Integrating STEM education into all levels of schooling, starting from preschool, has significantly helped Singapore improve the participation rate of women in STEM fields.

We had a conversation about this topic with Mrs. Đậu Thuý Hà, co-founder of KidsOnline, a company that provides a cloud-based preschool management system, which was selected for the startup accelerator program of EduSpaze, a venture fund in Singapore.

Reporter: In a recent seminar on gender equality in education and STEM fields, you mentioned that Singapore’s implementation of STEM education in preschools since 2014 has significantly improved the participation rate of women in STEM careers. Could you explain exactly how this change has occurred?

Mrs. Đậu Thuý Hà: Singapore is known as the “smart nation” leading Southeast Asia, with the “Smart Nation” strategy launched by the government in 2014. That same year, Singapore introduced the STEM education program across all of its preschool institutions, under the slogan “STEM starts early,” with a strong focus on ensuring both girls and boys participate equally. Since then, Singapore has not only ranked among the top countries globally in mathematics and science education in international PISA assessments but has also significantly improved the participation rate of women in STEM fields.

Specifically, in 2019, female students accounted for 41% of all students enrolling in STEM majors at the university level, a 3% increase from 2017. Notably, in fields like medicine, pharmacy, and health sciences, the female representation rate was 75%. In the information technology sector, the proportion of women also rose from 28% in 2017 to 35% in 2019.

Meanwhile, in Vietnam, while girls excel in STEM subjects at the secondary school level, fewer choose STEM careers as they advance to higher education and the workforce. Female students make up only 11% of Information Technology students in Vietnam. At Hanoi University of Science and Technology, one of the country’s leading STEM institutions, female students represent just 22% of the total student body.

What indicates that this change in Singapore is due to the widespread implementation/encouragement of STEM education, starting from preschool, ma’am?

In addition to “Smart Nation” and “STEM starts early,” Singapore has also implemented various programs to encourage women to study and work in STEM fields. For example, the Promoting Women in Engineering, Research and Science (POWERS) program is a government initiative aimed at funding the recruitment and empowerment of women in STEM fields. Another program is the mentorship and networking initiatives by the National University of Singapore (NUS), which support female students and professionals in STEM fields.

The Singaporean government regularly monitors and publishes data on the participation of women in STEM-related studies, research, and careers. The increase in the percentage of Singaporean women enrolling in STEM majors at the university level—from 38% in 2017 to 41% in 2019—demonstrates the impact of the “STEM starts early” policy.

Singapore’s policymakers are confident that the country will achieve higher female participation in STEM, as girls are introduced to STEM concepts early in preschool and continue to engage with it throughout their education and into their careers.

In your opinion, why do Singapore, as well as many other advanced countries around the world, want to encourage more women to participate in studying and working in STEM fields?

Gender equality is highly valued by countries, including Singapore. As science, technology, and engineering continue to evolve and dominate the future job market, encouraging women, especially girls, to pursue STEM education and careers is crucial for countries to maintain and enhance the progress they have made in gender equality.

Moreover, as Mrs. Donna McGowan, Director of the British Council in Vietnam, once said at an event encouraging female students to explore their potential in STEM fields, “Studies show that companies that hire more women consistently perform better than their competitors.” This means that women’s presence in STEM fields is vital for the development of organizations and, more broadly, nations as a whole.

So, specifically, how can the introduction of STEM education in preschools impact young girls?

From an educational psychology perspective, early exposure to STEM at the preschool level can have a positive impact on young girls in several ways. A recent UNDP study showed that this process can help girls in three key areas. First, participating in STEM activities early on helps girls gain confidence and enhances their awareness of their ability to master science and technology. Second, it eliminates gender biases that STEM is only for boys. Third, it encourages long-term interest: learning through play from an early age nurtures curiosity and motivation, fostering a sustainable drive for girls to pursue STEM subjects.

As someone who deeply believes in the “STEM starts early” principle, I think it’s crucial to promote the integration of STEM education into schools, starting from the earliest levels of preschool, to increase women participation in STEM careers in Vietnam.

Singapore’s success in boosting female participation in STEM is a testament to the importance of the “STEM starts early” strategy. Vietnam can take similar steps by introducing STEM programs into preschool education, offering engaging STEM curricula, and helping children access STEM, ensuring that more Vietnamese girls will pursue STEM fields in the future.

What challenges do you see in teaching STEM at the preschool level in Vietnam?

In recent years, many preschools in Vietnam have proactively incorporated more in-depth STEM topics, such as computational thinking and programming with robots, into their learning activities. However, for these STEM activities to be effective, meaningful, and closely aligned with the STEM curriculum at higher educational levels, there are still many challenges.

First is teacher training. Many preschool teachers lack a STEM background, and the majority of them are women who may feel hesitant about engaging with STEM topics. Therefore, it is essential to “eliminate gender biases” and improve preschool teachers’ STEM education capabilities.

Second, there is the readiness of young girls to engage in STEM learning. Gender biases may cause some parents to be reluctant to allow their daughters to participate in STEM activities. In addition to communication efforts to address these biases among parents, STEM programs for preschools should be designed with gender inclusivity in mind to ensure that both girls and boys can confidently participate in these educational activities.

Thank you!

>> Source and translation from: Science & Development News Portal from Vietnam