we set 2. gendered innovations annex i 121 act on fostering and supporting women scientists and...

Women Enrich our future

through Science, Engineering and Technology

WE SETWomen Enrich our future

through Science, Engineering and Technology

WE SET

Edited by Heisook Lee and Mi-Ock Mun

ISBN 978-89-97520-29-9

Center for Women in Science,Engineering and Technology, Korea

The Korea Science and Technology Center, 3F-309, Teheran-ro 7-gil, 22, Gangnam-gu, Seoul, KoreaTel: 82-2-6411-1000 Fax: 82-2-6411-1001E-mail: [email protected] Web: www.wiset.re.kr

WISET is a comprehensive support center for women scientists and engineers, commissioned by the Ministry of Science, ICT and Future Planning, and is financed by lottery funding.

Center for Women in Science, Engineering & Technology, Korea

Center for Wom

en in Science, Engineering & Technology, Korea

WE SET

While we enjoy the benefits of science and of technological advancements in our ev-

eryday lives, we also face multiple and growing challenges such as the threat of global

warming, global health epidemics, and widening social inequality and conflict. We must

fully equip our societies with the best possible human resources in Science, Technology,

Engineering and Mathematics (STEM) in order to ensure smart, inclusive and sustainable

solutions to various challenges we face.

This involves increasing women’s participation and capacity in STEM fields. Recent re-

search shows that not only gender diversity but also including gender perspectives

in research and innovations is vital for enhancing creativity and improving scientific

quality. The Korean government has worked for many years to promote gender equal-

ity in STEM, taking a more systematic approach since 2002 and even more recently

introducing gender perspectives in STEM research and innovation (Annexes 1&2). This

book presents the role and best practices of Korea Centre for Women in Science, En-

gineering and Technology (WISET) which is commissioned by the Ministry of Science,

ICT and Future Planning (MSIP) to promote gender diversity in the country. Women’s

participation in STEM research and development in Korea is among the lowest of OECD

countries, second only to Japan. With the vision that our brighter future can be lived

now, not merely imagined, if more women are engaged in science and technology to

create a better world, WISET offers various programs tailored to the needs of women

of all ages. These range from mentoring programs guiding female students into science

and engineering, to life-cycle-based programs for female scientists and engineers. With

these programs, WISET aims to create an environment and culture in which women not

only have equal access to education and research in STEM but also face no discrimina-

tion or barriers to greater advancement in these fields.

We are proud of our work to promote gender balance and, we hope that this report

may also help to inform and build a collaborative network to empower all women in

STEM. We appreciate any comments and suggestions for improving our efforts to pro-

vide systematic support for women in STEM. We would like to express special gratitude

to all those involved in WISET programs over the years, and look forward to further

collaboration.

Heisook Lee

President Center for WISET, Korea

FOREWORD

List of ContentsFOREWORD

ABREVIATIONS

Ⅰ. THE NEED FOR WOMEN IN SCIENCE 5

Ⅱ. STRONGER WOMEN, STRONGER SOCIETY: 57 CENTER FOR WISET, KOREA

Ⅲ. WISET BEST PRACTICE CASE STUDIES 73 1. Women’s return to STEM R&D

2. Research travel grants for Female science Ph.Ds.

3. The Mentoring Fellow Program: A network for all women in SET

4. Postgraduate-led student research groups

5. Undergraduate-led science experiments in schools

6. WISE Mom Science Academies for kids

Ⅳ. COOPERATIVE PARTNERSHIPS FOR THE FUTURE 113 1. International cooperation

2. Gendered Innovations

ANNEX I 121 ACT ON FOSTERING AND SUPPORTING WOMEN

SCIENTISTS AND TECHNICIANS

ANNEX II 133 THE 3RD BASIC PLAN FOR FOSTERING AND

SUPPORTING FEMALE SCIENTISTS AND ENGINEERS (2014-2018)

CENTER FOR WISET, KOREA

4 5이슈제기Women Enrich our future through Science, Engineering and Technology

CEDAW Convention on the Elimination of all forms of Discrimina-tion against Women

GDI Gender Development Index

GEM Gender Empowerment Measure

GII Gender Inequality Index

ICT Information and Communications Technology

KOFWST KOrea Federation of Women’s Science and Technology associations

MDGs Millennium Development Goals

NRF National Research Foundation of Korea

SDGS Sustainable Development Goals

S&T Science and Technology

SET Science, Engineering and Technology

STEM Science, Technology, Engineering and Mathematics

UNDP United Nations Development Programme

WISE Women Into Science and Engineering

WISET Center for Women in Science, Engineering and Tech-nology, Korea

ABREVIATIONS

4 5이슈제기

ⅠTHE NEED FOR

WOMEN IN SCIENCE

6 7Women Enrich our future through Science, Engineering and Technology THE NEED FOR WOMEN IN SCIENCE

1. International Perspective1)

Worldwide discussion on the empowerment of women was ignited in 1979 at the

Convention on the Elimination of all forms of Discrimination against Women (CE-

DAW). That gathering of world leaders called for universal compliance and pro-

motion of “deliberate policies and mechanisms for promoting gender equality at all

levels and in all sectors, at the national and regional levels.”2) Since then, gender

equality has been a key issue in development, and much improvement has been

made in gender equality. However, in the field of S&T a wide gap remains in both

the education and employment of women.3) Over the last three decades, inter-

national society has made numerous recommendations to mainstream gender in

S&T and achieve gender parity including the Nairobi Forward Looking Strategies

for the Advancement of Women (1985) and the Beijing Declaration and Platform

for Actions (1995), which drew attention to the need for equal access to economic

resources, including S&T, vocational training, information and communication,4)

followed by the Budapest Science Agenda and Framework for Action (1999).

The UN Millennium Development Goals (MDGs) included equal education for

women, gender equality, child health and maternal health, all of which are directly

1) Rewrite & Edit part of Extending the Results of Women in Science and Technology Program Seeking Collaboration with International Organizations and Support for a Global Networking', by Emanuel Pastreich et al.,WISET 2013

2) UNESCO, Convention on the Elimination of all forms of Discrimination against Women (1979)

3) Londa Schiebinger, Gender, Science and Technology, UN DAW & UNESCO (2010)

4) Fourth World Conference on Women, Beijing Declaration, Article 35 (1995) http://www.un.org/womenwatch/daw/beijing/platform/declar.htm

related to the level of expertise in S&T accessible to women. Goal number 5 of

the draft UN Sustainable Development Goals(SDGs), set to replace the MDGs at

the end of this year, to “Achieve gender equality and empower all women and

girls”, explicitly links women and technology with the target: “enhance the use of

enabling technologies, in particular ICT, to promote women’s empowerment” (5.b)

and aims to “adopt and strengthen sound policies and enforceable legislation for

the promotion of gender equality and the empowerment of all women and girls at

all levels”(5.c).

This is not only important to realize equality for women, the full and equal partici-

pation and leadership of women will also play a vital role in all areas of sustainable

development of all societies 5). Furthermore, the unprecedented rate of technolog-

ical advancement we are witnessing today, and the emergence of a digital divide

between those with access to the internet and those without, suggests that S&T

education and training may be the most effective tools to accelerating the achieve-

ment of the post-2015 development agenda. The freedom of women to engage

equally in scientific research, the development of technology, and its application

through their participation in government policy, research priorities and corporate

practice is essential to balanced economic development and determining factor in

social justice.”

Women have great potential to make critical contributions in fields such as sci-

ence, information technology and medicine, so empowering them to do so is the

most effective manner of enhancing meaningful growth in society. Women must

be allowed to contribute to S&T in all capacities, as researchers, teachers and prac-

titioners who can bring new perspectives to contemporary issues, particularly re-

garding the impact of S&T on the family, children, on communities and on our en-

vironment. Tragically, the interests and needs of women and girls are rarely taken

5) Future We Want report of the Rio+20 Conference on Sustainable Development (2012); Open Working Group Pro-posal for Sustainable Development Goals

Ⅰ THE NEED FOR WOMEN IN SCIENCE

8 9Women Enrich our future through Science, Engineering and Technology

into account in SET education and little has been done to encourage their study of

science in a systematic manner. Although science, engineering and technology are

crucial tools for accelerating the achievement of internationally agreed-upon goals

for women, these fields have not been given due attention.

2. Korean Perspective

According to the World Economic Forum (2012), S&T capabilities, such as the capac-

ity for innovation and technological readiness led Korea’s global competitiveness6).

Following the 1997 Asian Financial Crisis, McKinsey has repeatedly proposed that

raising female labor participation is key to Korea’s further economic development7).

Women make up a large proportion of Korea’s non-regular workforce – occupying

a disproportionate share of contingent, part-time, and temporary roles compared to

men regardless of their education level or career stage. Even though Korea possess-

es quality human resources with potential to lead to economic growth, the nation

urgently needs to devise institutional measures to mobilize educated and skilled

women who currently tend to be underemployed in the labor market.

It has been stressed that economic development should be accompanied and

spurred by development of STEM in order to establish new industries and markets.

Women’s comparative natural advantages, such as creativity and flexibility, are

strengths that are considered important for economic development in the 21st cen-

tury. There is increasing demand for talented STEM professionals with diverse skills

and creativity, in accordance with Korea’s Creative Economy Blueprint, the national

strategy of the current President Park, Geun Hye administration. Highly educated

and skilled female scientists are expected to play a central role in this strategy.

However, a large gap remains between this aspiration and the reality. The employ-

6) Korea ranks 16th in innovation capacity, 18th in technological readiness, and 19th in global competitiveness in S&T among OECD countries.

7) ‘Women in Korea’, McKinsey, Korea (2000), and 'Beyond Korean Style: Shaping a new growth formula' McKinsey Global Institute (2013).

ment rate of Korean women in STEM is reportedly the second lowest among OECD

member states after only in Japan, as shown in <Figure1>. This statistic demon-

strates the need for both quantitative and qualitative institutional measures for the

mobilization of women in STEM.

The status of women in a country has measured by a few international indexes such

as the Gender Development Index (GDI) and the Gender Empowerment Measure

(GEM), both compiled by the United Nations Development Programme (UNDP)

but now replaced by the UNDP’s Gender Inequality Index (GII). The GDI mea-

sured gender equality in human development while the GEM attempted to measure

women’s relative empowerment based upon the proportion of female technical

experts, congress members, administrative officials in a country, as well as upon

difference in incomes between genders. The Gender Inequality Index (GII) reflects

the combined loss to achievements in reproductive health, empowerment and labor

market participation due to gender inequalities in a given country.

Korean women’s social status as measured by GEM has improved slowly from be-

ing 83rd out of 102 countries measured in 1998 to 53rd out of 75 countries in the

bottom 30% in 2006. According to the GII, Korea ranked 17th out of 187 countries

measured in 2013. However female participation rate in the economy was a low

49.9% compared to men’s 72.0% in 2012.

Focusing in on more data on Korean women’s economic participation, Female col-

lege graduate’s participation rate in economic activities was below 60% in 2005,

compared to the average 82% of OECD countries. In Korea, we recognize the im-

portance of both the economic and political empowerment of women. McKinsey

reports have suggested that Korea must make better use of female talent for nation-

al advancement, but female scientists and engineers have taken little share of em-

ployment in STEM fields to date. Women made up 19% of the S&T R&D workforce

in 2012 with 223,276 women working in 2,909 institutions (an increase of more

THE NEED FOR WOMEN IN SCIENCE


than 12,000 since 2007), but 65,276 of those female scientists hold non-regular jobs.

Only 13% of these women are in permanent positions (an increase of 3.2% since

2007). Women made up 28.4% of S&E college students in 2012. Not only is the eco-

nomic participation rate of female scientists in STEM very low, demonstrating the

evidence of poor gender balance in the employment structure of Korea in STEM.

(%)

60

50

40

30

20

10

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52.7

46.0

543

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way

34.8

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<Figure 1> Rate of women employed in STEM in OECD member states (2011)

• Women make up 17.4% of the STEM R&D workforce in Korea, with no significant change to this number in the last 5 years.(2011)

• 55.0% of those female scientists are working in temporary positions, a much higher proportion than that of men.(2011)

3. Current status of Korean women in STEM8)

3.1 Employment Status18.9% of science and technology (S&T) R&D workforce are women(2013) More

than half (53.1%) of female workers at S&T R&D institutes hold regular posi-

tions. 13.7% of regular workers are women; an increase of 3.9%p since 2007.

<Table1> Female workforce status in S&T R&D by institution and employment(2013)

Institution type

Nbr. of inst.

surveyed

Regular Non-regular Total

Total FemaleFemale

ratioTotal Female

Female ratio

Total FemaleFemale

ratio

S&E dept. in colleges

272 28,265 3,522 12.5 50,496 15,719 31.1 78,761 19,241 24.4

Public research institutes

184 24,763 3,646 14.7 10,541 4,563 43.3 35,304 8,209 23.3

Private research institutes

2,755 116,627 16,035 13.7 897 177 19.7 117,524 16,212 13.8

Total 3,211 169,655 23,203 13.7 61,934 20,459 33.0 231,589 43,662 18.9

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, Ministry of Science, ICT and Future Planning (MSIP)·Center for Women in Science, Engineering and Technology (WISET)(2014).

Employment type / workforce

(Unit: number of institutions, number of person, %)

In 2013, there were 43,662 female scientists and technicians, which accounted for

18.9% of total 231,589 S&T R&D workers. With 23,203 regular workers and 20,459

non-regular workers, regular workers made up more than half (53.1%) of the fe-

male workforce. (Table 1 ▲)

8) '2013 Report on Korean Women in Science, Engineering and Technology' published by WISET, 2015



<Figure 2> Employment structure of the S&T R&D workforce by institution and gender (2013)

100

80

60

40

20

0Female

S&E departments in colleges

Private research institutes

Public research institutes

Total

male

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).

81.758.4

18.341.6

male

22.1

77.9

male

99.3

male

22.1

77.9

Female

55.6

44.4

Female

98.9

Female

46.9

53.1

Regular Non-Regular1.1 0.7

%

S&E departments in colleges show a high female employment rate (24.4%), but

also have the lowestrate of female regular workers at only 18.3%. Private research

institutes show a low female employment rate (13.8%), but 98.9% of women are

hired as regular workers. (Figure 2 ▲)

<Figure 3> Changes in female employment rate in the S&T R&D workforce (2007~2013)

50

40

30

20

10

0(%) 2007

28.2

15.4

9.8

32.0

17.4

10.4

31.1

17.3

10.6

30.8

17.3

31.2

17.4

11.2

33.3

19

13

33

18.9

13.7

2008 2009 2010 2011 2012 2013

Female regular worker Famale non-regular worker Total famale


11.4

Since 2007, the ratio of female workers among regular workers in S&T R&D has in-

creased by 3.9%p from 9.8% to 13.7% in 2013. The ratio of women in the non-reg-

ular S&T R&D workforce increased by 4.8%p, from 28.2% in 2007 to 33.0% in 2013.

The ratio of females in total workforce had remained around 17% since 2008 but

increased in 2012. (Figure 3 ▲)

1) Employment Status in college S&E departments24.4% of the S&T R&D workforce of science and engineering (S&E) depart-

ments in colleges were women in 2013. 21.6% of the S&T R&D workforce of

national/public universities were women; an increase of 5.4%p since 2007.

The number of full-time female faculty in colleges by type: national/public 15.8

people > private 12.5 people

The number and ratio of female S&T R&D workers in S&E departments in colleges

Year Female S&T work force Ratio

2009 19,205 23.6%

2011 19,985 24.2%

2013 19,241 24.4%

(Unit: number of institutions, number of person, %)

<Table 2> Female S&T R&D workforce status at S&E departments in colleges by institution type (2013)

Workforce

National/Public Private TotalNumber of universities 38 Number of universities 234 Number of universities 272

Full- time

faculty

Non- regular faculty

Part- time lec-turer

Other re-

searc hers

TotalFull- time

faculty



Other re-

searc hers

TotalFull- time

faculty



Other re-

searc hers

Total

Total 8,291 2,635 5,878 9,297 26,101 19,974 10,219 16,623 5,844 52,660 28,265 12,854 22,501 15,141 78,761

Female 602 368 1,923 2,755 5,648 2,920 2,189 6,684 1,800 13,593 3,522 2,557 8,607 4,555 19,241

Female ratio 7.3 14.0 32.7 29.6 21.6 14.6 21.4 40.2 30.8 25.8 12.5 19.9 38.3 30.1 24.4

workforce per school 15.8 9.7 50.6 72.5 148.6 12.5 9.4 28.6 7.7 58.1 12.9 9.4 31.6 16.7 70.7

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET (2014).Note: Average female workforce per school = workforce by employment type / number of schools

employment/type



19,241 female S&T R&D workers were hired in college S&E departments in 2013.

The ratio of female workers at private universities is generally higher than that of

national/public universities. However, the average female workers per university

by type is higher at national /public universities. The average number of full-time

female faculty at national/public universities is 15.8, which is greater than 12.5.

(Table 2 ▲)

Ratio of female workers innational/public universities

16.2%(2007)

21.6%(2013)

<Figure 4> Changes in the female employment rate among the S&T R&D workforce in college S&E departments by institution type (2007-2012)

30

25

20

15

10

5

0(%) 2007

23.6

21.6

16.2

26

24.4

20.4

25.3

23.6

19.8

25.1

23.8

20.6

25.4

24.2

21.7

26.3

25

22.4

25.8

24.4

21.6

2008 2009 2010 2011 2012 2013

National/Public Private Total


The overall female ratio in college S&E departments has been increasing since 2007,

and the gap between national/public and private universities is gradually decreas-

ing. (Figure 4 ▲)

12.5% of female full-time faculty at S&E departments in colleges are women

With 25.6% of female full-time faculty in natural sciences and5 .0% in engineer-

ing, there is a big gap between the two departments.

(Unit: Number of persons, %)

<Table 3> Female S&T R&D workforce status in college S&E departments by field of major and employment type (2013)

Workforce

Natural Sciences Engineering TotalFull- time fac-ulty

Non- reg-ular

faculty


Other re-

searc hers

Total

Full- time fac-ulty

Non- reg-ular

faculty


Other re-

searc hers

Total

Full- time fac-ulty

Non- reg-ular

faculty


Other re-

searc hers

Total

Total 10,219 4,727 10,391 6,710 32,047 18,046 8,127 12,110 8,431 46,714 28,265 12,854 22,501 15,141 78,761

Female 2,616 1,705 5,746 2,788 12,855 906 852 2,861 1,767 6,386 3,522 2,557 8,607 4,555 19,241

Female ratio 25.6 36.1 55.3 41.5 40.1 5.0 10.5 23.6 21.0 13.7 12.5 19.9 38.3 30.1 24.4

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014). Note: The rate of female S&T R&D workers by major (2013): 53.7% bachelors, 53.7% masters and 36.7% doctors in natural science, 18.9% bachelors, 18.6% masters and 10.4% doctors in engineering

institution/employment

type

Ratio of femaleworkers among full-timefaculty in natural science

departments

Year 2009 2011 2013

ratio 24.1% 25.2% 25.6%

Ratio of femaleworkers among full-timefaculty in engineering

departments

Year 2009 2011 2013

ratio 4.9% 5.0% 5.0%

The ratio of female workers among full-time faculty in college S&E departments

is 12.5%. With 25.6% in natural sciences and 5.0% in engineering, the rate is very

low compared to the production rate of female S&T R&D workers of each major.

(Table 3 ▲)

The ratio of female full-time faculty in engineering increased by 0.3%p from 4.7%

in 2007 to 5.0% in 2013. However, with 25.6% in natural sciences in 2013, the gap

between the two subjects remains huge. (Figure 5▼)



<Figure 5> Changes in female ratio among the S&T R&D workforce by employment type in college S&E departments (2007-2013)

60

50

40

30

20

10

0(%) 2007

4.7

10

4.9

10.3

4.9

10.6

5.2

10.3

5

10

5.1

10.122.4 24.7 24.1 23.5 24.1 23.3 23.6

37.6 36.4 35.8 36.7 35.8 36 36.1

23.2 23.9 23.2 24.4 25.2 25.5 25.6

51.453.2 54.3 53.4 54.5 55.2 55.3

510.5

2008 2009 2010 2011 2012 2013


Natural Science/part time lecturer Natural Science/non-regular faculty Natural Science/full-time faculty Engineering/part time lecturer Engineering/non-regular faculty Engineering/full-time faculty

2) Employment Status at Public Research Institutes23.3% of the S&T R&D workforce at public research institutes was female in

2013 14.7% of regular workers at public research institutes are women (2013),

showing a constant increase since 2007.

The ratio of femaleworkers among non-regular

workers in publicresearch institutes

Year 2009 2011 2013

ratio 12.6% 12.8% 14.7%


workers in publicresearch institutes

Year 2009 2011 2013

ratio 41.0% 39.5% 43.3%

14.7% of regular workers at public research institutes are women, and 43.3% of

non-regular workers are women.

Government funded institutions show the largest employment scale of female S&T

R&D workers, but national / public institutions show the highest female ratio with

41.2%. (Table 4▼)

<Table 4> Female S&T R&D workforce status at public research institutes by institution type and employment type (2013)

Institution type


Total FemaleFemale

ratioTotal Female

Female ratio

Total FemaleFemale

ratio

National/Public 5,594 1,719 30.7 2,507 1,619 64.6 8,101 3,338 41.2

Government funded 13,954 1,384 9.9 7,079 2,638 37.3 21,033 4,022 19.1

Government invested 1,874 205 10.9 543 191 35.2 2,417 396 16.4

Non-profit 3,341 338 10.1 412 115 27.9 3,753 453 12.1

Total 24,763 3,646 14.7 10,541 4,563 43.3 35,304 8,209 23.3




The ratio of femaleworkers among regular

workers atnational/public institutes

Year 2009 2011 2013

ratio 25.7% 26.6% 30.7%


workers atnational/public institutes

Year 2009 2011 2013

ratio 59.7% 53.9% 64.6%

<Figure 6> Changes in female ratio by institution type among regular workers in S&T R&D at public research institutes (2007-2013)

35

30

25

20

15

10

5

0(%) 2007

22.8

11.7

23.8

12.0

25.7

12.6

25.9

12.4

26.6

12.8

26.6

13.4

30.7

14.7

9.97.97.9

8.88.28.1

8.59.18.1

9.17.28.3

8.09.19.0

10.910.19.9

10.99.19.0

2008 2009 2010 2011 2012 2013


National/Public Government-funded Government-invested Non-Profit Total



30.7% of regular S&T R&D workers are women in national /public institutions,

and only 9-10% of them are women in other public research institutes in 2013,

showing a huge gap among institution types. Since 2007, the overall female ratio

has remained at 11.7%, but this increased to 14.7% in 2013 by 3.0%p. (Figure 6 ▲)

5.4% of regular S&T R&D workers in managerial positions at public research

institutes are women The ratio of female workers in all positions has seen an

increase since 2007. The ratio of female in researcher level regular positions is

32.0%.

<Table 5> Female S&T R&D workforce status at public research institutes by institution and employment type (2013)

Position


Total FemaleFemale

ratioTotal Female

Female ratio

Total FemaleFemale

ratio

Managerial level(director or higher)

9,766 529 5.4 300 30 10.0 10,066 559 5.6

Senior Level (senior researcher)

7,766 1,090 14.0 1,757 447 25.4 9,523 1,537 16.1

Researcher level 5,263 1,682 32.0 5,507 2,457 44.6 10,770 4,139 38.4

Technician level 1,968 345 17.5 2,977 1,629 54.7 4,945 1,974 39.9

Total 24,763 3,646 14.7 10,541 4,563 43.3 35,304 8,209 23.3




Among regular S&T R&D workforce at public research institutes, women accounted

for only 5.4% of positions at managerial level or higher and 14.0% of positions at

senior level in 2013, demonstrating a low female ratio in high-ranking positions.

Women hired as non-regular S&T R&D workers are mostly hired at researcher or

technician level. In particular, in case of technician positions, the gap in the female

ratio between regular and non-regular jobs is 37.2%p. (Table 5 ▲)

The ratio of regular female S&TR&D workers at managerial

level at public researchinstitutes

Year 2009 2011 2013

ratio 4.7% 4.6% 5.4%

<Figure 7> Changes in female ratio by position among regular S&T R&D workforce at public research institutes (2007-2013)

35

30

25

20

15

10

5

0(%) 2007 2008 2009 2010 2011 2012 2013


Managerial level or higher Senior Level Researcher level Technician level

24.7

10.1

8.2

25.5

10.2

9.3

26.1

12.8

10.5

26.8

11.5

27.9

15.9

11.0

29.3

16.1

12.7

32.0

17.5

14.011.0

4.1 4.4 4.7 4.9 4.6 4.9 5.4

The ratio of regular female workers in the workforce has been increasing for each

position since 2007. The ratio of researcher level female regular workers in 2013 was

32.0% The ratio of regular female workers with managerial position and above in-

creased by a small margin of 3.1%p from 4.1% in 2007 to 5.4% in 2013. (Figure 7 ▲)

3) Employment Status at Private Research Institutes13.8% of the S&T R&D workforce at private research institutes was female in

2013 The ratio of female workers has increased most significantly in the service

industry since 2007.



<Table 6> S&T R&D workforce status at private research institutes by industry (2013)

Industry type


Total FemaleFemale

ratioTotal Female

Female ratio

Total FemaleFemale

ratio

Manu facturing

Food& Beverages

/ Textile6,885 2,810 40.8 63 27 43.1 6,948 2,837 40.8

Chemical 19,271 4,246 22.0 33 12 36.4 19,304 4,258 22.1

Metal 5,246 290 5.5 22 1 4.5 5,268 291 5.5

Machinery / Equipment

66,951 5,598 8.4 433 51 11.9 67,383 5,649 8.4

Construction 2,142 191 8.9 16 3 18.8 2,158 193 9.0

Service 16,132 2,900 18.0 331 82 24.9 16,463 2,983 18.1

Total 116,627 16,035 13.7 897 177 19.7 117,524 16,212 13.8

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET (2014).Note: In terms of the status of private research institutes, a weighting is given in order to estimate the whole group and decimals in result values are rounded off to the nearest whole number. Therefore, the total from each item and the ‘total’ may be subject to an error ranging from 1 to 2, and the ratio of female workers is calculated by reflecting the decimal point of the result value.



