The International Astronautical Congress (IAC) is the largest global space forum where, once a year, space stakeholders come together to discuss the latest trends and developments and to shape the future of the sector. Every year, the Congress switches location and theme.

IAC2022 has been inaugurated as “Space for @ll”, to highlight the tremendous change experienced by the sector in the lasts decades transforming it from a closed sector accessible only to a handful of engineers into a transversal, multidisciplinary industry enabling highly innovative services that nowadays are a crucial part of our daily lives, hence capable of setting in motion virtuous processes of sustainable socio-economic development.

From the 18^th to the 22^nd of September, Paris welcomed about 9300 delegates from 110 countries including seasoned experts as well as students and young professionals representing this year 45% of the overall participants demonstrating the increasing interest of young generations for this domain. The 73^rd edition of the IAC has been a record edition not just for the unprecedented number of delegates attending the event, but especially owing to the 3000 papers presented, among which 800 interactive presentations, 25 Global Networking Forum (GNF) sessions and 19 Special Sessions.

Such extraordinary success became tangible during the public day, when the IAC opens its doors to the general public. This edition welcomed around 2,200 people including space enthusiasts, universities, high school students, and families. A day entirely dedicated to space’s discovery and the future of the space exploration illustrated through the inspiring tales of Europe’s astronauts: Alexander Gerst, Matthias Maurer, Luca Parmitano and Thomas Pesquet.

This year, Eurisy team has been hosted at the European Space Agency (ESA) booth. This was the occasion to showcase the latest Eurisy publication “Satellites Going Local- Maritime Edition”. A booklet collecting case studies of satellite applications in the maritime domain. Eurisy was engaged in multiple initiatives on different areas related to the work carried out throughout the year. On September 19th Eurisy participated in a Special Session focused on “Building bridges between established and emerging space industry” organised by the Slovak Space Office. Member of Eurisy since June 2021, the Slovak Space Office the space industry branch of the Slovak Investment and Trade Development Agency (SARIO) in charge of developing the Slovak space ecosystem and establishing international professional cooperation of domestic companies  with relevant actors.

The session organised during this past IAC is part of a broader set of initiatives to support emerging space nations to share best practices and boost their entrepreneurial ecosystem fulfilling the United Nations’ Sustainable Development goals. The panel counted on the expert views of Allison Areias-Vogel from United Nations Office for Outer Space Affairs (UNOOSA), Jonathan Hung from Singapore Space and Technology Ltd, Raycho Raychev of Endurosat, Temidayo Oniosun from Space in Africa, Matias Campos from Sideralis Foundation, Veronica La Regina from Nanoracks Europe, and Annalisa Donati from Eurisy. During the session, Annalisa illustrated how Eurisy creates and manages platforms to share experiences and best practices among its members, to forge partnerships thus favoring cooperation to develop national space programmes tailored on the strengths of the individual countries. Through its activities, Eurisy enhances the reach of national space initiatives providing international recognition and smoothing the path for stories of success like the signature of the Associated Membership Agreement between Slovakia and the European Space Agency. For those interested in the content of the discussion additional information are available here.

Eurisy also presented two technical papers as outcome of selected activities performed throughout the year. Since early 2022, Eurisy has been actively investigating into challenges and opportunities to use satellite based solution for Disaster Risk Management through a series of activities, culminating in the conference “Satellite-based Services for Disaster Risk Management”, held in Athens on May 25th and co-organised with the European Union Agency for the Space Programme (EUSPA) and the Greek Ministry Climate Crisis and Civil Protection.

The paper “Integrating Satellite Applications in Disaster Risk Management”. builds on this work shedding light on the potential for space-based solutions to contribute into the different phases of the disaster management cycle. The paper describes European and international mechanisms to access and share  these information as well as the obstacles in their integration experienced from actual users in Greece, used as case study. The research also pursued to deepen the disaster risk management community among European states with regard to the integration of satellite applications, also through several recent case studies on the use of satellite-based services during disasters and extreme weather events.

