Analysis of STEM careers with a gender approach from the USAID-HEA Project in El Salvador

Abstract

This academic article focuses on analyzing the USAID Project: "Higher Education for Economic Growth" (HEA), implemented from 2014 to 2019. Specifically, it will focus on component two, named: "Enhanced Relevance and Quality of Curricula and Research", where one of its objectives was the updating and creation of new careers in the study programs of Higher Education Institutions (HEIs) to meet the needs of the industry as an important part of improving the country's economy and innovation. In these educational improvements, STEM careers (Science, Technology, Engineering, and Mathematics) play a predominant role, as they constitute the starting point for the training of future professionals who will be involved in the Salvadoran industry's workforce. Since STEM careers are predominantly studied by men, the project's provision of indicators related to the gender mainstreaming axis was investigated, aiming for significant incorporation of women in these careers using quantitative methods, with statistical data from the Ministry of Education and those provided by the project. Additionally, scholarships granted to both men and women were considered to determine if this contributed to the increased inclusion of women in STEM careers and if gender parity existed in the results obtained through the grants.