Speakers for Schools responds to the House of Commons Committee report on diversity and inclusion in STEM
Speakers for Schools
Empowering young people from state schools & colleges to reach their potential.
We received the report of the inquiry into diversity and inclusion in STEM (science, technology, engineering and mathematics) from the House of Commons Science and Technology Select Committee with mixed feelings.?
Whilst disheartened that the report highlighted that women, people from diverse backgrounds, people with disabilities, those from disadvantaged socio-economic backgrounds and LGBTQ+ were still under-represented in STEM education and careers; we were glad the committee recognised the impact that Speakers for Schools and a coalition of employers, individuals and other charities are making. As a charity, we strive to tackle the immense challenge of diverse talent pools that will generate innovative solutions to society’s myriad challenges.
1. Lack of diversity in the STEM Sector hurts the UK Economy
Research has shown that greater representation of women and ethnic minorities in the innovative process could increase GDP per capita by 0.6% to 4.4%. The?DfE’s Labour Market & Skills projection on the future size and shape of the national labour market shows that the Information Technology sector is set to rise dramatically by 2035. Additionally, the R&D sector needs at least an additional 150,000 researchers and technicians by 2030.??Failure to tackle STEM underrepresentation will lead to less high-quality research and innovation whilst exacerbating the skills shortage and low productivity that the UK Economy currently struggles with. We echo the committee’s call that ‘The government should make improving diversity and inclusion in STEM—and indeed in all aspects of society—a central part of its day-to-day activities and future agenda.’*
2. A bold plan requires good data?
Over ￡1 billion has been spent on STEM outreach programmes, but the impact cannot be measured systematically due to fragmented data. The intersectional nature of the barriers to STEM education and careers means that government, third-sector organisations and policymakers need a shared language and accurate dataset to measure long-term progress. We welcome the committee’s call that ‘The government should set out how it plans to make the Research and Innovation workforce survey meaningfully useful across…the wider STEM sector. The forthcoming results must be accompanied by an action plan.’
3. Seeing is believing
The career information that students receive at an early age impacts their education trajectory. At Speakers for Schools, we work with leading figures and employers from diverse backgrounds to broaden the horizons of young people and dispel stereotypes about the career goals they can achieve. Learning about how their school subjects can be applied to real-life problems helps to give them a better context on how it could lead to careers in various industries, leading to improved motivation to succeed.
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We are glad to see the committee’s recommendation that ‘The Government should consider how best to support schools and existing programmes, such as… Speakers for Schools, and the Careers and Enterprise Company, to ensure children access a diverse range of role models from research or industry.’
4. STEM for everyone, everywhere
Employers now realise that they need to complement the work of educators by engaging with young people from all backgrounds. This is why we are campaigning for a flexible and innovative approach to work experience, allowing young people to sample the available roles in industries before making exam subject choices.?
Not every young person would choose a STEM career. However, we should allow every young person to make that choice based on their own experience and up-to-date information from employers on available pathways.?
We will continue to work tirelessly to overcome barriers to pursuing careers in STEM faced by pupils from all backgrounds and invite all who are interested in this cause to join us to create a pipeline of diverse talents from underrepresented communities.
Written by Funbi Akande , Policy Officer at Speakers for Schools