Abstract

High quality postgraduate training in science, technology, engineering and mathematics (STEM) related disciplines in sub-Saharan Africa (SSA) is important to strengthen research evidence to advance development and ensure countries achieve the Sustainable Development Goals (SDGs). Equally, participation of women in STEM careers is vital, to ensure that countries develop economies that work for all their citizens. However, women and girls remain underrepresented in STEM due to gender stereotyping, lack of visible role models, and unsupportive policies and work environments. Therefore, there is a need to consolidate information on participation and experiences of women in STEM related postgraduate training and careers in SSA to enhance their contribution to realizing the SDGs. The primary objective of this study is to examine the participation and experiences of women in postgraduate training, and their subsequent recruitment, retention and progression in STEM careers in East Africa. A secondary objective is to establish the gender gaps in training and career engagement in selected STEM related academic disciplines in East Africa. The descriptive study will employ a mixed methods approach, including a scoping review, qualitative interviews, and quantitative analysis of secondary data. We will synthesize results to inform the development of an effective gendered approach and framework to improve participation and experiences of women in STEM training and career engagements in SSA. We will conduct the study over a period of five years.

Geographic coverage

Regional coverage (East Africa Region)

Analysis unit

Individual Women in STEM

Universe

Qualitative data: Women in Science Technology Engineering and Mathematics (STEM) in postgraduate training and career Quantitative data: Postgraduate students, faculty, reseachers and supervisors (both men and women) in STEM in Inter-University Council for East Africa (IUCEA) member Universitiies

Sampling procedure

The study utilized a purposive sampling technique and targeted all universities that offered doctoral programs in applied sciences, technology, engineering, and mathematics. At the time, only 23 of the 74 universities in Kenya—equivalent to 30%—offered doctoral degrees in STEM. It was assumed that a similar or lower percentage would be found in the other five countries, namely Uganda, Tanzania, Rwanda, Burundi, and South Sudan.

Purposive sampling was used to recruit participants from purposively selected universities and national higher education commissions and agencies for the study. In universities, all students enrolled in doctoral programs in STEM were considered. Additionally, female and male students' lecturers, supervisors, mentors, and other faculty members and researchers in the identified institutions were also considered for participation in the study.

Purposive sampling of doctoral students, faculty, and early career researchers (post-doctoral fellows within the first six years since receiving their PhD) was conducted using the following inclusion criteria:

Inclusion criteria i. Worked in a STEM field/discipline ii. Enrolled in a doctoral program within a STEM field iii. Early career researchers in a STEM field in research organizations iv. Faculty in a STEM field at a university

Additionally, registrars, postgraduate training coordinators, heads of departments, and officials from national agencies and ministries related to postgraduate training and research were purposively selected from all the identified universities to provide input on existing policies, guidelines, and enrollment data. For each of the mentioned groups, 7-12 interviews were conducted, totaling 60 interviews.

Sampling deviation

Qualitative For the Key informant interviews one participant was interviewed from the engineers board despite the scope being Inter-University Council for East Africa (IUCEA) member Universities.

Quantitative The online survey was completed by some researchers not working/teaching in IUCEA member universities

Mode of data collection

Other [oth]

Research instrument

Quantitative data collection A. Online Survey This was carried out through an online survey questionnaire that was circulated via email and other digital platforms such as WhatsApp. The questionnaire had various parts: Part A - Participants characteristics This section mainly collected demographic details such as age, gender, nationality, residence, marital status, income, highest level of education completed, year of study, supervision and mentoship relationship, field of study in STEM (Science, Technology, Enginnering and Mathematics), mode of funding of postgraduate degree,

Part B - Status of Gender equality This section collected information on students enrollment and graduation in masters and PhD in STEM looking at gender distribution,

Part C - Factors that contribute to participation of women in STEM This section collected information on the factors or situations encountered while pursuing career in STEM in your specific discipline

Part D - Strategies for Optimizing Women's Engagement in STEM This section collected information on the strategies can maximize engagement of women in STEM training PhD level and subsequent careers

Part E - Effect of the COVID-19 pandemic on women's progression In this section collected information on COVID-19 pandemic affect on research progress or deadline for submission of thesis, COVID-19 pandemic affect on current research funding, COVID-19 pandemic caused researchers to work from home, working from affected progress in studies, any direct responsibilities caring for children, number of children being taken care of, change of domestic work responsibilities since the COVID-19 outbreak, change of domestic work responsibilities since the COVID-19 outbreak on studies, COVID-19 pandemic affect on access to these research tools which inlude: Computer or laptop, Reliable Internet, Assistive Technology, Laboratory equipment, University Library, Archives/special collections and Access to patients/research participants. It als collected information on: any benefits to COVID-19 pandemic for your work, some ways one thinks their supervisor or line manager could support or help one manage the impacts of COVID-19 on studies

The questionnaire was developed in English and was latertranslated into French to accommodate the French speaking countries i.e Burundi and Rwanda. The French questionnaire was backtlanslated to English to ensure the questions still maintained their original meaning. This work was done by an external consultant and the French questionnaires were reviewed by the research assistant from Burundi and tested among postgraduate students in Light University.