Another great opportunity for Eurisy was the presentation of the paper “GIS4SCHOOLS – Paving the Way For The School Of Tomorrow: Leveraging On Space Technology To Stimulate Steam Learning And Teaching”. Shortlisted as the best interactive presentation of IAC2022 for the Space and Society section out of more than 800 presentations, the aim of the paper was to present the latest development of the Erasmus+ GIS4Schools project. Underpinning the in-depth interviews with the schools’ representatives involved in the project and the data collected through the Digital Diaries, an open source mobile application to collect students’ feedback, the presentation provided an overview of the skills acquired by the teachers and pupils through the project. The paper also showcases the suit of freely accessible products developed by experts including the Training Handbook, available in 5 different languages, the e-leaning platform and the use cases.

And that’s not all: Eurisy’s week was packed with additional important engagements such as the session dedicated to the Copernicus and Me project. With the support of the European Space Agency – which hosted us thoughout the week – Eurisy organised a session dedicated to the project, whose objective is to bring to non-space communities hands-on examples of what can be achieved by using data and services from the Copernicus satellite constellations. The session was the opportunity to showcase three video key case studies: VIDA: Supporting access to electricity in Sierra Leone, Mitigating the effects of climate change at public transport stops in Prague, and Safeguarding cultural heritage in Rhodes. The videos put the users on the spotlight to explain to their peers the befits they enjoyed by integrating those applications as well as the process for the development of tailor-made solutions addressing their specific needs.

IAC was also the moment to celebrate the 10th edition of its very own Hubert Curien Award. The Hubert Curien Award is a historic biennial Eurisy award to the legacy of its founding father, Hubert Curien. It recognises the efforts to help society benefit from space. Every two years, a high-level international jury selects a winner among a list of nominated candidates among any person or organisation that demonstrated dedication in the field of international cooperation in space science and technology, or in the promotion of space applications and their benefits to society. This last edition was special not just because was the 10th anniversary of such a prestigious award, but also because it awarded Amalia Ercoli Finzi’s lifelong commitment and work in space exploration.

Visit our dedicated webpage to visit our dedicated webpage to learn more about the highlights of the 10th HCA and the acceptance video of this year’s winner.

IAC 2022 brings with it a great deal of satisfaction for the achievements recognised by other colleagues and space actors and allow us to look to the future with confidence and with new relationships to cultivate. Until the next IAC!

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It’s again that time of the year: it’s the International Astronautical Congress (IAC) time, the biggest space forum where global actors come together to learn about the most recent trends and developments in the space sector. Organised since the 1950s by the International Astronautical Federation (IAF) jointly with local partners, IAC takes place in a different country every year with a different theme to learn more about space and to allow the regional space sector to become part of the global one.

The 72^nd International Astronautical Congress took place, for the first time in its history, in the Arab region, in the setting of Dubai. During the 5-day conference, 5000 delegates from 110 countries gathered under the theme “Inspire, Innovate and Discover for the Benefit of Humankind”. On the occasion of the Public Day, an open day event for space enthusiasts and the general audience, around 1500 visitors among which students and professional from other sectors, visited the IAC exhibition.

Climate Change and space sustainability were key topics of the many sessions and papers presented during the congress. Young professionals and students from all over the world presented their ideas to space professionals demonstrating the interest and commitment of the next generation on this hot topic and how space technology can be the enabler for a change to a cleaner and resilient society.

IAC also brings inspiration and a glimpse into future endeavours. For the first time, nine crew members of the International Space Station (ISS) Expedition 60/61 gathered to share their experience and knowledge with a wider audience. The panel saw the contribution of NASA astronauts and ROSCOSMOS cosmonauts, together with the UAE astronaut Hazzaa Al Mansoori, the first UAE astronaut to the ISS. Also, Chris Boshuizen, illustrated his experience of training and flying on the Blue Origin’s New Shepard’s second human flight.

IAC2021 was a record event, also for Eurisy, because for the first time it was one of the exhibiting organisations of the event.

The Eurisy booth was the gateway to learn more about the mission and objectives of the organisation and to talk about the relevance of satellite-based solutions for those economic sectors that are not traditionally related to space. What’s more, at the booth Eurisy unveiled the Space Service Hub (SSH). The project, sponsored by ESA and IAF led to the development of a 3D permanent platform embedded in the Eurisy website as well as a virtual reality software showcasing how satellite-based solutions are currently tackling big societal challenges. It aims at engaging potential partners, customers, investors in a friendly way, overcoming the technical barriers that limit the uptake of the satellite applications and that shadow the benefits related to their use. The booth was a gateway for stakeholders to discuss and exchange with the team on future cooperation and joint initiatives. Throughout the week around 50+ visitors had the opportunity to experience the VR tool and to share with us their reactions.

