Science, Engineering and Technology (Women)

Andrew Percy Excerpts

Tuesday 2nd November 2010 Westminster Hall

[Meg Munn (Sheffield, Heeley) (Lab/Co-op)]

I am delighted to have the opportunity to discuss Government policy on support for women in science, engineering and technology, and that it has attracted such interest across the main parties in Parliament.

Science, engineering and technology are important areas, where we need to increase research and improve productivity, in order that the UK economy can achieve sustained economic growth. It is the view of many that, to achieve these desirable goals, we have to increase the number of women working in those fields. That increase should come from both encouraging young women to enter and supporting women getting back into those fields when they have been away for some years. To do that means continuing to support the work being undertaken by a number of organisations, including the UK Resource Centre for women in science, engineering and technology, and the Institution of Engineering and Technology.

Employers increasingly worry about the under-representation of women, as it is directly affecting productivity and growth. In the private sector, in all SET occupations, there are around 417,000 female employees. Women made up only 12.3% of the work force in 2008, and the IET 2010 survey of engineering employers found that only 5% of engineers and 4% of engineering technicians are women. In the IT industry, men outnumber women by four to one.

Government strategy for women in SET was laid out in 2003, and the key mechanism for taking the strategy forward is the UKRC, which was launched in 2004. The UKRC works with British business to maximise the opportunities for professional women in the relevant areas of activity, and close the skills gap that the Department for Business, Innovation and Skills says is damaging UK competitiveness. It also collates statistics on women’s participation in SET education and employment and funds individual projects that aim to improve women’s progression and profile. The UKRC analysed its work to assess its value and effectiveness using the social return on investment methodology, as developed by the Cabinet Office and others. The social value generated by the UKRC is nearly £12 million above its grant funding. That means that for every pound invested in the UKRC, £5.27 of social value is created for organisations, women and their families.

My first question to the Minister concerns its future. I consider the UKRC an organisation that we should be supporting at this time to ensure our future economic growth. Are there any proposed cuts to its budget? Public sector cuts could also have a long-term impact on women working in a wide range of science, engineering and technology-related roles. The UKRC’s assistant director, Jane Butcher said:

“Nearly 45% of SET graduates working in the public sector are females; this is much higher than in the private sector....The UKRC is concerned that many women scientists, engineers and technologists may lose their jobs, and this will impact on the quality of public services and on the long-term profile and presence of women in SET.”

One positive sign for the future is that more girls are studying science, technology, engineering and mathematics courses, otherwise known as STEM. Girls and boys enter GCSE exams in those courses in almost equal numbers. Furthermore, the overall representation of girls in those subjects has improved in recent years, especially in physics, chemistry and biology.

[Andrew Percy (Brigg and Goole) (Con)]

The hon. Lady is right. However, girls and young women are often pressured later into a more academic route, as it is seen traditionally as female. I am keen to pursue joint pathways, where young people, particularly girls, can take both partly academic and partly vocational qualifications. Does the hon. Lady not think that if we can achieve that in our schools, we will encourage many more of our girls to go on much further in these subjects?

[Meg Munn]

The hon. Gentleman makes an important point. Although we are not largely concerned today with issues in schooling and the like, it is still important in terms of what happens.

Overall, we know that number of girls taking further mathematics, technology subjects, physics and other science subjects at A-level has increased, and it has increased proportionately more than the number of boys taking those subjects. So there is an interest there. The girls perform as well and often better in their GCSE and A-level courses. In 2009, girls outperformed boys in grades A* to C attainment in six out of 12 STEM GCSE subjects. They also outperformed boys in A-grade attainment in all but two A-level STEM subjects and had a slightly better pass rate than boys in all A-level STEM subjects. That level of success is good, but where are those bright young girls going? More young women are studying STEM courses, but female graduates are not heading towards employment in those areas.