Among the S&T R&D workforce at private research institutes, women account for

13.7% of regular workers and 19.7% of non-regular workers in 2013.The biggest

number of regular female S&T R&D workers at private research institutes is found

in mechanical equipment manufacturing industry, but the manufacture of food

& beverages and textile shows the highest female ratio with 40.8%. (Table 6 ▲)

Ratio of femaleregular S&T

workforce at privateresearch institutes

Year 2009 2011 2013

ratio 9.8% 10.7% 13.7%

Ratio of female non-regularS&T workforce at private

research institutes

Year 2009 2011 2013

ratio 26.2% 25.4% 19.7%

<Figure 8> Changes in female ratio of regular S&T R&D workers at private research institutes (2007-2013)

50

40

20

10

0(%) 2007 2008 2009 2010 2011 2012 2013


Manuf. (Food & Beverage, textile) Manuf. (Chemical) Manuf. (Metal) Manuf. (Machine/Equipment) Construction Service Total

17.8

12.5

18.3

14.9

20.3

12.3

21.519.1

18.1

22.9

13.2

22.0

18.017.2

9.0

5.65.64.3

6.15.04.8

8.35.34.2

8.06.64.8

6.46.34.7

8.58.45.9

8.98.45.5

9.6 9.811.1

10.7

16.1

13.7

38.9 38.5 36.9 34.936.8 37.8 40.8

The ratio of female workers increased by 4.7%p from 9.0% in 2007 to 13.7% in

2013. In terms of industry, the ratio of female workers in the service industry in-

creased by 5.5%p since 2007 while the ratio of female workers increased by 3.0%p

compared to the prior year in the food & beverage / textile manufacturing industry.

(Figure 8 ▲)

5.7% of regular workers in managerial positions or above at private research

institutes were women in 2013, an increase of 0.7%p compared to the previous

year. Since 2007, the ratio of regular female workers with researcher and mana-

gerial level positions or and above has increased consistently.

Ratio of female regularS&T R&D workers atmanagerial level or

above at private researchinstitutes

Year 2009 2011 2013

ratio 3.1% 3.8% 5.7%



<Table 7> Female S&T R&D workforce status by position and employment type at private research institutes (2013)

Position


Total FemaleFemale

ratioTotal Female

Female ratio

Total FemaleFemale

ratio

Director level or higher 30,912 1,748 5.7 300 14 4.5 31,212 1,762 5.6

Senior researcher 27,006 3,168 11.7 129 17 13.1 27,134 3,185 11.7

Researcher 44,447 8,490 19.1 220 61 27.9 44,667 8,551 19.1

Technician 14,262 2,629 18.4 249 85 34.1 14,511 2,714 18.7

Total 116,627 16,035 13.7 897 177 19.7 117,524 16,212 13.8

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note In terms of the status of private research institutes, a weighting is given in order to estimate the whole group and decimals in the result values are rounded off to the nearest whole number. Therefore, the total from each item and the ‘total’ may be subject to an error ranging from 1 to 2, and the ratio of female workers is calculated by reflecting the decimal point of the result value.



In the regular female S&T R&D research workforce at private institutes in 2013,

managerial positions accounted for 5.7%, senior researchers 11.7%, and researchers

or Technicians less than 20%. The ratio of female workers with regular position was

low overall. (Table 7 ▲)

<Figure 9> Female S&T R&D workforce status by position and employment type at private research institutes (2013)


Managerial level or higher Senior Level Researcher level Technician level (Technician)

15.3

12.4

5.5

19.8

12.9

6.4

16.7

13.1

8.5

17.5

15.414.214.7

11.5

19.3

18.4

10.9

18.419.1

11.710.3

3.3 2.2 3.1 3.6 3.85.0 5.7

20

15

10

5

0(%) 2007 2008 2009 2010 2011 2012 2013

The ratio of female S&T R&D workers has increased since 2007, and the ratio of

female regular workers at managerial level or higher has increased by 0.7%p com-

pared to previous years while the ratio of senior level positions increased by 6.2%p

since 2007 and continues on an increasing trend. (Figure 9 ▲)

4) Employment Status by MajorThe graduation rate was lower than the employment rate for regular positions

for women in all S&E majors. However, the employment rate was higher for

women with natural science majors than that for women with engineering ma-

jors.

Ratio of female regularS&T R&D workforcemajoring in natural

science

Year 2009 2011 2013

ratio 23.2% 24.9% 27.4%

Ratio of female non-regularS&T R&D

workforce majoring innatural science

Year 2009 2011 2013

ratio 47.5% 47.6% 47.7%

Ratio of female regularS&T R&D workforce

majoring in engineering

Year 2009 2011 2013

ratio 5.9% 6.9% 8.2%

Ratio of female non-regularS&T R&D

workforce majoring inengineering

Year 2009 2011 2013

ratio 17.5% 18.75% 19.9%

The ratio of regular female workers with natural science majors is 19.2%p higher

than engineering majors while the ratio of non-regular female workers with natural

science majors is 27.8%p higher than engineering majors. The graduation rate of

male engineering majors is higher than that of women and the employment rate

of male regular workers is higher than that of women for both natural science and

engineering majors.



Mat

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s/ A

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nom

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Biol

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Che

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t

Agric

ultu

re/ F

ishe

ry

Tota

l

Life

Sci

ence

Arch

itect

ure

Civ

il/ U

rban

Eng

.

Traf

fic/ T

rans

porta

tion

Mac

hine

/ Met

al

Elec

tric/

Ele

ctro

nics

Prec

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n/ E

nerg

y

Mat

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Indu

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Oth

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Com

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r/ C

omm

unic

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n

Che

mic

al E

ng.

Tota

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Managerial level or higher Senior Level Researcher level Technician level (Technician)

[Natural Science] [Engineering]

<Figure 10> Production and employment status of the S&T R&D workforce by major (2013)

100

80

60

40

20

0(%)

47.7

19.98.2

27.4

Source : ˹Statistical Yearbook of Education˼, Korean Educational Development Institute(2013) source data. ˹2013 AnalysisReport in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014). Source : ˹2013 Report on the Status of Women in Science, Engineering &Technology˼, MSIP·WISET(2014).

The employment rate of regular female S&T R&D workers is low compared to the

graduation rate of female students in all S&E majors. Furthermore the employment

rate of non-regular workers is high only in few majors. (Figure 10 ▲)

5) Employment Status by RegionThe employment of female S&T R&D is high in Seoul, Gyeonggi-do ,Daejeon,

in that order. The ratio of female regular workers is highest in Jeollanam-do

,Jeju, Seoul, in that order. Approximately 65% of the regular female workforce

in S&T R&D is concentrated in the metropolitan area.

<Figure 11> Distribution of the S&T R&D workforce and rate of female regular workers by city and province (2013)


Incheon(173)10,785(1,597)1,186(715)

Seoul(660)35,844(10,601)8,137(4,164)

Gyeonggi-do(855)38,569(5,940)5,774(3,276) Gwangwon-do(52)

1,656(1,091)269(342)

Chungcheongbuk-do(147)3,803(1,424)875(1,071)

Gyeongsangbuk-do(192)7,077(1,895)624(1,140)

Daegu(122)3,861(2,233)534(1,198) Ulsan(70)

1,692(580)189(310)

Busan(154)4,984(2,303)609(1,279)

Jejudo(12)389(424)99(264)

Ratio of female regular workers

Region (number of research institutes)Number of male regular (non-regular) workersNumber of female regular (non-regular) workers

Gyeongsangnam-do(237)7,714(1,849)627(865)

Jeollabuk-do(81)2,186(2,587)339(1,255)

Gwangju(55)2,042(2,132)249(996) Jeollanam-do(63)

3,541(643)907(414)

Chungcheongnam-do(220)7,377(1,664)789(784)

Sejong(11)161(5)18(1)

Daejeon(107)14,773(4,505)1,978(2,386)

16% ~13% ~ 15%10% ~ 12%7% ~ 9%



The female regular S&T R&D workforce is most concentrated in Seoul (8,137), then

Gyeonggi-do (5,774), and Daejeon (1,978). The male regular work-force is most

concentrated in Gyeonggi-do (38,569), Seoul (35,844) and Daejeon (14,773). Jeol-

lanam-do, Jeju Island and Seoul show the highest ratios of female regular workers

among the total S&T R&D workforce with 20.4% 20.3% and 18.5% respectively, and

Gyeongsangnam-do and Gyeongsangbuk-do show the lowest ratios with 7.5% and

8.1% respectively. (Figure 11 ▲)

3.2 Status of New Recruitment20.4% of newly recruited S&T R&D workers in 2013 were regular female work-

ers, 2.0%p increase since 2007. 34.4% of newly recruited workers at public re-

search institutes were female, which is relatively high. However, they were

mostly recruited for non-regular positions.

New recruitment ofregular workers andthe ratio of female

workers at S&Tresearch institutes

Year New recruitment of regular workers(Female) Ratio

2009 1,932 15.3%

2011 2,759 17.7%

2013 3,506 20.4%

The number of newly recruited female workforce in S&T R&D in 2013 was 5,807

and the ratio was 24.0%.(Table 8 ▼)

Among the newly recruited female workers in college S&E departments, the num-

ber of non-regular workers was 3 times that of regular workers. Public research

institutes show the highest rate of recruitment of female workers at 34.4%, but non-

regular workers take up most (approximately 81.5%) of the total female workforce

recruited. Private research institutes show the lowest rate of female recruitment at

20.5%, but most of them were hired for regular positions.

<Table 8> Recruitment status of female S&T R&D workers by institution and employment (2013)


Total FemaleFemale

ratioTotal Female

Female ratio

Total FemaleFemale

ratio

S&E collegeDepts.

1,476 296 20.1 3,471 894 25.8 4,947 1,190 24.1

Public ResearchInstitutes

1,501 304 20.3 3,279 1,340 40.9 4,780 1,644 34.4

Private Resear 14,224 2,906 20.4 282 68 24.0 14,507 2,973 20.5

Total 17,201 3,506 20.4 7,032 2,302 32.7 24,234 5,807 24.0

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note As for S&E departments in colleges, non-regular faculty are classified as non-regular workers


<Figure 12> Changes in female ratio of recruitment of regular workers in S&T R&D by institution type (2007-2013)


S&E departments in colleges Public research institutes Private research institutes Total

25.0

20.0

15.0

10.0(%) 2007 2008 2009 2010 2011 2012 2013

20.922.9

21.521.1 21.6

23.821.4

19.7 19.620.4

20.420.3

20.118.917.7

17.116.9

18.418.2

16.8

19.915.3

14.3

17.0

15.7

18.417.8

20.9

The recruitment rate of the female regular S&T R&D workforce in 2013 is 20.1%

at S&E departments in colleges, 20.3% at public research institutes and 20.4% at

private research institutes. In all institute types, the ratio of women in the newly

recruited workforce was about 20%. However, this decreased for S&E colleges by

1.3%p. (Figure 12 ▲)


Institution type



3.3 Status of Women in Executive (Managerial) Positions7.1% of all managerial positions in S&T R&D were held by women in 2013. 8.6%

of managerial positions at public research institutes were held by women in

2013, an increase of 3.8%p since 2007

Scale and ratio of womenamong all executive level

S&T R&D workers

Year Scale of women among all executive level S&T workers

2009 1,864

2011 1,907

2013 2,313

<Table 9> Recruitment status of female S&T R&D workers by institution type and employment type (2013)

Institution type Total Female Female ratio

S&E departments in colleges 8,178 928 11.3

Public research institutes 3,730 320 8.6

Private research institutes 20,560 1,065 5.2

Total 32,468 2,313 7.1

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET (2014).

workforce


In 2013, there were 32,468 people holding executive positions in target institutions,

of which 2,313 were women accounting for 7.1%. The ratio increased by 0.9%p

compared to 2007. The total number of female workers and female executives are

largest at private research institutes, but the ratio of women in executive positions

were highest at S&E departments in colleges. (Table 9 ▲)

Ratio of female workers inexecutive positions

at public research institutes

4.8%(2007)

8.6%(2013)

<Figure 13> Changes in female ratio among S&T R&D in executive positions by institution type (2007-2013)


2007 2008 2009 2010 2011 2012 2013


11.8 12.1 11.9

10.6

6.8

6.05.0 5.0

5.9

6.9

11.311.9

7.0

6.7

4.8 5.2

7.1

8.6

11.3

6.6

6.0

4.3

6.1

5.2

3.0

6.2

4.8

3.9

15

10

5

0(%)

The ratio of female workers among the S&T R&D workforce in executive positions

remains 11.3% at S&E departments in colleges; 8.6% at public research institutes;

and 5.2% at private research institutes. The overall ratio is showing an increase ex-

cept for in S&E departments in colleges. The ratio of women in executive positions

at public research institutes has increased by 3.8%p since 2007. (Figure 13 ▲)

The ratio of female workers in all managerial positions in college S&E depart-

ments and public research institutes increased in 2007 compared to the previ-

ous year The ratio of female mid-level managers at public research institutes

increased compared to the previous year, while the ratio of top female execu-

tives declined.



<Figure 14> Changes in the ratio of female workers among the S&T R&D workforce in executive positions at S&E departments in colleges (2007-2013)


16

12

8

4

02007 2008 2009 2010 2011 2012 2013

Chief of research Dean Head of affiliated organization/facility Head of department/faculty Total

14.7

11.8

11.08.5

5.9 7.8

10.1

10.3

12.1

14.0 13.713.0

11.99.1

7.7 6.28.9

1010.6

12.413.4

14.4

11.9

10.3

8.65.7

5.0

9.310.311.3

13.7

11.3

9.4

9.06.4

(%)

The ratio of female managers at S&E departments in colleges in 2013 was 11.3%.

The ratio declined across the board in all positions compared to the previous

year except for deans of undergraduate / graduate schools. Since 2007, the ratio

of female workers among director of affiliates / facilities of S&E departments in

colleges has increased by 0.8%p. (Figure 14 ▲)

The ratio of female managers at public research institutes in 2013 was 8.6%. The

ratio increased across the board in all positions compared to the prior year except

for top executive positions. The ratio of women in mid-level positions increased by

5.2%p since 2007, the greatest increase among all positions. (Figure 15 ▼)

The ratio of female managers at private research institutes in 2013 was 5.2%. The

ratio of female managers increased across the board compared to the previous year.

The ratio female managers increased by a similar margin across all positions since

2007. (Figure 16 ▼)

<Figure 15> Changes in female ratio among the S&T R&D workforce in executive positions at public research institutes (2007-2013)


12

10

8

6

4

2

02007 2008 2009 2010 2011 2012 2013

Executive Manager Senior Manager Middle Manager Total

5.16.0

6.3 6.46.05.2

4.4

7.5

10.3

8.6

5.6

4.5

6.56.1

5.9

4.6

6.75.7

5.2

6.0

5.9

2.3

5.55.24.2

4.84.54.2

(%)

<Figure 16> Changes in female ratio among S&T R&D executive positions at private research institutes (2007-2013)


8

7

6

5

4

3

2

1

02007 2008 2009 2010 2011 2012 2013

Executive Manager Senior Manager Middle Manager Total

1.3

2.9

3.9

5.1

3.8

5.5

7.5

6.6 6.6 6.7

5.2

4.1

2.7

4.8

3.2

2.0

5.0

4.2

1.7

5.0

2.7

1.6

4.3

2.9

1.9

3.0

2.2

1.5

(%)



3.4 Promotion Status of Women12.5% of all promoted workers in S&T R&D were women in 2013. The change

in the ratio of female workers promoted in college S&E departments increased

by a large margin since 2007.

Scale and ratio ofwomen among totalpromoted S&T R&D

workforce

Year Scale of women total promoted Ratio

2009 1,065 12.2%

2011 947 9.7%

2013 1,498 12.5%

<Table 10> Promotion status of female S&T R&D workers by institution(2013)

Institution type

Employees up for promotion Employees promoted

Total Female Female ratio Total Female Female ratio

College S&E departments 3,750 499 13.3 1,792 233 13.0

Public research institutes 2,789 312 11.2 1,002 111 11.1

Private research institutes 13,519 1,502 11.1 9,207 1,154 12.5

Total 20,058 2,313 11.5 12,001 1,498 12.5


Workforce


In 2013, the total number of workers promoted at target institutions was 12,001, of

which 1,498 (12.5%) were women. Compared to the ratio of female workers among

those workers up for promotion, the ratio of women actually promoted is 1.0%p

higher. (Table 10 ▲)

The ratio of female workers among all S&T R&D workers promoted increased by

0.7%p compared to the previous year. College S&E departments showed the high-

est increase compared to other institution types with an increase of 6.6%p. The

ratio of female workers among promoted employees in college S&E departments

showed a bigger change than in other institute types. (Figure 17 ▼)

<Figure 17> Changes in female ratio among workers promoted in S&T R&D by institution (2007-2013)


20

15

10

5

0(%) 2007 2008 2009 2010 2011 2012 2013


5.9

7.5

11.1

11.5

13.5

9.0

12.8

15.8

13.6

18.2

11.813.0

12.5

11.110.8

10.1

10.710.59.7

10.7

10.38.7

12.312.2

10.58.4

7.8

12.5

The number of female employees promoted in college S&E departments and

public research institutes decreased compared to the prior year. The number

and ratio of female employees promoted at private research institutes increased

for 3 consecutive years.

<Figure 18> Changes in promotion scale by gender and the rate of women’s promotion in S&T R&D at S&E departments in colleges (2007-2013)


1,983

258

1,956

305

1,749

256

1,556

291

1,677

264

1,631

364

1,559

233

2007 2008 2009 2010 2011 2012 2013

Male promoted Female promoted Female ratio in the total promoted

2,500

2,000

1,500

1,000

500

0

30

25

20

15

10

5

0

11.513.5 12.8

15.8 13.6

18.2

13.0

(persons) (%)



Among all faculty promoted in college S&E departments, since 2007. In 2013, the

ratio decreased to 13.0%, a 5.2%p decrease on the previous year. The total num-

ber of male workers promoted has been decreasing consistently since 2007 while the

number of female workers promoted tends to fluctuate more each year. (Figure 18 ▲)

<Figure 19> Changes in promotion scale by gender and the rate of women’s promotion in S&T R&D at public research institutes (2007-2013)


964

120

1,008

92

916

107

914

110

943

111

1,044

126

891

111

2007 2008 2009 2010 2011 2012 2013


1,200

1,000

800

600

400

200

0

20

15

10

5

0

11.1

8.4

10.5 10.7 10.5 10.8 11.1

(persons) (%)

Among the workers promoted at public research institutes, the ratio of female

workers has remained at 10% on average since 2007. The ratio of female workers

promoted increased in 2013 by 0.3%p on the previous year to 11.1%. For men, the

promotion rate is at its lowest since 2007. (Figure 19 ▲)

Among workers promoted at private research institutes, the ratio of female workers

increased by 6.6%p from 5.9% in 2007 to 12.5% in 2013. The number and ratio of

female employees promoted at private research institutes has been increasing con-

sistently since 2011. (Figure 20 ▼)

<Figure 20> Changes in promotion scale by gender and the ratio of women’s promotion in S&T R&D at private research institutes (2007-2013)


7,628

477

7,021

590

5,027

702

6,257

596

5,302

572

6,457

7261,154

2007 2008 2009 2010 2011 2012 2013


8,000

6,000

4,000

2,000

0

20

15

10

5

0

7.85.9

12.3

8.7 9.7

10.112.5

8,052

(persons) (%)

3.5 Status of R&D Activities8.6% of all research directors were women in 2013, an increase of 0.8%p com-

pared to the previous year. Private research institutes have a relatively high rate

of female research directors in charge of big projects that require large budgets.

Ratio of female workersamong research directors

Year 2009 2011 2013

ratio 7.3% 7.1% 8.6%

In 2013, 97,752 projects were carried out in the surveyed institutions and 8.6% of

research directors were women, with the rate increased by 0.8%p compared to

previous year. (Table 11 ▼)



<Table 11> Number of research projects and status of female research directors by institution type (2012-2013)

Institution type

2012 2013

Numberof projects

Research directorNumber

of projects

Research director

Total FemaleFemale

ratioTotal Female

Female ratio

College S&E departments 48,885 49,719 3,822 7.7 51,321 53,074 4,654 8.8

Public research institutes 23,407 24,719 2,451 9.9 19,975 20,800 2,122 10.2

Private research institutes 23,215 39,396 2,642 6.7 26,456 34,799 2,548 7.3

Total 95,507 113,834 8,915 7.8 97,752 108,673 9,324 8.6


Year / workforce


<Figure 21> Distribution of female research directors by institution type and project budget (2013)


1 billion KRW and above 100 million - 1 billion KRW 30 million - 100 million KRW Less than 30 million KRW

53.4%

0.4% 11.9%

34.2%

S&E Dept. in Colleges

44.9%21.4%

27.0%

6.8%

Private Research Institutes

44.4%

17.0%

35.6%

2.9%

Total

24.1%

3.8%

23.0%

49.1%

Public Research Institutes

In terms of institution type, more than 50% of female research directors at S&E

departments in colleges performed projects worth less than 30 million KRW, and

49.1% of female research directors at public research institutes performed projects

worth between 30 million and100 million KRW. Also, 28.2% of female research di-

rectors at private research institutes performed projects worth more than 100 million

KRW and above (including 6.8% that performed projects worth 1 billion KRW and

above), showing a higher rate of high-budget projects compared to other institu-

tions. (Figure 21 ▲)

The ratio of female research directors increased compared to the previous year

for all institution types. 10.2% of research directors at public research institutes

were women in 2013, an increase of 3.7%p since 2007

<Figure 22> Changes in scale and ratio of female research directors in college S&E departments (2007-2013)


33,187

2,503

42,665

3,092

45,363

3,325

44,589

3,410

47,123

3,422

49,719

3,822

53,074

4,654

2007 2008 2009 2010 2011 2012 2013

Total number of research directors Number of female research directors Ratio of female workers among research directors

60,000

50,000

40,000

30,000

20,000

10,000

0

15

10

5

0

7.5 7.2

7.3 7.6 7.3 7.78.8

(2007-2013)

(persons) (%)

The ratio of women working as research directors in college S&E departments has

remained at 7% since 2007. In 2013, the ratio increased to 8.8%, an increase of

1.1%p compared to the previous year. (Figure 22 ▲)



<Figure 23> Changes in scale and ratio of female research directors at public research institutes (2007-2013)


12

10

8

6

4

2

0

14,890

974

16,123

956

19,174

1,202

20,975

1,590

18,159

1,590

24,719

2,451

20,800

2,122

2007 2008 2009 2010 2011 2012 2013


25,000

20,000

15,000

10,000

5,000

0

6.55.9 6.3

7.68.8

9.9 10.2

(persons) (%)

The ratio of women working as research directors at all public research institutes in-

creased by 3.7%p from 6.5% in 2007 to 10.2% in 2013. The number of female work-

ers working as research directors at public research institutes decreased slightly in

2013. However, the ratio of total female workers increased by 0.3%p. (Figure 23 ▲)

<Figure 24> Changes in scale and ratio of female research directors at private research institutes (2007-2013)



36,815

3,269

19,613

709

22,960

1,061

22,517

1,466

29,533

1,702

39,396

2,642

34,799

2,548

2007 2008 2009 2010 2011 2012 2013

50,000

40,000

30,000

20,000

10,000

0

8.9

3.64.6

6.55.8

6.7 7.3

12

10

8

6

4

2

0(persons) (%)

The ratio of female workers among research directors at private research institutes

has fluctuated since 2007. In 2013, the ratio increased to 7.3%, an increase of 0.6%p

from the previous year. (Figure 24 ▲)

3.6 Operational Status of Work-family Balance Assistance SystemAmong all legally required programs, implementation maternity leave had the

highest uptake, at 98.7% in 2013 Among the reasons for not implementing le-

gally required programs at college S&E “customary practice” was the most cited.

Take-up rate of maternity leaveYear 2009 2011 2013

ratio 96.8% 96.8% 98.7%

Take-up rate of breast feedingbreaks in college S&E

departments

Year 2009 2011 2013

ratio 28.6% 53.3% 57.4%

<Figure 25> Operation rate of legally stipulated systems among work-family balance assistance policies by institution type (2013)

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).99

.698

.998

.698

.7

79.8

83.5

57.4

92.3

98.9

99.5

96.7

95.7

90.8

98.4

92.6

92.8

79.1

93.2

97.6

91.7

92.2

77.9

93.5

97.8

Maternity Leave Protecting PregnantWomen

Misccariage Leave Childcare Leave GuaranteedBreastfeeding Time

Spouse MaternityLeave (Male)

Colleges S&E Depts Public Research Institutes Private Research Institutes Total

100

80

60

40

20

0(%)



The implementation rate of legally required Work-Family Balance Assistance Pro-

grams for maternity leave before and after childbirth is high regardless of institution

type (2013) but the availability of guaranteed breast feeding breaks is relatively low.

The operation rate of mandatory programs at public research institutes is relatively

high compared to other types of institution. S&E departments have a low perfor-

mance compared to private research institutes, except for when it comes to mater-

nity and childcare leave. (Figure 25 ▲)

Proportion of college S&E departments

citing “customary practice” as the reason for not implementing

legally required programs

Year 2009 2011 2013

Ratio - 36.8% 32.3%

<Figure 26> The reasons for not implementing legally required programs (2013)


Customary practice All employees are male No women in childbirth/childcare Cause discomfort to other employees Difficult to replace work Legal information not available Other

S&E Dept inColleges

Public ResearchInstitutes

PrivateResearch Institutes

Total

100

80

60

40

20

0

32.3

14.1

30.5

4.51.45.0

20.1

22.8

38.5

3.06.54.4

22.1

21.5

36.6

3.45.54.6

20.6

26.5

17.68.80.05.9

(%)

12.320.6

4.6 6.3

The major reasons for not implementing legally required family-work balance as-

sistance programs in 2013 were cited as: “customary practice” (32.3%) at college

S&E departments; “All workers are male”(26.5%) at public research institutes; “No

female workers giving birth or requiring childcare” (38.5%) at private research in-

stitutes. (Figure 26 ▲)

The availability of breast feeding facilities was 14.5%, the lowest of all indepen-

dent programs at research institutions in 2013. Private research institutes were

below average in the operation rate of autonomously run programs.

Proportion of public researchinstitute offering flexible time and

telecommuting systems

Year 2009 2011 2013

ratio 39.9% 67.1% 81.5%

Proportion of private researchinstitutes offering

of breast feeding facilities

Year 2009 2011 2013

ratio 21.8% 11.3% 11.8%

<Figure 27> Operation rate of independent work-family balance assistance programs by institution type (2013)


30.518.4

25.7

87.1

99.3 98.9

46.7 48.9

81.594.0

29.9

11.8 16.5

90.3

97.1

30.9

14.5 21.0

90.3

97.4

Infertility Leave Breastfeeding Facilities

Flexible Hours/Telecommuting

General Leave incl. sick leave, training

Rest Area

Colleges S&E Depts Public Research Institutes Colleges S&E Depts Public Research Institutes

100

80

60

40

20

0(%)

In 2013, the operation of work-family balance programs autonomously run by in-

stitutions is relatively low for fertility leave (average 30.9%), breast feeding facilities

(average 14.5%), and flexible time/telecommuting systems (average 21.0%). The

operation rate of autonomously run programs at public research institutes is rela-

tively high compared to other types of institute. At private research institutes, only

the availability of rest lounges is of resting lounge is at average level and other types

of program are below average in operation. (Figure 27 ▲)



3.7 Status of Establishing Workplace Childcare Facilities55.3% of institutions were legally obliged to establish and operate workplace

childcare facilities. The availability of joint nursery facilities near public re-

search institutes is relatively high regardless of obligation.

