Fifth Report - Diversity and Inclusion in STEM
Select Committee
Science, Innovation and Technology Committee
HC 95
24 March 2023
Recommendations
5 results
1
Accepted
Para 14
The Government should, in its response to this Report, tell us how it plans to...
Recommendation
The Government should, in its response to this Report, tell us how it plans to monitor, evaluate and report on progress in delivering “in-house STEM capability” across public services, including the NHS and schools.
Government Response Summary
The government states that the S&T Framework commits to building STEM skills and literacy, highlights the role of the GSE Profession, mentions the GSE strategy on Diversity and Inclusion, and states that DSIT will publish an update by the end of 2023 on the progress of the framework.
Department for Science, Innovation and Technology
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10
Accepted
Para 77
The Government should tell us whether it has consulted with Ofsted on levels of uptake...
Recommendation
The Government should tell us whether it has consulted with Ofsted on levels of uptake and attainment among different groups of children, and whether it has discussed an expansion of its inspection criteria to include a more comprehensive picture of …
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Government Response Summary
The government states that Ofsted already considers curriculum breadth and equal access to high-quality education, including addressing barriers to STEM take-up among girls, disadvantaged pupils, and those with SEND.
Department for Science, Innovation and Technology
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11
Accepted
Para 78
Ofsted should, as part of its inspection criteria, gather data and report on levels of...
Recommendation
Ofsted should, as part of its inspection criteria, gather data and report on levels of subject take-up and attainment among pupils with different characteristics, such as gender, ethnic background and socio-economic background. The latter could utilise Free School Meals eligibility, …
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Government Response Summary
The government states that Ofsted already considers curriculum breadth and equal access to high-quality education, including addressing barriers to STEM take-up among girls, disadvantaged pupils, and those with SEND.
Department for Science, Innovation and Technology
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14
Accepted
Para 96
There are clear benefits when children are taught by teachers with qualifications, professional experience, or...
Recommendation
There are clear benefits when children are taught by teachers with qualifications, professional experience, or specialism in those subjects. The Government should set a target for every child to be taught STEM subjects by teachers with qualifications in that subject …
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Government Response Summary
The Department recognises the importance of teachers having strong subject knowledge, particularly in STEM subjects, and states that they have designed a suite of professional development opportunities, including National Professional Qualifications (NPQs), to support teachers.
Department for Science, Innovation and Technology
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16
Accepted
Para 109
The Government should assess the impact of further salary increases on recruitment targets for STEM...
Recommendation
The Government should assess the impact of further salary increases on recruitment targets for STEM subjects with particularly acute shortages; and detail its findings in its response to this Report. It should also tell us what further interventions are planned …
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Government Response Summary
The government highlights existing challenges in recruitment and retention of teachers in STEM subjects, and mentions the £181 million available in bursaries and scholarships to attract trainee teachers in high-priority subjects.
Department for Science, Innovation and Technology
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Conclusions (4) Observations and findings — click to expand
4
Conclusion
Accepted
Para 38
All children should be able to see themselves in what they learn from an early age. The national curriculum and exam subject specifications should be kept under review and updated where it is appropriate to the context to include more diverse examples, such as female scientists.
Government Response Summary
The government states that it funds a network of 29 Science Learning Partnerships that provide CPD to teachers and technicians to improve subject knowledge and pedagogy.
6
Conclusion
Accepted
Para 70
The data on STEM subject uptake and attainment at GCSE and A-level paints a complex picture. There are clear differences between boys and girls, with the latter seemingly less inclined to pursue STEM subjects than the former. The evidence our inquiry received offered no consensus as to the reasons for …
Government Response Summary
The government presents data showing improved female representation in STEM subjects at A level, highlighting increases in STEM A-level entries from girls, and their attainment.
9
Conclusion
Accepted
Para 76
We welcome Ofsted’s recent report examining science education in primary and secondary schools. However, some contributors to our inquiry suggested that given the importance of inspection, it could do more to encourage diversity and inclusion in STEM education.
Government Response Summary
The government states that Ofsted plays an important role in ensuring pupils have access to high quality STEM teaching and considers the breadth of the curriculum and equal access to education during school inspections.
22
Conclusion
Accepted
Para 140
We welcome the move towards alternative processes such as narrative CVs and hope to see them become the norm in STEM research funding calls, subject to evaluation.
Government Response Summary
UKRI has been supporting the wider community adoption of narrative CV formats through a vanguard R&I community roll out programme, co-creating resources and piloting the narrative CV in over 25 funding opportunities across UKRI’s remit.