All questionnares and modules are provided as external resources.

Cleaning operations

Qualitative The data was collected through qualitative interviews (In-depth interviews) and focus group discussions. They were audio recorded and the recordings were transcribed on Ms Ofiice.The transcript were subjected to data quality checks and the clean transcripts were anonyzed for data protection.

QUANTITATIVE Secondary data The data was collected from the five countries in an Ms Excel designed data abstraction sheet. The data abstraction sheet helped the universities administrators and rergistrars to directly enter the data only in the required field and for the defined or specific variables. For the dataset that was in hardcopy format the data entry was also done using the data abstraction sheets. The data sets were subjected to data quality checks for data quality. We used a standard template to ensure data editing took place during data entry.

Online survey Data entry was in form of responding to the survey. Data editing was done while cleaning the data.

Response rate

Quantitaive The online survey link was circulated using contacts within universities and research institutions in East Africa via email and social media platforms such as WhatApp hence it is impossible to track those who received the survey and hence it is not possible t calculate the survey response rate.

Sampling error estimates

NA

Graduation of college-level certificate students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

Math Enrichment Market Outlook

According to our latest research, the global math enrichment market size reached USD 5.8 billion in 2024 and is expected to grow at a robust CAGR of 8.2% from 2025 to 2033, culminating in a forecasted market value of USD 11.1 billion by 2033. This growth trajectory is driven by the escalating demand for supplemental educational resources and innovative learning platforms that cater to diverse learner needs across the globe. The increasing focus on STEM (Science, Technology, Engineering, and Mathematics) education and the integration of technology in teaching methodologies are pivotal factors propelling the expansion of the math enrichment market.

One of the primary growth drivers for the math enrichment market is the global emphasis on enhancing mathematical proficiency among students, as nations recognize the critical role mathematics plays in fostering logical thinking, problem-solving, and analytical skills. Governments and educational institutions are investing heavily in curriculum development and enrichment programs to bridge learning gaps and prepare students for competitive academic and professional environments. Furthermore, the proliferation of standardized testing and international assessments has intensified the need for effective math enrichment solutions, pushing parents and schools to seek advanced resources that go beyond conventional classroom teaching.

The rapid digital transformation within the education sector has led to the widespread adoption of online learning platforms and interactive educational tools, further fueling the growth of the math enrichment market. The accessibility and flexibility offered by digital resources, such as online tutoring services, educational games, and adaptive learning platforms, have democratized access to quality math education. These solutions cater to various learning styles and paces, enabling personalized learning experiences and improving student outcomes. The integration of artificial intelligence and data analytics in math enrichment products also allows for real-time feedback and performance tracking, making learning more engaging and effective.

Another significant growth factor is the rising demand for lifelong learning and adult education, as professionals seek to upskill and reskill in an increasingly competitive job market. Math enrichment programs designed for adult learners are gaining traction, particularly in sectors where mathematical competence is essential. Additionally, the expansion of global e-learning ecosystems and the increasing collaboration between educational technology companies and traditional institutions are creating new opportunities for market players to innovate and diversify their offerings. These trends collectively underscore the dynamic evolution of the math enrichment market and its pivotal role in shaping the future of education.

From a regional perspective, North America currently leads the global math enrichment market, accounting for a significant share due to its advanced educational infrastructure, high digital adoption rates, and strong presence of leading market players. However, the Asia Pacific region is witnessing the fastest growth, driven by large student populations, rising disposable incomes, and government initiatives aimed at improving educational outcomes. Europe also holds a substantial market share, supported by robust investments in educational technology and increasing awareness about the benefits of math enrichment. The Middle East & Africa and Latin America are emerging as promising markets, fueled by ongoing educational reforms and the gradual adoption of digital learning solutions.

Product Type Analysis

The math enrichment market is segmented by product type into workbooks, online platforms, tutoring services, educational games, and others. Workbooks remain a staple in the market, offering structured practice and reinforcement of mathematical concepts. These resources are widely used in both classroom and home settings, provi

Graduation of college-level diploma students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well. The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994. Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school. In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey. There were no surveys conducted in 2012 or 2013. Beginning in 2014 the LSAY was funded by the National Institute on Aging for five years. This data release adds the 2017 data to the previous data release that included data through 2016. The public release data files include information collected from the national probability sample students, their parents, and the science and mathematics teachers in the students' schools. The data covers the initial seven years, beginning in the fall of 1987, as well as the data collected in the

Many studies demonstrate that there is still a significant gender bias, especially at higher career levels, in many areas including science, technology, engineering, and mathematics (STEM). We investigated field-dependent, gender-specific effects of the selective pressures individuals experience as they pursue a career in academia within seven STEM disciplines. We built a unique database that comprises 437,787 publications authored by 4,292 faculty members at top United States research universities. Our analyses reveal that gender differences in publication rate and impact are discipline-specific. Our results also support two hypotheses. First, the widely-reported lower publication rates of female faculty are correlated with the amount of research resources typically needed in the discipline considered, and thus may be explained by the lower level of institutional support historically received by females. Second, in disciplines where pursuing an academic position incurs greater career risk, female faculty tend to have a greater fraction of higher impact publications than males. Our findings have significant, field-specific, policy implications for achieving diversity at the faculty level within the STEM disciplines.

