Why educating girls in STEM can change the world

We know that few interventions have the power and potential to change lives and communities as deeply as providing education to girls and women. I spoke today as part of the Australian delegation to the intergovernmental Group on Earth Observations (GEO) Ministerial Summit. GEO is a global community of more than 100 governments and 100 organisations working to integrate earth observation systems and infrastructure to create innovative solutions to major challenges. This is my message, in support of ensuring girls and women are deliberately included in science, technology, engineering and mathematics (STEM) education.

Education enhances individual and community financial independence, it improves children’s health outcomes, and it leads to more resilient, sustainable, and appropriate infrastructure. 

It’s pleasing, therefore, to note GEO’s interest in supporting the UNESCO commitment to gender equity in access to education.

But even in nations where every child is guaranteed a primary and secondary school education, such as Australia, the barriers to women’s participation in STEM are significant. Just 17 per cent of the Australian STEM workforce is female. Globally, Australia is performing better than most in this regard.

I would classify this imbalance as an emergency. Systems are being built right now – data analysis and machine learning, transportation and infrastructure, food and water security systems – that will shape the communities of the next few decades. We cannot afford to exclude from this system-building half of our communities, half of our brain-power. Excluding women and girls hurts everybody in the community and entrenches the cycle of disadvantage. Humanity cannot afford to exclude the female perspective any longer.

GEO’s programs and initiatives have potential to make a deep and lasting improvement for at-risk communities around the world – through drought information, capacity building, wildfire monitoring and warning systems, and through water sustainability, to name just a few. These initiatives will be made stronger and more likely to succeed by proactively involving girls and women at the community level, and by educating and empowering women to participate, and lead, in earth observation at all levels.

Those gathered here have the power to shift that balance.

By emulating proven approaches to systemic change, like Australia's answer to the Athena Swan program, SAGE. By introducing proven approaches to changing cultural norms and expectations, like the Superstars of STEM program. By appointing and resourcing high-profile individuals to advocate locally, nationally and globally, like Australia’s Ambassador for Women in STEM, Professor Lisa Harvey-Smith.

By genuinely committing to educating, including, supporting, mentoring, and celebrating girls and women in STEM, GEO and its member states can secure a strong, inclusive and effective future for earth observation science and technology.