Girls for the World

Gender inequality remains a significant global issue, with girls historically underrepresented in various sectors, particularly in STEM (Science, Technology, Engineering, and Mathematics) fields and environmental leadership. This disparity is even more pronounced in the context of climate action and ocean sustainability, where girls' voices and contributions are crucial yet often overlooked. Girls face structural barriers and stereotypes that limit their participation and leadership in these critical areas. This problem affects girls and women from all ages, but especially young women who are interested in ocean sciences and climate action but lack the opportunities and support to pursue these interests.

The broader community and environmental efforts also suffer from a lack of diverse perspectives and innovative solutions that girls can provide. Failing to address this problem perpetuates gender inequality and limits the effectiveness of climate action and ocean sustainability efforts. Without the active participation and leadership of girls, policies and initiatives may lack comprehensive perspectives and fail to address the needs of all community members. This can lead to suboptimal outcomes in tackling environmental challenges, hindering progress towards sustainable development and climate resilience. Additionally, the untapped potential of girls in these fields represents a significant loss of human capital and innovation.

Our solution is to provide not only the space for young women to have access to these fields, but also, to show successful examples of female professionals that have pursued their path in climate change and ocean studie, addressing the identified problem of gender inequality in ocean sciences and climate action . The solution involves a multifaceted approach focused on education, skill-building, and community engagement to empower girls aged 12 to 18 in Rio de Janeiro including interactive sessions on ocean sciences, climate change, and sustainability;

Hypothesis: providing education and skills training in ocean sciences and climate action will increase girls' participation and leadership in these fields; Providing female mentors will inspire and guide girls with role models, boosting confidence and aspirations; Hands-on experience and policy involvement will empower girls to participate in community engagement and policy advocacy, transforming them into future leaders.

Similar programs, like Girls Who Code and Woman in the World (formation in climate change and ocean science for 15 female entrepreneurs, developed by Canal Novo Mundo) show that targeted education and mentorship increase female participation in STEM, supporting the effectiveness of this approach. The potential impact is empowerment, gender equality, community improvement, policy influence and long-term change, inspiring future female leaders in sustainability.

Unlike broad STEM programs, it offers specialized training in ocean sciences and sustainability, with a focus on local environmental issues. The integration of interactive learning, hands-on projects, and mentorship from female leaders enhances its distinctiveness. The Canal Novo Mundo (New World Channel) organization (in which Thaiane Maciel, German alumni, is the president) is composed 100% by women, so having a female organization addressing an exclusive female program for girls, makes the project more meaningful.

Existing Solutions/Competitors:    

-     Girls Who Code: Focuses on coding and tech, not climate or ocean sciences.
-     Women in STEM Programs: Generally broader, lacking focus on specific environmental fields.
-    Woman in the World (Canal Novo Mundo’s Formation):  Targets a small group of female entrepreneurs in climate science, not a wider educational approach for young girls.

The implementation chances are high, due to clear objectives, evidence from similar successful programs executed by the same organization (Canal Novo Mundo), consolidated partner network and local relevance.  Key resources are identified: they include educational materials, a space for the workshops and reunions, mentorship networks, and funding. These resources are consolidated due to existing contacts and partnerships established for the development of another Canal Novo Mundo program. Partnerships with local institutions and organizations can support any extra needs. The potential challenges that might arise are resistance to gender inclusion and resource constraints. We plan to address these challenges by engaging community leaders, updating the curriculum, and diversifying funding sources.