The global STEAM Education market is experiencing robust growth, driven by an increasing global emphasis on technology and innovation. This educational approach, integrating Science, Technology, Engineering, Arts, and Mathematics, is crucial for developing critical thinking and problem-solving skills for future workforces. Governments and educational institutions worldwide are significantly investing in STEAM programs, fueling market expansion. The integration of advanced technologies like AI and VR is making learning more interactive and effective. While North America currently leads the market, emerging economies in the Asia-Pacific and African regions are demonstrating rapid adoption, promising significant future growth and opportunities for market players.

Key strategic insights from our comprehensive analysis reveal:

The market is projected for strong, sustained growth, with a global CAGR of 10.24% from 2021 to 2033, indicating a consistent and rising demand for integrated learning solutions.
While North America holds the largest market share, emerging regions like Africa and South America are exhibiting high CAGRs, signaling untapped growth potential and a shifting market landscape.
Technology is a primary catalyst, with the integration of AI, gamification, and hands-on learning tools becoming a key trend. Success for manufacturers will hinge on creating accessible, engaging, and technologically advanced educational content and platforms.

Strategic Recommendations for Manufacturers Manufacturers should prioritize the development of scalable and cost-effective STEAM solutions to penetrate emerging markets in Africa and South America. Creating comprehensive teacher training programs and professional development resources is crucial to address the skills gap and ensure effective product implementation. Strategic partnerships with governmental bodies and educational institutions will be vital for aligning products with curriculum standards and securing large-scale adoption. Furthermore, focusing on the integration of cutting-edge technologies like AI-driven personalization and gamification will enhance user engagement and provide a competitive edge in a crowded marketplace. Market Dynamics of STEAM Education Market

Key Drivers of STEAM Education Market

Supportive policies and funding allocations from governments to increase sales

Supportive policies and funding allocations from governments play a crucial role in driving sales and adoption of STEAM education initiatives. As governments recognize the importance of equipping students with skills for the future workforce, they allocate resources to integrate STEAM into educational curricula. Financial incentives for schools and institutions to implement STEAM programs encourage widespread adoption and investment in necessary infrastructure, technology, and training for educators. Additionally, grants and subsidies provide opportunities for schools in underserved areas to access STEAM resources, promoting inclusivity and equity in education. Government policies mandating STEAM integration or offering tax incentives for businesses supporting STEAM initiatives further incentivize the private sector to invest in educational partnerships and programs. Overall, government support fosters a conducive environment for the growth of the STEAM education market by addressing financial barriers and promoting awareness of its importance in preparing future generations for success.

Rising awareness among parents about the importance of holistic education to drive the growth

Rising awareness among parents about the importance of holistic education is a significant driver fuelling the growth of the STEAM education market. Parents today seek educational approaches that go beyond traditional academic subjects, recognizing the value of nurturing creativity, critical thinking, and problem-solving skills in their children. They understand that STEAM education provides a comprehensive approach to learning, integrating science, technology, engineering, arts, and mathematics to prepare students for the complexities of the modern world. As parents become more informed about the benefits of STEAM education, they actively seek out schools and programs that offer such opportunities for their children. This increasing demand not only influences enrolment in STEAM-focused institutions but also drives investment in educational resources and extracurricular...

According to Cognitive Market Research, The Global Scientific Calculator market will grow at a compound annual growth rate (CAGR) of 5.80%from 2023 to 2030.

The demand for scientific calculator market is rising due to theincreasing popularity of handheld scientific calculators, which are valued for their compact size and user-friendly interface.
Demand for education remains higher in thescientific calculator market.
The solar cell calculator category held the highest scientific calculator market revenue share in 2023.
North America will continue to lead, whereas the Asia Pacific scientific calculator market will experience the strongest growth until 2030.

Increasing Emphasis on STEM Education to Provide Viable Market Output

The Scientific Calculator market is the rising emphasis on STEM (Science, Technology, Engineering, and Mathematics) education worldwide. Educational institutions, from schools to universities, are integrating STEM-focused curricula to prepare students for careers in fields like engineering, mathematics, computer science, and natural sciences. Scientific calculators are indispensable tools for students studying these subjects.

Texas Instruments Incorporated has unveiled an enhanced version of its TI-Nspire CX II line of graphing calculators. These calculators come with upgraded coding and math capabilities, providing users with improved functionality.

They enable complex calculations, graphing, and problem-solving, fostering a deeper understanding of scientific concepts. As the demand for STEM professionals continues to grow, the need for scientific calculators is escalating. Manufacturers are responding to this trend by developing calculators tailored specifically for STEM disciplines, incorporating advanced features such as multifunctionality, high-resolution screens, and compatibility with specialized software.