The SSH represents an innovative outreach tool that addresses some among the major setbacks identified by end users by relying on an immersive virtual reality experience and a 3D web platform. The user can discover different areas of our planet, moving with one single touch from a coastal area to a rural, or in an urban environment to discover peculiar challenges and how satellite data are powering solutions to overcome them.

In Dubai, Eurisy also participated to the awarding ceremony of the Global Space Market Challenge (GSMC), a new competition launched by the European Space Agency (ESA) with Eurisy’s operational and technical support held between May 2021 and October 2021. The Challenge’s objective was to give visibility to SMEs with internationalisation ambitions, developing products and/or services for the upstream or downstream space sector showing potential for extra-European and ESA markets. During the 72^nd International Astronautical Congress, the winners of the GSMC had the chance to showcase their products and services and to connect with investors. Discover here the Global Space Market Challenge winners. The ceremony took place on October 26^th with the presence of ESA Director General, Joseph Aschbacher, and the newly appointed ESA Director of Commercialisation, Industry and Procurement, Geraldine Naja.

Among the 3370 abstract submissions, three Eurisy papers got selected to be presented in three technical sessions. The GIS4Schools project has been introduced to an international audience thanks to the paper “Improving STEAM Education in Secondary Schools through the co-creation of new methodologies for teaching GIS products related to climate impact on local communities”. Co-written with Euronike and the Politecnico di Milano, it illustrates the genesis of the project, and the process leading to the development of training packages for secondary schools’ teachers and pupils. It also focuses on the adoption of new methodology and pedagogic approach to enable the transfer of new knowledge from teachers to pupils. The paper is available for download here.

The paper “Messages to the Above: Looking at Art from the Sky” presented Space4Art, a new initiative that Eurisy is exploring to implement with the support of potential new partners. The paper provides an introduction on how aerial photography and satellite imagery have changed our way of looking at Earth, inspiring art movements and allowing for the discovery and appreciation of ancient and more recent artworks. With the presentation at IAC, Eurisy wants to extend its partner research outside the European borders, after all art and sky have no boundaries. The paper is available here. A full report on Space4Art is available on the Eurisy website.

Eventually, the last paper presented was dedicated to the Space4Maritime initiative. The paper, “Space4Maritime: diving into space-based solutions for the maritime domain” mainly addresses service providers and public authorities, providing them with a set of recommendations on how to foster cooperation with maritime operators. But it also targets potential new end users interested in adopting satellite solutions in their workflow. Three case studies were described to complement and explain further the needs of European maritime end-user communities, facilitating the dialogue with the space industry and the uptake of satellite services. Read the paper here.

The 72nd IAC 2021 has been an exciting opportunity to meet our members and exchange with space professionals from around the globe in person. New initiatives will follow, waiting for IAC 2022 in Paris.

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Data generated by the European space programmes are the basis of each Geographic Information System (GIS). GIS is designed to capture all types of information deriving from geographical data in a visual form through maps and 3D scenes. Organising the data into different layers of information helps us to identify problems, monitor changes, respond to particular events, and to understand various spatial trends.

The GIS4Schools project aims at promoting a new approach for the involvement of pupils in STEAM (Science, Technology, Engineering, Arts, Mathematics) disciplines’ by introducing the teaching of GIS technology in secondary schools and by applying it to the thematic area of Climate Change. GIS4Schools is a project funded by the European Union programme Erasmus Plus.

The Project will have a positive impact on the European school education system by developing a scalable and reusable training package focused on the use of GIS in Climate action, which is currently absent or rarely adopted. Working with satellite data allows students, with multiple backgrounds and professional goals, to solve real-world issues. Young students will be empowered to develop business ideas using their potential for entrepreneurship. Understanding the high growth potential of the Space Economy, as well as nurturing the curiosity and cognitive resources of pupils by linking science with other subjects and disciplines will allow them to exploit the commercial potential of space assets, increasing their employability. The aim of the GIS4Schools Project is threefold:

• Creating opportunities for all in acquiring and developing STEAM competences;
• Contribute to address innovative practices in a digital era;
• Support environmental and climate goals.

