Part 6 — For Inclusive and Diverse Artificial Intelligence students and researchers on digital courses. It has been observed that mentorship programmes for girls in computer science gives them a major advantage, improving their attendance and confidence levels in technical and scientific studies and careers. Programmes for women in a number of foreign computer science schools The Norwegian University of Science and Technology (NTNU) and Carnegie Mellon University (CMU) launched a large-scale operation designed to reintroduce gender balance in their courses after observing a decline in the number of females studying computer science as of 1995. Researchers Chantal Morley and Isabelle Collet analyzed such programmes. In 1996, NTNU launched the initiative ‘Women in Computer Initiative’ (WCI), under the joint leadership of the newly elected Vice Chancellor, the Vice Dean of the Faculty of Physics, Maths and Computer Science, and the Director of the Department of Computer Science. A year later, the percentage of female students had risen from 6% to 38%, and the WCI committee became a permanent fixture. At Carnegie Mellon University (CMU), an action-research programme was launched by a duo composed of the Vice Dean—a professor in computer science—and an expert in gender and education science. The number of students grew progressively and reached 39% in 2000 (compared to 7% in 1995), with a comparable drop-out rate for both genders. The CMU programme is still active today, with a mentorship programme connecting women across the faculty’s various departments. MORLEY Chantal et COLLET Isabelle, “Femmes et métiers de l’informatique : un monde pour elles aussi”, Cahiers du genre, 2017, no. P. 183-202). Meanwhile, the Stanford Artificial Intelligence Laboratory has developed a free, two-week summer school designed to train college students in AI. The summer school was organized by volunteer teachers and graduates and was judged to have had a positive impact. In the United Kingdom, the Athena SWAN Charter launched in 2005 aims to boost the representation of women in science, technology, engineering, medicine and maths. Organizations can apply to be awarded with the prize in recognition of their commitment to equality, diversity, and progress in this regard. The programme has had a positive impact on gender balance in participating institutions. Initiatives must be backed up with a training and awareness policy for educators on this issue to help them identify biases and encourage them to better guide young women towards these subjects. School heads should be held responsible for the successful implementation of educative policies promoting equality and digital technology. National Initiative to Promote Gender Balance in Technology All initiatives advocating diversity in digital businesses could be supported by a national initiative to promote gender balance and diversity in technology. Co- developed with all actors in the sector, it would have a clear and ambitious aim, such 137