Click to edit Master title style Click to edit Master subtitle style 1 Latin American and Caribbean Consortium of Engineering Institutions ASEE International

Click to edit Master title style

Click to edit Master subtitle style

1

Latin American and Caribbean Consortium of Engineering Institutions

ASEE International Forum, Indianapoolis, Indiana, USA, 1 June 20141

Vision 20/25Engineering

for theAmericas

ASEE International Forum, Indianapolis Indiana, 14 June 2014

Panelists

Maria Mercedes Larrondo Petrie, PhD LACCEI Executive Director OAS Engineering for the Americas CoChair

Jaime Bonilla Ríos, PhD LACCEI President Elect GEDC LatAm Chapter President

Jose Carlos Quadrado, PhD IFEES President Past President of ASIBEI

Renetta Garrison Tull, PhD LACCEI Women in STEM LeaderCo-PI, ADVANCE Hispanic Women in STEM


Maria Mercedes Larrondo Petrie, PhDLACCEI Executive DirectorOAS Engineering for the Americas CoChair

Engineering in the Americas


Engineering in the Americas

Key elements of international collaborations Linkages among organizations Evolution of collaboration among the

organizations OAS Vision 20/25 Highlight some Initiatives

Accreditation Capacity Building Faculty Pedagogy Capacity Building Dean and Director Management and Leadership

Capacity Building Women and Diversity in STEM


LACCEI = International Collaboration


International Collaboration

NeedInfrastructureLinkagesCritical Mass of

StakeholdersAgreementScale-up, Drill-down


Stakeholders, Organization and Linkages

Industry Companies and Professionals

and their Organizations

WFEOWorld Federation of Engineering Organizations

UPADIPanamericanFederation ofEngineering Organizations

ASCEASMEIEEE… Regions



Government Agencies and Organizations

UNUNESCOUnitedNations

OASOrganization of American States

MinistriesNational AcademiesNational Science Foundation EquivalentsAccreditation Agencies



Universities Engineering Education Organizations

IFEESInternational Federation of Engineering Education Societies

ASIBEILACCEI

Stakeholders•Faculty•Dean and Directors•Students

ABENGEASECEIASEEANFEICEEACONDEFICONFEDI…



Universities Engineering Deans or Directors Councils

GEDCGlobal Engineering Deans Council GEDC Latin America

LACCEI EDDC


ASEE EDCCanadian EDCNucleo de Decanos…



Universities Students and their Organizations

SPEEDStudentPlatform for Engineering Education Development


Tau Beta Pi Honor SocietyStudent Chapters of Professional Organizations


OAS Engineering for the Americas

The Ministers of the 34 countries of the OAS created “Engineering for the Americas” (EftA)

Three Focus Areas: Engineering Education Accreditation Job Creation

Brought together the organizations from different sectors and industry


Linking across the Americas

In 2006, in the first symposium of Engineering for the Americas, an agreement to collaborate was signed by government, and academic organizations, at global, regional and national levels


Major outcome of EftA

Outcome of their EftA collaborative effort: Proposal for creation of Greater Caribbean Region Engineering Accreditation System (GCREAS) was funded by the InterAmerican Development Bank Multi-national agency Multi-lingual agency Committed to become a signatory of the Washington

Accord

Currently accrediting


OAS Ministers’ Vision 20/25

Vision 20/25 in Science, Technology and Innovation for the America: Hemispheric Cooperation for Competitiveness and Prosperity in a Knowledge Economy

Working Groups formed:

1. Innovation

2. Human Resource Training and Education

3. National Quality Infrastructure

4. Technology Development


WG1: Innovation

Goal for 2025: To develop a culture of technology-based innovation in the Americas that fosters inclusiveness, entrepreneurship and creative thinking in academia, the private and public sectors and society in general


WG2: Human Resources Training and Education

Goal for 2025:

To increase by at least 50% the number of female and male graduates in Science, Technology and Engineering (STE) and technical education, and to substantially improve study programs in these areas to respond to the changing needs of industry, especially Micro, Small and Medium Enterprises (MSME), and specific communities.



Targets:1. Increase inter-American cooperation in STE education by: promoting academy public–private partnerships; sharing best practices; exchanging faculty and students and developing programs of excellence such as dual degrees among universities; and, strengthening the OAS hemispheric initiative Engineering for the Americas (EftA)



Targets:2. Promote technical education to create a critical mass of qualified technicians for strategic industries by fostering the creation of technical specializations; upgrading study programs with the use of information and communication technologies (ICTs); and, promoting local and regional partnerships with universities and the public and private sectors.