Technological Advancements and Integration of Graphing Capabilities to Propel Market Growth

The integration of advanced technological features, particularly graphing capabilities, is a significant driver in the Scientific Calculator market. Modern scientific calculators not only perform intricate calculations but also visualize data through interactive graphs and charts. This integration is invaluable for students and professionals in various fields, enabling them to comprehend complex mathematical relationships and analyze data effectively. Graphing calculators are widely used in fields such as engineering, physics, and statistics, allowing users to plot functions, analyze trends, and solve equations graphically. Moreover, the integration of touchscreen interfaces, intuitive software, and wireless connectivity has enhanced user experience, making these calculators more versatile and user-friendly.

Increasing Usage in Professional Fields Drives the Market

Market Dynamics Of the Scientific Calculator

Key Drivers for Scientific Calculator

Growing Need in Academic Institutions and STEM Education: In secondary and tertiary education, scientific calculators continue to be essential resources, particularly in STEM (science, technology, engineering, and mathematics) programs. They are in constant demand across international educational institutions due to their ability to handle complex functions, including logarithms, trigonometry, and statistical analysis, which makes them crucial for students getting ready for professional coursework and standardized tests. Exam regulations enforced by the government that promote non-programmable calculators: Exam boards in a number of nations prohibit the use of internet-enabled or programmable devices during exams. Many high school and college exams, particularly in Asia and Europe, require scientific calculators that meet these standards. Notwithstanding the widespread availability of digital alternatives, this regulatory framework encourages continued use.

Key Restraints for Scientific Calculator

Growing Use of Calculator Apps and Smartphones: In developed markets, students and casual users are no longer in need of physical calculators due to the increasing accessibility of smartphones and the availability of free scientific calculator applications. Sales are being impacted by this digital substitution, especially in urban areas where mobile device usage is prevalent. Cost Sensitivity in Markets Aware of Prices: The cost-effectiveness of electronic learning resources i...

Professional organizations in STEM (science, technology, engineering, and mathematics) can use demographic data to quantify recruitment and retention (R&R) of underrepresented groups within their memberships. However, variation in the types of demographic data collected can influence the targeting and perceived impacts of R&R efforts - e.g., giving false signals of R&R for some groups. We obtained demographic surveys from 73 U.S.-affiliated STEM organizations, collectively representing 712,000 members and conference-attendees. We found large differences in the demographic categories surveyed (e.g., disability status, sexual orientation) and the available response options. These discrepancies indicate a lack of consensus regarding the demographic groups that should be recognized and, for groups that are omitted from surveys, an inability of organizations to prioritize and evaluate R&R initiatives. Aligning inclusive demographic surveys across organizations will provide baseline data that can be used to target and evaluate R&R initiatives to better serve underrepresented groups throughout STEM.

Methods We surveyed 164 STEM organizations (73 responses, rate = 44.5%) between December 2020 and July 2021 with the goal of understanding what demographic data each organization collects from its constituents (i.e., members and conference-attendees) and how the data are used. Organizations were sourced from a list of professional societies affiliated with the American Association for the Advancement of Science, AAAS, (n = 156) or from social media (n = 8). The survey was sent to the elected leadership and management firms for each organization, and follow-up reminders were sent after one month. The responding organizations represented a wide range of fields: 31 life science organizations (157,000 constituents), 5 mathematics organizations (93,000 constituents), 16 physical science organizations (207,000 constituents), 7 technology organizations (124,000 constituents), and 14 multi-disciplinary organizations spanning multiple branches of STEM (131,000 constituents). A list of the responding organizations is available in the Supplementary Materials. Based on the AAAS-affiliated recruitment of the organizations and the similar distribution of constituencies across STEM fields, we conclude that the responding organizations are a representative cross-section of the most prominent STEM organizations in the U.S. Each organization was asked about the demographic information they collect from their constituents, the response rates to their surveys, and how the data were used.

Survey description

The following questions are written as presented to the participating organizations.

Question 1: What is the name of your STEM organization?

Question 2: Does your organization collect demographic data from your membership and/or meeting attendees?

Question 3: When was your organization’s most recent demographic survey (approximate year)?

Question 4: We would like to know the categories of demographic information collected by your organization. You may answer this question by either uploading a blank copy of your organization’s survey (linked provided in online version of this survey) OR by completing a short series of questions.

Question 5: On the most recent demographic survey or questionnaire, what categories of information were collected? (Please select all that apply)

Disability status Gender identity (e.g., male, female, non-binary) Marital/Family status Racial and ethnic group Religion Sex Sexual orientation Veteran status Other (please provide)

Question 6: For each of the categories selected in Question 5, what options were provided for survey participants to select?

Question 7: Did the most recent demographic survey provide a statement about data privacy and confidentiality? If yes, please provide the statement.

Question 8: Did the most recent demographic survey provide a statement about intended data use? If yes, please provide the statement.