Proportion of institutions withworkplace childcare facilities

Year 2009 2011 2013

ratio 7.7% 9.7% 10.7%

Proportion of institutions withchildcare facilities that have an

obligation to establish the facilities

Year 2009 2011 2013

ratio - 54.0% 55.3%

<Table 12> Establishment according to obligation of establishment of workplace childcare facilities (2013)

Institution type

Legal obligation No legal obligation Total

Estab lished

Not estab lished

Establishment ratio

Estab lished

Not estab lished

Establishment ratio

Estab lished

Not estab lished

Establish ment ratio

College S&E departments 62 22 73.8 33 155 17.6 95 177 34.9

Public research institutes 55 4 93.2 28 97 22.4 83 101 45.1

Private research institutes 71 126 36.0 95 2,463 3.7 166 2,589 6.0

Total 188 152 55.3 156 2,715 5.4 344 2,867 10.7

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note : “Establishment rate” is the rate of the institutions with facilities established among all institutions surveyed. Workplaces withover 300 female regular workers or over 500 regular workers are legally obliged to establish childcare facilities.

Policies

Workplace child(care facilities are established and operated by 55.3% 188 institu-

tions) of all those institutions with legal obligation to do so, and by 5.4% of those

with no legal obligation to do so. Among all the institutions with legal obligation to

establish childcare facilities private research institutes show the lowest establishment

rate with 36.0%. (Table 12 ▲)

100

80

60

40

20

0

<Figure 28> Establishment according to the obligation to establish workplace childcare facilities (2013)


53.250.0

60.6

9.1

36.4

12.9

63.6

18.2

35.725.0

42.9

29.1

52.1

32.4 25.314.7

63.2

22.5

55.9

34.0 34.6

15.421.3

Establish in-housechildcare center

Joint childcare Pay childcarestipened

Establish in-housechildcare center

Joint childcare Pay childcarestipened

S&E Dept in Colleges Public Research Institutes Private Research Institutes Total

(%)

53.8

[Applicable] [Non-Applicable]

Workplaces with over 300 female regular workers or over 500 regular workers are

legally obliged to establish childcare facilities. “Payment of childcare benefits” is a

benefit paid by the institution when not sending the child to a childcare facility, and

family allowance is excluded. “Status by establishment type” is determined only in

the case of respondents (N = 322) who answered questions regarding facilities in

the institution, joint childcare facilities nearby, and payment of childcare benefits

that are types of workplace childcare facilities. Establishment and operation of joint

childcare facilities nearby is less common than for other types of childcare facilities.

However, regardless of obligation to establish facilities, public research institute’s oper-

ation rate tend to be relatively high. (Figure 28 ▲)

3.8 Status of Female Students Entering College S&E departmentsThe ratio of female students in freshmen classes of college S&E departments

was 27.2% in 2013. There is a huge difference between the ratio of female stu-

dents entering the natural science and engineering fields at university.



Number and ratio offemale students entering

college S&Edepartments

Year Female student entering S&E dept. Ratio

2004 74,864 28.3%

2009 66,122 26.9%

2013 68,777 27.2%

2007 2008 2009 2010 2011 2012 2013

Female Male Female Ration in New Students

300,000

250,000

200,000

150,000

100,000

50,000

0

50

45

40

35

30

25

20

180,305 179,494 179,410 180,810188,634 188,665 184,044

27.4 26.6 26.9 27.7 27.4 27.0 27.2

<Figure 29> Changes in the scale of students entering S&E departments in colleges and the ratio of female students (2007-2013)

Source: ˹2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note The number of students is based on the number of newly enrolled students of associate, bachelor’s and master’s/doctor’s degree programs in Statistical Yearbook of Education.

68,064 65,176 66,122 69,417 71,304 69,646 68,777

(persons) (%)

The ratio of new female students in S&E colleges has remained at 26~27% since

2007. In 2013, the number of female students with S&E majors declined compared

to the previous year but the ratio increased by 0.2%p. (Figure 29 ▲)

Ratio of female freshmanstudents entering school as

natural science majors

Year 2009 2011 2013

ratio 52.6% 50.1% 50.0%

Ratio of female freshmanstudents entering school as

engineering majors

Year 2009 2011 2013

ratio 16.9% 16.5% 17.5%

<Table 13> Status of female students entering S&E colleges by degree program(2013)

Major

Associate degree

Bachelor’s degree

Master’s degree

Doctorate degree Total

TotalFemale(Ratio)

TotalFemale(Ratio)

TotalFemale(Ratio)

TotalFemale(Ratio)

TotalFemale(Ratio)

Natural science 16,8838,751(51.8)

46,60523,501(50.4)

7,9483,951(49.7)

4,0461,528(37.8)

75,48237,731(50.0)

Engineering 63,4177,938(12.5)

92,25919,515(21.2)

15,5782,712(17.4)

6,085881

(14.5)177,339

31,046(17.5)

Total 80,30016,689(20.8)

138,86443,016(31.0)

23,5266,663(28.3)

10,1312,409(23.8)

252,82168,777(27.2)

Source: ˹2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014). Note Associate’s refer to students entering junior colleges and polytechnic colleges, while bachelors refer to students entering general universities and industrial colleges.

Degreeprogram/

Workforce


In 2013, the ratio of female freshman students entering school as natural science

majors was 50.0% while the corresponding ratio for engineering majors was 17.5%,

demonstrating a significant gap. The gap between female students entering master’s

and doctorate programs in natural science was 14.3%p, which is larger than that of

engineering majors. (Table 13 ▲)

3.9 Status of Female Students in college S&E departments28.4% of students in college S&E departments were women in 2013 5,521 of

students in S&E doctorate programs were women in 2013, an increase of 2,082

since 2007.

Number and ratio offemale students enrolled

in college S&Edepartments

Year Female students enrolled in college S&E dept. Ratio

2004 237,028 28.9%

2009 211,009 28.2%

2013 228,473 28.4%



<Table 14> Status of female students enrolled in college S&E departments by degree program (2013)


Major

Associate degree

Bachelor’s degree

Master’s degree

Doctorate degree Total

TotalFemale(Ratio)

TotalFemale(Ratio)

TotalFemale(Ratio)

TotalFemale(Ratio)

TotalFemale(Ratio)

Natural science 33,92717,935(52.9)

189,78497,963(51.6)

15,0777,666(50.8)

9,7693,561(36.5)

248,557127,125(51.1)

Engineering 126,02617,436(13.8)

384,41376,472(19.9)

31,8775,480(17.2)

14,9631,960(13.1)

557,279101,348(18.2)

Total 159,95335,371(22.1)

574,197174,435(30.4)

46,95413,146(28.0)

24,7325,521(22.3)

805,836228,473(28.4)

Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note : Associates degree refers to students in junior colleges and polytechnic colleges, while bachelors degree refers to students in 4-year universities and industrial colleges

Degreeprogram/

Workforce

Female students enrolledin doctorate programs

in college S&Edepartments

3,439 persons(2007)

5,521 persons(2013)

In 2013, the enrollment ratio of female students with natural science majors was

51.1% while the corresponding ratio for engineering majors was 18.2%, which is a

significant gap. The gap between the enrollment rate of female students in bache-

lor’s and master’s degree programs in engineering was 2.7%p, which is much larger

than that of natural science majors. (Table 14 ▲)

Apart from associate degree programs, the scale of female students enrolled in

bachelor’s, master’s and doctorate programs has increased since 2007. The num-

ber of female students in associate degree programs decreased by 9.3% in 2013

whereas the number of female students in doctorate programs increased by 63.9%

in 2013. (Figure 30 ▼)

Associate Bachelor Master Doctorate Total

<Figure 30> Changes in the number of female students enrolled in college S&E colleges by degree(2007-2013)

Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note The term “Associate degree” refers to students in junior and polytechnic colleges, while “bachelors degree” refers to studentsin 4-year universities and industrial colleges.

2007 2008 2009 2010 2011 2012 2013

300,000

250,000

200,000

150,000

100,000

50,000

039,404

159,730 158,536 159,611 163,171 168,719 171,482 174,435

11,2893,439

213,862 210,695 211,009 215,440 224,225 226,692 228,473

3,625 3,767 4,212 4,944 5,132 5,52113,808 13,609 13,14612,84011,679 12,047

36,855 35,584 35,217 36,754 36,469 35,371

250,000

200,000

150,000

100,000

50,000

0(persons) (%)

3.10 Status of Female University Graduates in Science and Technology28.1% of college graduates with an associates degree an above in S&E were

women in 2013 Since 2007, female students’ highest graduation rate has been

of master’s degree an above in engineering.

Number and ratio offemale graduates

produced by collegeS&E departments

Year Female graduates produced by college S&E dept. Ratio

2004 71,651 29.7%

2009 54,115 27.6%

2013 56,030 28.1%

The number of female graduates with at least an associate’s degree in natural sci-

ences and engineering totaled 56,030 in 2013 (31,729 in natural sciences and 24,301

in engineering). 53.5% of graduates in natural science were women. (Table 15 ▼)



<Table 15> Status of female graduates in natural sciences and engineering by degree (2013)


Work-force

Associate degree Bachelor’s degree

Master’s degree Doctorate degree Total

Natural

science

Engi-

neer

ing

Total

Natural

sci-

ence

Engi-

neer

ing

Total

Nat-

ural

sci-

ence

Engi-

neer

ing

Total

Natural

sci-

ence

Engi-

neer

ing

Total

Natural

sci-

ence

Engi-

neer

ing

Total

Total 13,387 45,873 59,260 37,098 77,232 114,330 6,613 13,856 20,469 2,251 3,163 5,414 59,349 140,124 199,473

Female 7,614 6,820 14,434 19,905 14,580 34,485 3,383 2,573 5,956 827 328 1,155 31,729 24,301 56,030Female

ratio 56.9 14.9 24.4 53.7 18.9 30.2 51.2 18.6 29.1 36.7 10.4 21.3 53.5 17.3 28.1

Source: ˹2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note Associate’s degree refers to students in junior colleges and polytechnic colleges, while bachelor’s degree refers to students in 4-year universities and industrial colleges.

Degree/ Majors

[Science Major]


60.0

50.0

40.0

30.0

20.0

10.0

0.02007 2008 2009 2010 2011 2012 2013

Associate Bachelor Master Doctorate

54.8 55.3 56.5 56.1 54.757.0

54.5

50.1

36.3 36.7

51.2

53.7

56.9

49.5

37.2

54.6

49.1

36.6

53.7

48.7

32.9

55.3

46.5

35.9

53.7

46.8

34.2

54.7

<Figure 31> Changes in the ratio of female graduates in natural sciences and engineering by degree (2007-2013)

(%)

[Engineering Major]


60.0

50.0

40.0

30.0

20.0

10.0

0.02007 2008 2009 2010 2011 2012 2013

17.0 16.315.214.1

9.1 10.2

14.116.3

16.8 17.616.614.6

9.7

18.7

15.414.8

9.1

19.1

16.9

18.9

18.614.9

10.4

14.4

10.3

16.713.7

8.9

Associate Bachelor Master Doctorate

(%)

Among the graduates in 2013, the ratio of female doctorate students in natural sci-

ence was 36.7% while the ratio for engineering doctorates was 10.4%, with a differ-

ence of 26.3%p. This is an increase of 0.3%p compared to 2012. The ratio of female

students with master’s degrees in engineering increased from 13.7% in 2007 to

18.6% in 2013, an increase of 4.9%p. This represents the largest margin of increase

compared to the ratio of female students in other majors and degrees.(Figure 31 ▲)

3.11 Status of Women in Science and Technology Participating in Economic ActivitiesThe economic activity rate of female S&E majors was 61.0% in 2013, which is

31.3%p lower than males. The gender gap for married S&E majors is 41.2%p,

which is greater than that of all other majors.



Economic activity rateof S&E majors

Year Male Female

2004 89.7% 62.6%

2009 91.1% 61.6%

2013 92.3% 61.0%

<Table 16> Status of participation in economic activities by gender and major (2013)

Gender/Major

Economically active population(A) Economi-cally

inactive population

(B)

Economi-cally active

rate A/(A+B)

×100

Employ-ment rate a

/(A+B)×100

Unemploy-ment rate

a’/A×100Employed

(a)

Un-employed

(a’)

Total (a+a’=A)

Female

S&E 884,888 30,998 915,886 586,394 61.0 58.9 3.4

Natural science 480,034 18,447 498,481 347,386 58.9 56.8 3.7

Engineering 404,854 12,551 417,405 239,008 63.6 61.7 3.0

Medicine and pharmacy

457,329 5,826 463,155 146,063 76.0 75.1 1.3

Non-S&E other than medicine

/pharmacy2,803,979 99,356 2,903,335 1,546,951 65.2 63.0 3.4

Total 4,146,196 136,180 4,282,376 2,279,408 65.3 63.2 3.2

male

S&E 3,580,626 103,055 3,683,681 306,025 92.3 89.7 2.8

Natural science 609,073 17,976 627,049 77,451 89.0 86.5 2.9

Engineering 2,971,553 85,079 3,056,632 228,574 93.0 90.5 2.8

Medicine and pharmacy

226,459 5,782 232,241 16,459 93.4 91.1 2.5

Non-S&E other than medicine

/pharmacy2,959,033 100,416 3,059,449 485,222 86.3 83.5 3.3

Total 6,766,118 209,253 6,975,371 807,706 89.6 86.9 3.0

Note Economically active population = Age 15 and above (Employed + Unemployed) Unemployed: Those who did not receive an income during the survey period and had been seeking jobs for the previous four weeks Economic activity rate = Age 15 and above (Employed + Unemployed) / Population of age 15 and above * 100 Employment rate = Employed and age 15 and above / Age 15 and above x 100 Unemployment rate = Unemployed with age 15 and above / Economically active population * 100 Only the graduates of junior college or higher were taken into consideration for the final degree obtained (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees)

Status of economicparicipation/

Workforce


The economic activity rate of female S&E majors (61.0%) in 2013 is lower than for

the average all women (65.3%), and the gender disparity is greater than for all other

majors. The economic activity rate of female natural science majors was 58.9% and

the employment rate was 56.8%, which is relatively low, while the unemployment

rate was 3.7%, which is highest among all majors. (Table 16 ▲)

Science Engineering Medicine&Pharmacy

Non-Science/Engineering

Science Engineering Medicine&Pharmacy

Non-Science/Engineering

Female Male

1009080706050403020100

85.991.5

84.590.8

51.954.1

95.3 94.4

76.0

59.2

88.081.6

90.487.484.5 84.1

<Figure 32> Economic activity rate by gender, marital status and field of major (2013)

Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note Only the graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students ona leave of absence and dropouts are calculated as those with previous degrees)

[Single] [Married]

The economic activity rate for unmarried people has remained at 80~90% regardless

of gender or major, but in the case of married people, the economic activity rate of

women in science and engineering has dropped significantly to 50%. In particular,

married S&E majors have a relatively large gender gap (38.9%p in natural sciences,

41.2%p in engineering) compared to other majors. (Figure 32 ▲)

The gender gap in the economic activity rate of S&E majors in their 20s is not

great, but there is a large gap age 30s which continues to grow. The economic

activity rate of female college graduates with a bachelor’s degree in an S&E ma-

jor continues to decline after their 30s.



(%)

<Figure 33> Economic activity rate of S&E majors by gender and age (2013)

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note Only graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on aleave of absence and dropouts are calculated as those with previous degrees)

100

90

80

70

60

50

40

30

20

10

0Age 20-29 Age 30-39 Age 40-49 Age 50-59

Male Science Major Male Engineering Major Female Science Major Female Engineering Major

86.0

96.4

94.9

57.7

97.1 94.0

93.8

67.9

48.0

95.9

61.2

58.655.6

84.377.3

78.4

The economic activity rate of S&E majors is at 70~80% for those in their 20s with no

large gender gap. However, the gap increases after they reach their 30s, with a 90%

economic activity rate for men and 50% for women. Female engineering graduates

aged 40 and above show an increase in their economic activity rate as they get

older. (Figure 33 ▲)

<Figure 34> Economic activity rate of S&E majors by gender, age and degree(2013)[Female]

100

90

80

70

60

50

40

30Age 20-29 Age 30-39 Age 40-49 Age 50-59

Associate Bachelor's Degree Master/Ph.D

83.9

71.2

61.3

57.3

47.7

63.3

57.7

57.9

53.5

78.477.0

65.1

(%)

[Male]

Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note Only graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees)

100

95

90

85

80

75Age 20-29 Age 30-39 Age 40-49 Age 50-59

Associate Bachelor's Degree Master/Ph.D

88.9

96.3

98.8

97.1

94.3

91.2

97.0

95.7

96.0

95.8

84.6

(%)

In terms of degree, the economic activity rate of women with a bachelor’s degree

in S&E continues to decline after their 30s and eventually falls below that of women

with associate’s degrees. On the other hand, the economic activity rate of women

with master’s and doctorate degrees remains relatively high across all ages. For

men, the difference between degree levels is small across all ages while the eco-

nomic activity rate also remains high. (Figure 34 ▲)

3.12 Status of Women in Science and Technology with Career In-terruptionsIn 2013, the ratio of female workers on career breaks accounted for 64.1% of all

unemployed women with S&E majors. The ratio of women in their 30s account-

ed for 65.8% of all female S&T workers with career interruptions.

Ratio of unemployedfemale S&E majors with

career interruptions

Year 2004 2009 2013

ratio - - 64.1%



Female S&T workers intheir 30s with

career interruptions

Year 2004 2009 2013

ratio - - 65.8%

In 2013, there were over 421,400 unemployed married women specializing in nat-

ural science and engineering. 270,200 of them (64.1%) had faced the prospect of a

career interruption and overwhelmingly had to quit their jobs due to childbirth and

childcare. Women on a career breaks specializing in natural science and engineer-

ing account for 24.4% of all women on a career break. (Table 17 ▼)

<Table 17> Status of women in S&T taking career breaks by field of major(2013)

Major

Married women (A)

(A)Compositionratio

Unemployed women (B)

(B)Compositionratio

women taking a career break (C)

(C)Compositionratio

Ratio of female workers taking a career break among unemployed

women(C/B)

S&E 8,737 21.8 4,214 23.4 2,702 24.4 64.1

Natural science 5,090 12.7 2,428 13.5 1,459 13.2 60.1

Engineering 3,647 9.1 1,786 9.9 1,242 11.2 69.5

Medicine andpharmacy

2,941 7.3 923 5.1 671 6.1 72.7

Non S&E otherthan medicine and

pharmacy28,373 70.8 12,884 71.5 7,713 69.6 59.9

Total 40,050 100.0 18,021 100.0 11,086 100.0 61.5

Note Married women = Married women (married, bereaved or divorced) from age 15 to 54 Unemployed women = Women currently not working among married women, i.e. unemployed or economically inactive Women taking a career break = Among unemployed women, those who quit their jobs due to childcare, marriage, pregnancy/child-birth, and education of children (elementary students) Among married women (married, bereaved or divorced) from age 15 to 54, only the graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees) The figures are rounded and therefore the total sum calculated may not add up precisely to the actual. Also, the ratio for the same data may appear slightly different due to units (in hundreds) used

Status of economic participation/ Workforce

(Unit : Number of persons in hundreds, %)

<Figure 35> women in S&T taking career breaks due to childbirth and childcare among unemployed people specializing in natural sciences

and engineering by age (2013)

Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note Among married women (married, bereaved or divorced) from age 15 to 54, only graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees)

40

35

30

25

20

15

10

5

0Age 20-24 Age 25-29

0.10.4

0.83.8

0.32.3

Age 30-34 Age 35-39 Age 40-44 Age 45-49 Age 50-54

5.7

4.7

14.5

15.5

19.5

16.3

5.2

11.0

Science Engineering

(%)

Among women in S&T specializing in natural science and engineering and taking a

career break due to childbirth and childcare, there were more engineering majors

than natural science majors among those in their early 30’s or younger, whereas

there were more natural science majors than engineering majors for those in their

30’s or older. (Figure 35 ▲)


ⅡSTRONGER WOMEN,

STRONGER SOCIETY:

CENTER FOR WISET, KOREA

Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA58 59

In Korea, just as in the international community, efforts to increase women’s par-

ticipation are no longer understood solely as being for the purpose of eliminating

discrimination but as necessary for improving a nation’s competitiveness and for

developing a happier society overall.

In appreciation of this, the Ministry of Science, ICT and Future Planning of the

Republic of Korea commissioned the country’s first center for women in science

in 2001, the Women Into Science and Engineering (WISE) Center. Now, the Korea

Center for Women in Science, Engineering and Technology (WISET), was then

established in 2004 under Article 14 of Section 1 of the Korean “Act on Fostering

and Supporting Women Scientists and Technicians” (2002)9) in order to create the

conditions under which women can play a central role in S&T sectors.

In order to foster women’s talents for the benefit of all, WISET motivates children to

dream of being scientists and supports female scientists and engineers to continue

their careers without becoming discouraged and to be acknowledged among their

colleagues for their hard work. WISET also motivates them to aspire for something

higher in their career and feel confident in doing so. To this end, WISET devises

and implements programs aimed at fostering and maximizing women’s talents in

SET fields in all their stages of life and career.

The prominent position of WISET in Korea greatly enhances its effectiveness in

9) ANNEX Ⅰ

the process of introducing progressive policies for promoting women in S&T. The

WISET staff brings together an unprecedented level of expertise on all aspects of

women’s participation in S&T, lending it significant prominence in Asia and the

world. The center’s extensive accomplishments on the education, training, and

mentoring women in Korea have ready application to overseas cases. As Korea has

recently emerged from a history of extremely successful, rapid economic devel-

opment and industrialization initiatives, it currently serves as a role model for the

developing world.

WISET aims to• Develop policies to foster and utilize women in science, engineering and tech-

nology (SET);

•Support women in SET to fully develop and practice their abilities;

• Contribute to the personal development of female scientists and engineers and to

the advancement of S&T at large

Developing policies to foster and utilize women in SETWISET aims to contribute to building human and institutional capacity to promote and

strengthen women’s intellectual and leadership capacity in SET studies and careers by

providing life-long education and training programs as well as promoting R&D that

brings together knowledge and experience. This way, we can help women in SET to

fully develop and apply their social and economic capabilities in their communities.

Supporting women in SET to fully develop and practice their abilitiesWISET aims to strengthen female scientists and engineers’ capacity to contribute

to the advancement of S&T by promoting new concepts and information related

to women’s issues in SET. The center collects and disseminates data, and useful

resources on the status of women in the SET and the challenges they face, as well

as information on best practices.

Ⅱ STRONGER WOMEN, STRONGER SOCIETY: CENTER FOR WISET, KOREA


Contributing to the personal development of female scientists and engineers and to the advancement of S&T at large

WISET aims to provide opportunities for open exchange and systems for world-

class female scientists and engineers to join together to re-enforce women’s inter-

national solidarity, cooperation and collaboration, especially in SET fields.

WISET’s main functions are•Providing a full support system to foster and utilize women’s skills in SET;

•Serving as the focal point for policy projects to foster women in SET;

•Supporting the management of systems and policies to foster women in SET;

• Planning, operating, managing, and evaluating support programs toward foster-

ing women in SET;

•Supporting and promoting project achievements;

• Cooperating and collaborating both domestically and internationally to enhance

the synergy effect of support projects and programs to foster women in SET

Women in Science Organisations in Korea - Timeline2001 Initiation of the WISE Program (Women into Science and Engineering)

2002 Enactment of the Act on Fostering and Supporting Women Scientists and

Engineers

2004 First Basic Plan for the Act on Fostering and Supporting Women Scientists and

Engineers (2004-2006, Ministry of Science and Technology)

Initiation of WATCH21 Program

Establishment of WIST Center (Women in Science and Technology)

2006 Initiation of WIE Program (Women in Engineering)

2009 Second Basic Plan for the Act on Fostering and Supporting Women Scientists

and Engineers (2009-2013, Ministry of Education and Science Technology)

2011 Establishment of the Center for Women in Science, Engineering and Tech-

nology (integrated center for 4W Programs – WISE, WIST, WATCH21 and WIE)

2012 Designation of 16 WISET Regional Offices nationwide

2013 Incorporation of the Center for Women in Science, Engineering and Tech-

nology

Opening of the Support Center for Cooperative Association of Scientists and

Engineers

2014 Third Basic Plan for the Act on Fostering and Supporting Women Scientists

and Engineers (2014-2018, Ministry of Scienc, ICT and Future Planning)10)

Opening of the Seoul Science & Technology Re-employment Support Center

(Saeil)

Opening of the Academy for Women in Science and Engineering

Since its establishment in 2011, taking over the previous programs of the former

WISE center, WISET has developed strategic approaches to empower women, both

in society and within organizations, and to increase access to the knowledge and

tools integral for their career advancement by means of international cooperation.

It has successfully carried out its programs to promote women and girls in the field

of SET in Korea, and increasingly in the region through close collaborative projects,

and is ready to apply its approach globally.

In Korea, following the enforcement of the “Act on Fostering and Supporting Fe-

male Scientists and Technicians” (2002), WISET organized regional agencies nation-

wide and developed programs with a vision of recruiting girls into STEM majors and

retaining female students and professional in these fields.

1. Supporting Legal Systems and Policy Management

WISET fosters and supports female scientists and engineers by managing the recruit-

ment quota system, the officer-in-charge system as well as organizational innova-

10) ANNEX Ⅱ


tion and reform projects. It also issues reports on female scientists and engineers’

level of economic participation. In addition, WISET works with the National Assem-

bly and government bodies to ensure implementation of policies to support female

scientists and engineers.

Survey on female scientists and engineers’ economic participationThe Report on the Engagement of Female Scientists and Engineers is the only sur-

vey to capture gender-sensitive statistics on scientists and engineers in Kore. With

the target of SET research institutions, results are used to develop policies to sup-

port women working in STEM and to analyze the subsequent performance of such

policies. The survey includes statistics on employment, recruitment, promotion and

R&D activities to show if female scientists and engineers are being put to use and

engaged in the field.

Target SET research institutions

Content Employment, recruitment, job assignment, promotion of female scientists

and engineers; R&D activities, participation in training programs, status of the sys-

tem for work-family balance

Publications Report on Korean Women in Science, Engineering and Technology

(English/Korean)

Report 2013 Statistic re-analysis of use and nurturing of female scientists and engineers* Downloadable at www.wiset.re.kr.

