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Foreword; Acknowledgements; Contents; List of Abbreviations; Chapter 1: Introduction; Part I: Change-Abled? Women Studying STEM; Reference; Chapter 2: Global Trends in Education; 2.1 The Gender Divide Is Slowly Decreasing Among STEM Students; 2.2 Catching Up: Middle East and North Africa, South-West Asia, Sub-Saharan Africa; 2.3 Sustaining: East Asia and Central and Eastern Europe; 2.4 Decreasing: North America and Western Europe, Latin America and Central Asia; References; Chapter 3: Catching Up: Middle East North Africa, Sub-Saharan Africa and South-West Asia
3.1 Middle East and North Africa (MENA): Against All Odds3.1.1 Overall Trend Analysis 2003-2013; 3.1.2 Engineering, Manufacturing and Construction (EMC) Analysis; 3.1.2.1 General Observations; 3.1.2.2 Countries ́Observations; 3.1.3 Science Analysis; 3.1.3.1 General Observations; 3.1.3.2 Countries ́Observations; 3.1.4 Agriculture Analysis; 3.1.4.1 General Observations; 3.1.4.2 Countries ́Observations; 3.1.5 Health and Welfare Analysis; 3.1.5.1 General Observations; 3.1.5.2 Countries ́Observations; 3.1.6 Insights from PISA Results
3.1.6.1 Science: In Jordan, Qatar and Tunisia, Girls Have Better Results in Science than Boys and Are Confident in Their Abili...Performance: In Jordan and Qatar, Girls ́Results in Science Are Higher Than Those of Boys; Evolution: In Tunisia and Qatar, Girls ́Level in Science Has Increased Very Significantly Between 2006 and 2012; Skills: Girls Outperform Boys in All Three Core Science Skills; Self-Perception: Girls Demonstrate a Reasonable Level of Confidence; 3.1.6.2 Math: In Qatar and Jordan, Girls Outperform Boys in Math, but They Evaluate Their Abilities Lower
Performance and Evolution: Results from the Math Assessment Reflect Boys ́Outperformance in MathIn Qatar and Jordan, Girls Outperform Boys in Core Mathematical Skills; Girls Evaluate Themselves Slightly Less Positively in a Scholar Environment; 3.1.6.3 Transversal Skills: There Is No Gender Gap Between Girls and Boys in Problem Resolution; Problem Resolution Ability: Girls from the United Arab Emirates Have Better Results; Multidisciplinary: Equal Number of Boys and Girls from Jordan, Qatar and Tunisia Performing Well in Three Disciplines; 3.1.7 Insights from Yfactor Survey 2014
3.1.7.1 Comparison of Key Prescribers Between Men and Women in MENA Countries3.1.7.2 Comparison of Key Prescribers Between Women from MENA and OECD Countries; 3.2 South and West Asia: Less Is More; 3.2.1 Overall Analysis; 3.2.1.1 Overall Trend Analysis 2003-2013; 3.2.2 Engineering, Manufacturing and Construction (EMC) Analysis; 3.2.2.1 General Observations; 3.2.2.2 Countries ́Observations (Table 3.9); 3.2.3 Science Analysis; 3.2.3.1 General Observations; 3.2.3.2 Countries ́Observations (Tables 3.10 and 3.11); 3.2.4 Agriculture Analysis; 3.2.4.1 General Observations
3.1 Middle East and North Africa (MENA): Against All Odds3.1.1 Overall Trend Analysis 2003-2013; 3.1.2 Engineering, Manufacturing and Construction (EMC) Analysis; 3.1.2.1 General Observations; 3.1.2.2 Countries ́Observations; 3.1.3 Science Analysis; 3.1.3.1 General Observations; 3.1.3.2 Countries ́Observations; 3.1.4 Agriculture Analysis; 3.1.4.1 General Observations; 3.1.4.2 Countries ́Observations; 3.1.5 Health and Welfare Analysis; 3.1.5.1 General Observations; 3.1.5.2 Countries ́Observations; 3.1.6 Insights from PISA Results
3.1.6.1 Science: In Jordan, Qatar and Tunisia, Girls Have Better Results in Science than Boys and Are Confident in Their Abili...Performance: In Jordan and Qatar, Girls ́Results in Science Are Higher Than Those of Boys; Evolution: In Tunisia and Qatar, Girls ́Level in Science Has Increased Very Significantly Between 2006 and 2012; Skills: Girls Outperform Boys in All Three Core Science Skills; Self-Perception: Girls Demonstrate a Reasonable Level of Confidence; 3.1.6.2 Math: In Qatar and Jordan, Girls Outperform Boys in Math, but They Evaluate Their Abilities Lower
Performance and Evolution: Results from the Math Assessment Reflect Boys ́Outperformance in MathIn Qatar and Jordan, Girls Outperform Boys in Core Mathematical Skills; Girls Evaluate Themselves Slightly Less Positively in a Scholar Environment; 3.1.6.3 Transversal Skills: There Is No Gender Gap Between Girls and Boys in Problem Resolution; Problem Resolution Ability: Girls from the United Arab Emirates Have Better Results; Multidisciplinary: Equal Number of Boys and Girls from Jordan, Qatar and Tunisia Performing Well in Three Disciplines; 3.1.7 Insights from Yfactor Survey 2014
3.1.7.1 Comparison of Key Prescribers Between Men and Women in MENA Countries3.1.7.2 Comparison of Key Prescribers Between Women from MENA and OECD Countries; 3.2 South and West Asia: Less Is More; 3.2.1 Overall Analysis; 3.2.1.1 Overall Trend Analysis 2003-2013; 3.2.2 Engineering, Manufacturing and Construction (EMC) Analysis; 3.2.2.1 General Observations; 3.2.2.2 Countries ́Observations (Table 3.9); 3.2.3 Science Analysis; 3.2.3.1 General Observations; 3.2.3.2 Countries ́Observations (Tables 3.10 and 3.11); 3.2.4 Agriculture Analysis; 3.2.4.1 General Observations