Today the proportion of women working in scientific and technological research is low in most European and associated countries, and in the near future, this low trend looks set to continue. The percentages of women graduate in mathematics, science and technology average 31% across Europe. Despite almost 30 years of efforts to attract girls into the physical sciences and engineering, they remain a minority. Eurobarometer 2008, conducted among 15–25-year-olds, showed that this population has a high level of interest and a positive view on science and technology (67%), but only a minority is considering scientific studies. Finally, available statistical data show that over the last 15 years most OECD economies (including the EU) have experienced a large increase in the number of students in higher education. However, the share of science and technology students has steadily declined over the same period. Some disciplines, such as mathematics or physical sciences, show particularly worrying trends. On the basis of the above information, it can be concluded that the scientific vocation among young students is decreasing, and the gender gap continues. Today, as European economies face a continuous transition towards a more technology-intensive model, key competences in science and technology are the key to developing the economic and social model of the future. The decline in motivation to study science and technology is therefore a major problem in Europe and requires action. The EMERGENT project has responded to this context by developing trainings aimed at professionals in the field of STEM education, both formal and informal, to review and strengthen the professional profile of these professionals, with the aim of promoting equity and inclusion in science education. Therefore, in the EMERGENT project, good practices have been shared among professionals and training activities have been developed, focusing on the identification of differences and the exchange of new ways to improve STEM education activities both in school and in out-of-school activities (science museums, for example). The partners themselves have designed and participated in several workshops on different topics, all of them related to gender awareness experiences and exchange of good practices. To ensure the relevance of the project, education stakeholders and policy makers from several countries have been invited to participate in the workshops. The materials used in the trainings have been disseminated through the project website and the results platform to any organisation interested in the above-mentioned areas.
Despite almost 30 years of efforts to attract girls to physical sciences and engineering, the gender gap in technological vocations remains. Moreover, while the demand for graduates in these fields continues to grow, the scientific and technological vocation among young students is decreasing. Responding to this need, the main objective of this project has been to raise and share good practices in STEM education with a gender perspective through an innovative training programme for educational agents related to STEM education. Eight organisations from eight European countries have participated, and the training materials have been published on the project website. The following organisations have participated: Elhuyar Foundation as coordinator (Spain), Experimentarium Science Museum (Denmark), HISA Science Museum (Slovenia), Nemo Science Museum (The Netherlands), European University of Cyprus (Cyprus), Hacettepe University (Turkey), NTNU University (Norway) and St Mary's University College (UK).Thus, the consortium has been formed by one science communication foundation, three science museums and four universities. All partners have participated in trainings in the areas of STEM education, innovative methodologies, gender perspective and/or teacher training. Through the trainings, participating staff have been able to adapt their daily practice of their STEM education activities directly with young people (formal classes in the case of universities, visits to science centres in the case of science museums). In addition, the training participants have been able to apply the new knowledge and content in the training they offer to secondary school teachers. Due to the pandemic situation caused by the arrival of covid-19, since its arrival, training has been carried out virtually.