Quota Systems for Recruitment of Female Scientists and Engi-neersThe recruitment quota system is a legal system to be enforced until the proportion

of female R&D personnel recruited in science and engineering research institutions

reaches 30%. WISET monitors research organizations’ recruitment and awards

those making a high percentage of female hires.

•Setting and pushing toward annual targets

•Monitoring performance of target organizations

•Reporting on results and outcomes of the quota system

•Awarding best performing organizations of the quota system

•Reporting on the results and outcomes of the quota system

Officers-In-Charge at science and engineering research centersThis system designates an officer-in-charge at science and engineering research

centers to ensure projects and programs to promote the recruitment and promotion

of female scientists and engineers. WISET supports through job training and award-

ing of outstanding officers-in-charge.

•Manage an officer-in-charge for female scientists and engineers

•Half-yearly training for officers-in-charge

•Support for pilot projects of innovative institutional reforms for female researchers

•Compiling and promoting information on best practices

•Awards for offers with outstanding achievements

Policy Studies and RecommendationsWISET studies policy, including monitoring legislation and regulation, analyzing

performance as well as planning and developing policy projects, to effectively im-

plement the Policy on Fostering and Supporting Women Scientists and Engineers.

WISET is focused on raising awareness on enhancing science and technology R&D

through gendered innovations.

• Monitoring and analysis of legal, institutional, and current issues relating to wom-

en in science and engineering

•Medium-and long-term policy planning and development projects

•Publication of policy issue-briefs


Investigative Research of Conditions of Women in SET•Annual surveys of the female workforce

•Analysis and reporting on the current status of the female workforce in SET

• Publications and distribution of official reports of the current status of the female

workforce (both in Korean and English)

• Construction and management of a statistical database on the female workforce

in SET

2. Fostering Female Students in SET

We should balance women’s career development according to societal needs. There

is a high demand for fresh science talent in Korea, but Korean high school students

show high achievement but low motivation and interest in science. In addition, fe-

male high school students’ perception of STEM careers paths is very low.

To enhance female science and engineering students’ affirmative cognition on sci-

ence and career competitiveness, we have set the following targeted goals for fe-

male students at different levels:

I.Junior high students: Increase positive perceptions of science

II.High school students: Attract students to STEM studies

III.Undergraduates: Enhance career competitiveness

We link female students with female scientific and technical professionals, provid-

ing guidance to foster efficient and harmonious mentoring relationships, as well as

developing versatile programs and contents for women to become experts in STEM

fields. All agencies in Korea are operating both basic and regionally specialized

programs utilizing various resources of universities and regional institutions related

to S&T.

Girl-Friendly Engineering Education Programs In order to motivate students to major in science and engineering in their post-sec-

ondary education, 100,168 female middle and high school students participated in

WISET programs in 2014 alone.

•Research lab visits for school students

•Advice on further education and careers

•Girls’ Engineering Week (GEW)

•Traveling Laboratories

•Science Lab Visits

•Girls Engineering Week

Gender-Mainstreaming in Engineering CollegesWISET supports programs to strengthen female students’ expertise and adaptability

to become outstanding scientists and engineers. More than 40,000 female students

are participating in programs annually through WISET’s 16 Regional Offices.

•Workshops on gender sensitive teaching for professors

•Professional empowerment for female students

•Improvement of curriculum, research environment and legal systems

•Gendered innovations in SET education

•Strengthening Engineering Proficiency

•Strengthening Work Adaptability

3. Research Support

WISET supports master’s and doctoral science and engineering students in recogni-

tion of graduate training as a critical step in the preparation for their careers in R&D.

WISET also supports female entry-level researchers taking or at risk of taking career


breaks due to childbearing and other family needs in order to build their expertise,

strengthen leadership skills, present their research at domestic and global seminars

and to participate in training sessions at national and international institutions. By

doing so, WISET supports female scientists and engineers to strengthen their re-

search capacity, build their research networks and grow to become global talents.

Young Female Researcher Award• Best paper and poster award for early-career female researchers

Travel Grants for Part-Time Female researchers•Supporting conference attendance for presentations

•Partial funding for overseas training

R&D Returnee Programs• Supporting female scientists and engineers with childcare and other family re-

sponsibilities to sustain their careers in close collaboration with R&D institutes

•Helping women returnees to resume their R&D careers

•Helping part-time female researchers avoid career breaks

• Training research equipment specialists for re-hiring opportunities in partnership

with the Korean Basic Science Institute

4. Learning, Training, and Consulting

WISET seeks to build strong women’s leadership by offering various learning and

training opportunities for female scientists and engineers to acquire critical leader-

ship skills to help them land key decision-making positions.

Leadership Training• Leadership training courses have been tailored to female researchers’ needs de-

pending on their career stage

Career stage Training typeEntry-level leadership mindset, self-esteem, skills for excellence

Mid-career organizational management skills for mid-level managers, communi-cation skills for conflict resolution

Leadership envisioning roles as key decision-makers, raising the next generation of female scientists and engineers, performance evaluation

Management of Technology (MOT) Training

Career stage Training type

Eligibility Female researchers in science and engineering with Ph.Ds. or equiv-alent experience

Provision Key R&D project management skills

Strategies Technological innovation, technological commercialization, project management, R&D workforce management

One-to-one career consultations • Career goal-setting, planning strategies for career goal achievement, action items

to develop key capabilities for successful careers

Women’s Entrepreneurship Training•Consulting for technology business start-ups (six times a year)

•Partial funding for patent applications

• Information services on public and private R&D programs and projects for tech-

nology start-ups

Job Training•Science communications

•Experiment assistants

•Lab managers


5. Information and Knowledge Services

WISET provides various information and knowledge services ranging from informa-

tion on employment, scholarships, research, and policy through to management-re-

lated resources such as publications, statistics, trend data, and current issue papers.

Information Services•Job postings

•Scholarships

•Research

•Policy

•Monthly newsletters

•Online Social networks, bloggers

Knowledge Resources:•Reports: Research, in-depth studies, policy reports

•Periodicals: WISET Junior Journal of Science & Technology, WISET Policy Briefs

•Books of case studies

•Leaflets and brochures

• Statistical data: Annual surveys, analysis of national statistics on female research-

ers, other domestic and international statistical databases

•Papers offering data analysis and reports on current issues

6. Cooperation and Collaboration

WISET strives to share its own achievements and learn from other institutions for

women in science and engineering by working closely with them through collabo-

rative workshops, seminars, and networking.

Cooperation and Exchanges• Annual Conference of Women in Science and Engineering co-sponsored by Ko-

rea Federation of Women’s Science and Technology Federations (KOFWST) and

The Association of Korean Women Scientists and Engineers (KWSE)

• Division of Women in Science and Engineering of the Annual Convention of

Science and Technology hosted by The Korean Federation of Science and Tech-

nology Societies (KOFST)

Support for Female Scientists and Engineers’ Networks•Assistance in network building and consolidation

•Identifying and promoting best practices

•Awards for best performing organizations

7. Lifelong Mentoring

WISET has established on and offline mentoring programs for every stage of wom-

en in SET’s lives so that they can share knowledge and experiences with one an-

other. Our programs aim to foster female experts and strengthen the role of female

scientists with the ultimate purpose of increasing Korea’s competitiveness in STEM.

By cooperating and collaborating with female experts specialized in science and

engineering, girls who dream of becoming scientists could plan their futures aided

by the assistance they receive through mentoring network system.

WISET offers various offline and online contents and mentoring services via email,

cellphone and SNS, etc. Female scientists and engineers can participate in mentor-

ing programs according to their needs and stage of their careers. WISET promotes

strong mentoring communities by fostering joint mentoring activities.


Online Mentoring1) Advice, information, and role models for school, job and career goals

• School Choices: Providing S&T related information to help female middle and

high school students to make considered choices on majors in science and en-

gineering

• Job Choices: Offering opportunities for female undergraduate or graduate stu-

dents to seek S&T-related jobs

• Career Choices: Providing advice, tips, or know-how to help female researchers

in S&T to maintain work-life balance and sustain prospering careers in science

and engineering

2) WISET Mentoring Website for information and opinion exchange •Video Mentoring: lectures by scientists and engineers posted online

• Mentoring Messages: Advice from leading female scientists and engineers on

school and job choices and career management

• Mentoring Forum: Free discussion and exchange of opinions

•Mentoring Square: Sharing mentoring know-how and information

•Provision of a step-by-step guide tailored to each stage of mentoring

Mentoring Fellows•Team mentoring program within a single institution

• Career design mentoring fellows: Connecting female science and engineering

graduate students with female researchers in R&D institutes for mentoring

• Career management mentoring fellows: Connecting researchers within the same

institute so that junior researchers can learn from their seniors on advancing their

R&D careers

Global Mentoring• Female researchers in global companies or international organizations mentors

female science and engineering students to help them become global talents

Mentoring Training and Workshops•Offer basic understanding and skills on the purpose and forms of mentoring

Mentoring Day• Festive gathering of WISET mentoring members to share best practices

• “Mentor of the Year” and “Mentee of the Year” Awards from the Ministry of Edu-

cation, Science and Technology

•Round-table discussion on mentoring and other networking activities

Ⅲ WISET BEST PRACTICE

CASE STUDIES

Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES74 75

This section offers case studies of successful WISET programs to demonstrate

means of offering lifelong support for women to thrive in STEM, from mothers

introducing science experiments to children through Mom Science Academies,

through undergraduate and postgraduate students leading their juniors in science

experiments and engineering research. There are also mentoring programs for

all women in SET, as well as targeted assistance for women wishing to return to

STEM after taking career breaks.

1. Women’s Return to STEM R&D11)

The economic activity rates of Korea’s married women in STEM are lower than not

only the OECD average but also lower than the domestic Korean average in other

fields (Figure 36) (OECD, 2011; WISET, 2011). In the STEM labor market, an esti-

mated 132,000 women with bachelor’s degrees and 10,000 women with master’s or

doctorate degrees took career breaks due to pregnancy and childbirth (Figure 37)

(WISET, 2011). Considering that the lifetime earning losses of women with bache-

lor’s diplomas due to career interruptions are estimated to be around $0.57 million

(Figures 38 and 39), the income loss of highly-educated women in STEM may be

expected to surpass this number. Despite calls for their utilization in STEM, the

return rates of women after career breaks remain very low. In order to address this

issue, WISET initiated a support program for women returnees in STEM.

11) Rewrite & Edit 'Developing Strategies and Policies for Supporting Women Returnees in STEM', Heisook Lee, Miock Mun, Hyesung Han, Jeehye Kweon, Eunji Cha, Kyung Sang Lee, Jinwon Hong, Seung Hee Lee, prosented in bien 2003

Ⅲ WISET BEST PRACTICE CASE STUDIES

<Figure 36> A Comparison of Economic Activity Rates of Married Women in South Korea

60

50

40

30

20

10

0

59.6%

45.8%52.5% 49.9%

OECD South Korea Science(Korea) Engineering(Korea)

<Figure 37> The Number of Carrier Interrupted Women in STEM

Master and Doctorate

Bachelor

0 50,000 100,000 150,000

132000

10000

<Figure 38> Earning Losses of Career -Interrupted Women/GDP (LGERI, 2013)

7.0%

2.0

-3.0%South Korea

4.9%

Japan

4.3%

USA

0.1%

<Figure 39> Earning Losses of Career- Interrupted Women (LGERI, 2013)

1.50

1.00

0.50

0.00Average Bachelor

0.54M

0.43M

0.57M

0.92M


Global benchmarking results show the UK and EU provide several high-quality

gender equality and returnee support programs in STEM. While Korea also pro-

vides support, these do not fully address current needs.

Table 19 show survey results on career return programs answered by women and

organizations in Korea.

<Table 19> Survey results on career return programs from women and organizations in Korea

Items Results

Causes of Career-Interruption Childcare (28.7%), pregnancy (24.4%), marriage (17.9%)

Reasons for Return to Work Livelihood (59.6%), self-realization (32.5%)

Obstacles in Return to WorkWork-family balance (56.9%), career uncertainty (19.8%),

lack of job information (12.7%)

Organization Preference Private company (41.2%), public research institution (35.0%), university (12.5%)

Job Preference Research (31.2%), research management (16.0%), science education (14.1%)

Salary requirement (per month)>$2,500 (14.1%), $2,499~$1,700 (35.5%), $1,699~$1,300 (29.0%),

$1,299~$900 (14.1%), <$899 (7.3%)

1.2 Returnee Support ProgramFollowing the study, the Returnee Support Program was planned and implemented

to motivate women who had interruptions to their employment to return to R&D

activities.

Beneficiaries Female scientists and engineers whose careers have been discon-

tinued due to pregnancy, childbirth, child rearing or caring for family members;

female scientists and engineers not yet employed after graduating from post-sec-

ondary education (master’s in science and engineering or similar)

Benefits Up to 60 million won in research funds for up to 30 months for each

researcher returning to R&D. (A decision to continue funding is made every 10

months after monitoring their performance.) Counseling, mentoring and training

1.1 Study on Strategies to Support Female Returnees

<Table 18> Global benchmarking of gender equality and returnee support programs in STEM

Domain Program UK/EU USA China Japan Korea

Policy/Social Cam-

paigns

Policy Development

Leaders Forum in STEM

Policy Conference

Gender Equality Declaration

Cultivating Gender Equality Experts

Consulting

Role Model Development

Statistical Research

Social Capital

DB for Women in STEM/Online Networking

Mentoring

Partnership Programs

Personnel Support

Career-Path Development

Education

Job Information

Research Fund Supporting

Childcare Subsidies

Support Center

WISET first carried out a study develop strategies and policies to support women

returnees in STEM to prevent the outflow of talented human resources and facilitate

their utilization. To achieve these objectives, we analyzed environments and trends

by conducting political, economic, social and technological (PEST) analysis; a liter-

ature review; global benchmarking; and investigated the needs of beneficiaries of

the “Return-to-R&D Program for Women in STEM” through surveys and in-depth

interviews. We then developed the support program and its infrastructure and pro-

posed policies to enhance its actions.


for successful return to R&D

Participating Institutions Scientific and engineering research institutions (univer-

sities, research institutions managed by companies, government-funded research

institutions and others)

Duration 10 months (can by extended to three years by annual evaluation)

In the first year of the program (2012), WISET focused on partnership develop-

ment with public R&D institutions to create training and utilization systems. WISET

found 75 R&D projects with five public R&D institutions, available and 39 women

returned to work in laboratories. In the second year (2013), WISET focused on

enhancing the program infrastructure and system efficiency to increase the number

of returnees and providing preliminary education to help returnees prepare for

employment after long leaves of absence. Thus, partner institutions were extended

to include universities and private companies, and bachelor’s degree holders were

also permitted to participate in the program. Additional support in the pre-return

phase, such as the building of a pre-returnee database and competency model as

well as implementation of an education program to secure and empower potential

returnees, was also provided. Fifty-eight women participated in R&D activities in

13 institutions (Figures 40-43).

<Figure 40> Number of Beneficiaries

39 58

1,000(est.)1500

1000

500

02012 2013 2017

<Figure 41> Number of Partner Organizations

15

10

5

02012 2013

5 6

6

1

<Figure 42> Duration of Returnees' career interruption

60%

40%

20%

0%1-3

51%

3-5

26%

5-10 10 >

13% 10%

<Figure 43> Returnees by Region

60%

40%

20%

0%Seoul

48%

Daejeon

36%

Daegu busan Jeju Gwangju Gangwon

13%5 3% 2% 2%

1.3 OutcomesA unique route for returning to R&D was created for women with interruptions in

their STEM careers. Returnees reported a job satisfaction rate of 7.9 out of 10.0 be-

cause they had achieved excellence in their R&D domains. Returnees also showed

remarkable research performance. In the first year (2012), 2.18 research outcomes

were produced per researcher. Furthermore, support program provides a means for

career-interrupted women in STEM to return to work with some able to obtain jobs


in their pre-return phase after completing the education program.

<Figure 44> Research Outcomes

Projects

Conference Proceedings

Journal Publicaions

Patents

0 20 40 60 80

6%

73%

61%

18%

<Figure 45> Level of Job Satisfaction

10.00

8.00

6.00

4.00

2.00

0.00Job Satisfaction

7.9%

From the experiences of two years, we developed a career path for women aiming

to return to work as well as a support package (Figure 46). Moreover, we proposed

13 policies to promote the return to work of career-interrupted women in STEM.

<Figure 46> WISET Return to Work Package

Route for Return to

Work

Competency Recovery / Certification

Private Company / Cooperatives

Public R&D Institutions / Universities

Pre-Return Phase Settlement PhaseReturn to Work Phase

WISET Return to

Work Package

• Pre-Returner Selection• Competency Recovery

Education and Certi-fication

• Coaching and Mentoring with WISET Experts

• Mentoring with WISET Experts

• Consulting for Partner Organizations

• Fellowship• Mentoring with Senior

Women Scientist• Supports for Research

Activities(e.g., Entry Fee for Academic Conference)

• Consulting for Partner Organizations

<Figure 47> Progress of the Returnee Support Program

Policy & Social Recognition

Gender Equality Campaign in SET

Gender Equality Declaration and

Certification

Law/Regulation and Managerial Rule

Improvement

Infrastructure

Best-Practice Benchmarking

Budget/Human Resources

Policy Research Workgroups

Website for Pre-Returners

Management Information System for the Support

Program

Supports for Individuals and Organizations

Returner Support Package

Partner Organizations

/Regions Increase

Guarantee of Job Stability

Social Network

Science Engineering Technology

Cooperatives

Global Collaboration Network

VisionR&D Job Creation For Women

in SET with Work-LifeBalance


2. Research travel grants for Female science Ph.Ds.12)

2.1 Barriers to Female Science Ph.Ds. DevelopmentWomen with Ph.Ds.’ job transfer from temporary positions has been lower than

other women in STEM. According to the statistics, 80.9% of women in STEM were

employed in irregular jobs at universities/colleges, and 36.0% of them had doctor-

al degrees. This demonstrates that women in Korea remain employed mostly in

temporary positions, and lack diverse measures for career development. In order

to maximize the mobilization and utilization of these women for the development

of both these individuals and the national STEM field, diverse measures for ca-

reer development and appropriate education and vocational training courses are

needed in response to the demands of the employment market. Such measures

are especially important for career development in STEM due to the nature of the

field, in which work is more likely to be narrowly specialized than in other areas,

and be highly dependent on the previous career and experience. Customized and

integrated research support measures are needed to amplify the synergy of national

R&D promotion and individuals’ career development.

2.2 Research travel grants for Female science Ph.Ds.Purpose Research capacity and network-building for women in STEM and

strengthening their competitiveness at the international level

Beneficiaries Female science Ph.Ds in temporary positions in the public and

private sector

- Priority is placed on those disadvantaged due to career discontinuity in order to

prevent the exodus of women in STEM

- Female scientists in temporary R&D positions lack opportunities to participate in

international STEM conferences and training courses in abroad

12) Rewrite 'Project development for prevention of the exodus of Female science Ph.Ds - Case Study : Korea', Jeehye Kweon, Stacy Gia Hahn, Heisook Lee, presented in BIEN2013

- In addition, these women face difficulties accessing research networking activities

with other scientists

Assistance travel grant, transportation, daily allowance & registration fee for do-

mestic and overseas research activities

- STEM conferences: up to 3 million Korean Won

- Overseas training courses (more than 3 weeks) up to 5 million Korean Won

Number of beneficiaries 188 (2007~2013)

<Table 20> Number of beneficiaries(2006~2013)

Year 2007 2008 2009 2010 2011 2012 2013

Beneficiaries 13 14 21 30 34 35 41

Benefits

- Platform for interactions among STEM researchers

- Opportunity for in-depth study for qualitative research through mid/long term

training courses, which are unlikely to proceed in Korea

- Substantial support for individuals’ research and career development

2.3 Evaluation: Post-project career development assessmentNumber of respondents 91

- Mostly female science Ph.Ds in their 30s~40s

- Major: S&T (65.9%), engineering (19.8%), medical (14.3%)

- Workplace: university (76.9%) public sector (14.3%) private sector (7.7%)

Project Benefits13)

- Network-building with research fellows during research activities (57.1%)

13) Respondents could select multiple answers to each question


- Thesis publication and patent registration (49.5%)

- Involvement in other relevant research activities (24.2%)

Impact of project participation on career development Beneficiaries’ career development and ability to transfer between jobs were assisted

via this project in the following ways:

- Information sharing with colleagues (70.3%)

- Additional credit for job performance evaluation (37.4%)

- Joint research project offers (22.2%)

- Job offers / information (7.7%)

<Figure 48> Results of post-project career development assessment

Rate of responses from beneficiaries

Additional Credit to Job Performance Evaluation

Actual Job Offers/Information

Offer of Joint Research Project

Information Sharing with Collogues

No Specific Achievement

0 20 40 60 80 100

7.7

7.7

70.3

37.4

22.0

Pre and post project evaluation surveys and benefitsBeneficiaries were able to gain motivation for further research and studies and build

self-confidence.

- Motivation for research and career development (28.6%)

- Gaining updated information on international R&D trends (25.3%)

<Figure 49> Beneficiaries’ responses on motivation for research activities

Motivation for further research and studies

20%

understanding international R&D Trends

25%

Motivation for research and career development

29% Research level enhancement

14%

Research Network building

12%

Responses on employment status, motivation for further research- All respondents continued to engage in research activities after project completion

- 80.2% reported no particular change to their employment status

- Employment stagnation was higher among those in temporary positions at univer-

sities/colleges (84.3%), followed by those in the public sector (76.9%)

2.4 Project Success Stories(2012)• Dr Park, a Chemical Physics Ph.D. at Seoul National University received a job

offer from Samsung SDI

• Dr Cho, a Radiology Ph.D. from Yonsei University, gained an opportunity to

transfer to the University of California Irvine, USA, thanks to her personnel net-

work, built while participating in the project.

• Dr Choi, an Architectural Acoustics Ph.D. at Chonbuk University, published her

research paper in the 'Applied Acoustics' journal based upon the laboratory re-

sults of research activities carried out while participating this WISET project, in-

cluding a research travel grant.

• Dr Park, a Veterinary Science Ph.D. at Seoul National University, was hire as an

assistant professor by the Department of Pet Animal-Plant Science of Gyoungju


University.

• Dr Lee, a Biomechanics Ph.D. at the University of Calgary, Canada, was em-

ployed by Korea Institute of Machinery and Materials.

The “R&D Activity Support for Female Science Ph.Ds in Temporary Positions” travel

grant project implemented by WISET, has had both a direct and indirect impact

on beneficiariesʼ research activities. It has enabled their participation in domestic/

international STEM academies and conferences as well as in mid/long term training

courses abroad. In addition, publication of theses/research papers, registration of

patents and increased participation in research activities were substantial accom-

plishments of this project, as was the expansion of beneficiaries’ R&D networks

with research fellows during their funded research activities, and updated their

knowledge and aspiration on R&D in their field. Not only has it helped beneficia-

ries in building their personal research networks in a short period of time, but also

beneficiaries were able to increase research and job competitiveness.

3. The Mentoring Fellow Program: A network for all women in SET 14)

WISET has established a range of mentoring programs for women and students

in SET tailored to every stage of their lives so that they can share knowledge and

experience with one another both off and online via mentoring.wiset.re.kr. WISET

has focused on constructing both vertical and horizontal human networks, such

as the Mentoring Fellow Program to build a mentoring network between female

professionals and students. The Mentoring Fellow Program is considered an in-

novative way of building human networks as it weaves together constituents from

varied backgrounds including universities, institutes and industry. The first mission

14) Rewrite and Edit 'WISE Mentoring Fellow Program', Mi-Ock Mon, Hye-young Park and Heisook Lee, Presented in KSEE, 2007

of these networks is to cultivate and nurture outstanding female talent in science

and engineering. The second mission is the strengthening of women’s specialisms

and competitiveness in their academic and career fields. The third is to promote the

status and contributions of women in Korean society.

3.1 RecruitmentWISE mentoring program fellows are senior female experts such as university pro-

fessors, chief researchers in research institutes or organizations or company CEOs,

who are socially active experts in their specialized fields. Fellows usually belong to

distinguished organizations and utilize their own human networks. Those who are

already WISE fellows may recommend others in their networks to join the program

and form mentoring teams.

In each mentoring team, one fellow, as the lead mentor, calls four to five of her

female colleagues to join her as mentors. The WISE Training School offers oppor-

tunities for volunteers to develop leadership skills as mentors. Members of each

mentoring team then encourage female undergraduate and graduate students or

trainees majoring in fields relating to their specialism to participate as mentees, with

about 15 mentees joining each group. Students may also choose the appropriate

mentoring group according to their needs.

We matched the mentor-mentee pairs as their request along with the group activi-

ties. Once these groups have been formed, the fellow draws up an action plan for

her mentoring group after discussion with the other members. The plan should

include both off-line activities and online actions.

3.2 Online CommunicationsWISET has installed a mentoring system on its website where all members can com-

municate, conduct online activities. The site includes a cyber-community system for

the use of all mentoring fellow program participants were members can share their


experiences, encourage each other, promote friendship, provide information and

help each other’s development. There are also small communities for each fellow

and her group as well as a private mini-homepage for every mentor-mentee pair

where they could share messages in private. WISET can also manage members’

mentoring progress on this site and provide various information, materials and

news, and mentoring guides via e-books via the website. The bi-monthly WISET

webzine “Curies” includes interviews with female scientists and engineers, news in

focus on STEM, guidelines on mentoring or career development, book reviews and

the activities of 13 WISET regional centers.

Mentoring pairs keep in regular touch via the homepage, e-mail, messenger, SMS or

in person. They conduct their on and offline activities according to their plan. To

complete the program, the fellow can submit a final report on their activities. The

final report includes member’s feedback, pictures, suggestions for the program’s

improvement, etc.

<Figure 50> Schematic diagram for mentoring facilitation

Mentoring FellowMentors

Online matching and connection

Off-line activities

Mentee

It is recommended that mentors first focus on getting to know each other and es-

tablishing a foundation of trust, before beginning to explore their goals. Negotiating

clear expectations will help the relationship run smoothly and help each partner

achieve their goals from the mentoring relationship. It is also advised that the men-

toring pairs form a set of agreements defining the roles of mentor and mentee,

determining the schedule and meeting logistics as well as clarify any limitations or

preferences. Developing mentees’ capacity is the most involved step in the process

and comprises most of the mentoring efforts. The mentoring relationship therefor

involves setting goals, selecting developmental activities to achieve these objectives

and then maintaining regular contact. The last step is dissolving the relationship via

a formal dissolution; an important event in the mentoring relationship to celebrate

accomplishments and plan for the future. It is also a time to evaluate work together,

finish last objectives, and plan for future options.

