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Technovation Girls — Global Technology-Entrepreneurship Programme Closing the STEM Gender Gap

United States of America · Menlo Park · See the United States of America profile

Technovation Girls has run girls' tech-entrepreneurship programmes in 120+ countries since 2010; an independent 2020 WestEd alumnae study found 76% of alumnae pursue STEM degrees and 60% work in STEM, versus much lower national baselines.

370,000+
Total participants since ~2010 (2010–present)
120+
Countries reached
76%
Alumnae pursuing a STEM degree
60%
Alumnae working in STEM
~21%
National baseline, STEM degree pursuit
~29%
National baseline, STEM employment
93%
Alumnae reporting improved teamwork/collaboration
84%
Alumnae reporting increased persistence
59%
Participants from low- or middle-income countries (2024)
58%
Participants at schools that do not teach coding (2024)
19%
Participants lacking regular internet access (2024)
Technovation Girls — Global Technology-Entrepreneurship Programme Closing the STEM Gender Gap

Details

Maturity
Established
Promoter
Technovation
Period
2010–present
Keywords
STEM education, technology, entrepreneurship, youth

Context

Technovation Girls is a global technology-entrepreneurship programme for girls aged 8–18, run by the US non-profit Technovation, in which teams build technology solutions to community problems aligned with the UN Sustainable Development Goals, supported by volunteer industry mentors. Operating in 120+ countries since around 2010, UNESCO's SDG4 Knowledge Hub describes it as the world's largest and longest-running technology-entrepreneurship programme for girls, citing over 370,000 participants.

Objectives

The programme aims to close the STEM gender gap by building durable pathways for girls into STEM education and careers.

Activities

Teams of girls identify a community problem tied to the SDGs and build a technology solution with support from volunteer mentors.

Results

In 2020, an independent survey of the first alumnae cohort by WestEd found that 76% were pursuing a STEM degree and 60% were working in STEM roles, compared with national baselines of about 21% and 29% respectively; 93% reported improved teamwork and collaboration, and 84% reported increased persistence. 2024 programme demographic data show 59% of participants come from low- or middle-income countries, 58% attend schools without coding instruction, and 19% lack regular internet access.

Conclusions

The 76%/60% figures describe only the earliest, smallest alumnae cohort, surveyed roughly nine years after participation, rather than the much larger recent intake; participation being opt-in and requiring mentor access and connectivity may still under-reach the most marginalised girls.

Implementation

Implementation detail (cost, timeline, staffing, conditions for success) is not yet available for this practice.

Data sources

Where this practice's information was retrieved from, and when.

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