in STEM.

Educational decisions are strongly influenced by social expectations. Boys tend to favour technical and production-related professions, girls social and service-oriented fields.

Lower self-confidence, stereotypical ideas about technical professions, sexism in everyday training and working life and a poorer work-life balance act as a deterrent.

Effective measures include early support, targeted programmes for girls, mentoring, quotas, gender-sensitive teaching, role models and changes to the institutional framework.

Through practical lessons, playful learning, experimental formats, reference to the real world and conveying the meaning and social relevance of technical professions.

Notwendig sind vielfältige Zugänge zu Inhalten, barrierefreie Angebote, gendersensible Sprache und Didaktik sowie gezielte Ansprache unterrepräsentierter Gruppen.

Children from educationally disadvantaged or socio-economically disadvantaged families have fewer opportunities for STEM education - for example due to a lack of prior knowledge, language barriers or limited access to support programmes.

There is a clear imbalance between vacancies and available skilled labour, particularly in IT, technology and engineering - especially at university of applied sciences and vocational training level.

What is needed is a coordinated STEM strategy, structural gender equality measures, promotion of work-life balance, targeted investment in education and training and better visibility of STEM contributions in society.