Gender in AET

The roadblocks preventing girls from entering the field of agriculture are creating a growing problem for food security and agricultural production, particularly in low and middle income countries. Analyses of agricultural education and training institutions have found that women “are underrepresented as students, instructors, extension agents, and researchers, and agricultural innovation processes are hardly ever aimed at women.”[1] This underrepresentation is juxtaposed with evidence from the World Bank which shows that women make up an estimated 43% of the agricultural workforce, and that equalizing women’s access to resources could increase agricultural output in developing countries by 2.5% to 4%.[2]

To increase gender equity and educational success for women in the agricultural education pipeline, we must discover and plug the drop-out points with gender mainstreaming policies and practices. As a focus group participant in Cambodia stated, “If we want to build women’s capacity, we need to focus on long-term training, on getting degrees.” Institutions must examine and implement policies and practices to recruit and retain women as students and faculty.

InnovATE’s Work on Gender in AET

Thematic Studies:

Good Practices:

Reports and Presentations:


Training Modules:

Blog Posts:


[1] Beintema, N.M. (2006). Participation of female agricultural scientists in developing countries. Agricultural Science and Technology Indicators (ASTI).

[2] World Bank. (2012). Gender equality and development. World Development Report 2012.

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