3.3 Offline activitiesWISET offers various activities such as workshops, seminars, shadowing experi-

ence, internship opportunities, inviting mentees to mentors’ professional activities

such as conferences, academic meetings. Such activities are helpful to enhance

mentees’ advancement and mentors’ leadership, simultaneously. Sharing cultural

activities such as movies, musicals, plays, or concerts together is also good for pro-

moting better relationship between members.

3.4 Evaluation WISET has received varied positive feedback from participants in the evaluation

of the mentoring program, which has created a female friendly culture in orga-

nizations. Mentors had the opportunity to track their alumni’s career paths and

to broaden their human network by forming mentor groups, and also mentees

responded positively to their relationships developed with their mentors, finding

them both vocationally and educationally helpful, and they were encouraged to

pursue advanced studies in their majors. More mentors from many organizations


have joined as the program has advanced over time (Figure 51).

<Figure 51> Number of ‘Mentoring Fellows’ over time

Number of organizations Mentors Mentees2006 2007 2008

13 17 24

103144

175196

368

469

The mentoring fellow program has proved very helpful in developing mentees ca-

reers in their specialism (Figure 52). It has also been helpful in building and extend-

ing networks among women (Figure 53). Additionally, through this program wom-

en leaders including fellows and mentors could improve their perspective of their

role in society, especially in nurturing the next generation of scientists (Figure 54).

<Figure 52> Result on the question of the “Mentoring Fellow” program was helpful in career development in relation to your major (science and engineering).

Somewhat agree 8%

Strongly agree 31%

Agree 61%

<Figure 53> Responses on whether the “Mentoring Fellow” program was helpful in building and extending networks in STEM.

Strongly agree 46%

Agree 54%

<Figure 54> On whether the “Mentoring Fellow” program led to improving social attitudes on nurturing female students.

Strongly agree 38%

Agree 62%

The wide-ranging benefits of the mentoring fellows program include building a

women’s network and empowering female leaders in order to create a more bal-

anced society, through which each individual and all society will benefit. Support

for female leaders in various fields has increased as they were connected with

female students. University students and R&D trainees gained interest in pursuing

their careers and obtained professional knowledge in their majors. All members

found their communication skills had improved and gained more motivation for

their academic and career advancement.


Positive feedback from mentees

• “Through being mentored by my professional mentor, I found my future spe-

cialism and path related to my major and obtained great help and advice about

my desired job. After receiving information and strategies from my mentor, I was

finally employed where I really want to work!”

• “I realized what I want to do, and what I have to do to achieve my dream. I antic-

ipate that I will be a good mentor someday as I received help from my mentor.”

Positive feedback from mentors• “I volunteered to be a mentoring fellow, because I’d had a great experience of

mentoring while studying. Participating in the Mentoring Fellow Program, I felt

once more that mentoring encourages mentees like myself, and also gives us

hope. Finally, I came to a conclusion that if I study hard and research faithfully,

I can become a valuable member in the society.”

• “When I became a mentoring fellow, I thought I could be of help to the mentees,

but, as time goes by, I realize I receive more than I give to them. The mentoring

fellows program is beneficial not only for mentees, but for mentors as well.”

4. Postgraduate-led student research groups15)

When Korea first started implementing policies to foster and support women in SET

fields in 2004, the environment in universities was poor. At this time, women faced

many barriers to participate in engineering such as a strong male-centric laboratory

culture. Female faculty and students were the minority in engineering colleges,

making up just 17.6% of students and 3.7% of faculty in Korean universities in 2004.

Women struggled to find female role models or even other female colleagues, and

15) Rewrite and Edit 'Set up a favorable Environment of R&D Leadership and Creativity for Female Graduate Students in Engineering', Heisook Lee, MiOck Mun, J.H Kwon, J.I Lee, S.J Kwon and H.D Han, presented KSEE 2012 and 'WISET Program for Graduate student', M.Y Choi and S.Y Kim, WISET, 2015

had few chances to develop their leadership while pursuing engineering studies

and careers. To improve the environment for women in university engineering ed-

ucation and research, the first priority is to change their minority status.

Effective strategies to attract girls to science and engineering include providing pos-

itive role models and developing women’s leadership in these professional commu-

nities. To develop women’s R&D leadership, it is essential to let girls achieve and

enjoy research in a creative environment. Facilitating such leadership and creativity

depends upon several factors such as autonomy in decision making, encourage-

ment, recognition, presenting challenges, successful project management, a coop-

erative and collaborative atmosphere, and tangible rewards. Leadership develop-

ment can be defined as capability building, and ability to anticipate and overcome

unpredictable challenges. Leadership and creativity are closely related in SET fields

because R&D is a process of meeting and overcoming creative challenges.

4.1 Student-led Team Research ProjectsIn order to build female engineering students’ leadership and participation in R&D,

WISET supports research projects by all-female research teams, composed of grad-

uate engineering students as principal investigators (PIs) to lead university stu-

dents, and middle/high school students. This program enhances PIs’ research and

leadership capabilities, expands undergraduate students’ research opportunities,

and exposes high-school students to science and engineering. These small R&D

groups are advised by female college professors and engineers in an effort to nur-

ture the talents of future outstanding female scientists and engineers. Conducting

the groups in this way allowed participants to share encouragement and support

through positive and constructive research experiences. We aimed to construct a

women’s community operating in a virtuous cycle of leadership roles and process-

es that also connect young women with role models in a comfortable and natu-

ral atmosphere. We decided to focus on engineering as the percentage of female

students majoring in engineering is still very low. The number of female students

choosing to major in engineering was less than half of those who choose to major


in natural sciences in 201316)

.

From 2004 to 2015, 5,499 students participated in 813 research projects through

this program, following on from a more general pilot program run from 2002-2003

supported by the Ministry for Gender Equality and Family. Even though govern-

mental funding partners changed a few times, the fundamental program operation

was maintained through common understanding of the need to support women’s

engineering studies and careers.

4.2 Program Overview

Category Regular courses Intensive courses

Targets

Lead researcher: Master’s or doctoral engi-neering candidateCo-researchers: 2 female undergraduate stu-dents, 4 female middle/high school students1 professor, 1 female mentor working in the field

Lead researcher: Master’s or doctoral engi-neering candidateCo-researchers: 4 female undergraduate students1 professor, 1 female mentor working in the field

Support for research costs

5.5 million won per team 6.5 million won per team

Research areasConstruction/civil engineering, machinery/materials/marine engineering, biotechnology/food engineering, electrical engineering/electronics/semi-conductor, computation and computer engineering, chemical engineering/environmental engineering

Benefits

- Chance to win Minister’s Award from the Ministry of Science, ICT and Future Planning and to have research papers published in the WISET’s Journal of Junior Science and Engineering

- Financial support for patent lawyers and patent application fees when applying for patents for outstanding research papers

Program Operation- Call for proposals from female engineering graduate students

- Proposal selection for funding, by applicants’ major

- Project management training workshop on being principal investigators for female

graduate students

- Project team building: selection of 2-3 undergraduate and 4-5 high/middle school

16) Rewrite & Edit Report: 2013 Statistic re-analysis of use and nurturing of female scientists and engineers (WISET, 2014)

students. Professors, school teachers, and female engineers in industries are invit-

ed as mentors to offer advice and mental support

- Execute research projects along planned schedules and roles

- Write and submit research reports and papers

- Hold conferences with oral and poster presentations

Rewards for Research Project Participants- Undergraduate and graduate scholarships

- Ministry of Education, Science, and Technology Award for best research team

- Publication of research findings in the WISET journal for junior researchers (Pa-

pers must be reviewed by referees and approved by unanimous consent)

4.3 Impact of Project From 2004 to 2015, 5,499 students participated in 813 research projects. This in-

cludes 814 graduate students, 1,844 undergraduate students and 2,841 middle and

high school students, creating new connections between women and enhancing

the positive awareness of women as engineers. Increasing the visibility of wom-

en in engineering is especially significant as this is a field in which women have

struggled as a minority group. Female graduate students have previously had great

difficulty finding female role models or networks to offer them practical information

and encouragement as well as to help them develop their study and career paths.

There have also been various tangible successful outcomes for participants, such as

for doctoral electrical engineering student Min-hye Kwon, whose team successfully

received a U.S. patent thanks to participation in WISET’s intensive course in 2014.

She and her four junior researchers devised a low power Internet of Things and

successfully applied for and received a U.S. patent for their research.

“I am more than joyous about the result,” she said. “This technology is based on

network coding that is highly favored as the next generation of network technology

and enables low power data sending over an IoT network.


“Through the WISET program, we were able to gain a valuable experience wherein

a team of female students in electrical engineering, a major with few female stu-

dents, were able to conduct research and produce tangible results. It was an op-

portunity for 5 scholars in electrical engineering to come together, exchange ideas

and conduct an interesting experiment. We were able to present our joint idea to

an academic symposium and apply for not only domestic but also U.S. patents. The

joy and delight that we felt through this experience will definitely be the rock that

holds us when we face difficulties along the way.”

4.4 Evaluation Various intangible benefits of the program were reported by students in follow up

email and telephone surveys of 613 participants who were contactable from the 760

who participated in the project from 2009-2010. They were asked about their over-

all satisfaction with the program; their achievements of personal goals after their

participation, and their study/career path at the time of taking the survey. The 476

responses from those contacted demonstrate the project’s effectiveness in develop-

ing graduate student PIs’ leadership skills as well as their career and study plans.

Of the 167 female graduate student respondents, 44% said they had improved their

ability to manage research teams, and 40% said that being a principal investigator

had developing their leadership abilities.

All survey respondents expressed high satisfaction with their program participation

with 72% of graduates, 68% of undergraduates and 76% of high school students

selecting “satisfied” or “very-satisfied” in the 5-point Likert scale. For the helpful-

ness of the program in determining participants’ future career/study path, 59% of

graduates, 46% of undergraduates and 62% of school students selected “helpful” or

“very-helpful” in the 5-point Likert scale.

The female graduate students’ reported differences between their expected and

actual benefits gained from taking part in the program, as recorded post participa-

tion surveys. Graduate students responding to a multiple choice question on their

reason for participating, most often selected the chance to be a principal investiga-

tor (41%) followed by hopes of a good research experience (21%) as their original

motivation for participation. Other less frequent responses included scholarship

benefit or the recommendation of acquaintances. However, participants’ most fre-

quently selected benefit was the enhancement of their project management ability

and improving human-networks (44%). Similarly, the selection rate of leadership

development rose to 40%.

<Figure 55> Overall satisfaction with the program

graduate (n=87) undergraduate (n=148) high school (n=241)

very-satisfied satisfied normal unsatisfied very-unsatisfied

48% 54% 46%

24% 25% 15%24%

14%

29%

3% 4% 7%1% 3% 3%

<Figure 56> Helpfulness in determining career/study path

graduate (n=87) undergraduate (n=148) high school (n=241)

very-satisfied satisfied normal unsatisfied very-unsatisfied

3%3%

47%

40%

22%

40%32% 32%

12% 6%7%

39%

10%2% 5%


<Figure 57> Graduate students’ motivation and benefits

motivation of participation (n=168) benefit of participation (n=167)

playing a principal investigation role good career research experience scholarship benefit recommendation of acquaintances

enhancement ability leadership development professional ability as an engineer building and expansion of human-network

41% 40%

21%44%

17%

21%4%

12%

To gauge the program’s effectiveness in terms of the recruitment and retention of

women in engineering, we investigated the current status of previous participants’

study/career-paths. Of those who had previously participated in the program as

high school students. Among those who had participated as graduate students, 84%

were now university students (n=97) pursuing studies in SET fields. Among those

who had participated in projects as graduate students, 97% of women who were

currently employed (n=34) had stayed in SET fields, and 94% of these women em-

ployed in SET were working as R&D engineers.

<Figure 58> Women employed in SET R&D after participating in the program as graduate students

majors in SET fields majors in non-SET fields

16%

84%

(a) students from high school to university (n=97)

jobs in SET fields jobs in non-SET fields

(b) women from graduate students to employed (n=34)

3%

97%

<Figure 59> Women employed in SET R&D after participating in the program as graduate students

R&D sectors non-R&D sectors

6%

94%

In respondents, they showed keen interest in the continuation and expansion of

their human networks. While women in the research group met and shared in-


formation and opinions on common subjects of interest, they naturally obtained

mentoring and found self-confidence on their engineering study/career plans. In

particular, they appreciated the chance to build new networks via the extended

online community space. They asked for more concrete and systematic support

for more effective utilization of their networks and communication within female

communities.

Compared to the situation in 2004, somewhat meaningful progress has been made

in improving the environment for women in engineering. The ratio of female stu-

dents majoring in engineering at university rose from 17.6% in 2004 to 19.1% in

2010. Female faculty in engineering majors increased from 3.7% in 2004 to 5.2%

in 2010. The ratio of female engineers with master’s or doctoral degrees rose from

12.9% in 2004 to 13.8% in 2009. Although the change has been incremental, this is

an encouraging impact when we take into account young women’s general avoid-

ance of majoring in SET fields.

On the point of securing a more competitive female engineering workforce, the

situation has changed for the better. Women with positive leadership and research

experiences and the support of female engineering communities have begun to

enter wider academic, economic and social activities through this program. We

can see the shift from women suffering from low confidence as a minority group

to forming a communicative and progressive community as part of a diverse work-

force that will work in more constructive and synergetic ways to make our society

sustainable and competitive. Nowadays, we face new challenges in supporting

women to participate in engineering. While the number of women in engineering

is increasing, the distribution of female students specialized in this field remains

strongly unbalanced and discordant with the employment demands of the society.

5. Undergraduate-led science experiments in schools17)

WISET developed a ‘Laboratory Visit’ outreach program for girls in junior high

schools to increase their positive perceptions of science. At first, we designed

this program as a collaboration between universities and schools to achieve com-

mon goals. Science and engineering undergraduates worked with students on

girl-friendly science activities that are related to real life to spark students’ interest

in science and mathematics. They also mentored the girls to help them plan their

future careers based on S&T studies. Participating undergraduate volunteers could

earn course credits.

About 80-100 undergraduate volunteers visited junior high schools each semester

to conduct monthly science labs. Before volunteers visited the schools, the WISE

center held girl-friendly science education workshops for offering them guidance

on teaching contents, methods and environment. Female scientists and engineers

also presented scientific activities and information to the university students. Uni-

versity and school students later joined the WISE center cyber communities or the

e-mentoring system to continue their mentoring relationship beyond the school

visits (Figure 60).

5.1 EvaluationSince the first pilot program at the WISE main center at Ewha Womans University in

2002, we supported 80-100 undergraduate female volunteers and 4-500 girls from

15-20 junior high schools per semester (Table 21) up until 2006.

17) Rewrite & Edit 'Collaboration university and junior-high school for girl-friendly science education', MiOck Mun and Heisook Lee, presented in PCST-10, 2008


<Figure 60> Schematic diagram for facilitating the ‘Laboratory Visit’ program

Visiting Science Lab.

Volunteering Undergraduate

Female students

e-Mentoring

Mentoring Guide Workshop

Lecture/Meetingby/with Women

Scientistsand Engineers

<Table 21> Statistics on ‘Laboratory Visits’

Jan-04 Feb-04 Jan-05 Feb-05 Jan-06 Feb-06

Junior High schools 21 21 16 13 15 15

Junior high students 550 442 488 423 439 422

University students 105 99 132 84 85 75

Surveys were handed out to participants of the ‘Laboratory Visit’ program for eval-

uation. More than 90% of female high school student participants responded pos-

itively and 75% said the program had increased their understanding of science.

(Figures 61 and 62)

<Figure 61> Evaluation survey results on the ‘Laboratory Visit’ Program

A little agree4%

Average8%

Little agree1%

Not agree0%

Not at all1%

Strongly agree36%

Agree50%

<Figure 62> Evaluation survey results on the ‘Laboratory Visit’ program

very unsatisfied

very satisfied

0 20 40 60 80 120

53

97

55

52

5

4

6

100

High school student participants enjoyed conducting science experiments them-

selves rather than merely watching. They also discovered that science is fun and

were connected with a university student mentor. Furthermore, more than 90%

of female undergraduate volunteers were satisfied with the program. They could

deepen their professional study while by participating as mentors. They felt that

they could communicate smoothly with colleagues, students and teachers (Figure

63), and especially felt that they had had a beneficial effect on the girls’ science

study.


<Figure 63> Response to the question: ‘Do you think your communication skills haveimproved through the program of ‘Laboratory Visit’ program?”

Agree40%

Strongly agree7%Average

20%

A little agree33%

This project has had wide ranging effects on building girl-friendly science education

culture and communication.

5.2 Impact Of ProjectFemale undergraduates Undergraduate volunteer mentors were good role models for girls while improving

their own communication skills and leadership. In addition, they became more

motivated for their major studies and careers, seeing how they could participate

well in society. They also had preferential access to other WISE center programs

that were helpful for developing their professional careers, such as leadership and

career camps and internship programs.

Junior high school studentsParticipants deepened their interest in and became comfortable to engage with sci-

ence, and became motivated to participate in more lab work. They gave feedback

that they would participate again and recommend friends to join this program. Girls

often introduced shared their experiences and activities with their friends and par-

ents and were better able to consider further study in related fields

School Teachers

Teachers found this project very helpful since some schools lacked appropriate

experimental equipment. Teachers also shared information about this program with

teachers in other schools, raising interest among relevant stakeholders on girls’

scientific abilities. Therefore the environment for schoolgirls’ science study was

naturally improved.

By supporting and linking female undergraduates and junior high school students,

we have successively built a collaborative girl-friendly science education commu-

nity. Through this program, student volunteers proved to be good role models for

girls and girls became more interested in science. Additionally, undergraduate stu-

dents became motivated in pursuing their own careers and obtaining professional

knowledge in their major, as well as finding their communication skills improved.

Undergraduate students could also gain course credits for their participation.

6. WISE Mom Science Academies for kids18)

Kids got the chance to conduct scientific experiments together with their mothers at

home through the WISE Mom Science Academies. Children have a great curiosity

for science that is not always fully satisfied at school. Nurturing children’s curiosity

for our natural and human world can help them to become the next generation of

scientists. Supporting mothers to be science communicators for their children is an

excellent way to transform the home into a science-friendly space. Learning envi-

ronment is an important factor in children’s education, so fostering their scientific

mindset at home from a young age can be especially important in increasing the

number of students opting for academic routes in science and engineering.

18) ' Rewrite & Edit Science program for group of mothers and their children', Mi-Ock Mun and Heisook Lee, present-ed in PCST-9, 2006


Main purposes

‧ Make math and science education/experimental culture part of daily life

‧ Encourage a science-friendly environment in the home

‧ Give mothers a sense of independence and control over their children’s science

education

‧ Acquaint women with scientific and technological themes

‧ Boost women’s confidence in teaching science and using e-learning systems

‧ Discover talented women in science for their future employment in the field

6.1 OperationThe structure of the WISE Mom Science Academies is inspired by the pattern of the

traditional Korean system of ‘pumaci’ – which sees groups of women visit each

other’s homes in rotation to share the labor intensive tasks, such as of making the

spicy cabbage preserve kimchi once a year. Just as with the practice of pumaci,

Mom Science Academy members formed learning communities made up of groups

of 4-5 mothers and their children. Mothers took turns to host and lead experiments

in their own homes in weekly rotation on a monthly schedule.

Science professors first taught math and science experiments to mothers at their

universities and supported them to teach their children in groups at home. Faculty

also provided opportunities for mothers to engage in further e-learning online via

an exclusive members only website.

After their turn as experiment leaders mothers reported their activities from the

group activity, and submitted children’s reports on their experiments to their re-

gional WISE center. All members also had the chance to manage an activity booth

at a science festival if they wished. During group activities, mothers and children

could exchange opinions, debate questions, and present their experimental results,

forming a collaborative environment that is difficult to replicate with just a single

mother and child working alone.

<Figure 64> Mom Science Academy Monthly Program Schedule

On-line education and

feedback

Weekly Group activities for

next two weeks

Weekly Group activities oncea week for two

Experiment education for

mothers

Following the first pilot program from November 2003 at the WISE main center at

Ewha Womans University, this program operated out of regional WISE centers. In

total 164 groups made up of 629 mothers and their children participated, all access-

ing the common website to share contents and knowhow between members and

WISET staff.

On this site, mothers obtained information about events, culture, and people re-

lated to science. Several demonstrated ability to produce good science communi-

cation materials. Giving mothers roles as science communicators is a good tool to

spread science culture into homes, schools, and their communities.

6.2 EvaluationWe received feedback from 50 groups operating through the WISE headquarters

in Seoul. The results demonstrated positive change in participants’ attitudes toward

math and science.


<Figure 65> Constituency of Groups

2.7

4

2.2

Mother Girl Boy

6.3 ParticipationGroups generally consisted of four mothers, two boys and three girls. Many of the

children in the groups were friends and mothers thought of this program as a kids’

activity. Over 70% of groups held regular meetings and exchanged roles periodi-

cally. Most mothers took on the role of teachers and half of respondents posted

the results of their science activities at the website, and about 80% of children are

carried out report writing on their experiments. About 70% of members keep the

provided materials because they wanted to use them in related school curriculum,

but these activities were rarely carried out in schools.

<Figure 66> Groups' meeting schedule

38

2

10

periodically determine at every meeting at any possible time

<Figure 67> Children’s report writing

39

8

3

everytime often rarely

6.4 OutcomesWe found wide ranging positive effects of building and communicating on science

culture by supporting mothers to teach and learn science with their children.

Outcomes for ChildrenChildren were provided with a fun play space to practice communication and dis-

cussion on problems and questions related to their science experiments, and to

present their results. They could share their ideas and opinions with others to

broaden their perspectives and to become more flexible in their thinking. Children

came to recognize the importance of putting mathematical concepts into practice,

not just using abstract calculations and learned that math can be applicable to var-

ious fields. For science, children learned to examine and then explain concepts

that they were curious about, regardless of the success or failure of an experiment.

They also became aware that everyday life is closely related to math, science and

engineering, with 48% of children increasing their ability to relate science to their

daily lives.

In mothers’ post-participation surveys, some 62% of children found the activities

helpful in terms of creative thinking, 70% of children became highly familiar with

math and science.

Through regular group activities rather than solo investigation, children improved

their cooperative and communication skills. However, their abilities to discuss


questions and problems did not seem to increase. More attention should be given

to these issues in designing and implementing future contents for similar programs.

responses from beneficiaries

<Figure 68> Children’s attitude changes

very satisfied 5

4

3

2

very unstisfied 1

0 5 10 15 20 3025

4

11

26

19

136

18

25

creativity familarity relation to life

22

15

Outcomes for MothersMothers increased their understanding of differences in children’s abilities were

better able to consider their child’s level of cognitive development. They could de-

velop closer relationships and make better connections with their children through

science education activities. The women themselves learned much about science

and were able to dispel their vague fear of engaging with the field.

responses of responces from beneficiaries

<Figure 69> Mothers’ attitude changes

very satisfied 5

4

3

2

very unstisfied 1

0 10 20 30 40

6

31

13

1

14

1818

5

26

levels of cognitive development make a good relation with child understand personal difference

18

Mothers’ satisfaction rate on math and science content was over 74% and they also

expressed satisfaction that teaching their children led to greater respect from their

children as educators. They also gained confidence in their ability to access science

and engineering fields and to improve their children’s science knowledge and atti-

tudes. After completing the program, some mothers got jobs as science educators.

Most mothers had an e-mail address and used the Internet freely, though two-thirds

had no internet account at the start of their program participation. They joined the

WISE academy e-learning system and downloaded files needed for their group

activities.

Home and SchoolsChildren often recounted their experiences and activities to their schoolteachers

who then shared the concepts with other teachers and students. At home, many

fathers also concerned about their children’s scientific accomplishment took part

in group activities. Therefore the home and school environments for science were

naturally improved.

Supporting mothers to become science educators and communicators in the sci-

ence learning community program helped both the mothers and their children ac-

cess science and mathematics easily. Women could access the e-learning system

and become more comfortable to better engage with science and guide their chil-

dren into related fields. Teachers and fathers also became more engaged in science

activities children at school and at home.

Ⅳ COOPERATIVE PARTNERSHIPS

FOR THE FUTURE

Women Enrich our future through Science, Engineering and Technology COOPERATIVE PARTNERSHIPS FOR THE FUTURE114 115

Since its establishment in 2004, the Korea Centre for WISET has been dedicated to

advocating policies to encourage the participation of women in science, and to in-

crease access to the knowledge and tools integral for women’s career advancement

in Korea. WISET aims to bring about institutional and societal transformation with

regards to science. Its systematic programs are constituted of counseling, mentor-

ing, and training for promoting the study of science among girls and women and

programs to support them throughout their careers.

WISET has seen much progress after carrying out its programs to promote wom-

en and girls in the field of SET. For example, women’s ratio of bachelor’s degree

matriculation in engineering fields increased from 18.9% in 2007 to 20.4% in 2012.

The number of women receiving doctoral degrees in science and engineering has

almost doubled, reaching 1,127 in 2012 compared to 705 in 2007. The ratio of fe-

male science and technological R&D personnel employed in regular jobs rose from

9.8% in 2007 to 13.0% in 2012. Programs supporting motherhood and child care are

much improved with 88.6% of institutes operating related programs in 2012 com-

pared to 63.2% in 2007. Achieving gender equality in all activities related to science

and technology is still a challenge for WISET.

Now, WISET has also begun to transform its approach toward women’s issues in

science, engineering and technology by engaging in the important topic of gen-

dered innovations for all those involved in R&D. Improving the gender balance

of the STEM workforce can lead to more diverse insights for the application of

gendered innovations to research. In other words, by increasing women’s partic-

Ⅳ COOPERATIVE PARTNERSHIPS FOR THE FUTURE

ipation in R&D, we can better integrate sex and gender perspectives and analysis

in every stage of innovations processes. In this manner, WISET embraces a holistic

approach to the empowerment and engagement of women in science and technol-

ogy by establishing the fact that what is good for women is good for all.

1. International cooperation

WISET can play a unique role in fostering future generations of female SET leaders

in Korea, and its programs offer some best practices could be readily benchmarked

and adopted by developing nations. The example that WISET has set for encourag-

ing the broader participation of women in S&T has immediate application in many

developing nations that much resemble the Korea of thirty years ago. Achieving

gender equality in all S&T activities is a challenge for both advanced and devel-

oping nations and WISET is strongly committed to pursuing engagement for both

situations, supporting efforts around the world to bring about institutional and so-

cietal transformation through effective science education for women and through

programs to support them throughout their careers.

