Creating a step-change in the number of girls going into engineering and technology careers
Monday 6 October saw the next in-person meeting with the full gender pathways into engineering and technology collective at the Royal Academy of Engineering. Bringing together over 80 people and 60 organisations, the event continued the important work to create a step-change in the number of girls going into engineering and technology careers. It also celebrated the achievements that have taken place so far to drive this change.
Co-led by EngineeringUK, BCS (The Chartered Institute for IT), Royal Academy of Engineering, WES and WISE and driven by 6 task and finish groups, the work of the partnership is quickly gaining pace. The task and finish groups are set up to drive forward action in specific areas, including the curriculum, AI, peer mentoring and looking at a whole school approach. This vital work is developed to counter the stark gender disparity in engineering and technology. Women make up just 16.9% of the workforce - compared to 56% of the overall workforce.
The event was bursting with energy, including the many inspiring talks and discussions. Nuha Hameed from Equinor talked about her experience as a young engineer and Kate Dale from This Girl Can shared learnings from their campaign.
Speaking as she wrapped up the event, EngineeringUK Chief Executive, Dr Hilary Leevers reflected:
"So incredibly impressed, delighted and appreciative of the progress of the gender pathways collective since our first workshop a year ago.
"Achievements so far include funding for a literature review, formulating a shared response to the government’s curriculum and assessment review, as well as working with awarding organisations on the content of teaching materials.
"A real win is that we have built a stronger more connected community working together to improve the gender balance with organisations backing each other’s efforts for the greater good."
Achievements so far include funding for a literature review, formulating a shared response to the government’s curriculum and assessment review, as well as working with awarding organisations on the content of teaching materials.
— Dr Hilary Leevers, Chief Executive at EngineeringUK