Targets:3. Upgrade STE study programs and seek their international recognition by incorporating entrepreneurial, innovation and sustainability components; creating academia-public–private partnerships (cooperatives and internship programs); and promoting, at local and international levels, the exchange of best practices, applied research and the use of ICTs and advanced networks.



Targets:4. Provide opportunities for faculty to continue professional development such as and post-doctoral degrees, and sabbaticals.5. Attract the best students towards STE careers, especially women and minority groups, by increasing awareness on the importance of STE, establishing scholarship funds, and, making loans and other financial assistance options available to them.6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.



Targets:6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.



Targets:6. Create and/or strengthen extension services for the community and industry (MSMEs), including technology parks, incubators, and, advisory, consulting and access to national quality infrastructure services.


WG3: National Quality Infrastructure

Goal for 2025:To ensure that all OAS member states have access to internationally recognized quality infrastructure services to foster competitiveness, innovation, trade and consumer safety


WG4: Technology Development

Goal for 2025:To strengthen Inter-American cooperation in science, technology and innovation in selected priority areas to achieve more effective and faster technological development in the region.


Major Outcomes in WG2

Goal for 2025:600 graduate scholarships given by Mexico for non-Mexican faculty and students to study MS or PhD in STE in the Monterrey Tec campuses in MexicoMobility program will be announced July 21, 2014Surveys completed in student perception of STE and industry needsDelphi surveys being completed by traditional engineering program disciplines (Industrial, Chemical, Civil, Mechanical and Electrical.


National and Region Indicators have been proposed

Human Resource Training and Education

Indicators:1. University students by scientific fields

2. Univ graduates, master’s graduates and doctorates by scientific field

3. Researchers per thousand labor force S&T personnel (technicians, R&D scholars/doctorates, researchers, S&T services personnel, technicians and equivalent staff)

4. Researchers by sector of employment (higher education, enterprises, government, non profit/private organizations)

5. Researchers by scientific field (agricultural science, engineering and technology, medical sciences, natural and exact sciences)

6. Researchers by graduation level (doctorates, basic university degree, master and other post-secondary diploma)


ACCREDITATIONIN THE AMERICAS


Mutual recognition of accreditation accords

International Engineering AllianceWashington Accord – 1989

for engineering (~4 years duration)Sydney Accord – 2001

for engineering technology (~3 yr,)Dublin Accord – 2001

for technician engineering (~2 yrs)In the Americas, only the US and Canada have signed.


To obtain international recognition, programs are accredited by other signatory agencies

What is being done to increase What is being done to increase the numbers of accredited the numbers of accredited

Engineering programs in Latin Engineering programs in Latin America and the Caribbean?America and the Caribbean?

#1: New Accrediting Agencies have been #1: New Accrediting Agencies have been created with the commitment of signing the created with the commitment of signing the Washington AccordWashington Accord Inter American Development Bank Inter American Development Bank funded creation of:funded creation of:

– ACAAI: Central American Accrediting Agency for ACAAI: Central American Accrediting Agency for Architecture and Engineering ProgramsArchitecture and Engineering Programs

» based on based on Engineers Canada Engineers Canada

– GCREAS: Greater Caribbean Region Engineering GCREAS: Greater Caribbean Region Engineering Accreditation SystemsAccreditation Systems

» Based on Based on ABETABET

IEEE and University of the West Indies IEEE and University of the West Indies createdcreated

– CACET: Caribbean Accreditation Council for CACET: Caribbean Accreditation Council for Engineering and TechnologyEngineering and Technology

» based on based on Engineering Council of the UKEngineering Council of the UK

#2: A regional accord has been signed to #2: A regional accord has been signed to move toward mutual recognition and move toward mutual recognition and mobility within the LAC regionmobility within the LAC region In 2010, the ALAI Latin American Engineering Accreditation Accord In 2010, the ALAI Latin American Engineering Accreditation Accord

was signed by national and regional accrediting agencies and was signed by national and regional accrediting agencies and engineering education associations:engineering education associations:

– Argentina (CONFEDI)Argentina (CONFEDI)

– Bolivia (CEUB)Bolivia (CEUB)

– Brasil (ABENGE and CONFEA)Brasil (ABENGE and CONFEA)

– Central America (ACAAI)Central America (ACAAI)

