Recommendation 2

HM Government · verbatim extract Acknowledged

Government Ambition on STEM 4. The Government acknowledges the significant benefits of fostering an inclusive, diverse and welcoming environment in STEM education, research, and employment settings. Improving diversity and inclusion in STEM settings is a crucial aspect of achieving the Government’s plan to confirm the UK’s status as a science and technology superpower, as reflected in the UK Science and Technology (S&T) Framework published in March 2023.1 5. The Government considers harnessing innovation a fundamental part of driving diversity and inclusion in STEM and to delivering on our mission to drive equality of opportunity across the UK. The Government has already taken clear action to drive innovation beyond traditional routes and areas by: • working with UKRI and the science, research, technology and innovation (SRTI) sector to deliver a range of initial and long-term interventions in the R&D People and Culture Strategy2 to ensure we attract, develop and retain top innovators and scientists to meet future challenges; • harnessing the Innovation Economy through our implementation of the Innovation Strategy and the ongoing delivery of the UK’s ambitious Science & Technology Framework; • strengthening clusters to attract inward investment across all corners of the UK to unleash local and national economic growth through ground-breaking innovation and science; • publishing the results and findings from the Research and Innovation Workforce survey in March 20233; • collaborating with Innovate UK on initiatives such as the Young Innovators Programme and Women in Innovation Awards, creating an agile and responsive skills system, which delivers the skills needed to support a world-class workforce in STEM sectors and drive economic growth 6. The Department for Education is responsible for developing a cross-government action plan for the Talent and Skills intervention within the UK’s S&T Framework. It recognises that demand for STEM skills is growing across the UK and the need to ensure that everyone, regardless of where they live or come from, has the opportunity to pursue a STEM career. Addressing the UK’s shortage of STEM skills is essential to supporting this country’s economy and its growth. For example, the digital skills gap alone is estimated to cost the UK economy £63 billion per year in lost potential gross domestic product (GDP) and is expected to widen, resulting in a workforce inadequately equipped to meet the demands of the digital age.4 7. To overcome STEM shortages in the long term, we need to show young people that they can pursue a STEM pathway regardless of their characteristics. With the right support and teaching, any young person can be encouraged to consider a career in STEM. While we have seen improvement in the number of women, ethnic minorities, and disadvantaged pupils studying STEM subjects, the Government recognises that there is still more to be done. The Committee’s report has identified areas of focus that we are determined to address. We will continue working towards ensuring that all pupils are equally likely to succeed in STEM, during their time at school and beyond. 1 https://www.gov.uk/government/publications/uk-science-and-technology-framework 2 https://www.gov.uk/government/publications/research-and-development-rd-people-and-culture-strategy 3 https://www.gov.uk/government/publications/research-and-innovation-ri-workforce-survey-report-2022 4 DCMS (2022), UK Digital Strategy, p.36. 8. The Government is committed to driving wider participation in STEM and that a more diverse range of people enter the science and technology workforce by 2030. To achieve this, the Department for Education is working on a cross-Government action plan with the Home Office, the Department for Science, Innovation and Technology, the Department for Business and Trade and the Cabinet Office. Initial work will include: analysing the relevant data to develop a comprehensive understanding of the supply of, and demand for, science and technology skills for the technologies that we intend to prioritise; taking forward the Prime Minister’s ambition for all young people to study mathematics to 18; working across Government, the education sector and employers, to develop the pipeline of individuals entering priority computing and digital sectors; finding and attracting the next generation of Artificial Intelligence leaders from around the world; and continuing to roll out a network of 21 employer-led Institutes of Technology helping to widen participation in higher technical training. Study of STEM subjects at school and college 9. As highlighted by the Committee, the Government recognises that there is a significant difference in the number of boys and girls who choose to study STEM subjects in school and acknowledges the wider diversity challenges in STEM education. Addressing these issues at school level is essential if we are to improve inclusion in STEM sectors and society in general. We know that