The project consists of a transnational and multi-stakeholders partnership representing 5 European countries (Italy, Spain, Portugal, Romania and France) and composed by 4 Secondary Schools, 1 University, 1 Training Teaching Centre and 4 European and national Associations active in the field of Education, Space, Resilience and Climate Change. A total of about 24 teachers and 180 pupils will be directly involved in the project’s activities, and more than 200 teachers and 1000 pupils will be indirect beneficiaries.

Logo competition

Within the frame of the project, a Logo Competition was launched with the objective of giving the project a logo that reflects the expectations of the participating pupils, teachers and enthusiasts. Three logo proposals have been designed based on the core elements characterising the project: Digital Society; Climate Change; STEAM Education.

The Competition poll ran between December 15th 2020 and January 7th 2021 through the Eurisy website and the official GIS4Schools social media platforms (Twitter, Facebook, Instagram, LinkedIn).

The winning logo

The most voted logo that will represent the GIS4Schools Project until 2023 includes the elements that embodies the Digital Society.

Logo storytelling

Today we are part of a world that relies heavily on technology to improve quality of life. Space is a high-tech sector often linked to rockets, planetary missions and black holes. Indeed, space pioneers boldly go where no one else has gone before, but it’s not just about rocket science. There are also new frontiers to be explored on our own horizon. Europe’s satellites contribute to all of our lives on a daily basis, whether it is to find the best and fastest route to school, or attending classes remotely from home. Satellite systems provide us with all the maps, navigation and communication we need!

In spite of this valuable data supply, Europe still struggles with the absence of a “data culture”. Stimulating innovative practices in a digital era is one of the pillars of GIS4Schools. Future generations are encouraged to effectively use European space assets and the resulting data stream. The digital switch is everywhere these days. Our cities are becoming increasingly smart, at the same time e-learning has never been so important. Satellite data plays a pivotal role in these trends, and while students are digital natives, they are not necessarily acquainted with processing these types of data. Learning how to interpret and use satellite data is a unique opportunity and can be an eye opener for their future!

This logo will be featured on the GIS4Schools project website, gadgets and other official materials.

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With this bottom-up approach, the GIS4Schools Logo Competition aims at giving the project a logo that reflects the expectations of the participating pupils, teachers and enthusiasts. The three logo proposals have been designed based on the core elements characterising the project:

1. Digital Society
2. Climate Change
3. STEAM Education.

The logo will represent the first impactful window of the project, which runs until 2023. You can read more about the GIS4Schools project here.

Until when will the competition be open?

The GIS4Schools logo competition takes place between 15 December 2020 and 7 January 2021.

Spread the word & vote!

The most voted logo will be selected as the winner and will be featured on the GIS4Schools project website, gadgets and other official project materials.

Follow GIS4Schools and stay up to date with the latest initiatives of the project: on Facebook, Twitter, LinkedIn and Instagram, or sign up to the newsletter.

Let the competition begin! Not sure about what logo you should pick? Our storytelling at the bottom of this page might help you out!

1. Digital Society

Today we are part of a world that relies heavily on technology to improve quality of life. Space is a high-tech sector often linked to rockets, planetary missions and black holes. Indeed, space pioneers boldly go where no one else has gone before, but it’s not just about rocket science. There are also new frontiers to be explored on our own horizon. Europe’s satellites contribute to all of our lives on a daily basis, whether it is to find the best and fastest route to school, or attending classes remotely from home. Satellite systems provide us with all the maps, navigation and communication we need!

In spite of this valuable data supply, Europe still struggles with the absence of a “data culture”. Stimulating innovative practices in a digital era is one of the pillars of GIS4Schools. Future generations are encouraged to effectively use European space assets and the resulting data stream. The digital switch is everywhere these days. Our cities are becoming increasingly smart, at the same time e-learning has never been so important. Satellite data plays a pivotal role in these trends, and while students are digital natives, they are not necessarily acquainted with processing these types of data. Learning how to interpret and use satellite data is a unique opportunity and can be an eye opener for their future!

2. Climate Change

Climate change represents the biggest challenge of our time. Glaciers are melting, sea levels are rising and natural disasters occur more frequently and ferociously. Scientists and governments are looking for solutions to stop the deterioration of the environment. While this process seems to be long and results far from being announced, youngsters are demanding more measures for the benefit of our world. The Fridays for Future movement shows just how much these new generations are fighting to secure their future. GIS4Schools aims to give them the right tools, encouraging the use and exploitation of satellite data by students into climate action.