This approach applies not only to women pursuing advanced research in major

universities, but also to women seeking development solutions for their commu-

nities – such as empowering them to ensure that their children’s access to proper

medical treatment or potable water. WISET embraces a holistic approach to create

programs supporting women’s education and participation in all levels of S&T and

to assure that the necessary global networks are in place to pursue this goal.

At present there are no centers or institutions dedicated to the advancement of

women’s participation in and access to SET operating at an international level to co-

ordinate or prepare programs for general implementation around the world. WISET

aims to serve as a global networking hub for women in SET research institutions,

universities, NGOs, and other international agencies. Though the extent and the


types of challenges may differ, the same barriers to women’s participation in sci-

ence faced in Korea are present around the world. There are many lessons to be

learned and experiences to share in tackling these issues. For that reason, WISET is

implementing and planning actions that can both learn from and inform the work

of other countries in this important field.

There has been increasing demand for the compilation and promotion of rigorous

research on contemporary issues in S&T19). WISET has collected information on

worldwide policies, reports and scholarly articles concerning women in SET, gen-

der equality and development of S&T on its website. Building on these existing

materials and information, WISET is now collecting and uploading these to an

online database and disseminating selected examples of excellent policies to sup-

port women in science, as well as recommended reports and academic literature

through a biannual report. In recent years, WISET has also turned its focus towards

the important field of gendered innovations – of applying sex and gender analysis

to all fields of research.

2. Gendered innovations

In addition to the fact that men continue to secure the majority of top-level jobs in

science and the majority of research funding, research evidence shows that con-

trary to the often-held assumption that science is gender-neutral, in fact, science

knowledge has more evidence for men than for women, with research outcomes

frequently worse for women than for men. Numerous studies published in the

last decade have demonstrated the importance of including biological, social and

environmental factors as primary research variables in studies of phenomena that

directly or indirectly involve females and males, as a matter of scientific excellence.

19) UNESCO, “Science, Technology and Gender: An International Report”, UNESCO Publication (2007)

Thus, there is a relationship between gender equality and research quality, and

a need for action on both through scientific consensus. This has been the main

goal of the Gender Summit platform since it was established in 2011 to enable

multi-stakeholder dialogue on gender issues in science and agreement on what

improvements were called for.

2.1 Gender Summits OverviewThe Gender Summits are creating regional and global multi-stakeholder communi-

ties committed to enhancing scientific excellence by: removing gender bias from

science knowledge making; advancing gender equality in science structures and

practices; and applying understanding of gender issues to advance more sustain-

able and effective research and innovation.

The specific objectives are to:

• Develop national, regional and global communities as agents of change

• Develop evidence-based consensus on the actions needed and the ways of im-

plementing them in specific national or regional contexts;

• Demonstrate positive effects of gender balance and gender diversity in research

and innovation process;

• Demonstrate how integrating gender dimension in research and innovation con-

tent improves quality of results and outcomes; and

• Promote gender aware solutions to societal problems, e.g. urban quality; human

adaptation and climate change; food security; transport and mobility.

The overarching theme of the summits is “Quality Research and Innovation through

Equality” with five events held in Europe, North America, and Africa so far, coordi-

nated by Portia, Ltd. UK.

2.2 Gender Summit 6 Asia Pacific 2015The Gender Summit 6 - Asia Pacific 2015 is being held in Seoul on August 26-28,


2015 under the theme of Better Science & Technology for the Creative Economy:

Enhancing Societal Impact through Gendered Innovations in Research, Develop-

ment and Business as the first Gender Summit for the region20). WISET is organising

the Summit along with the Korean Federation of Women’s Science and Technology

Associations (KOFWST) and the National Research Foundation of Korea (NRF) with

the aim of introducing compelling research evidence on how addressing gender

issues in science and technology to improve quality of research and innovation. It is

designed to interconnect all relevant stakeholders in order to discuss how strategies

and technological collaborations on gender diversity can open up opportunities to

create new markets for scientific research and innovations.

The objective of the Gender Summit 6 - Asia Pacific 2015 is to promote evi-

dence-based, concerted and integrated actions by all stakeholders in STEMM.

More specifically, this effort will:

• help understanding of how to incorporate academic considerations of sex and

gender with research and innovation;

• develop regional and national communities of experts across the government,

industry, academic fields, and public citizenry to address scientific and social

challenges through gendered innovations in research and development;

• promote a more creative research and innovation ecosystem through the inclu-

sion of gender dimension in research methods, funding policy, review process

and institutional structures;

• maximize opportunities for regional networking in research and human capital

development through greater gender diversity;

• contribute to enhancing quality of life by connecting gender issues and the best

available technology based on distinct characteristics of Asia Pacific.

20) This information is adapted from the main Gender Summit website. To find out more go to: http://gender-summit.com/gs6-about

Following the Gender Summit 6 – Asia Pacific, WISET will continue to seek op-

portunities for open exchange and promote systems that bring together outstanding

female scientists and engineers to reinforce the sense of women’s international

solidarity, cooperation and collaboration in SET fields. In this way, we hope to

both ensure women’s participation in the STEM workforce, while also promoting

the inclusion of the gender dimension in these more diverse research teams’ R&D.

Through such work, we hope to achieve what is good for women, and good for all.

ANNEX I ACT ON FOSTERING AND

SUPPORTING WOMEN

SCIENTISTS AND TECHNICIANS

122 123Women Enrich our future through Science, Engineering and Technology ANNEX I

Article 1 (Purpose)The purpose of this Act is to contribute to the reinforcement of the capacities of

women for science and technology and the development of national science and

technology by devising policies to foster women in science, engineering, and tech-

nology, to make practical use of their abilities, and to support them, by extending

assistance helping them to sufficiently display their talents and abilities.[This Article

Wholly Amended by Act No. 10076, Mar. 17, 2010]

Article 2 (Definitions)The term "women in science, engineering, and technology" in this Act means wom-

en who engage or intend to engage in research service, technical service or other

related service in the fields of natural science and engineering (hereinafter referred

to as "science and engineering system"), who are prescribed by Presidential Decree.

[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]

Article 3 (Relations with other Acts)This Act shall apply, in preference to other Acts, to the fostering of women in sci-

ence, engineering, and technology, to the practical use of their talents, and to the

assistance to them.

Article 4 (Master Plans)(1) The Government shall set forth the goals and directions for mid- and long-term

policies to foster and support women in science, engineering, and technology, and

establish and promote master plans for fostering and supporting women in science,

ANNEX I ACT ON FOSTERING AND SUPPORTING WOMEN SCIENTISTS AND TECHNICIANS

engineering, and technology according thereto (hereinafter referred to as "master

plans"), in order to efficiently achieve the purposes of this Act.

(2) The Minister of Science, Information and Communications Technology (ICT)

and Future Planning shall establish master plans on a five-year unit by integrating

plans, policies, etc. relating to fostering and supporting women in science, engi-

neering, and technology, which have been established by the heads of related cen-

tral administrative agencies and the Special Metropolitan City Mayor, Metropolitan

City Mayors, Mayor/Do Governors, or Special Self-Governing Province Governor

(hereinafter referred to as "Mayor/Do Governor"), as prescribed by Presidential

Decree.<Amended by Act No. 11690, Mar. 23, 2013>

(3) The master plans shall contain the following matters:<Amended by Act No.

11690, Mar. 23, 2013>

1. Basic goals and promotional directions for fostering women in science, engi-

neering, and technology and for assisting them;

2. Matters concerning the fostering of women in science, engineering, and tech-

nology, practical use of their talents, and assistance to them;

3. Matters concerning affirmative action under Article 11;

4. Matters concerning the establishment and operation of institutes for support-

ing women in science, engineering, and technology under Article 14;

5. Matters concerning the fostering of the organizations of women in science,

engineering, and technology;

6. Other important matters concerning the fostering of and assistance to wom-

en in science, engineering, and technology as determined by the Minister

of Science, Information and Communications Technology (ICT) and Future

Planning.

(4) The master plans shall be subjected to deliberation by the National Science

and Technology Council established under Article 9 of the Framework Act on Sci-


ence and Technology (hereinafter referred to as the "National Science and Tech-

nology Council"), by undergoing the procedures prescribed by Presidential De-

cree.<Amended by Act No. 11713, Mar. 23, 2013>

(5) When the heads of related central administrative agencies and Mayors/Do Gov-

ernors establish the plans and policies relating to fostering and supporting women

in science, engineering, and technology, they shall follow the goals and directions

for mid- and long-term policies under paragraph (1).


Article 5 (Implementation Plans, etc. by Fiscal Year)(1) The heads of related central administrative agencies and Mayors/Do Governors

(hereinafter referred to as "implementing agencies") shall establish and promote

implementation plans by fiscal year (hereinafter referred to as "implementation

plans") in accordance with master plans.


and Future Planning shall adjust implementation plans by undergoing a consul-

tation with implementing agencies, and inspect the situations of their implemen-

tation, and integrate the implementation plans of implementing agencies for the

following year and the actual promotional results of the preceding year, and file a

report thereon with the National Science and Technology Council.<Amended by

Act No. 11690, Mar. 23, 2013; Act No. 11713, Mar. 23, 2013>


Article 6 (Investigation of Actual Status)(1) The Minister of Science, Information and Communications Technology (ICT)

and Future Planning shall conduct an investigation of actual status each year, for the

purpose of ascertaining the current status of practical use of the talents of women in

science, engineering, and technology and other results following the enforcement

of this Act, publicize the outcomes therefrom, and file a report thereon with the

National Science and Technology Council. <Amended by Act No. 10873, Jul. 21,

2011; Act No. 11690, Mar. 23, 2013; Act No. 11713, Mar. 23, 2013>

(2) Where it is deemed necessary to conduct an investigation of actual status under

paragraph (1), a request may be made to the related central administrative agen-

cies, local governments, public agencies, and other institutions or organizations that

receive any assistance from the State or local governments, to furnish the data or

opinions. In such cases, the institutions or organizations in receipt of such request

shall comply therewith, except for cases where any extenuating circumstance ex-

ists.

(3) Matters necessary for the scope, details, methods, procedures, etc. in respect of

the investigation of actual status under paragraph (1) shall be prescribed by Presi-

dential Decree.<Amended by Act No. 10873, Jul. 21, 2011>


Article 7 (Promotion of Entering Science and Engineering Univer-sities and Participation in Science and Engineering Field)(1) The State and local governments may induce schoolgirls in elementary or sec-

ondary schools and female students attending universities or colleges (referring to

universities or colleges, industrial colleges, universities of education, junior col-

leges, air colleges, air and correspondence colleges, cyber colleges, technical col-

leges, and various kinds of schools under Article 2 of the Higher Education Act;

hereinafter the same shall apply) to enter the science and technology universities,

the Korea Advanced Institute of Science and Technology established under the

Korea Advanced Institute of Science and Technology Act, and the Gwangju Insti-

tute of Science and Technology established under the Gwangju Institute of Science

and Technology Act (hereinafter referred to as "science and technology university,

etc."), and may develop and operate programs necessary to motivate them to enter


the science and engineering field, or support the institutions or organizations that

operate the said programs.

(2) Matters necessary for the details of programs, the scope of assistance, etc. under

paragraph (1) shall be prescribed by Presidential Decree.


Article 8 (Maintenance of Appropriate Ratio of Female Students in Science and Technology Universities, etc.)(1) Where the ratio of female students among those attending science and technolo-

gy universities, etc. is very low, the State and local governments may encourage the

science and technology universities, etc. to maintain the adequate ratio of female

students who enter each year.

(2) The State and local governments shall devise and promote preferential policies

in their assistance of research expenses, etc. for science and technology univer-

sities, etc. that maintain an adequate ratio of female students who enter under

paragraph (1).

(3) The ratio of female students under paragraph (1), preferential policies under

paragraph (2), and other necessary matters shall be prescribed by Presidential De-

cree.


Article 9 (Assistance to Female Students in Science and Technology)(1) The State and local governments may select excellent students from female

students attending science and technology universities, etc., and provide them with

scholarships or research subsidies, or have them participate in the research and

development projects implemented by the State or local governments.

(2) Matters necessary for the criteria for the selection of excellent female students,

the scope of assistance, etc. under paragraph (1) shall be prescribed by Presidential

Decree.


Article 10 (Assistance to Women in Science, Engineering, and Technology)(1) The State and local governments may fully or partially subsidize expenses in-

curred in training or research activities in foreign or domestic colleges or public

research institutions, in order to elevate the research abilities of women in science,

engineering, and technology.

(2) Matters necessary for those subject to assistance, the methods of assistance, etc.

under paragraph (1) shall be prescribed by Presidential Decree.


Article 11 (Affirmative Action)(1) The State and local governments may take affirmative action, such as setting

forth, in specific levels, the ratio of recruitment targets of women in science, engi-

neering, and technology and the ratio of their promotion targets by class tempo-

rarily within the reasonable scope, in order to expand the advance of women in

science, engineering, and technology into the scientific and technical fields wherein

their presence is greatly inactive.

(2) Where the heads of related central administrative agencies and the heads of

local governments takes affirmative action under paragraph (1), they shall notify

the Minister of Science, Information and Communications Technology (ICT) and

Future Planning of the results of the said promotions.<Amended by Act No. 11690,

Mar. 23, 2013>



and Future Planning shall integrate the results of promotions of affirmative action

under paragraph (2), and file a report thereon with the National Science and Tech-

nology Council each year.<Amended by Act No. 11690, Mar. 23, 2013; Act No.

11713, Mar. 23, 2013>

(4) The State and local government may provide administrative and financial support

after evaluating the result of affirmative action taken under paragraph (1).<Newly

Inserted by Act No. 10873, Jul. 21, 2011>

(5) Details of affirmative action and institutions under paragraph (1) subject thereto

and matters necessary for the administrative and financial support under paragraph

(4) shall be prescribed by Presidential Decree.<Amended by Act No. 10873, Jul.

21, 2011>


Article 12 (Designation of Staff in Charge of Women in Science, Engineering, and Technology)(1) The heads of public agencies having many incumbents of women in science,

engineering, and technology, such as research institutions of scientific and technical

fields, shall designate a staff member to be in charge of women in science, engi-

neering, and technology among their subordinate staff members, and have him/her

perform cooperative duties for promoting the employment of women in science,

engineering, and technology and for elevating their positions.

(2) Matters necessary for the scope of public agencies and the designation of the

staff in charge of women in science, engineering, and technology and his/her du-

ties, etc. under paragraph (1) shall be prescribed by Presidential Decree.


Article 13 (Support for Employment and Reemployment)

(1) The State and local governments may provide support for necessary education

and training, etc. where any women in science, engineering, and technology find

employment or any women in science, engineering, and technology whose eco-

nomic activities have been suspended due to their pregnancy, childbirth, rearing

of children, taking care of their family members, etc. intend to find reemployment.

<Amended by Act No. 10873, Jul. 21, 2011>

(2) The heads of related central administrative agencies and the heads of local gov-

ernments may entrust all or some of the duties relating to the support for education

and training, etc. under paragraph (1) to the institutions or organizations prescribed

by Presidential Decree.<Amended by Act No. 10873, Jul. 21, 2011>

(3) The heads of related central administrative agencies and the heads of local

governments may fully or partially subsidize expenses incurred in carrying out busi-

ness affairs by the institutions or organizations entrusted with the duties relating to

support for education and training, etc. under paragraph (2).<Amended by Act No.

10873, Jul. 21, 2011>

(4) Matters necessary for the details of support for the education and training for

employment and reemployment under paragraph (1), persons eligible for educa-

tion and training and procedures, etc. therefor shall be prescribed by Presidential

Decree.<Amended by Act No. 10873, Jul. 21, 2011>


Article 14 (Establishment of Institutes for Supporting Women in Science, Engineering, and Technology)(1) The State and local governments (referring to the Special Metropolitan City,

Metropolitan Cities, Dos, and Special Self-Governing Province; hereafter the same

shall apply in this Article) may establish institutes for supporting women in science,

engineering, and technology (hereinafter referred to as "support institute") in order


to efficiently foster and support women in science, engineering, and technology.

(2) Each support institute shall perform the following tasks:

1. Investigation or research in order to develop the policies on fostering and

supporting women in science, engineering, and technology;

2. Education, training, studies and consultations for women in science, engineer-

ing, and technology;

3. Provision of the employment information, etc. on occupational types relating

to science and technology;

4. Other supports to women in science, engineering, and technology and to their

organizations.

(3) The State and local governments may fully or partially subsidize expenses in-

curred in the establishment and operation of support institutes.

(4) Matters necessary for the establishment, operation, etc. of support institutes

shall be prescribed by Presidential Decree.


Article 15 (Raising Required Financial Resources)The State and local governments may appropriate all or some of project costs re-

quired for fostering and supporting women in science, engineering, and technology

as prescribed in this Act, from the fund for the promotion of science and technology

under Article 22 of the Framework Act on Science and Technology, or from funds,

etc. relating to projects implemented in order to foster and support women in sci-

ence, engineering, and technology, which are funds subject to the application of

the National Finance Act.


Article 16 (Entrustment of Authority)The heads of central administrative agencies or the heads of local governments

may, as prescribed by Presidential Decree, entrust part of their authority under this

Act to institutions or organizations that perform the duties related with fostering and

supporting women in science, engineering, and technology.


ADDENDA This Act shall enter into force six months after the date of its promulgation.

ANNEX ⅡTHE 3RD BASIC PLAN FOR

FOSTERING AND SUPPORTING

FEMALE SCIENTISTS AND

ENGINEERS (2014-2018)

Women Enrich our future through Science, Engineering and Technology ANNEX II134 135

tion of the past

< The age of emotional technology in the 21st century >

Period FocusIncreasing productivity

(1970s-1980s)Developing digital/

advanced technology (1990s)Reigniting sensibility

(2000s)

Consumption pattern Simplicity, standardizationNew products, preference for

high-functionality Differentiation,

Purchase decision making

Price, quality Product size, digital Design, concept, brand

- “Technology which can convert the five senses such as sound, touch, smell, etc.

into digital forms will lead the 21st century’s new tendencies.” (Bell Labs)

- “The Information Age, which opened only a few decades ago with the appearance

of the first commercial computers, is already approaching its end. In the years

ahead, we will move into what may be called the Dream Society” (futurist Rolf

Jensen.)

- When emphasizing purchase decision-making factors such as design and ease of

use, women’s refined sensibilities, can make them valuable human resources to

increase business competitiveness

* Among the US companies in the top-100 sales rankings, corporations with more female administrators achieved 7% higher earnings, than the lower 10% corpora-tions (Catalyst, 2004)

Catalyst of competitive female leaders in a creative economy

- Female entrepreneurs’ dominant success rate is characterized by prudence and

transparency

* From 1997-2011, 20,000 venture capital-invested companies with female admin-istrators showed a 7.1% higher success rate (rather than failed businesses at 3.1%). (Dow Jones VentureSource, 2012)

Ⅰ Background

We are now witnessing the advent of an age where women’s economic activity can be seen as the driver of national competitiveness

- Increasing importance is being placed upon women’s economic activity because

of the reduced size of our labor force due to low fertility and an ageing population

* The productive population (those aged 15-64) is expected to decline from 2016, marking Korea’s entry into an era of ageing population, with citizens over 65 years old set to make up more than 14% of the population by 2019

- In spite of a need created by accelerating global competition, Korea has a low

female economic participation rate compared to other developed countries

< Women's economic participation ratio in major OECD nations >

Country 2011 2005 2002

Korea 54.9% 54.5% 53.5%

Japan 63.0% 60.8% 59.7%

USA 67.8% 69.2% 70.1%

OECD average 61.8% 60.4% 59.6%

* Data: OECD 2012 Employment Outlook

There is increasing economic need to maximise women's competitive advantages

- In the 21st century, the paradigm for economic activity has changed, with techno-

logical development emphasizing emotional approaches over the mass produc-


- There is a need to expand the roles of female leaders and CEOs to succeed in a

creative economy that emphasizes innovation

* Female CEOs were supported with 1/3 more funds than male CEOs. They also achieved 12% higher sales than men, demonstrating their effective management skills (Library House in England, 2007)

There is a need to lead national development by increasing women’s participation in science and technological innovation

- Expansion of women’s participation to secure gender diversity in R&D can boost

the potential and quality of research

* After only seven female Nobel Prize winners up until 1980, there were four more in the next 20 years, and already five additional female winners in the 21st Centu-ry. These women have inspired female researchers, shining a light on the growth and achievements of women in science.

- Efficiency of social systems and economic growth can be promoted through in-

vestment to secure gender diversity in science and engineering

* Co-ed research teams in the US IT field have a 26%~42% higher than average pat-ent quotation. (Catalyst, 2002)

* “Decreasing the rate of poverty and increasing GDP by improving gender equality, and increasing women’s income has raised child education levels” (Word Bank; IBRD), “Women's education increases child survival rate by about 30%”(UN)

We have concluded 「The 2nd Basic Plan for Fostering and Supporting of Female scientists and Engineers」(2009~2013): And have now established 「The 3rd Basic Plan for Fostering and Supporting of Female scientists and Engineers」(2014~2018)

- Based on analysis of the outcomes and limitations of the 2nd Basic Plan, the 3rd

Basic Plan marks the establishment of a mid-to-long term policy appropriate for

national application, to activate the creative economy and create jobs

「National Issues of 18th Government」 related contents:• Economic Development (National Direction 1) - Creative Economy (Operational Strategy

#1) - Reinforcing National Science Technology Reform (National Issue #16).

• Happiness of the Nation (National Direction #2) - Customized Wellness. Employment (Op-

erational Strategy #4) - Wide-ranging Consideration of Gender Equality and Expansion of

Women's Economic Activity (National Issue #65).


Ⅱ Overseas Trends

Overseas Trends

Policy Conditions Expanding and emphasizing the need for greater economic

participation of female scientists and engineers in order to spur innovation in

science and technology for major impact on social and economic development

Policy Paradigms Establish gender innovation concepts in consideration of

gender-differences in behavior and communication, while avoiding sexual dis-

crimination

National Strategies Polices promoting female scientists and engineers as part

of a comprehensive strategy to foster national human resources by enhancing

women-oriented policies along with education policies

* The UK established the Women's Business Council (WBC) in 2012 to suggest a comprehensive national strategy, which then recommended a policy for female scientists and engineers in 2013.

* Also in 2012, the US “Women's Strategy Document included employment, educa-tion and training policy for female scientists and engineers. Further, the country’s 2013 “Federal Science, Technology, Engineering, and Mathematics (STEM) Edu-cation 5-Year Strategic Plan” included a policy on training female scientists and engineers.

Classification UK USA

PremisePerception of female scientists and engineers as major drivers for national economic development and innovation

Policy Paradigm‧Establishment of policies focused on women's needs, rights and development ‧Reduction of societal discrimination over gender differences etc.‧Expansion of policy relating to women and education

Present situation

Training

‧ In spite of rising numbers of women in science and technology, a low percentage of women have undertaken advanced training

‧ There is a lower percentage of women in science and technology than in other fields such as mathematics, engineering, computing etc.

‧ There is an expected labor shortage of about 1 million people (including women) in science and engineering within 10 years

Utilizing‧ Ratio of women’s employment in science and technology: 13%

‧ Ratio of women employed in science and technology: 24%

Policy

Focus‧Policy of utilizing female scientists and engineers

‧ Policy of utilizing female scientists and engineers

Estab-lishment Method

‧ Establishment of a logical and compre-hensive long-term strategy, and strength-ening of governmental policies related to women in order to build the capacity of female scientists and engineers and establish equal opportunities for both genders

‧ Establishment of a national education policy to increase the number of female scientists and engineers in employment, as well as other policies relating to women.

Strategic Target

‧ Increased ratio of women employed in science and technology

‧ Increased number of senior-level women in colleges, labs, government, business, and industry

‧ Increased number of people holding STEM degrees within 10 years

‧ Increased ratio of female participants in those science and technology fields currently with low numbers of women

Subject of Policy

Promotion

‧ Not only government task, but also requiring the participation and cooperation of colleges and corporations

‧ The government has a leading role in improving systems, expanding investment and promoting governmental programs

< Policies on Female Scientists and Engineers in the UK and USA >

Main Strategic Issues

Introducing talent and increasing impact Introducing career-related mentor-

ing and internships in science and engineering that reflect the practical de-


mands of industry.

* USA: the “Girl's get IT program” offers mentoring services to female entrepre-neurs; Germany hosts a “Girl's Day”, including internships

Career development and work-life balance Emphasis on expanding child-

care support, flextime jobs and research opportunities for female scientists and

engineers.

* Sweden: Provision of opportunities for international research collaboration to new female researchers;

* The European Commission: Monitoring plans for human resource utilization with regard for gender innovation perspectives when selecting R&D issues; Germany: Establishment of FEMTECH career support centers for women in science and en-gineering.

* Europe: Creation of a culture of active flextime jobs; Japan: Declaration of coop-erative child-care.

(Leadership, Strengthening Authority) Promotion of leadership programs for

women, promotion to senior positions, providing career development support

for specialized institutions for female scientists and engineers.

* Career support centers for female scientists and engineers: (England) WISE; (Denmark) KVINFO (Germany) AcademiaNet Information platform for utilizing female scientists and

engineers

(Raising Awareness, Policy of Infrastructure) Social infrastructure can be

expanded by: Certifying advanced institutions on gender equality, statistical ap-

plications of gender responsiveness, and making efforts to change perceptions

* Assessment/certification/publicity of institutions’ gender equality in France (Le label Egalité) and Germany (GENDERDAX)

Implementation Method Securing policy applications by reflecting societal de-

mands, expanding participation in several subjects, and improving systems

- UK: Emphasis on colleges and corporations participation. USA: Leading improve-

ment of societal perceptions in policy reform and investment expansion

- Program development for women's employment, strengthening gender represen-

tation, and securing role-models

* UK: Establishment of certification systems for colleges and departments that fos-ter women’s employment, maintaining improvements in science and technology through ASWAN (Athena Scientific Women's Academic Network)

* USA: Promoting the ADVANCE program by the National Science Foundation (NSF) which selects and promotes college’s best practices for increasing women's em-ployment and representation in science and technology fields


< Policies for Female Scientists and Engineers by Nation>

Classification Contents Countries

Supply of Talent

• Holding of a “Girl’s Day” event on women’s employment and representa-tion in science and tech that introduces careers in science and engineer-ing to all female secondary-school students in Germany

Germany

• Provision of a mentoring program called “Girls get IT”, science and engi-neering contents, and career workshop to all female high-school students

USA

Human ResourcesDevelopment

• Provision of Manpower probation programs to create employment opportunities and strengthen capacity in practical fields through practical apprenticeships in corporations

England

Job Creation/ Career

Development

• Provision of international research collaboration opportunities to junior female researchers

Sweden

• Establishment of human resource utilization plans (Gender Action Plans) in terms of gender innovation when selecting R&D issues

European Commission

Work-Life Balance

• Creation of a culture that considers job, capacity, and schedules to permit part-time researchers collaboration opportunities

Europe

• AIST’s child/toddler-care support to day-care centers and private nurseries through a declaration of cooperative child-care for both men and women

Japan

Classification Contents Countries

Leadership / Strengthening

Authority

• Establishment of a career support center (FEMTECH) for talented women in science and engineering through college-related corporations, which can ensure diversity in selecting careers and support to become administrators

Germany

• Center for Women in Science, Engineering and Technology (WISET) (Denmarkience, UK WISE)

EU

•Use of information utilization platforms on outstanding female scientists Germany

• Goals to increase women’s employment ratio in science and technology, and also to increase the number of women in high positions (UK Athena SWAN Charter)

USA, UK

Improvement of Consciousness /

Policy of Infrastructure

• Emphasis on establishing policies that reflect differences of men and women, for gender-responsive and more equal perspectives

USA, England

• Ministry of Education support to publicise corporate performance on equality by certifying the status related organizations (Le label Egalite)

France

• Press publicity to promote high-performing corporations by providing data on which institutions provide suitable working conditions and opportuni-ties to female workers (GENDERDAX)

Germany


III Analysis and Direction

1. Achievements

Fostering of female Scientists and Engineers

Increasing the employment of talented women and leading students entering science

and engineering by promoting their interest in these fields, and by creating wom-

en-friendly environments in related departments and companies.