Question 9: Who maintains the demographic data collected by your organization? (e.g., contracted third party, organization executives)

Question 10: How has your organization used members’ demographic data in the last five years? Examples: monitoring temporal changes in demographic diversity, publishing diversity data products, planning conferences, contributing to third-party researchers.

Question 11: What is the size of your organization (number of members or number of attendees at recent meetings)?

Question 12: What was the response rate (%) for your organization’s most recent demographic survey?

*Organizations were also able to upload a copy of their demographics survey instead of responding to Questions 5-8. If so, the uploaded survey was used (by the study authors) to evaluate Questions 5-8.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu). The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS), The Organisation for Economic Co-operation and Development (OECD) and, The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants, Learning mobility, Education personnel, Education finance, Graduates, Language learning. Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions: ISCED level of education, Sex, Age or age group, NUTS1 and NUTS2 regions, Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase, Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase, Programme orientation (general/academic or vocational/professional), Type of vocational programme (school-based only or combined school and work-based), Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education), Field of education (ISCED-F13). Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)): Participation rates by age or by age groups as % of corresponding age population. Participation rates by age as % of total population. Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page. Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2). Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100). Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page. Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators. Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators. Students in education aged 30 and over - per 1000 of corresponding age population Expected school years of pupils and students at different levels of education Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions Distribution of students in different fields of education Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions D...

Protractor Clear Market Outlook

According to our latest research, the global Protractor Clear market size reached USD 512.4 million in 2024, with a robust CAGR of 4.9% projected from 2025 to 2033. By the end of 2033, the market is anticipated to reach USD 791.8 million, driven by increasing demand across educational, engineering, and architectural sectors. This growth is primarily attributed to rising investments in educational infrastructure, widespread adoption of precision measurement tools in technical fields, and the proliferation of e-commerce platforms facilitating broader product accessibility.

One of the most significant growth factors in the Protractor Clear market is the expanding educational sector globally. The surge in school enrollments, particularly in developing economies, has led to an increased requirement for mathematical instruments, including clear protractors. Governments and private institutions are investing in quality educational resources to enhance learning outcomes, which directly boosts the demand for durable and accurate protractors. Furthermore, educational reforms emphasizing STEM (Science, Technology, Engineering, and Mathematics) education have amplified the need for precise measurement tools, thus fueling market expansion. The integration of protractors into digital learning kits and the emphasis on hands-on learning experiences also contribute significantly to the market's upward trajectory.

Another key driver is the growing application of clear protractors in engineering and architectural fields. These industries require high-precision instruments for drafting, designing, and technical drawing, making clear protractors indispensable. The trend towards digitization in these sectors has not diminished the need for manual tools; instead, it has complemented their use, especially in preliminary design stages and educational training. The demand for high-quality, durable, and accurate protractors from professionals and students alike continues to rise, particularly with the increasing complexity of design projects. Innovations in material technology, such as the development of scratch-resistant and anti-glare protractors, are also enhancing product appeal and market growth.

The proliferation of online sales channels has transformed the distribution landscape for the Protractor Clear market. E-commerce platforms provide consumers with easy access to a wide variety of protractors, catering to different preferences and price points. The convenience of online shopping, coupled with the availability of product reviews and detailed specifications, has empowered buyers to make informed decisions. This shift has also enabled manufacturers and retailers to reach a broader customer base, including remote and underserved regions. The increasing penetration of internet connectivity and the rise of digital literacy are expected to further accelerate online sales, driving overall market growth in the coming years.

From a regional perspective, Asia Pacific dominates the Protractor Clear market, accounting for the largest share in 2024. This dominance is attributed to the region's large student population, rapid urbanization, and significant investments in educational infrastructure. North America and Europe also hold substantial market shares, driven by advanced educational systems and strong demand from the engineering and architectural sectors. Latin America and the Middle East & Africa are witnessing steady growth, supported by ongoing educational reforms and increasing awareness about the importance of quality learning tools. The regional outlook remains positive, with Asia Pacific expected to maintain its lead, supported by favorable demographic trends and government initiatives promoting education.

In addition to protractors, other essential mathematical tools like the Compass with Pencil are gaining traction in educational and professional settings. The Compass with Pencil is indispensable for drawing precise circles and arcs, a fundamental requirement in geometry classes and technical drawing tasks. With the emphasis on accuracy and precision in STEM education, the demand for high-quality compasses is on the rise. These tools are not only crucial in classrooms but also in fields such as engineering and architecture, where detailed and accurate designs are paramount. The in

The Antarctic Meteorological Research and Data Center (AMRDC) project will create an Antarctic meteorological observational data repository and archive system based on an open source platform to manage data from submission to end-user retrieval. The new archival system will host both currently available datasets and campaign meteorological datasets deposited by other Antarctic investigators. Both real-time meteorological data and archive data from the repository (e.g. Antarctic composite satellite imagery, AWS observations, etc.) will be accessible on a newly constructed website. The project will engage undergraduate and graduate students in order to provide them with meaningful experiences that can translate to any science, technology, engineering, and mathematics (STEM) career path. Project participants and students will be involved in case studies, climatology reporting and development of whitepapers on related topics. The outcomes of this project revolve around data, and the students, researchers, and decision makers who all use and rely on Antarctic meteorological data. The AMRDC will not only be a resource for users, but it will also provide investigators a repository to place campaign datasets and meet NSF standards and requirements. This project also aims to give students Antarctic field experiences who are considering a career in science, technology, engineering and mathematics (STEM).