– Chile (Acredita and CONFEDI)Chile (Acredita and CONFEDI)

– Colombia (ACOFI)Colombia (ACOFI)

– Mexico (CACEI)Mexico (CACEI)

– Paraguay (CPI)Paraguay (CPI)

#3: Professional societies are assisting #3: Professional societies are assisting accreditation agencies to align their process accreditation agencies to align their process to comply with Washington Accordto comply with Washington Accord IEEE (Institute of Electrical and Electronic IEEE (Institute of Electrical and Electronic

Engineers) Engineers) – is working with the Peruvian accrediting agency is working with the Peruvian accrediting agency

(ICACIT, founded in 2001)(ICACIT, founded in 2001)» translated the ABET materials into Spanishtranslated the ABET materials into Spanish

» trained evaluatorstrained evaluators

» Assisted in ICACIT-ABET simultaneous accreditation visits Assisted in ICACIT-ABET simultaneous accreditation visits since 2007, and ICACIT accreditation visits starting in 2009since 2007, and ICACIT accreditation visits starting in 2009

#4: Bridging the knowledge and experience #4: Bridging the knowledge and experience gap through capacity building gap through capacity building

The The Ministers of Science and TechnologyMinisters of Science and Technology of the 34 of the 34 countries in the Organization of American States countries in the Organization of American States (OAS) launched Engineering for the Americas (OAS) launched Engineering for the Americas initiative and cited engineering program initiative and cited engineering program accreditation as one of the 3 priority focus areas.accreditation as one of the 3 priority focus areas.

LACCEILACCEI has been working with the has been working with the OASOAS since since 2006 on strategies to advance accreditation2006 on strategies to advance accreditation

#4: Bridging the knowledge and experience #4: Bridging the knowledge and experience gap through capacity building gap through capacity building LACCEI developed a LACCEI developed a model model to provide a systematic to provide a systematic

approach for universities to attain an accreditable or approach for universities to attain an accreditable or substantially equivalent engineering programsubstantially equivalent engineering program

LACCEI developed the LACCEI developed the Par AmigoPar Amigo “Friendly Peer” or “Friendly Peer” or “Peer Mentor” Accreditation Training Program“Peer Mentor” Accreditation Training Program– Generic + agency-specific workshops to build capacity and Generic + agency-specific workshops to build capacity and

expertise in the accreditation processexpertise in the accreditation process– Database of Par Amigos expertsDatabase of Par Amigos experts– Workshop materials in English and SpanishWorkshop materials in English and Spanish

LACCEI sponsors the LACCEI sponsors the OASOAS Forum for Accrediting Forum for Accrediting AgenciesAgencies at their annual conference at their annual conference

Par Amigo initiative objectives:Par Amigo initiative objectives: assisting engineering programs with the assisting engineering programs with the selection of accrediting method and selection of accrediting method and

agencyagency assisting engineering programs through the assisting engineering programs through the accreditation process and the accreditation process and the

preparation of the self-studypreparation of the self-study serving as a serving as a multilingual and multicultural resourcemultilingual and multicultural resource of information, practical of information, practical

assistance and mentors for engineering programs considering or seeking assistance and mentors for engineering programs considering or seeking accreditationaccreditation

developing faculty leadersdeveloping faculty leaders in program accreditation and evaluation for in program accreditation and evaluation for accrediting agencies in the Americasaccrediting agencies in the Americas

certifying and maintaining a certifying and maintaining a Par Amigo registryPar Amigo registry who are familiar with and who are familiar with and current in accreditation processes and provide cost effective assistance to current in accreditation processes and provide cost effective assistance to

engineering programs seeking accreditationengineering programs seeking accreditation. . (Require each Par Amigo donate one week (Require each Par Amigo donate one week

a year of free training/consulting/advice.)a year of free training/consulting/advice.)

Engineering Education Capability Maturity Model Engineering Education Engineering Education Capability Maturity ModelCapability Maturity Model Extension of an integrated process Extension of an integrated process

improvement model, theimprovement model, the Capability Maturity ModelCapability Maturity Model ( (CMMCMM))

Goal:Goal: To increase capability of an To increase capability of an institution’s educational processes.institution’s educational processes.

Process capabilityProcess capability - - the inherent the inherent ability of a process to produce ability of a process to produce planned resultsplanned results. .