Female students are being encouraged to enter the science and engineering fields

through on and offline mentoring, and by the hosting of national and local activ-

ities on science and engineering aimed at women

Increased ratio of women entering the engineering field * Ratio of women in science and engineering in general high schools : (2007) 34.7% → (2011) 35.3%.* Ratio of women matriculating in batchelors courses in engineering

: (2007) 18.9% → (2012) 20.4%.

Women’s capacity and career competitiveness is being developed through their

participation in internships and engineering research teams, as well as training

for gender-responsiveness in engineering colleges

Increased employment rates of women in science and engineering, and of women obtaining doctoral degrees

* Employment rates of female science and engineering bachelor’s degree holders : (2010) 53.5% → (2011) 54.9% → (2012) 55.6%* Female doctoral degree-holders in science and engineering : (2007) 705 (19.5%) → (2012) 1,127 (21.3%)

Utilization of Female Scientists and Engineers

Fostering female leaders and expanding stable employment for women in research,

promoting employment and career development of female scientists and engineers

Improve employment situations for female scientists and engineers by managing

employment quota policy, career-related training, and supporting female scien-

tists and engineers who have had interruptions in their careers

Increased number of women among science and engineering new recruits and regular workers, as well as increased employment rates of female scientists and engineers in their 30’s* Proportion of women among science and technology R&D personnel new re-

cruitment : (2007) 22.4% → (2012) 24.6%.* Proportion of women among science and technology R&D personnel regular

workers : (2007) 9.8% → (2012) 13.0%.* Employment rates of female scientists and engineers in their 30’s : (2007) 54.5% → (2012) 55.9%.

Promotion of female leaders by supporting R&D for female researchers, and pro-

viding training on research competency and professionalism

Increased proportion of women among administrators and research-


ers, and promotion of female scientists and engineers in national R&D programs

* Proportion of high-level administrators in Public Research Institutions who are women

: (2007) 4.5% → (2012) 5.7%.* Proportion of women on promotion lists of science and technological R&D per-

sonnel : (2007) 7.5% → (2012) 11.8%.* Proportion of women in R&D businesses : (2008) 9.1% → (2012) 11.6%.

Structural Foundation for Fostering/Utilizing Female scientists and Engineers

Improving businesses' operational systems; expanding budgets related to female sci-

entists and engineers, and supporting work-family balance policies in science and

technology jobs

Supporting mothers and child-care systems through family-friendly management,

and agent-system institutions

Increased implementation of policies for work-family balance in science and technology research institutions* Rates of supporting mothers and child-care systems : (2007) 63.2% → (2012) 88.6%.* Management rates of flextime & telework in science and technology institutions : (2007) 16.4% → (2012) 21.4%.* Number of agent-system institutions : (2007) 34 institutions → (2013) 114 institutions (237).

Local governments’ increased budgets for female scientists and engi-

neers and fostering of female scientists and engineers by the Center

for Women in Science, Engineering and Technology (WISET)

* Investment related to female scientists and engineers : (2007) 916 → (2012) 15,120 million KRW* Support for female scientists : (2007) 686 million KRW → (2013) 3000 million KRW.* For businesses integration of female scientists and engineers in 2011, incorpo-

ration of the Center for Women in Science, Engineering and Technology (WISET) in 2013

Strengthening networks for female scientists and engineers by encouraging group

activity, and establishing female review committees at science and technology

journals to promote women’s voices and rights

* The number of organizations for female scientists and engineers : (2007) 20 → (2012) 30.


Classified Strategy Goal (By 2013) Achievement Check

Fostering

Encouraging female students into the science and technol-ogy fields

·Provision of mentoring to 2,000 female students in science and engineering ※ 1,300 (2007) → 2,000 (’13)

·Operation of on-/off-line mentoring 3,677 pairs (’13)

Accomplished

·Expansion of women's ratio in engineering fields to 25% ※ 19.0% (2007) → 25.0% (’13)

·Women's ratio in engineer-ing fields: 20.4% (2012)

Unaccom-plished

Strategic fostering of talented women in science and technology

·Structured support for talented women in science

·Establishment/management of a gifted education compre-hensive data base

·women's ratio of those who benefited in science gifted education (gifted classes) Expansion: 42.4% (2007) → 44.3% (2012)

PartlyAccomplished

·Raise the number of women getting doctoral degrees to 1,000 people each year (’13)* 701 (2007) → 1,000 (’13)

·Number of women doctoral holders in science and engi-neer fields: 1,127 (2012)

accomplished

UtilizationCreation of women- friendly science and engineering jobs

·Improve women's employ-ment ratio in science and technology fields in 2013: 10% * 6.74% (2006) → 10% (’13)

·women's employment ratio in science and technology fields (OECD standards): 7.9% (’10)* But, accomplished regular worker ratio of development research in science and technology: 13.0% (2012)

Unaccom-plished

·Establish a general employment information site for women scientists and engineers

·Development of a spe-cialized employment site for women scientists and engineers (Dodream) (’13)

Accomplished

Utilization

Boost the use and career development of female scientists and engineers

·Introducing returner programs and supporting re-search career development

·Introducing and expanding R&D career-return-supporting business’s projects for wom-en scientists and engineers (2012): 48 people (2012) → 100 people (’14)

Accomplished

·Improving women research-ers ratio in government R&D programs* 8.9% (2007) → 10% (’13)

·women researcher ratio in government R&D programs: 9.7% (2009) → 11.6% (2012)

Accomplished

< Results of the 2nd Basic Plan>

Infrastruc-ture

Improving research and social environ-ments for female scientists and engineers

·Supports medical check-up to grad women students fam-ily-friendly environments

·pilot tests in 8 collegesPartly accomplished

·Operation of research-and-family compatible and

·Expanding legal systems for protecting motherhood and supporting child-care systems in science and technology fields: 63.2% (2007) → 88.6% (2012)

·Augmenting the number of agent-system institutions: 34 institutions (2007) → 114 institutions, with 237 people (’13)

·Augmentation of the flextime jobs ratio in science and tech-nology research institutions: 16.4% (2007) → 21.4% (2012)

Accomplished

Increase investment and management of operational systems

·Constantly expanding investment on women scien-tists and engineers

·Increases supporting business budgets for women scientists and engineers, personally: 1,260 million (won) (2007) → 4,050 million (won) (2012) * Supporting/fostering wom-en scientists and engineers, and supporting women scientists

·Investment in women scientists and engineers from the local and national governments: 9,160 million (won) (2007) → 15,120 million (won) (2012)

Accomplished

·Improvement of the performance management and organizing management system of women scientists and engineers, supporting business’s projects

·Integration of existing 4W business related to women scientists and engineers, managed by female centers

Accomplished


2 Challenges

Intake and Utilization

The low proportion of women entering core scientific fields of our society is due to a

“leaky pipe” phenomenon that manifests itself in the case of gifted female scientists

In the case of women entering engineering, stemming from their difficulty of

envisioning careers in this male-oriented field

* Women’s matriculation ratio in science and engineering fields : (2012) 20.4% (the 2nd basic plan goal was 25%).

basic plan goal w the development of gifted female scientists when they are de-

veloping their skills, due to the selection of gifted students without consideration

of gender characteristics or alienation in peer relationships

* Female ratio in gifted science education by stage (2012)

44.3%Elementary school level(Class for gifted students)

40.7%Secondary school level(Gifted Academy)

20.2%high school level(Sci-ence high schools and Gifted Academies)

Challenges in fostering and utilizing female scientists and engineers are due to

low mid-term and long-term utilization demand, and low graduation rates in

engineering fields

“Demand in natural science and education fields will be lower, but demand in social and engineering fields will be

higher ten years from now.” (Prospect of Mid-term and Long-term Manpower Supply 2011-2020,

Korea Employment Information Service)

* Women's employment ratio in science and engineering : Science fields 50.0% < Engineering fields 62.0%.* Women’s graduation ratio in science and engineering : Science fields 54.5% > Engineering fields 19.1%.

Low rates of hiring women in private corporations, which employ a high percent-

age of national science and engineering personnel, due to a mismatch between

skill supply and demand

* Employment ratio in each institution : Science and engineering colleges 36.6%, Public Research Institutes 16.1%,

Private research institutes 47.3%.* Women's ratio in each institute : science and engineering colleges 25.0%, public research institutes 21.8%,

private research institutes 13.3%.

Need to foster and secure highly-educated women in preparation for future doc-

toral-level human-resource demands

* Expected college diplomas in science and engineering: 220,000 people, Bach-elor’s degree 197,000 people, Master’s degrees over 36,000 people, deficit in doctoral degree holders about 12,000 people (Prospect of Mid- and Long-term Supply of Science and Technology Manpower 2013-2022, Ministry of Science, ICT and Future Planning).


Strengthening Abilities

Female scientists and engineers are disadvantaged compared to men in their oppor-

tunities for career development, international research collaboration, R&D participation

and training because of their high rate of temporary worker status

Female scientists and engineers are facing increased employment instability due

to the fact that about 30% were in temporary employment in 2012

* In 2012 the ratio of female scientists and engineers in temporary/daily employ-ment was 20.4% while the male ratio was 9.5% (Statistics Korea).

* In 2012 the ratio of female researchers who were non-regular workers in colleges: 83.0%, in public research institutions 56.8%.

Poor career development training for highly-educated women compared to men,

which weakens the ability of female scientists and engineers to be promoted to

senior positions

* In 2012 the ratio of highly-educated female researchers from science and tech-nology R&D institutions: 14.6% (women's ratio: 19.0%)

* The ratio of female administrators in science and engineering fields (e.g. team leader, dean)

: (team leader, dean): (2007) 6.2% → (2012) 7.0%

Need to reinforcing global competitiveness and expanding international co-re-

search through expanding international networks, and activating international

and domestic interchange of women scientists and engineers

* Female journal author ratio on the international level of SCI (2012): colleges of science and engineering (6.7%), public institutions (21.4%)

Creation of Jobs

We must urgently increase the availability of flextime jobs to boost women's economic

activity, and increase their participation in challenging environments such as corpora-

tions and venture companies.

Achieving better quality of life and work-family balance by implementing flex-

time jobs at the beginning of policy changes, and improving the low ratio of

part-time work in public sector

* In 2013, part-time workers made-up 10.3% of the total labor force, and most of them were temporary workers.

* Part-time work ratio in public sectors : (wage workers) 8.8%, (administrative agencies) 0.26%, (public institutions) 2.6%.

Economic participation rate of women in science and engineering and low par-

ticipation compared to other fields

* Economic activity rates of female scientists and engineers in their 40s

(2007) 65.3% → (2012) 60.8%.* (2012) Majors in Medical and Pharmacological fields 73.6%, majors in Medical

and Pharmacological fields other than majors in engineering fields non-science fields 64.2%, total women 64.2%.

64.2% female employment rates in science and engineering compared to average

women college graduate employment rates, and decreasing employment rates

for highly-educated people

* In 2012 the ratio of female scientists and engineers in employment was 58.7% (women who had obtained a batchelors degree ratio of employment 61.4%, stan-dardized by local employment research)


Part-time work ratio in public sectors: (wage workers) 8.8%, (administrative agencies) 0.26%, (public institutions) 2.6%.

* 2012, educational distribution rates of female employees in science and en-gineering fields: bachelors degree 93.4%, masters and doctoral degree 6.6% (male 8.9%).

3.4%, masters and d startup ventures and low female participation in startup

collaborations

* Female CEO entrepreneurs ratio : (2007) 6.6% (male 8.9%)* April to present, Science, Engineering & Technology Cooperatives number 62,

union members 754, women 136 (18%).

Workplace Culture

Worsened women's career discontinuity in science and engineering compared to oth-

er fields, low autonomous operation and the private spread of work-family compatible

policies.

Increased tendency for women's career interruptions in science and engineering,

and difficulties in returning to their fields due to rapidly changing research trends

* Unlike the general rising tendency for economic participation of women in their 40ʼs shown on the graph, the number of women in science and engineering con-tinues to fall with age, creating an L-shaped curve.

Inappreciation of the common responsibility of men and society to support moth-

ers and child-care creates male-oriented workplaces

* Distinction in the rates of work-family compatibility (2012) : Mandatory (child-care leave) 88.6%, voluntary (breast-feeding rooms) 48.9%.

Poor appreciation of the common responsibility of men and society to support

motherhood/child-care, which creates male oriented workplaces

* Taken 26.9% in institution practice due to inoperative policies of autonomous work-family compatibility.

Securing Gender Diversity

Imbalance in science and technology environments and the weakened vision of female

researchers, due to limited leadership opportunities for talented women

The need to create healthy environment for female researchers to have compet-

itiveness which will support them to grow without career interruptions in the

science and technology fields

* Female administrator ratio in public research institutions (2012) : Team leader 7.5% → Department head 5.2% → Executive 5.7%. * Female administrator ratio in private research institutions (2012) : Team leader 6.6% → Department head 3.2% → Executive 2.0%

Establishment of insufficient investment goals due to unstable gender responsive

budgets, and unclear business categorization that supports female scientists and

engineers

* Biased management of businesses’ gender responsive manpower budgets (in 2013, 8 R&D operations in Ministry of Science, ICT, and Future Planning).

* Absence of analyzing and setting support direction whether women in science and engineering benefited from governmental financial aid programs for out-standing students, and lack of businesses supporting utilization of talented re-search manpower.

(Operational System) The need for reinforcing and expanding functions of sup-

porting institutions through establishing relationships between the center for


women in science, engineering and technology and local centers, and improving

participation of local society

* Currently local enterprises, meaning the same as local centers, have gotten qualification of institutions such as local colleges dealing with these issues, then managing them by national and local matching budgets.

3. The 3rd Strategy of the Basic Plan

Strategy of the Basic Plan of institutions such as local colleges dealing with

Highly developing issue to continue outcome from existing policy to expand ad-

vanced women manpower qualitatively and employment for women in science

and technology fields

* Reinforcing specialist competences of women in engineering, along with em-ployment quota policies, support to overcome challenges of career interruptions.

Discovery of new issues in terms with policy environment changes for female

scientists and engineers due to increased rate of women's career interruptions

requires women's contribution to the creative economy, and the increasing im-

portance of gender innovation.

* Specialization on R&D new occupation centers for women, creation of women's venture funds, checking indicators of gender analysis & dissemination of guide-lines.

Comprehensive Strategy of Ability, Challenge, Balance and Diver-sity

(Ability) Reinforcing global competency of women in science and engineering

through expanding R&D participation, fostering customized manpower to indus-

try demand, and suggesting engineering field visions for future human resources.

(Challenge) Inspiring challenges for female scientists & engineers through sup-

porting their career-return, promoting startup businesses in various research sec-

tors and industrial fields.

(Balance) Leading women's participation in economy activity, which is a re-

quirement of reinforcing national competitiveness through assuring employment

stability and work-family balance in science and technology.

(Diversity) Securing diversity in the creative economy, so as to allow women to

become leaders in industry and research.

Composition of a policy portfolio which harmonises individual needs and organizational environments

Expanding policy by considering the influx and capacity development of talent-

ed women, fostering work-life balance for female scientists and engineers while

increasing their authority and leadership

* Orientation of ‘Enhancing the Quality of Life’ and ‘balance of men and women in science and technology environments’.

From the support of individual female scientists and engineers, expansion of

policy participants targeting organizations & institutions and systems & E-infra

to be changed


Strengths Weaknesses

· Increased employment rate by fostering advanced female scientists and engineers and talented women

· Increased women's employment in science and tech-nology fields

· Improved promotion systems and program budgets for female scientists and engineers

· Insufficient management systems for talented women in science

· Low ratio of women in engineering

· Insufficient research networks and global competency

· Insufficient career development and opportunities to become leaders/CEOs

Opportunities Risks

· Increasing importance of women’s participation in economic activity for national competitiveness in an age of low fertility and ageing population

· The advent of emotional technology, which emphasizes women’s competitive advantages

· Emphasis on women's leadership in the age of creative economy

· Expansion of women participants in innovative activity, which promotes national development and quantitative expansion of knowledge in science and technology

· Increasing career discontinuity of middle-aged female scientists and engineers

· Low employment rates and highly-educated employ-ment

· Job insecurity for increasing numbers of non-permanent workers

· Lack of systems for planning and analysing compli-mentary policies

· Insufficient creation of socio-cultural work-family compatibility

< Results from Comprehensive Analysis of Policies on Female Scientists and Engineers in Korea >

Value Strategy Purpose

Competence·

Challenge

Foster specialized female human resources in practical fields through industry-university/government research institute linkages, inspiring challenges for science and engineering

Increase the proportion of women employed in science and engineering

Increase women’s career development and research participation opportunities

Increase the proportion of female researchers in science and engineering

Balance

Expand the availability of women-friendly jobs in science and technology, as well as female entrepreneurship

Expand women's employment in R&D science and technology fields

Offer career-return support that is responsive to the experience level of female scientists and engineers following career-interruptions

Expand participation rates of female scientists and engineers in their 40s

Diversity

Expansion of leadership opportunities Expansion of female scientists and engineers administrator ratio

Raise awareness and build solidarity among women Development and application of R&D gender analysis guidelines

< The 3rd Basic Plan for Fostering and Supporting Female scientists and Engineers >


IV Strategy Vision and Process

Dual-Gender Participation in the Creative Economy and Science & Technology Fields

Vision

Competency/ Challenge Balance Diversity

· Women’s employment ratio in science and engineering to 60%

· 15% of research scien-tists and engineers are women

· Women’s employment ratio in science and technology R&D 20%

· Economic activity rate of female scientists and engineers in their 40’s to 60%

· ratio of female science and engineering ad-ministrators to 10%

· Analyzing R&D gender guidelines of develop-ment application

Purpose

5th Process of the Strategyand the 11th Policy Issue

1. Influx and utilization of talented women

① Suggesting career visions to female students in science and engineering

② Strengthening the ability of women in science and engi-neering to join the research and industrial fields

3. Expansion of quality jobs for femalescientists and engineers

⑤ Creation of women-friendly jobs in science and technology

⑥ Promoting women in startup venture enterprises

2. Boosting female scientists and engi-neers’global competitiveness

③ Expanding participation in R&D and strengthening the capabilities female scientists and engineers

④ Strengthening the global network of female scientists and engineers

4. Strengthening living-related science and technology jobs

⑦ Strengthening of support for career-returns with consid-eration for the experience level of female scientists and engineers following career breaks

⑧ Creation of work-family balanced work cultures

5. Creation of harmonious dual-gender environments in science

and technology

⑨ Expansion of female leaders in science and technology

⑩ Expansion of gender characteristic perceptions in science and technology activities

⑪ Introduction of R&D analysis & assessment with consid-eration for gender perspective and expansion of gender diversity


V Operational Issues

Strategy 1 Plan for Increased Utilization of Talented Women

[Issue 1] Promoting Science and Technology Careers to Female Students

Need Low rate of female students entering engineering colleges, and low take-up of

women in science and engineering, due to their employment in other fields

* In 2012, women made up 19.1% of engineering graduates, and their employment rate in science and engineering was 17.4%

Support is needed for parents and teachers to help them guide female

students into engineering-related fields, as they have most influence

over students’ career decisions

* The most influential persons for career decision-making: Parents (43.3%), Me-dia (20.7%), Career guidance teacher (11.3%), Friends (11.0%), Social figures (10.2%) (2011, Status of Career Guidance in Schools, Ministry of Education).

Goal To increase the proportion of female students entering engineering colleges to

25%

To reduce drop-out rates at every stage of education by reinforcing the career

aspirations of gifted female students

Actions

Raise awareness of and provide information on applying to science and engineer-

ing colleges to parents, educators, and female students

- Support science and engineering and female-focused training to career guidance

teachers

* Career guidance teachers find it difficult to assist students in applying for engi-neering colleges given that so few majored in science and engineering them-selves. In 2013, less than 20% of 5,200 of career guidance teachers majored in these fields.

- Use career support centers to develop guidance models and give information to

female students of science and engineering and their parents

- Increase the number of mentors for female scientists and engineers in industry,

education, and research. Expand existing mentoring programs related to career

guidance including the creation of mentee peer-groups.

* Female students in science and engineering search for mentors by organizing groups.

** Video tele-mentoring and career camps can be hosted by regional education offices.

Establish ‘women's career vision programs for science and engineering’, which

will encourage career planning to become scientists and engineers

- Provide mentoring programs to evaluate study plans of those wishing to apply

to science and engineering schools. Support funding for students entering such

schools.


◎ France’s Prix de la vocation scientifique et technique (vocation in science and technology prize) awards 1,000 Euros per person to female high school seniors to assist their entry to science and engineering colleges with less than 40% female students. It is awarded based on students’ grades, plans, and their motivation for the advancement of science and technology.

< Overseas Support for Female Students’ Career Plans >

Strengthening career, counselling and systematic management for the women

gifted in science.

- Develop a model to place gifted female students in science by applying gender

perspectives, and distribute this model among education offices for their use

- Introduce Triangle Mentoring to advanced female students of science and engi-

neering.

Reinforce connections between industry, education, and research for career guid-

ance programs for female students of science and engineering.

- Expand science and engineering experience programs by connecting with re-

search institutes affiliated with corporations to introduce majors and attract stu-

dents

* Lab and research institute visits

- Increase attendance of research institutes attached to corporations

[Issue 2] Encouraging Female Science & Engineering Students Research and Expansion to Industry

Need Strengthen female science and engineering students capacity to meet the re-

quirements of industry in order to expand the proportion of women employed

in these fields

Increase employment impact by matching positions to reflect the types skills

demanded in particular regions and fields

* Shortfall in industrial and technical manpower by region is most acute in Jeon-nam province (5.4%), followed by Jeonbuk province (4.9%), Seoul (4.6%) and Daegu (3.9%).

* R&D manpower rate by organisation 2012): Private corporations 47.3%, Science and engineering colleges 36.6%, Government offices 16.1%

Goal Increase female science and engineering graduates employment rate,

* Recent change in employment rate of female graduates who majored in science and engineering: 54.9% (2011) -> 55.6% (2012)

Implementation Managing employment programs, with consideration for the characteristics of

trade and industry

- expanding internship programs and reinforcing women's senior mentoring pro-

grams in specific industries with low female employment, such as mechanics,

architecture, etc.

- Promote local business employment of female students, establish cooperation


between industry and education through eighteen Technoparks connected with

local businesses and universities.

* Focus support on consortiums that account for over 30% of female students in ICT etc.

Reinforce and customize employment intermediaries by connecting women in

science and engineering with SME (small and medium enterprise) databases

- Make use of the services of intermediaries for women in science and engineering

(e.g. Doodream: www.wedodream.net) to catalyze connections between female

students in science and engineering and established companies.

* Job-seeker/employer : 1000people/500 (2014) → 10,000people/5,000 (2018)

- Support employment for job seeking Masters and PhD graduates of science and

engineering through researcher employment programs

* Fund 20% (90 million KRW, 2014) of the young researcher employment program for female-led SMEs * Support dispatch programs of high-level researchers to supply staff to SMEs

Improve engineering education to create a tailored supply of advanced female

college graduates

- Propagate educational programs to merge natural science and engineering pro-

grams to reflect industry demands, and lead the use of industrial knowhow and

resources in engineering education.

* Develop and disseminate the merging of natural science and engineering, and expand such projects in response to companies’ demands.

- Boost adaptation by developing and disseminating support programs for women’s

career development through the Center for Women in Science, Engineering, and

Technology (WISET) career-development centers for college students

* Expand and spread women career development programs for women including career management, capacity for engineers, ethics, professionalism, and time management.

- Establish research-first-enter-later R&D internship programs for female science

and engineering college students.

* Entering graduate school 45%, R&D employment 36% among women students who were participants of competence of researching in engineering.

** Support participation in intensive seminars, giving credits for field training in labs connected with existing research: develop and support programs for fe-male science and engineering students.

Strategy 2 Improving the Global Competitiveness of Women in Sci-ence and Engineering

[Issue 3] Expanding Participation in R&D and Building Capacity

Need Many female science and engineering students educational participation in R&D

is restricted due to their status as temporary employees.

* Proportion of employees working part time in science and engineering R&D (2012) : women 51.3%, men 24.1% * Proportion of female researchers participating in research development : 17.7%; women who benefited from education 14.6%

Goal Improvement in the quality of female scientists and engineers' participation in


R&D activities.

- Aim: raise the proportion of female researchers in R&D activities to 25%, propor-

tion of female research directors to 15%.

- Aim: to increase the proportion of women earning education training benefits to

20%, and to reduce the number of R&D employees on temporary contracts to less

than 50%.

Raising the recruitment rate of female scientists and engineers to 30% of all new

recruits

Implementation Support the capacity for R&D and career growth of junior and temporary-con-

tract female researchers

- Implement R&D capacity-building education programs designed to foster female

researchers; provide information related to the research development business,

and enlarge opportunities for mentoring from senior female researchers and en-

gineers.

* Hold business fares for specific groups including female scientists and engi-neers with support from national R&D businesses

** Retired/highly experienced scientists and engineers may share their experienc-es of large-scale research assignments to junior female researchers, and sup-port the creation of networks of researchers relevant to their field.

- Support research career advancement by supporting female scientists and engi-

neers on temporary contracts to participate in overseas academic activities and

advanced technology training programs.

Increase female researchers’ participation in R&D assignments

- Give preference in selection evaluations to institutes where female researcher par-

ticipation rate is above a certain level, and to institutes requiring gender-balanced

perspectives and approaches.