Earth Observation satellites provide scientists and researchers huge amounts of data, aimed at developing solutions or policies for national governments or local actors to act against climate change. Within the GIS4Schools Project, students will be able to understand and tackle the environmental and societal challenges, even at local level. Students will learn the necessary digital tools to analyse various parameters related to the increase in surface temperature, desertification, and forest fires.

3. STEAM Education

Supporting opportunities for all in acquiring and developing STEAM competences is one of the core objectives of GIS4Schools. The future needs a diverse range of skillsets. From science and technology, to sources of creativity in aesthetics, architecture and art. Such a wide palette of competences is most definitely needed in the space sector where technology and disruptive thinking are highly valued. Space attracts multidisciplinary talent and there is no better breeding ground for it than education.

As Europeans we can be proud to have the world’s leading provider of Earth Observation data and information. The Copernicus satellites keep a finger on the pulse of our planet. Having a close watch on the environment, our satellites cover a wide spectrum of applications. From helping farmers protecting their crops and optimising their harvest, to the protection of forests, or monitoring the air we breathe. Europe’s eyes on Earth provide a continuous and fresh stream of information. The challenge is not only to maintain and extend our technical infrastructure in orbit, it is also to use and exploit the resulting flow of data. Are you ready yet to explore and prepare your future career?

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In recent years, the relevance of STEM subjects has become more prominent, mostly due to the impact these subjects have on the labor-market. Nevertheless, in Secondary Schools, STEM subjects are not always part of the educational curricula. The lack diversity in the offer may decrease pupils’ motivation in further pursue a STEM academic paths, which are often perceived as too hard, and the pupils do not feel skilled enough to pursue a career in this sector. [2]

In addition to this, another relevant aspect characterizing STEM subjects are the existence of a gender gap. Even if nowadays an increased number of girls have access to education than ever before, they often still do not have the same opportunities to choose, complete and benefit from a carrier in STEM. Girls and women are under-represented in STEM education and careers. According to the UNESCO report “Cracking the code: Girls’ and women’s education in STEM”, only 35% of STEM students are women. This percentage is quite alarming, considering that the future job market will be oriented towards more STEM careers. [3]

Based on the relatively low appealing of STEM curricula among students, some schools have begun to offer an evolved concept: the STEAM. STEAM-based curricula are not just focused on scientific concepts, but characterised by a learning approach using Science, Technology, Engineering, Mathematics and Arts to stimulate students’ critical thinking, dialogue exchange and understanding.

Currently both STEM and STEAM education represents a strategic priority for the European Union in the field of education and training.

According to the OECD Programme for International Student Assessment (PISA) report 2018, more than 1 in 5 pupils in the European Union has insufficient proficiency in reading mathematics or science.[4] STEAM learning modules, especially in secondary schools proved their ability to nurture the curiosity and cognitive resources of students, providing them with the right tools to understand the complexity of the world and face the challenges that the current times are posing, like climate change, among many others. Future generations represent a juncture between the growing understanding of the potential hazardous impact of climate change on society and local communities and the need to address those challenges with concrete actions on a daily basis. STEAM education is thus key to equip students with the necessary tools to act to favor a sustainable transition towards a greener and more resilient environments. Preparing these future generation means also endow them with a new set of skills to train future professionals to access a more and more competitive job market in which technology and science play an increasingly significant role.

The project

The improvement of STEAM education in secondary schools is the core objective of the Erasmus+ funded project “GIS4Schools”, which started in September 2020 and ends in June 2023, but poised to unfold its effects for a way longer time.

GIS4Schools relies on the support of a transnational and multi-stakeholders’ partnership composed by:

• Four secondary schools ITT Marconi (Italy), Escola Secundária José Afonso (Portugal), Colegiul National Ion Neculce Bucuresti (Romania), and IES Marc Ferrer (Spain);
• One technical university: the Politecnico di Milano (POLIMI) (Italy)
• One training teaching centre: Eagle Intuition (Portugal)
• Four European and National Associations active in the field of Education, Space, Resilience and Climate Change: Eurisy (France), Euronike (Italy), Urban 2020 Association (Romania) and Blue Bubble World (Spain).

In total, 24 teachers and 180 pupils will be involved in the project, while 200 teachers and 1000 pupils will be indirect beneficiaries of the project’s outputs.

