Gender diversity in geo-spatial technology and applications disciplines uptake in developing Asian countries – A survey-based competency analysis

Geo-Spatial Technology and Applications (GSTA) contributes significantly to the implementation of the UN 2030 Agenda for Sustainable Development, which seeks to ‘leave no one behind’. This study attempts to assess the gender diversity in enrolment in GSTA programmes in developing countries in Asia using data available with the UN-affiliated Regional Centre in India. A survey was also conducted to gauge trainees’ comfort in a complex multi-cultural, multi-linguistic classroom environment. The analysis shows that female participation in short-term courses has been increasing rather steeply over the years (1995–2019). The enrolment has reached 30% in recent years. It is also observed that the female participants have preferred (about 10%) to enrol in physical Science and Technology (ST) -oriented courses such as Remote Sensing and GIS, Satellite Meteorology and Climate Change, and Space and Atmospheric Sciences when compared to electrical Engineering and Technology-oriented Satellite Communications and Global Navigation Satellite Systems courses that would require a strong knowledge of digital signals and systems theory.The survey study with a participation of 150 trainees from 17 countries shows that women trainees have a slight edge by 9% over the male counterparts in learning ST elements of the courses. At sub-regional levels, it is observed that participants from Indian sub-continent countries (ISC) are better by 15% than participants from South-east Asian Countries (SAC) and Central Asian Countries (CAC). As far as the course structure perspective is concerned, there has been a significant difference with 70% of the ISC trainees have found the courses as well-balanced covering equally both technology and applications, while only 36% and 56% of the trainees from SAC and CAC, respectively, have found the course as balanced. Importantly, the survey has revealed that the participants from SAC and CAC have a big challenge in apprehending lectures in English, as reflected by their top scores at 18% and 17%, respectively, compared with the corresponding value of the ISC trainees being 72%. Recommendations are suggested to sustain the female enrolment in long-term GSTA training programmes. Strategies that create family-friendly learning conditions, including joint education programmes involving lead institutions of the participants’ countries, are proposed to facilitate higher female participation. Furthermore, measures such as standardisation of curricula regionally at undergraduate levels and having periodic meetings of trainers are recommended in order to minimise the trainees’ core competency gaps in GSTA disciplines at the regional level.