* Examples of relevant fields include: Development of Social Problem-Solving Technology (Ministry of Science, ICT and Future Planning), Development of Na-tional Benefit Enhancing Technology (Ministry of Trade, Industry and Energy), etc.

- Introduce incentive systems to promote future growth engines and to foster engi-

neering human resources capacity, as well as the promotion of female researchers

in R&D programs.

* secure gender diversity in newly emerging research fields such as smart ve-hicles, intelligent robots, wearable smart devices, personalized wellness-care, realistic/tangible contents, converged materials, etc.

- Review points systems for selecting and evaluating national research development

assignments with regard to female human resource utilization in order to ensure

gender balanced human resources in the natural sciences and engineering.

* Current evaluation law: point-centered fragmentary action → Improvement: Re-view the standards for point-attribution in evaluation, and advance regulations to offer additional points, and to limit research requests of institutes with low perfor-mance records over several years.

◎ Example of point-attribution standard in assignment evaluation:Current law: In cases of where the proportion of participating female researchers is more than 10% → Improvement: additional points attributed only in cases where the proportion of female researchers is more than 30%, or in cases where the chief researcher is a woman


Increased incentives to improve the effectiveness of academic affirmative action

plans

- Establish differentiated targets for each institute depending on individual character-istics such as current employment conditions and supply/demand of manpower in core technology fields, followed by the establishment of achievement plans.

- Make performance on target employment an evaluation item for institutes, and

increase incentives awarded to successful institutes.

* Example incentives: preferential allocation of the fixed number of members, grant-giving priority to women-friendly R&D assignments.

[Issue 4] Reinforcing Global Networks of Female scientists and Engineers

Need Need to improve national scientific and technological capacity via female scien-

tists and engineers' leadership on global issues and participation in international

collaboration.

* The inauguration of the President of International Network of Women Engineers and Scientists (INWES), and the establishment of the network of women engi-neers and scientists of Asia-Pacific raised awareness in Vietnam and Mongolia, of Korea as a role-model in this field.

* Female author ratio in SCI-level international research papers (2012): science and engineering colleges 6.7%, public institutes 21.4%.

Goal Reinforce women in science and engineering communities’ participation in inter-

national cooperation activities

Implementation

Enforce participation in global cooperation activities led by Korean female scien-

tists and engineers.

- Lead the policy stream for global female scientists and engineers' by holding the

'Gender Summit 2015' to discuss 'Gender Innovation in R&D Activities'.

* Gender Innovation in R&D planning, processing, and evaluation can improve efficiency of R&D activities through better awareness of gender characteristics and their effects in scientific research.

- Support mutual exchange and the creation of networks between foreign female

researchers residing in Korea.

* “Smart Sister Program”: Operate mentoring programs between domestic female scientists and engineers and foreign female scientists and researchers residing in Korea, with regular meetings and gatherings, online networking support, etc.

- Operate content-variation on scientific technology Official Development Aid

(ODA) -- such as overseas teaching of Korea’s support policy for female scientists

and engineers, and expansion of women's participation.

* Plan and implement ODA programs that teach Korean policy knowhow to other countries in Asia & Africa.

* Introduce case studies related to gender innovation perspectives on Scientific Technology ODA, and increasing women's participation.

Expand women’s participation in research activities by using global women re-

searchers’ networks.

- Found a 'Global Research Internship' to support overseas employment through

Korean female scientists and engineering networks.

* Found internships to support female students in multinational global business research institutes, and in Korean female scientists' recommended laboratories,


etc.* Target to foster 500 by 2018 (in 2012, 6,883 women graduated with master’s and

doctorate degrees in natural sciences or engineering).- Support creation of and exchanges within female researchers’ networks for

promising future international joint research.

* Improve research quality of Nobel Prize-level female scientists’ research net-works, and foster the next generation of researchers.

* Link with foreign scientists’ invitation and utilization businesses, such as highly qualified overseas scientists’ innovation Brain Pool businesses.

Strategy 3 Expansion of Quality Jobs for Female scientists and Engineers

[Issue 5] Women-friendly Job Creation in Science and Engineer-ing

Need Address the inflexibility of science and engineering jobs --which are full-time-ori-

ented, to allow researchers work-life balance.

* In European countries such as France, part-time jobs in science and engineering field are encouraged, applying the method of optimizing researchers' coopera-tion in order to adjust their work, capacity, and schedules.

Need to target new jobs outside of core R&D fields that are suitable for female

scientists and engineers though still based on scientific professionalism.

Goal Increase the ratio of part-time employment for women in science and engineer-

ing to 10%.

Increase the ratio of female workers participation in science and engineering

cooperatives to 30%.

* Current Situation (April, 2014): 136 out of total 754 female members were in 62 cooperatives (18%).

Implementation Introduce and expand flextime jobs in science and engineering.

- Discover and expand the occupational categories* duties** and for which the

flextime system can be adopted--around public research institutes, and incentive

support such as personnel expenses for any industries/ universities/ institutes

creating flextime jobs.

* Positions including research and development, technical duties, technology business, R&D support, etc. ** Research management, experimental analysis, equipment operation, etc.

* Expand support for personal expenses or social insurance fees for small and medium-sized enterprises creating flextime R&D jobs.

- Support job matching and substitute pool creation to ensure a smooth supply of

alternative female personnel when a job vacancy is created due to the full-time

researcher's change to flextime, maternity leave, and others.

* Establish a “Center for Alternative Personnel” in the Center for Women in Sci-ence, Engineering and Technology (WISET), and then co-operate with the Minis-try of Employment and Labor Career Matching Bank.”

Discover and increase the availability of flexible jobs in science and engineering.

- Active discovery of jobs that female professionals can conduct efficiently*, then

outsourcing to centers such as the Center for Science and Engineering Technology

Cooperatives.


* For example, experimental analysis, research equipment operation, publicising R&D output, laboratory security checks, technology trend investigation, etc.

- Discovery of occupation in bright region* in which women's strengths—good

communication and skills in detailed analysis – are necessary, and then support

links to employment placements.

* For example, fields related to R&D support - such as technology market re-search, material component examination, product design, consulting, and medi-ation work for technology transfers.

[Issue 6] Promotion of Business Establishment by Female Scien-tists and Engineers

Need There is a need to foster female science and engineering leaders and

while creating highly qualified positions by expanding women’s es-

tablishment business of businesses, in light of the fact that female

entrepreneurship is strikingly low.

Goal To increase the proportion of all venture companies with female founders to 10%

(5.4% in 2012).

Implementation Establishment of Womens Start Up (WSU)*, a global startup support program for

female scientists and engineers.

- Total-periodic support for women's startups based on scientific technologies and

ICT, idea development, commercialization, and advances to global markets.

* Womens Start Up: tailored education and consulting that takes into consideration

women's tendencies, behaviors, strengths, conditions, etc.* Connect with Startup Alliances (in which the Ministry of Science, ICT, and Future

Planning, as well as national IT enterprises are involved), Accelerator Leaders Forum (in which the Ministry of Science, ICT, and Future Planning, as well as 16 national supporting institutes are involved), mentoring programs for the first venture generation and others.

◎ Capacity Building: Startup idea development education◎ Promotion of Commercialization: Materialization and commercialization of ideas, provision of con-

sulting for business competitiveness with support for market acceptance/tapping the market◎ Business Advancement: Foster startups early settlements and global advances by supporting the

creation of business networks linked to global founders and investors.

< Step-by-step assistance plan for female scientists and engineers’ startups >

Expand investments with the objective of fostering scientists and engineers' en-

trepreneurship.

- Public private co-operation and co-development of funds targeting women’s start-

ups, with emphasis on scientific technologies and ICT.

◎ Women’s Venture Fund: A fund of 50,000,000,000 KRW to support venture companies in which a woman is the largest shareholder or has the power of representation (according to the Small and Medium Business Administration)

< Proposal for a Women’s Startup-support Fund >

- Implementation of several systems to promote the inflow of private finances,

such as a preferential loss appropriation system*, excess earning compensation

system**, etc.

* The funder (the government) bears the burdens any losses at first.** which lowers the standard earnings rate to 0% (or 7%, for general incubator

funds), then allocates the excess earning to private investors at first.


Create networks among female science and engineering business founders, and

reinforce these exchanges and cooperation.

- Expand on- and off-line mentoring for new ventures between senior female com-

pany founders and other women-led startups via the Creative Economy Town,

Creative Economy Innovation Center, and others.

* Through stands and counselling windows for women’s startups at exhibitions, the introduction of venture CEO mentors, etc.

- Increase support for exchange, cooperation and communication programs for

female Korean and foreign startup founders by holding expositions such as the

female scientists and engineers' business foundation exhibition.

Strategy 4 Work-Life balance Enhancement of Science and Technology Jobs

[Issue 7] Career-Return Support for Female Scientists and Engi-neers

Need There is a general trend for women to rapidly leave the labor market in their early

30s then gradually re-enter in their 40s, but their return rate to the science and

engineering fields is remarkably low.

* The economic participation rate of women in their 40's in non-science and engi-neering fields is 63.1%; in the medical and pharmaceutical field it is 70.1%, and in the science and engineering fields is 57.1% (according to a 2012 third-quarter regional employment survey by the National Statistical Office)

Special characteristics of science and engineering, such as rapidly evolving re-

search trends, are major challenges for women seeking to return to these re-

search fields after career breaks for marriage, childbirth, infant care, etc.

Goal To improve the economic participation rate of female scientists and engineers in

their 40s to 60%

Implementation Expansion of support for returning scientists and engineers after career breaks.

- Expansion of R&D field-return support, and diversification of the advanced fields

to services in which science and engineering professionalism and female strengths

are applicable, such as R&D services.

* (2014) 100 persons (2018) 1,000 persons

◎ Career-return support from the Ministry of Science, ICT and Future Planning for female scientists and engineers in R&D

◎ Career development center from the Ministry of Gender Equality & Family◎ Ministry of Trade, Industry & Energy support for researcher's employment in small and medi-

um-sized enterprises after career brakes

< Present Job-Matching Support for Female Scientists and Engineers after Career-Breaks >

Strengthen preparation for female scientists and engineers’ return to work after

career breaks with consideration for the level of their previous positions

- Short-term/general support: Create a career-return jobseekers' pool (including

those who took child-care leave), and systematic support for career-returns via a

separate training and consulting program*.

* Education: Prepare for work-family balance, updates on trends of advanced fields, strengthening of fieldwork capacities.

* Psychology consultation & consulting: self-confidence cultivation, adjustment to


organizations, enhancement of relationship-building capacities, etc.

- Long-term/focused support: Develop and operate special training and consulting

programs tailored to each career level for women at science and engineering

colleges, Korea Institute of Human Resources Development in Science & Tech-

nology, etc.

* Supply and propagate training programs to each research institute for each stage of the R&D process (ideas, planning, performance, outcome creation, evaluation).

◎ MIT's Mid-career Acceleration Program (MAP): offers part-time 10-month programs for scientists and engineers including a 4-day orientation, a one-semester academic course, several workshops, practical projects, internship, etc.

< Overseas Example: Training Programs for Scientists and Engineers after Career Breaks >

Support for career diversification of female scientists and engineers after career

interruptions

- Stronger support for employment capacity building and job matching for re-enter-

ing work via new professional fields* based on existing careers.

* Discovery of new roles demanding good social skills such as Science Communi-cator (SC), Intellectual Property Researcher and Developer (IP-R&D), Research Equipment Expert, Lab-Manager, Research Ethics Instructor, etc.

- Expansion of professional courses at polytechnic and technical colleges for female

scientists and engineers wishing to seek employment in heavy industries & IT,

traditionally male-centered fields.

Consideration of the availability of female scientists and engineers after career

breaks, and strengthening of follow-up services.

- Expansion of employment mediation for female scientists and engineers after

career breaks through hiring and operating institutes, communities, and associa-

tions related to female scientists and engineers as New Work Centers specialized

in R&D.

- Preferential hiring of female scientists and engineers as substitute employees to

cover for other female workers during maternity and childcare leave in small and

medium-sized enterprises.

- Creation of a female scientists and engineers' database, and systemization of ca-

reer management – e.g. recording post career-break employment as well as sup-

port programs and present employment status.

[Issue 8] Remodelling Workplace Culture for Work-Family Bal-ance

Need There remains a lack of consciousness of the joint responsibility for motherhood

and childcare support in workplace environment/culture, among men and soci-

ety at large.

* Survey results showed that 26.9% of failures to implement maternity and child-care support systems in science and engineering colleges, as well as public and private research institutes were due to the 'customs of the institution' (2012).

Despite the proliferation of work-family balance support systems, institutes have

a low participation rate in voluntary measures compared to those made compul-

sory by legal mandate.

* The implementation rate of mandatory systems such as maternity/paternity and child-care leave was 88.6% compared to a 48.9% implementation rate for self-regulating systems such as nursing facilities, flextime and telecommuting


systems in 2012.

Goal Full (100%) introduction and operation of legally mandatory work-family balance

support systems

Increased operation rate of self-regulating work-family balance support systems

(to 70% on average)

ImplementationDevelop and expand work-family balanced science and engineering employment

models, in which work and child-care can run parallel.

- Develop and supply various job types and operating models applicable to each

type of workplace -- enterprises, research institutes, universities -- such as flex-

time, holiday contribution, etc.

* Test operation in 10 institutes in 2014. Then expanded supply to and operation in 100 institutes by 2018.

- Provide workplaces in which researchers can work while honouring their child-

care duties by developing and operating a smart work center model*

* Example roles: Computer application design, online science map, intellectual property consulting, etc.

Institutes participation to create workplace culture that promotes work-family

balance

- Develop and supply a women and family friendly business index* to each indus-

try/university/institute, publication and promotion of the evaluation results, with

rewards for high performing institutes.

* Including indicators such as research institutes’ recruitment rates; proportion of promotions and appointments awarded to women; proportion of permanent-po-sition R&D personnel who are women; average wage of each gender (to reveal any gender wage disparities); female participation in decision making, gender balance in training participation, ratio of women workers, child-care leave ratio per gender, etc.

◎ Proportion of women among: new recruits; promotions to administrative positions, core education train-ing program participants; core manpower groups; core administrative positions, Decrease rate of wom-en manpower, etc.

< Example of a Private Enterprise's Women-Friendly Business Index >

- Introduction and operation of “joint participation in child-care” in public research

institutes

* Education training on “gender-equal participation in child-care” in individual in-stitutes, recommendations to use flextime in rotation for maternity/paternity and child-care leave, etc.

- Support for self-regulated improvements in workplace culture via propagation of

officer systems and institute innovation support, which were being operated by

public institutes.

* Revision of employment and promotion regulations with due consideration to women's special situations such as childbirth and child-care duties

Instalment and operation of child-care facilities in science and engineering work-

places, in response to female scientists and engineers’ working conditions.

- Instalment of more public or joint day-care centers near research/industrial com-

plexes in which female researchers are concentrated; and more joint use of exist-

ing child-care facilities in public research institutes.


- Introduction and promotion of part-time child-care systems in light of female

scientists and engineers' increased application for flextime jobs and temporary

demand for nursery use*.

* E.g. for child-care use by returning female scientists and engineers previously on career-breaks, their participation in education training, or business trips, etc.

Strategy 5 Creation of Gender-Harmonious Science and Engineer-ing Environments

[Issue 9] Advancing Female Leaders in Science and Engineering

Need There is a lack of promotion of outstanding women to administrative roles in

science and engineering, leading to a lack of role-models for young women

weakening their aspirations as female researchers.

* Number of women assigned research projects in science and engineering (2,134 people)

: 7.0% (2012)* Proportion of female managers in research assignments in science and engi-

neering institutes in 2012 : 7.8%

- (Lower than 30 million KRW: 9.2% > Greater than 30 million KRW: 8.3% > Greater

than 100 million KRW: 6.1% > Greater than 1 billion KRW: 4.6%)

* Ratio of women in governmental commissions in science and engineering: (2007) 33.1% to 27.7% (2013)

Goal

To increase the ratio of female scientists and engineers in promoted positions

(above middle-executive level) to 10%.

Raise the proportion of women in research managerial positions on large-scale

research assignments (costing more than 1 billion KRW) to 10%.

To raise the ratio of female members of main science and engineering commit-

tees to 40%.

Implementation Leader-fostering training support tailored for female scientists and engineers

- Found of an 'Academy of Talented Women in Science and Engineering' to pro-

vide career-development training and consulting, which reflects the experiences

of women as well as the characteristics of each industry, university, and institute.

* (Rising female researchers) Focus on strengthening research capacities and career development, (e.g. the number of female scientists and engineers in of-fice) enhancement of duty competitiveness and professionalism, and leadership improvements.


Discovery offresh female

talent

New/ temporarily

employedresearchers

within 5 years ofobtaining a Ph.D.

< Academy for Talented Women in Science and Engineering Management Plan (Proposal) >

Purpose Target

FosteringFemaleLeaders

FemaleScientists

and Engineersemployed in industry

/ universities/ institutes

Main Points

• Career development tailored to the characteristics of each institute

• Management capacity development

• Strengthening of Global Competence

• Female leadership• Consulting for junior-execu-

tive careers

• Research capacity training• Career development training

Expected Effects

• Development into leaders

• Promotion to decision-making positions

• Development as global leaders

• Promotion to middle executive leaders • Promotion to core talent

science and engineering

Discovery of outstanding role-models for female scientists and engineers, and

support to strengthen leadership mind-set.

- Publicizing examples of successful female scientists and engineers in industry,

universities and institutes, and promotion of female scientists and engineers as

role-models through on and off-line lectures, campaigns, etc.

- Awareness-raising on future female-leaders by expanding female participation in

forums at which key issues of science and engineering are discussed.

Expansion of middle-executive level women leaders in science and engineering

by guaranteeing participation opportunities.

- Expansion of female scientists' participation in basic research, by supporting busi-

ness, creativity and advanced research activities.

* Expansion of budgets for female scientists to support recruitment of women at middle-executive level, etc.

- Setting and operation of specific goals to expand the number of female mid-

dle-executive managers by introducing targets for female scientists and engineers'

promotion in public research institutes.

* Current: In each public research institute, each female scientist and engineer’s promotion performance is evaluated.

- Expansion of female participation in main decision-making groups in science and

engineering field and establishment of managing and operating systems**

* National Science & Technology Council, Governmental Commission of Science and Engineering, Development Research Task Planning and Evaluating Com-mittee, etc.

** Organization of a female scientists and engineers' database, categorization of the standards of female leaders in science and engineering, and of personnel qualification standards, present participation in management, etc.

[Issue 10] Proliferation of Gender-Awareness in Science and Engineering

Need Outstanding research and better proliferation of information is possible when

gender differences are fairly considered in science and engineering R&D environ-

ments, and where mutual understanding, respect, and coexistence exist.


Goal

Improved gender awareness is improved in science and engineering research

institutes.

Implementation Improved awareness and understanding of gender* in science and engineering

activities.

* Understanding of the gender differences in perception, behavior, organizational relations, psychological reactions, and communication modes, and their effects.

- Development and proliferation of a tailored gender-awareness support program*,

in consideration of each industry, university, institute's characteristics.

* Introduction of gender-awareness situations (tailored to each type of institutes) and production of guides for responding to each case, development and im-plementation of education training programs related to gender-awareness, etc.

- Improved gender-awareness in research development environments via 'Gen-

der-awareness Workshops', targeting male and female leaders in public research

institutes.

Gender-awareness-related problem-solving support for science and engineering

activities.

- Establishment and operation of on-line counselling portals* for solving gen-

der-awareness-related problems likely to occur in education, research, and in-

dustry.

* Development of website “GAP (Gender-Awareness Problems) for science and engineering field”

- Inducement for activities in each institute, by requesting help from the action

officer for female scientists and engineers, to share conflict situations related to

gender-awareness and to improve resolution to improve.

[Issue 11] Expansion of the Bases for Gender Diversity and Introduction of Gender-Sensitive R&D Analysis and Evaluation Methods

Need Despite the fact that the understanding and monitoring gender diversity's status

in the science and engineering is the foundation for gender-sensitive policy en-

hancement, Korea is lacking in these factors.

Currently the monitoring and evaluation system for important gendered ap-

proaches and analysis in R&D activities is insufficient.

* Gender prejudice limits scientific creativity and superiority of research, and thus is in danger to drive towards wrong results.

◎ Automobile Crash Testing: The standard crash test model was male, omitting investigation for pregnant women in seatbelt design

◎ Osteoporosis Diagnosis: Osteoporosis was categorized as disease frequently occurring in women, and the diagnosis model was developed based on ‘normal bone density of a young white woman.’ As a result, although osteoporosis is more fatal to men, exact bone density diagnosis became impossible.

< Gender Analysis Instances in Research Development Activities >

Goal Development and application of research development gender-analysis guide-

lines and expansion of science and engineering statistics based on gender-aware-

ness.


Implementation

Introduction of gender analysis in R&D activities in science and engineering

fields.

- Preferential inducement of fields requiring gender-analysis from science and engi-

neering R&D activities, then development and propagation of 'Gender Innovation

Checking Index and Guidelines'.

- Systematic obligation of gender analysis in national research development assign-

ments over a certain budget, then reflection on the evaluation index.

◎ (Ireland) Maximization of research effects by specification of gender sizes on the research plan.

◎ (Canada) obligates researchers to answer whether gender effect is considered in the re-search plan when requesting research funds, which influences the thinking of researchers.

◎ (EU) HORIZON 2020 research proposals must state whether gender is considered in research plans, and those that do will be favored during research assigning processes.

< Overseas Cases of Introducing Gender Analysis >

Strengthening of investigation and analysis that applies gender-sensitive perspec-

tives to research development and statistics related to science and engineering

human resources.

- Expansion of gender-diversity statistics for research on the status of female per-

sonnel in science and engineering, using a gender-sensitive perspective to check

and improve statistics in science and engineering.

* Investigation and analysis of: national research development; research activity; the conditions of individuals within institutes; personnel movement in science and engineering, etc.

Ⅵ Operational Systems

Ministry of Science, ICT and Future Planning

Establishment and enforcement of laws, regulations, and policies supporting the

fostering of female scientists and engineers.

Female scientists and Engineers Foster Support Committee

(Chairman: Vice Minister for Ministry of Science, ICT and Future Planning)

Deliberates and makes decisions related to fostering and supporting female sci-

entists and engineers.

- Composition: public officials of related Ministries -- Strategy and Finance; Educa-

tion; Government Administration and Home Affairs, Trade, Industry and Energy;

Gender Equality and Family, as well as of female professionals in the science and

engineering fields, etc.

* Yearly policy and performance evaluation, enhancement and support for ad-vanced science and engineering, maintenance of a certain female student ratio, selection and support for outstanding female students of science and engineer-ing, support for female scientists and engineers, enforcement of affirmative ac-tion, etc.


Center for Women in Science, Engineering and Technology (WISET)

an exclusive non-profit institute to foster and support female scientists and engi-

neers, supporting implementation of policies and regulations to foster and sup-

port female scientists and engineers.

* Research relevant policy developments to foster and support female scientists and engineers, including education and training, science and engineering em-ployment information provision, supporting activities of female scientists and en-gineers and their communities, etc.

Functional strengthening of the comprehensive policy plan and analyses, for the

benefit of female scientists and engineers.

Ministry of Science, ICT and Future

Planning

Female scientists and Engineers Foster

Support Committee(Chair : Vice Minister

for Ministry of Science, ICT and Future

Planning)

Center for Women in Science,

Engineering and Technology

Relevant central departments and

local governments

< Promotion System Map >

Life-cycle Present 5 years’ time

Primary, middle school female

students

Number and ratio of female students entering science and engineering has been stagnant for several years due to women’s uncertainty over

their future success in these fields

Increase in female students with ambitions for careers in science and engineering, and an

increase in those studying engineering, which is highly in demand by industry

Female university

and graduate students

Deficit of human resources to meet the capacity required by industry

Fostering students to gain skills and employment in these fields, and expansion

of students' employment via local industry-linked employment support

Starting and temporarily-em-ployed female scientists and

engineers

Risk of career-interruption due to lack of opportunities for career development

and research participation

Opportunities to become next generation female leaders without career-interruptions

via targeted support for R&D capacity development and guaranteed opportunities to

participate in research

Female scientists and engineers

with career breaks

Risk of repeated career interruption due to limited focus on returning to work only in the

research field

More women returning from career-breaks to various fields such as startups, R&D services, etc., plus career continuity due to bespoke pre

and post career break support systems

Female scientists and engineers

in office

Lack of opportunities to take up leadership roles due to poor social

and economic conditions

Female leaders take center stage in all areas of the society and economy,

participating in decision making and their own career development

Lack of activities in challenging fields such as startups

Expansion of women-led startups via training and financial support

Workplace culture and conditions

Relatively poor in the private sector due to culture and conditionsin public research institutes

Proliferation of regulations and policies on work-family balance

to the private sector in general

Consideration of women as weak compared to men, and objects to protect

Consideration women as necessary partners for enhancing results

< Expected Effects >


Center for WISET, Korea

GoalsThe central mission of WISET is to develop and implement national policies to help

women in science, engineering, and technology to fully realize their potentials in

nationwide efforts to build a strong science and technology base.

Legal BasisPromotion of Female scientists and Engineers Act [Article 14, Clause 1]

Major ResponsibilitiesCarrying out the tasks commissioned to the Center for Women in Science, Engineer-

ing, and Technology) in accordance with Clause 2 of Article 14

The Center shall perform the following duties:

(1) Survey and research to develop policies for women in science and engineering,

(2) Education, training and consulting for women in science and engineering,

(3) Provision of information services on S&T related occupations, and

(4) Support for other activities of women in science and engineering and the asso-

ciations thereof.

Vision

To become a world leading institute in supporting women in STEM

World's LeadingInstitution

for Fostering Womenin SET

Key SupportCenter for

Women in SET

Hub of Global

Networking for Women

in SET

Central Agency for

Women in SET

Five Core Projects•Laying the ground for the seamless integration of the 4W programs

• Enhancing efficiency of WISET support systems through communication and cre-

ation

•Creating life-cycle support systems

• Constructing an interactive knowledge service system for distributing and sharing

program outcomes

• Building societal support for WISET with multi-layered, multi-faceted collabora-

tions with other organizations and institutions

First published On Aug. 26, 2015Published by Heisook LeePublishing Institute Center for WISETAddress : The Korea Science and Technology Center 3rd Fl., Teheran-ro 7-gil, Gangnam-gu, Seoul, 06130, Korea TEL. +82-2-6411-1000FAX. +82-2-6411-1001Website. www.wiset.re.krPlanning and Editing : Heisook Lee and Mi-Ock MunEnglish Editing : Kirsty Taylor RossDesign & Print : creative hope Co.

All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, without permis-sion in writing from the publishers.

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