Level 1:Initial

Level 2:Repeatable

Level 3:Defined

Level 4:Managed

Level 5:Optimizing

Disciplined process

Standard, consistent process

Predictable process

Continuously improving process

Project management

Engineering management

Quantitative management

Change management

Based on the Capability Maturity Model

Based on the Capability Maturity Model

Dev

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cess

Follo

w m

anag

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EE-CMM Level 1 - InitialEE-CMM Level 1 - Initial Few processes are defined. Few processes are defined. Processes are adhoc and mostly reactive.Processes are adhoc and mostly reactive. Productivity and quality vary. Productivity and quality vary. Success depends on individual effort. Success depends on individual effort. Current levels of quality and productivity of Current levels of quality and productivity of

peer programs/institutions are not known. peer programs/institutions are not known. To advance to the next levelTo advance to the next level – Level 2:– Level 2: identify and analyze peer programs, identify and analyze peer programs, define its mission, goals, and objectives, define its mission, goals, and objectives, impose more structure and control on educational impose more structure and control on educational

process to enable more meaningful measurement. process to enable more meaningful measurement.

EE-CMM Level 2 - RepeatableEE-CMM Level 2 - Repeatable Have policies for managing educational programs and procedures to Have policies for managing educational programs and procedures to

implementimplement these policies. these policies. Have established disciplined processes to identify Have established disciplined processes to identify

– inputs and outputs of the process, inputs and outputs of the process, – constraints and resources used to produce the final product.constraints and resources used to produce the final product.

Basic project management practices are used to track cost, retention Basic project management practices are used to track cost, retention and productivity and compare them with peer institutions. and productivity and compare them with peer institutions.

Faculty document course syllabi, goals, objectives, learning Faculty document course syllabi, goals, objectives, learning outcomes, results and feedback, so successful course delivery can be outcomes, results and feedback, so successful course delivery can be repeated. repeated.

A strong curriculum for each degree program includes engineering A strong curriculum for each degree program includes engineering sciences, humanities, social sciences, communication skills & an sciences, humanities, social sciences, communication skills & an appropriate professional component. appropriate professional component.

To advance to Level 2To advance to Level 2 from Level 1:from Level 1: Use policies to guide degree programs in establishing management Use policies to guide degree programs in establishing management

processes.processes. Stabilized program planning and tracking produce repeatable earlier Stabilized program planning and tracking produce repeatable earlier

successes.successes. Effectively control process using a program management system, Effectively control process using a program management system,

following realistic plans based on performance in previous terms.following realistic plans based on performance in previous terms.

EE-CMM Level 3 - DefinedEE-CMM Level 3 - Defined Educational process for management & educational activities is Educational process for management & educational activities is

documented, standardized, and integrated into a standard process for documented, standardized, and integrated into a standard process for the institution. the institution.

Mission, goals & objectives are published in the catalog and posted. Mission, goals & objectives are published in the catalog and posted. All programs use approved, tailored version of institution’s standard All programs use approved, tailored version of institution’s standard

process for developing and maintaining degree programs/courses.process for developing and maintaining degree programs/courses. This level includes all in Level 2.This level includes all in Level 2.To advance to Level 3To advance to Level 3 from Level 2:from Level 2: Publish learning outcomes in syllabiPublish learning outcomes in syllabi Document strategies to achieve outcomesDocument strategies to achieve outcomes Publish University & College mission statements Publish University & College mission statements Publish educational objectives for each program in the catalog Publish educational objectives for each program in the catalog Involve constituencies in reviewing and updating educational Involve constituencies in reviewing and updating educational

objectives objectives Peer review proposed programs & coursesPeer review proposed programs & courses Integrated program managementIntegrated program management Faculty development programFaculty development program

EE-CMM Level 4 – ManagedEE-CMM Level 4 – Managed Collect/use detailed measures of educational Collect/use detailed measures of educational

program/courses to quantitatively understand & control program/courses to quantitatively understand & control both the process & the programs.both the process & the programs.

This level includes all in Level 3.This level includes all in Level 3.To advance to Level 4 from Level 3:To advance to Level 4 from Level 3: Document & implement feedback & assessment processes Document & implement feedback & assessment processes

to determine if intended outcomes are being achievedto determine if intended outcomes are being achieved Quality managementQuality management Quantitative process managementQuantitative process management Comparison with peer institutionsComparison with peer institutions Document sufficient staff allocation and compensationDocument sufficient staff allocation and compensation Document good facilities and strong institutional supportDocument good facilities and strong institutional support Involve constituencies in evaluating program outcomesInvolve constituencies in evaluating program outcomes

EE-CMM Level 5 - OptimizingEE-CMM Level 5 - Optimizing Continuous process improvement thru quantitative Continuous process improvement thru quantitative

feedback from process and from testing innovative feedback from process and from testing innovative ideas & technologies. ideas & technologies.