STEM Competitions Market Outlook

According to our latest research, the global STEM competitions market size reached USD 1.71 billion in 2024, reflecting a robust landscape shaped by increasing investments in educational enrichment and workforce development. The market is projected to expand at a CAGR of 10.2% from 2025 to 2033, driven by the rising emphasis on science, technology, engineering, and mathematics (STEM) education worldwide. By 2033, the STEM competitions market is forecasted to reach USD 4.07 billion. The acceleration in demand for STEM talent, coupled with the growing integration of digital learning platforms and enhanced educational outreach, continues to be a major growth factor fueling the marketÂ’s expansion.

One of the primary growth drivers for the STEM competitions market is the global push toward digital transformation and technological innovation. Governments, educational institutions, and private organizations are increasingly recognizing the critical importance of STEM skills for future economic development and competitiveness. As a result, there has been a significant increase in funding and resources allocated to STEM education, with competitions serving as a key strategy to engage students and nurture their interest in these fields. The proliferation of coding camps, robotics tournaments, and interdisciplinary science fairs further exemplifies the sectorÂ’s dynamic growth. These competitions not only foster creativity and problem-solving skills but also help bridge the gap between classroom learning and real-world applications, making STEM education more accessible and engaging for students of all ages.

Another significant factor propelling the growth of the STEM competitions market is the advent of online and hybrid competition formats. The COVID-19 pandemic accelerated the adoption of digital learning and remote participation, making STEM competitions more inclusive and accessible to students around the globe. Online platforms have enabled students from remote and underserved regions to participate in prestigious competitions, democratizing access to high-quality STEM experiences. This shift toward digital engagement has also allowed organizers to reach a broader audience, reduce logistical barriers, and leverage data analytics to personalize learning experiences. As technology continues to evolve, the integration of virtual reality, artificial intelligence, and gamified learning modules is expected to further enhance the appeal and effectiveness of STEM competitions, thereby driving sustained market growth.

Corporate partnerships and industry sponsorships represent another vital growth lever for the STEM competitions market. Leading technology companies, engineering firms, and scientific organizations are increasingly investing in STEM competitions as part of their talent pipeline development and corporate social responsibility initiatives. These partnerships often bring additional resources, mentorship opportunities, and exposure to cutting-edge technologies, enriching the overall competition experience. Furthermore, the growing trend of multidisciplinary competitions that blend robotics, coding, and engineering with entrepreneurship and design thinking is expanding the marketÂ’s scope and attracting a diverse range of participants. As the demand for STEM professionals continues to outpace supply, such initiatives are expected to play an increasingly central role in shaping the future workforce.

In recent years, the concept of a Robotics Esports Competition League has gained traction, reflecting the merging of competitive gaming with robotics. This innovative approach leverages the excitement of esports to engage students in robotics, offering a dynamic platform where coding, engineering, and strategic thinking converge. Such leagues provide students with the opportunity to showcase their skills in a competitive yet collaborative environment, fostering a sense of community and shared learning. The integration of esports elements into robotics competitions not only enhances student engagement but also prepares them for future careers in technology-driven fields. As these leagues continue to evolve, they are expected to play a significant role in expanding the reach and appeal of STEM education, particularly among tech-savvy youth.

From a regional perspective, North Ame

Abstract (en): Every year, 150,000 disadvantaged students do not attend college, even though their aspirations, grades, and test scores would predict otherwise. Census data indicates that the percentage of students from low-income families enrolling in higher education immediately after graduating has declined by 10 percentage points since 2008. The College Ambition Program (CAP) was created to change the college trajectory of these high needs populations in fourteen public urban and rural high schools. In the first phase of study, CAP provides an integrated program of academic, social, and financial resources designed to build a college-going culture within a school by shaping adolescents’ aspirations and knowledge of corresponding educational requirements for a given career path, with a particular emphasis on science, technology, engineering, and mathematics (STEM). The CAP has four major components in the intervention design: (1) mentoring and tutoring; (2) course counseling and college advising; (3) financial aid guidance; and (4) college visits. Data were collected employing surveys, interviews, site-coordinator contact log, and student sign-in sheet. The surveys were verified with administrative data from Michigan and allowed us to examine treatment effect of CAP school compared to control schools. This study applied a difference-in-difference method with propensity matching to evaluate the impact of the CAP on two-year, four year and overall college enrollment from 2013-14 to 2016-17. Our results suggest that a 6.8 percent increase in the overall college enrollment, a 9.4 percent increase in the two-year college enrollment and a 2.01 percent increase in the four-year college enrollment. The second phase of the CAP is developing a digitized platform that monitors personalized learning in various in-and out-of-school experiences. By offering over 3,000 students opportunities to participate in the randomized control trials of personalized learning in college application, and STEM preparation, the anticipate outcome is to increase college enrollment in STEM fields of low-income and minority students. Funding insitution(s): National Science Foundation (DRL-1316702).

