Source · Select Committees · Women and Equalities Committee
Recommendation 18
18
Accepted
Paragraph: 78
We recommend that the Government mainstream equality into the design of apprenticeships and worked-based learning...
Recommendation
We recommend that the Government mainstream equality into the design of apprenticeships and worked-based learning and actively challenge occupational segregation by gender. It must publish a gender equality plan for its apprenticeship programme and an action plan to increase the number of women in STEM apprenticeships.
Government response summary AI-generated
The government rejected the recommendation to publish a new gender equality plan, stating they already mainstream equality into apprenticeship design, actively challenge gender segregation, and have observed increasing female representation in STEM apprenticeships due to current practices.
Summary of the government's response below — read the verbatim text to verify.
Paragraph Reference:
78
Government Response
Accepted
HM Government · verbatim extract
Accepted
Reject. The Government agree with the Committee that we should mainstream equality into the design of apprenticeships but are confident that this is already happening. Apprenticeships can support employers in creating more diverse workforces and we want to make sure that we address the under-representation of women in the highest-paying sectors, such as STEM. Female representation in STEM apprenticeships is increasing, but women remain under-represented. In 2019/20 women accounted for 11.4% of STEM starts, up from 10.1% in 2018/19 and 8.8% in 2017/18, while women make up 24% of the core-STEM workforce, a slight rise from 2019. Occupational standards are designed by employers, with support from the Institute of Apprenticeships and Technical Education. The Institute uses a gender-neutral language approach to ensure that standards are appealing to both women and men. It encourages Trailblazers to think about the implications of language choice in other areas. It is continually alert to the risks of creating additional barriers to learning or attainment in what it publishes, and this is under constant review and scrutiny in its approvals process.
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