Closing the Gender Gap in STEMTVET: South Asian Best Practices for Bangladesh

Bangladesh’s female participation in STEM and TVET fields remains critically low, with only about 21% of STEM graduates and under 15% of professionals being women, and female enrollment in TVET around 9-13% in public institutions. Addressing this requires systemic change shaped by lessons and examples from South Asia, where countries have initiated impactful programs to elevate women’s status in STEMTVET through cultural, institutional, and policy-level reforms.

South Asian Examples of Bridging Gender Gaps in STEMTVET

India: “KIRAN” Scheme and Women in Technical Trades

India’s Department of Science and Technology launched the “KIRAN” (Knowledge Involvement in Research Advancement through Nurturing) scheme, actively promoting women scientists across STEM fields. Additionally, the Ministry of Skill Development and Entrepreneurship encourages women’s participation in non-traditional trades, including heavy engineering and construction. Vocational training centers offering flexible, women-focused courses paired with scholarships have raised female enrollment and retention.​

Sri Lanka: Women-Friendly TVET Centers and Soft Skills Support

Sri Lanka established women-friendly TVET centers with gender-sensitive facilities, such as separate restrooms and childcare, creating a safe, supportive environment. Programs incorporate soft skills training, mentorship by female role models in STEM, and community outreach to families. This comprehensive ecosystem approach has raised female TVET enrollment rates to about 41% and helped many women secure STEM-related jobs.​

Nepal: Female Empowerment through Community-Based STEM Projects

Nepal integrates community involvement into STEM education for girls via local projects addressing real-world challenges like clean energy and agriculture. The government partners with NGOs to provide mobile training units that reach rural girls, offering hands-on STEM and green skills training. Role models from the local community inspire persistence, breaking gender stereotypes and increasing female TVET participation.​

Pakistan: Gender-Responsive Curriculum and Flexible Pathways

Pakistan’s technical education reform includes gender-responsive curricula, removing male-centric jargon and emphasizing collaboration and practical outcomes. TVET institutions offer scholarships and flexible pathways such as part-time and evening classes enabling women balancing family responsibilities to participate. The government collaborates with industries to ensure job placements, especially in ICT and renewable energy sectors.​

Implications and Adaptations for Bangladesh

Bangladesh can adapt these South Asian strategies by:

• Establishing women-friendly TVET infrastructure, ensuring safety and flexibility in course timing.

• Developing targeted scholarships and mentoring programs that represent local role models.

• Introducing gender-responsive curricula emphasizing real-world, meaningful STEM applications.

• Engaging families and communities via outreach, demonstrating STEM’s relevance to women’s aspirations.

• Creating public-private partnerships to link TVET with emerging sectors like green tech and ICT.

By embracing these proven regional approaches, Bangladesh can accelerate closing the gender gap in STEMTVET, leveraging both institutional reforms and cultural shifts for sustainable economic and social progress.