GIS4Schools aims at promoting a new innovative approach to foster the teaching of STEAM subjects in secondary schools. This objective will be achieved by allowing pupils to learn about GIS technology and how to use it to respond to climate change challenges. For the first time, high schools’ pupils will have the opportunity to use satellite data at school. The data will be provided by the European Earth Observation Programme Copernicus, and it will be used to help the pupils in the co-creation process of GIS-based products.

The Intellectual Outputs

The methodology that will be adopted by the teachers is the result of a combination of Inquiry-Based Science Education (IBSE), and Problem-Based Learning Approach (PBL) adapted to the teaching of science subjects.

During the project, three main tools will support the efforts of the teachers and will guide the pupils to the final goal of selecting one specific challenge climate change is posing to their community and provide through GIS powered tools an idea for concrete action to be undertaken to minimise the effects. The case studies will be included in a final report to be developed by each selected students’ class.

The training packages have a critical importance for both teachers and pupils: teachers will learn which methodology and pedagogic approach have to be adopted to transfer the new knowledge and to transfer it. While, pupils will acquire new competencies such as data visualization, GIS and Analysis tools, EO and Imagery Analysis, and Geospatial Data Management related to climate change and related hazards using Copernicus data. The training package will be built and designed by the POLIMI based on their extensive experience and expertise in transferring knowledge on the use of GIS-based software. It will include guidelines, exercises and simulations and it will be illustrated during an intensive four days professional training course.

A suite of open source GIS products co-created with pupils’ involvement on the topic of climate change. The methodology that will be adopted is a learning-by-doing approach. The process of co-creation of a final GIS-based product will increase the student’s knowledge of all the technicalities behind each development phase whilst deepening their understanding of climate change.

E-Learning platform and Open Source Repository. Having the opportunity of collecting, storing and sharing the knowledge of the pupils has a double dimension. On one side, an e-learning platform and open-source repository would facilitate the interactions among the schools participating in the project, especially today where distance learning represents a valid option to protect the pupils from COVID-19 risks. On the other side, the repository and the e-learning platform represent an incredible source of information for those pupils and teachers, not participating in the project but interested in implementing STEAM curricula in their schools in the future.

Impact

The main expected impacts of the GIS4Schools project are centred on boosting STEAM’s knowledge in Secondary Schools while increasing teachers’ and students’ familiarity and acquisition of new skills in STEAM disciplines teaching, both in terms of content and of methodologies. Furthermore, the project aims at impacting on:

• Pupil’s environmental awareness while working on local case studies;
• Pupils’ civil engagement and responsible citizenship by developing a sample solution to respond to local challenges;
• Innovative pedagogical modules on GIS and climate change not yet covered by the traditional educational curricula.

GIS4Schools aims at providing the pupils with all the tools they need to observe and change the world around them.

Eurisy in the GIS4Schools project

Eurisy participates in the GIS4Schools project as leader of communication and dissemination work package. Communications activities are key to engage the students proving them with the motivations to feel the ownership of the projects and the results achieved; to ensure a smooth and transparent knowledge-sharing of the projects’ activities and its main deliverables by all the partners, and eventually to raise awareness towards relevant stakeholders and a wider audience of the benefits of such a project for their community.

Besides, given the high innovation potential of the project itself a targeted communication and dissemination towards external entities is necessary to enhance and maximise at European level the benefits of such projects to stimulate a wider uptake of such STEAM curricula.

To achieve those objectives Eurisy is developing a dedicated website to be used as the main channel for the projects’ news.

Stay tuned more is yet to come!   

Follow us to know more about the future initiatives of GIS4Schools on Facebook, Twitter, LinkedIn and Instagram, or sign up to the newsletter!

The recording of the GI4Schools introductory webinar is available here.

[1] Horizon2020 Project, Perform- The Art of Science Learning. January 2017. http://www.perform-research.eu/wp-content/uploads/2016/07/D5.1-Sustainability-Plan-1.pdf

[2] S. Stolton, The future for STEM in Europe, Euractiv, July 6^th 2020. https://www.euractiv.com/section/digital/linksdossier/the-future-for-stem-in-europe/

[3] United Nations Educational Scientific and Cultural Organization, Girls’ and women’s education in science, technology, engineering and mathematics (STEM). https://en.unesco.org/stemed

[4] OECD Programme for International Student Assessment (PISA), 2018. https://www.oecd.org/pisa/publications/pisa-2018-results.htm

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