Mariame McIntosh Robinson | Beyond the paradox

The Gleaner’s recent editorial titled ‘Opening doors for girls in science and technology’ highlighted a striking paradox: Jamaican girls excel in mathematics and science throughout primary and secondary schools.

Yet representation in ICT fields remains disappointingly low at tertiary level – approximately three males to every female. This paradox is particularly puzzling given that Jamaica and the broader Caribbean lead globally in women’s representation in management positions.

Approximately 55 per cent of managerial positions in Jamaica are held by women reflecting gender balance. However, the figures fall off significantly for the ICT sector mirroring global norms. This is further strained by the statistic that women make up 28 per cent of the overall ICT workforce in Jamaica.

The case for action to address this disparity rests on two beliefs

1. ICT sector is a key growth pillar of Jamaica’s economic future, with a multiplier effect across industries that makes it central to any national productivity strategy.

2. Given the well-documented global ICT talent shortages, the underrepresentation of women in the pipeline is a strategic risk that Jamaica cannot afford, particularly as the country rebuilds and reimagines in the aftermath of Hurricane Melissa.

PERSONAL LENS

Raised with an affinity for STEM subjects, I was fortunate to have relatives who encouraged my interests, including suggesting I apply to Massachusetts Institute of Technology directly from my Jamaican high school. While studying electrical engineering at university, it became clear that many of my peers who had pursued science subjects alongside me would have excelled in that environment. Our national curriculum had prepared us exceptionally well.

Yet, something telling emerged: despite that preparation, many brilliant young women shifted away from engineering careers – not because of lack of capability, but because of limited visible pathways to meaningful employment and advancement in technical roles. I eventually moved into strategy consulting, drawn by the meritocratic responsibilities afforded to young professionals. The encouragement of my relatives was crucial, but individual support, however meaningful, is not enough to shift systematic patterns.

PRODUCTIVITY IMPERATIVE

Jamaica’s productivity challenge provides urgent context. According to the International Labour Organization, between 2005 and 2023, the Caribbean recorded annual average productivity growth of just 0.6 per cent, well below the global average of 1.5 per cent and significantly lower than ASEAN (2.8 per cent) and BRICS (5.4 per cent). Jamaica’s labour productivity has stagnated for decades with 0.8 per cent annual decline between 2018 and 2022.

The World Bank has identified the core problem: over 50 per cent of firms employ workers in low-productivity sectors, leaving most Jamaican workers in low-skill, low-wage employment, predominantly in non-STEM fields. Women are disproportionately affected, despite comprising two-thirds of university enrolment.

There is also a parallel challenge: men are increasingly being left behind in education overall, with women now 2.29 times more likely than men to attend tertiary institutions in Jamaica.

This dual challenge – women under-represented in technical fields despite educational success, and men falling behind in education overall – demands comprehensive solutions that address both issues simultaneously

POTENTIAL SOLUTIONS

1. Learning from success: Rwanda’s skills-led transformation

Rwanda’s experience offers instructive lessons. Through its Priority Skills for Growth program, Rwanda provided market-driven training to nearly 24,000 youth, with women comprising over one-third of graduates. More than 80 per cent successfully graduated, with 83 per cent of employers reporting high satisfaction with improved workplace productivity. Female participation in STEM at tertiary level increased from 32 per cent to nearly 37 per cent. Rwanda’s commitment to gender equity in technical fields has contributed to sustained GDP growth rates significantly above regional averages.

2. “One one cocoa full basket” – sustained investment in targeted initiatives

There are a number of Digital Skills initiatives that should be spotlighted and supported on an ongoing basis by the private sector and public at large. A few examples include hackathons, IT clubs in the primary and high schools, and digital skills initiatives like one that recently launched with private sector sponsors offering free digital skills over a 12-week period to 18-35 year olds, with no prerequisites beyond a device and desire to learn and includes direct connection to employers. While Jamaica’s productivity challenges are discussed often, it is the sustained implementation of many small efforts (from the upkeep of a science lab to teacher engagement and retention to digital skills academies and hackathons) that will move the needle.

3. Gender-balance in ICT built on economics.

According to a global survey done in 2024, 87 per cent of IT professionals indicated significant gender diversity gaps in the tech community, yet only 41 per cent of companies have concrete hiring mechanisms to address it. The research in unambiguous: gender-balanced teams outperform on profitability, sales, and innovation. The business case for gender balance in ICT is built on economics, not ideology. As such, schools must actively encourage girls into STEM fields, and employers who value STEM training should develop medium-term strategies around talent acquisition, development and retention. The investment from the private sector can be impactful in strengthening the talent pipeline from high-school years through to workforce entry.

Representation matters at every rung: from having female ICT professors to managers and executives, board members, and business owners. Stories from women at various stages of their journeys should be shared often.

CALL TO ACTION

To young women: Do not let others’ limited vision define your potential. If you have aptitude and interest in technical fields, pursue them.

To parents and mentors: Encourage interest in the technical fields in girls and boys. Engineering education develops problem-solving skills valuable across any career path.

To schools: Invest in passionate STEM teachers, counter stereotypes early, and make technical careers genuinely visible to all students.

To employers: Continue to invest in digital skills development initiatives to build a robust talent pipeline. Value STEM training and backgrounds while creating effective and intentional pathways for advancement.

To policymakers: Create incentive structures that reward skills development. Invest in digital infrastructure that enables remote learning and work opportunities.

The government has laid out the vision for Jamaica’s digital future, however sustainable economic growth requires multiple stakeholders attacking the problem together - government, private sector, civil society, and individuals. In the wake of Hurricane Melissa, investing in human capital and digital skills is how Jamaica builds the resilient, competitive economy it deserves.

Mariame McIntosh Robinson is a former bank CEO, an engineering graduate and co-founder of iamtheCODE Caribbean. Send feedback to iamthecodecaribbean@gmail.com