This level includes all in Level 4. This level includes all in Level 4.

To advance to Level 5 from Level 4:To advance to Level 5 from Level 4: Manage changes in the educational process Manage changes in the educational process Manage changes in technologyManage changes in technology Manage student retention and rate of graduationManage student retention and rate of graduation Involvement by all facultyInvolvement by all faculty Feedback results in changes in educational programFeedback results in changes in educational program

Accreditation Team

– Z.O. Gephardt, USA– M.A. McPherson, PA– A. Camacho, CO

» Lead the successful accreditation of UNINORTE’s 6 Engineering programs by ABET

Par Amigo Workshops will be presented at the next LACCEI conference

22-24 July 2014 in Guayaquil, Ecuador

(for more information: www.LACCEI.org


CAPACITY BUILDING THROUGH INTERNATIONAL RECOGNIZED CERTIFICATIONS


Prof. Development of Engineering Faculty, Deans, and Students

For Faculty: COPEC and LACCEI, in partnership with IGIP

are offering courses towards the ING PAED (Engineering Pedagogist) certification

LACCEI offers Research and English improvement stays at its Florida Headquarters

For Faculty and Program Directors:LACCEI is offering Par Amigo certification ABCs of Accreditation Translated workshops and materials on

advanced topics given by ABET and CEAB



For Students: LACCEI in partnership with SPEED offer FLEI workshops on leadership, globalization and soft-skillsLACCEI in partnership with SPEED sponsors national, hemispheric and global student research/project competitions.



For Deans: GEDC Latin America is providing professional development for deans

For Deans and Program Directors:LACCEI in partnership with IGLU (in English: Institute for University Management and Leadership will be announcing IGLU-Ingenieria certification courses that are customized for Engineering Deans and Engineering Program Directors


GEDC LATAM

Jaime Bonilla Ríos, PhD LACCEI President Elect GEDC LatAm Chapter President



GEDC LatAm Topics

1. The present and future of Engineering in LatAm

2. Accreditation Issues

3. Internationalization

4. Role of the National and International Accreditations on Quality of Engineering Education

5. Curriculum innovations in Engineering Schools

6. Best Practice Industry-University Programs

7. Research Activities in Development of an Engineer

8. Leading Faculty through Institutional Changes

9. MOOCS: Threat or Opportunity?

10. Global Visión

11. Innovation

12. Experiential Learning

Next GEDC LatAm meetingSeptember 28-30, 2014

Viña del Mar, ChileUniversidad Andrés Bello



IGLU - INGENIERIA

Jose Carlos Quadrado, PhD IFEES President Past President of ASIBEI Past President of SEFI


WOMEN AND DIVERSITY IN STEM IN THE AMERICAS

Renetta Garrison Tull, PhD LACCEI Women in STEM LeaderCo-PI, ADVANCE Hispanic Women in STEM


LACCEI

Collaboration Community > 10,000 in the database, designing specialized

search engine for searching for academic or research collaborators


LACCEI

12 university founded LACCEI is 2003 Has grown to more than 180 universities interested

in collaborating academically and in research with Latin American and Caribbean Engineering progs.

Responsible OAS EftA Engineering Education inits


LACCEI Invitation

LACCEI 2014 Conference 22-24 July 2014Guayaquil, Ecuador low cost, 1 free registration per Institution Member multilingual, EftA Encuentro opportunity to join initiatives Proceedings published with ISBN, indexed,

archived, invited to LACCEI Journal Hemispheric Student Research Competition

$75 conference registration for students competing Winner is sponsored to compete SPEED Global Student

Competition in World Engineering Education Forum of IFEES ~500 participants


Gracias, Merci, Obrigado, Thank You

LACCEI Board of Directors

160+ Universities

www.LACCEI.org [email protected] Skype: LACCEI


OAS-LACCEI Women in STEM initiative

2010 The Inter-American Year of Women (OAS) An opportunity to evaluate successes and challenges

in the defense of women’s human rights and gender equity and equality, and create awareness regarding gender issues.