The Indic MMLU dataset is a multilingual adaptation of the Massive Multitask Language Understanding (MMLU) benchmark developed to evaluate the reasoning, knowledge comprehension, and multilingual capabilities of Large Language Models (LLMs) across Indian languages. The dataset consists of professionally translated and quality-filtered multiple-choice question-answer pairs spanning diverse academic and professional domains, including science, mathematics, history, law, medicine, engineering, humanities, and social sciences. The primary purpose of this dataset is to provide a standardized benchmark for assessing model performance in low-resource and linguistically diverse Indic settings. The dataset enables research in multilingual NLP, cross-lingual transfer learning, language alignment, and culturally grounded AI evaluation. The dataset was generated through a structured pipeline involving machine-assisted translation of the original English MMLU benchmark into selected Indic languages, followed by extensive quality filtering using translation evaluation metrics such as BLEU, chrF++, and TER. Additional validation steps were applied to preserve semantic fidelity, answer consistency, and linguistic fluency. The final data is provided in standardized machine-readable formats suitable for benchmarking and downstream evaluation workflows. Indic MMLU is intended for researchers, academic institutions, and industry practitioners working on multilingual AI systems, Indic language technologies, and large-scale language model evaluation. By extending a widely recognized benchmark into Indian languages, the dataset contributes toward more inclusive, representative, and culturally relevant evaluation standards for modern AI systems

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education. For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu). The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection: The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS), The Organisation for Economic Co-operation and Development (OECD) and, The Statistical Office of the European Union (EUROSTAT). The following topics are covered: Pupils and students – Enrolments and Entrants, Learning mobility, Education personnel, Education finance, Graduates, Language learning. Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions: ISCED level of education, Sex, Age or age group, NUTS1 and NUTS2 regions, Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase, Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase, Programme orientation (general/academic or vocational/professional), Type of vocational programme (school-based only or combined school and work-based), Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education), Field of education (ISCED-F13). Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)): Participation rates by age or by age groups as % of corresponding age population. Participation rates by age as % of total population. Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page. Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2). Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100). Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page. Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators. Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators. Students in education aged 30 and over - per 1000 of corresponding age population Expected school years of pupils and students at different levels of education Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions Distribution of students in different fields of education Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions D...

This dataset tracks employed persons with tertiary education in science, technology, engineering, and mathematics fields, broken down by occupation across the European Union and member states. Understanding the distribution of STEM-educated talent across different occupations reveals how advanced economies allocate their highest-skilled human capital and identifies sectoral demand for specialized expertise.

The dataset covers 28 European entities with 1,568 data records spanning from 2021 to 2024. All 28 entities, including Austria, Belgium, Bulgaria, Cyprus, and the Czech Republic, reported data through 2024. This comprehensive geographic and temporal scope enables both cross-country comparisons of STEM employment patterns and analysis of how occupational distribution shifted across the four-year period.

Researchers and labor economists use this data to understand workforce composition, identify skills gaps, and forecast demand for STEM talent by occupation type. Policymakers reference occupational breakdowns to guide education and immigration strategies, while business analysts track employment trends to anticipate hiring needs in specialized technical roles. The data reveals whether STEM graduates concentrate in engineering and computing roles or distribute across broader professional occupations.

This publicly available Eurostat resource supports evidence-based workforce planning, academic research on skills markets, and strategic business intelligence for companies competing for technical talent across Europe.

Number of people in STEM (science, technology, engineering, and math and computer science) and BHASE (non-STEM) fields of study who worked in STEM, STEM-related or non-STEM occupations.

