International Women’s Day

Lord Loomba Excerpts

Thursday 6th March 2025 Lords Chamber

[Lord Loomba (CB)]

My Lords, we commemorate International Women’s Day at a time when commitments to development aid and to diversity, equality, and inclusion programmes face unprecedented strain. Supporting education for women and girls, particularly in STEM subjects, remains a vital lifeline for millions who are disproportionately affected by poverty, gender-based barriers, and systemic discrimination, which restrict their ability to harness their talents for a better future.

I thank the noble Baroness, Lady Smith, for tabling this Motion and for its focus. This year’s International Women’s Day theme

“For ALL women and girls: Rights. Equality. Empowerment”,


is particularly pertinent as we examine the participation and leadership of women in science and technology.

Women remain underrepresented in science, technology, engineering, and mathematics worldwide. UNESCO reports that women make up only 35% of STEM graduates—a figure that has shown little progress over the past decade. In sub-Saharan Africa, socioeconomic barriers, institutional biases and cultural norms further hinder women’s participation in STEM.

Taking Mozambique as an example, the gender gap in STEM presents a significant challenge. Although gender equality in education has seen some improvement, women remain underrepresented in STEM disciplines. This disparity is not merely statistical but indicative of deeper systemic challenges that limit opportunities for women and girls.

The 2024 UNESCO report, Women’s Participation in Higher Education in Southern Africa, highlights these challenges. Across nine southern African countries, including Mozambique, women hold only a fraction of leadership roles in higher education institutions. In Mozambique, women occupy just 24% of senior academic positions, and in Zambia the figure is slightly higher, at 28%.

The barriers extend beyond education into professional STEM careers. Women in Mozambique and the region face obstacles such as limited mentorship opportunities, gender biases in hiring and promotion, and a lack of supportive networks. These challenges contribute to the broader issue of gender disparity in STEM fields.

Addressing these gaps requires co-ordinated efforts at multiple levels. Educational institutions must actively implement policies that encourage women’s participation in STEM, including scholarships, mentorship programmes, and a learning environment that challenges gender stereotypes from early education through to higher education.

International support has played a crucial role in empowering women and girls in STEM. The United Kingdom has been a long-standing supporter of educational initiatives in sub-Saharan Africa, including Mozambique, through its overseas development aid programmes. However, recent reductions in aid funding raise serious concerns about the continuity of these essential efforts.

In this light, I ask the Minister, first, what programmes focused on education for women and girls that are supported by British overseas development aid have been or will be disrupted by the recent reduction in funding? Secondly, how do the Government plan to fulfil their commitment to support education for women and girls in Mozambique and other countries in sub-Saharan Africa, particularly in STEM subjects, amid these funding challenges? We must reaffirm our commitment to gender equality in STEM, not only as a matter of social justice but as a catalyst for innovation and economic growth. By empowering women and girls in science and technology, we unlock a wealth of talent and perspectives that are essential for addressing the complex challenges of our time.