“The low representation of women in science and engineering is a major hindrance to global capacity building in science and

technology”Women for Science. An Advisory Report, InterAcademy Council, 2006


OAS-LACCEI Women in STEM initiativeUS data

In the US, women make up about half of the total workforce and receive half of the degrees in certain scientific fields, yet they represent only about 20% of the nation’s scientific and technical workers (US-NA, 2007). (Beyond Bias and Barriers, National Academies of Science, 2006)

Percentage of STEM PhD degrees awarded to Women

Source: National Science Foundation (2006). Survey of Earned Doctorates, 1974-2004, Arlington, VA.


OAS-LACCEI Women in STEM initiativeUS Data

Ten-year Comparison of Undergraduate Women Enrolled in Engineering Disciplines in the U.S 1998 - 2008

0

100000

200000

300000

400000

500000

600000

1998 2008

Women

All


OAS-LACCEI Women in STEM initiativeUS data

% Women in Engineering Degree Programs in 1998 and 2008 (Summarized NSF data in Larrondo Petrie, Beltran Martinez, LACCEI 2010)

Degree % Women 1998

%Women 2008

% Change 1998-2008

BS 19.73% 17.53% -2.19%

MS 20.11% 21.60% 1.49%

PhD 17.50% 22.12% 4.62%

Total 19.61% 18.63% -0.98%


OAS-LACCEI Women in STEM initiativeBRAZIL data

CNPq Census of Research Groups % of CNPq Census of Research Groups % of Women Researchers and Women Women Researchers and Women Group Leaders (2008)Group Leaders (2008)

Source: Strategies and Successes in Getting Women and Gender Source: Strategies and Successes in Getting Women and Gender Considerations included in Brazil Scientific Institutions and Policies, Considerations included in Brazil Scientific Institutions and Policies, Alice Abreu (2010)Alice Abreu (2010)

CNPq Census of Research GroupsCNPq Census of Research Groups

Researchers by Sex (%) – 1995-2008Researchers by Sex (%) – 1995-2008

Source: Strategies and Successes in Getting Women and Source: Strategies and Successes in Getting Women and Gender Considerations included in Brazil Scientific Institutions Gender Considerations included in Brazil Scientific Institutions and Policies, Alice Abreu (2010)and Policies, Alice Abreu (2010)

Scientific AreasScientific Areas % of % of WomenWomen

% % Women Women Group Group

LeadersLeaders

Engineering and Engineering and Computer SciencesComputer Sciences

27.3127.31 21.9021.90

Exact Sciences and Exact Sciences and Earth SciencesEarth Sciences

33.7333.73 28.2128.21

Agrarian SciencesAgrarian Sciences 37.8637.86 32.2932.29

Applied Social SciencesApplied Social Sciences 47.6947.69 44.2044.20

Biological SciencesBiological Sciences 53.2953.29 51.2651.26

Health SciencesHealth Sciences 59.2759.27 55.4455.44

Human SciencesHuman Sciences 60.4060.40 56.3756.37

Arts and LinguisticsArts and Linguistics 66.4666.46 66.4966.49

TOTALTOTAL 48.8948.89 44.5244.52


OAS-LACCEI Women in STEM initiativeBRAZIL data

2000 2002 2004 2006 2008

PhD 49.1 51.8 52.8 54.4 55.1

MSc 52.2 55.1 55.7 56.7 57.7

Undergraduates 58.2 58.1 57.4 58.5 59.5

Total 54.1 55.7 56.0 57.3 58.2

CNPq Census of Research GroupsPercentage of Women Students in Research Groups by Level 2000-2008

Source: Strategies and Successes in Getting Women and Gender Source: Strategies and Successes in Getting Women and Gender Considerations included in Brazil Scientific Institutions and Policies, Considerations included in Brazil Scientific Institutions and Policies, Alice Abreu (2010)Alice Abreu (2010)


OAS-LACCEI Women in STEM initiativeEquity in LAC in STEM research?

Other countries in the Latin America and Caribbean

% of women enrolled in technological careers:-Chile: 15% (2007)

- Costa Rica: 20% (2004)

According to a 2009 UN study, 46% of STEM researchers in LAC are female, Argentina, Cuba, Brazil, Paraguay and Venezuela

have achieved gender parity. (Women and Girls in Science and Technology:

increasing opportunities in Educatiomn, Research and Employment, Eva M. Rathberger, UN, 2009)

Documents

Click to edit Master title style Click to edit Master subtitle style 1 Latin American and Caribbean Consortium of Engineering Institutions ASEE International