Sea level is observed to be rising at an increasing rate. A significant contribution during the past decades has been from mountain glaciers, but the contribution from the Greenland Ice Sheet is anticipated to become dominant in the near future. This contribution is delivered to the ocean as both meltwater and icebergs that melt in the fjords and coastal ocean around Greenland. These contributions vary spatially. The proposed work will develop a model of Greenland's contribution to sea level rise, constrain the model using observed data, and estimate contributions based on scenarios of future climate. The project will contribute to STEM (science, technology, engineering, and mathematics) workforce development by providing support for the training of two graduate students. It will also provide support for a beginning investigator during the formative years of his career. It will contribute to the community resources by maintaining and enhancing the open source Parallel Ice Sheet Model (PISM) code for community use. Four possible controls on outlet glacier systems dynamics have been identified: 1) Warming subsurface ocean water and/or increased subglacial runoff may increase submarine ice melting at the glacier-fjord interface; 2) Rigid sea ice and ice mélange (a mixture of sea ice and icebergs) may suppress calving, allowing for terminus advance; 3) The terminus position relative to subglacial topography (e.g., over-deepenings or sills) influences rates of retreat; and 4) Changes in the resistive stress caused by contact with the fjord walls and/or glacier bed can lead to terminus advance, retreat, and/or thinning. Previous simulations of ice sheet contributions to sea level rise have been limited by the insufficient spatial resolution of models and observational data, which prevented whole-ice sheet simulations to faithfully capture outlet glacier flow. Results to date are either obtained from regional models or from highly idealized flow line models that were upscaled to ice-sheet scale. Recent advances in ice sheet modeling, and the availability of high-resolution subglacial topography, now allow one to resolve individual outlet glacier flow in ice sheet-wide simulations. This project will use the framework of the open-source Parallel Ice Sheet Model (PISM), uni-directionally coupled to new high-resolution hindcasts of the atmosphere and ocean. This will provide a test bed for assessing, on a glacier-by-glacier basis: 1) what is the relative present-day influence of the four controls on outlet glacier flow and ice discharge; 2) what is the potential for a substantial increase in 21st century ice discharge; 3) what conditions would precipitate large changes (e.g., spatio-temporal distribution of ocean warming, enhanced surface runoff); and 4) what observations are required in support of a Greenland Ice Sheet Ocean Observing System to capture the forcing or onset of large changes? Comparison to available remotely-sensed and in-situ observations, including, but not limited to, time-series of surface velocities, surface elevation, and mass changes will serve as metrics of success. Simulations of the 21st century evolution of the Greenland Ice Sheet will then be performed, forced by available atmosphere-ocean projections, to provide realistic estimates of future ice discharge.

STEM Education Kit Market Outlook

According to our latest research, the global STEM Education Kit market size reached USD 1.92 billion in 2024, reflecting the rapid adoption of hands-on learning tools across educational settings. The market is expected to grow at a robust CAGR of 12.7% from 2025 to 2033, with forecasts projecting the market to achieve a value of USD 5.65 billion by 2033. This accelerated expansion is primarily fueled by the increasing emphasis on experiential learning, the integration of advanced technology into curricula, and growing support from governments and educational organizations worldwide for STEM education initiatives.

The burgeoning demand for STEM education kits is underpinned by a paradigm shift in educational methodologies. Traditional rote learning is gradually being replaced by interactive, project-based approaches that foster critical thinking, creativity, and problem-solving skills. STEM education kits, encompassing robotics, science, engineering, mathematics, and technology kits, provide tangible, real-world applications of theoretical concepts. These kits are instrumental in bridging the gap between classroom learning and practical implementation, enhancing student engagement and retention. The rising awareness among parents and educators about the benefits of early exposure to STEM subjects further propels the market, as does the proliferation of after-school programs and extracurricular clubs dedicated to science and technology.

Technological advancements have played a pivotal role in shaping the STEM education kit market landscape. The integration of artificial intelligence, IoT, and coding platforms into STEM kits has expanded their scope and appeal. Modern kits are increasingly customizable and modular, enabling educators to tailor content to different age groups and learning levels. The development of user-friendly kits that require minimal supervision has also contributed to their widespread adoption in both formal classroom settings and informal learning environments. Furthermore, the COVID-19 pandemic accelerated the adoption of e-learning and remote education tools, creating a surge in demand for at-home STEM kits that support homeschooling and self-paced learning.

Virtual STEM Labs for K-12 are revolutionizing the way students engage with science, technology, engineering, and mathematics. These labs provide an interactive and immersive learning environment where students can explore complex concepts through virtual simulations and experiments. By leveraging advanced technologies such as augmented reality and virtual reality, virtual STEM labs offer a unique opportunity for students to visualize and manipulate scientific phenomena that would otherwise be difficult to observe in a traditional classroom setting. This innovative approach not only enhances student understanding but also fosters a deeper interest in STEM fields, preparing them for future academic and career pursuits. As educational institutions continue to integrate digital tools into their curricula, virtual STEM labs are becoming an essential component of modern education, particularly in K-12 settings where foundational STEM skills are developed.

Government policies and funding initiatives have significantly contributed to the growth trajectory of the STEM education kit market. Countries across North America, Europe, and Asia Pacific have launched national strategies to promote STEM education, often including grants, subsidies, and curriculum reforms that encourage the use of educational kits. Partnerships between educational institutions, non-profit organizations, and technology companies have also played a vital role in expanding access to STEM resources, particularly in underserved and rural communities. As more stakeholders recognize the importance of equipping the next generation with STEM skills to meet future workforce demands, the market is poised for sustained expansion.

From a regional perspective, North America currently dominates the global STEM education kit market, accounting for the largest revenue share, followed closely by Europe and Asia Pacific. The market in Asia Pacific is expected to exhibit the fastest growth rate over the forecast period, driven by rising investments in education infrastructure, a large student population, and increasing adoption of digital learning tools. Latin America and the Middle East & Africa are also