Girls: Science, Technology, Engineering and Mathematics

Question

Asked by

To ask His Majesty’s Government what progress they are making in increasing the numbers of girls studying science, technology, engineering and mathematics.

My Lords, encouraging more girls into STEM is vital for a diverse, skilled workforce. We have seen progress, with more girls taking STEM A-levels, particularly in biology and chemistry, although challenges remain in other STEM subjects. We are concerned at the barriers in front of girls, which particularly contribute to the low take-up of maths, physics, and computing after GCSEs, which, of course, has a knock-on effect in higher education and the workplace. On Monday, the Government launched the Women in Tech Taskforce, led by Technology Secretary Liz Kendall, which will take action to address these barriers.

My Lords, I have a long-standing association with the Royal Academy of Engineering, so I warmly welcome the establishment of this task force and the strong commitment of the Secretary of State to encourage girls to pursue STEM subjects from a young age, which I am sure has the support of all noble Lords. Only 17% of the engineering and technology workforce are women, and a key area for reform is the unwelcoming workplace culture that puts women and girls off. Will my noble friend set out what the Government are doing to remedy what I would call the tech bro culture?

We share the concerns outlined by my noble friend about workplace culture, and particularly its impact on women in STEM careers. We know that the STEM sector is crucial for future economic growth, employing 9.4 million people. Currently, women make up just 25% of the total STEM workforce in the UK. Workplace attitudes start in school, and this is where we are beginning to challenge stereotypes early, working in primary schools. We fund the STEM Ambassadors and I Belong programmes, which inspire girls and aim to break down cultural barriers. We are also refreshing the curriculum to make it more inclusive, with a greater focus on digital literacy and skills.

My Lords, the Minister is replying specifically in relation to science and the like, but women play an inadequate role in very many parts of society, most notably, for example, in sport. Will she take this opportunity to congratulate the England women’s football team and, in particular, the England women’s rugby team on their successes this year and hope that the likes of Ellie Kildunne will set an example for women in society to take up more sport, whether at a higher level or just at a general activity level?

I think it is fair to say that I was not expecting that question, but I absolutely acknowledge and accept everything the noble Lord has said. The most important thing, of course, is that we all send our huge congratulations and recognise the contribution these young women are making, but we also have to understand that all sportspeople can be incredible ambassadors and role models. In my local area, rugby league is huge; they are getting the kids in and training. Girls’ rugby is, I think, the fastest growing sport in Leeds. If they misbehave or do not come along, they are out. The discipline is extraordinary. I thank the noble Lord for the question, and I hope he will please pass on my messages.

My Lords, I want to follow up on the Minister’s previous answer concerning primary education. What steps are being taken to encourage not only science teachers but other teachers to ensure that girls get that early education that will inspire them to take this subject at a later stage in life?

I answered this question in the sense of needing to get into primary schools to start to change attitudes. Working with teachers and professionals is critical in this, and that is why we are investing in the workforce and training, and in getting a greater awareness of why there are these barriers. We have to work with families across the piece. Families do not understand the complexity of the system. We need to break down that complexity and ensure greater ownership of young people’s futures.

My Lords, I warmly welcome the recent launch of the Women in Tech Taskforce and commend this Government on recognising the important contribution that women and girls make to the technology sector in particular. What steps are being taken to ensure that the TechYouth programme, part of the wider TechFirst programme, opens pathways to support and encourages young women and girls in further education and vocational training who are interested in pursuing apprenticeships and careers in this field?

I am somewhat disappointed that the noble Lord, Lord Baker, is not in his place because he would, I am sure, stand up to talk about university technical colleges. The work they are doing is a real template, and it just proves that, given the right opportunities, the right background and the right culture, women can excel at everything, as we heard earlier today.

My Lords, it is me again; apologies. Four days in a row—and I think noble Lords all know my profession. STEM/STEAM, girls/boys: there is a bigger picture here. Every student, every young person, should be guided to their full potential so that they can become the workers of the future to the best of their ability, whether it be as social workers or engineers, whether they be boys or girls, whether they be female submarine commanders. Does the Minister agree that, alongside excellent education, you need excellent careers education? I would like to hear what the Government are thinking about that.

I completely agree. The DfE funds the Careers & Enterprise Company, which works with 20 sector bodies and much wider. I emphasise the need for every school to take up the requirement for a qualified careers adviser to speak to every child in their school. One of the most heartbreaking experiences I have had is going to a careers fair with incredible companies there offering opportunities, and young people being absolutely astounded and saying, “We never imagined these companies would be interested in us”. There is a huge job to do in building confidence, and I believe that we are putting the steps in place to achieve that.

I very much welcome the reference by the noble Baroness, Lady Hunter, to women in engineering. I heard recently that one of the best predictors of economic growth can be seen in the ratio of engineers to lawyers. Our current ratio is a little heavily weighted to lawyers, so we need more engineers. On maths, as the Minister knows, girls get the same percentage of grades 7 to 9 as boys at GCSE, but there is half the uptake of maths A-level among girls. What specifically are the Government going to do to address that?

First, we have to acknowledge that there is an issue, and the statistics are stark. Of course, maths is compulsory, as has been said. Following on into A-levels and beyond GCSEs, only 37% of girls take maths and only 27% take further maths. They are absolutely stepping stones to so many different careers. We have set up maths hubs, working with 85% of primary and secondary schools. It is about that emphasis on primary and getting across the point of maths, which I have to say when I was young often escaped me. It is about getting in there, making it inspiring, encouraging young people and explaining the opportunities it will open when they pursue those subjects.

My Lords, in respect of my noble friend’s Question, men outnumber women by four to one in computer science degrees. It has also been said that the economy loses between £2 billion and £3 billion a year because women leave the tech sector or change jobs due to barriers that should not exist. Is that not exactly the type of thing the Women in Tech Taskforce is being set up to tackle?