Dáil Éireann Debate, Tuesday - 8 March 2022
428. Deputy Bernard J. Durkan asked the Minister for Further and Higher Education, Research, Innovation and Science the extent to which male and female students continue to be attracted in equal proportions to participation in the sciences; if a corrective measure or inducement is needed; and if he will make a statement on the matter. [13093/22]
Amharc ar fhreagraMaintaining and developing a strong supply of STEM graduates is critical to Ireland’s growth as a world-class centre of innovation and research. Ensuring that we have good gender balance in STEM is a key part of meeting this supply. It is also a worthwhile policy goal in its own right, given all that we know about the importance of diversity in STEM, as well as our desire to ensure that everyone has the opportunity to pursue courses of study that will interest and engage them, and give them the skills to pursue a productive career.
This is an issue which requires action at all stages of the educational and career journey. Getting a good gender balance in the higher education system is an issue that depends on people being engaged and interested in STEM at a much earlier stage in their education.
The STEM Education Policy Statement was published by the Department of Education in 2017 and seeks to raise awareness and interest in STEM. The first pillar of the strategy is "Nurturing learner engagement and participation" and focuses on increasing the uptake of STEM related subjects for learners of all backgrounds, ability and gender. The strategy targets a 40% increase in the number of females taking STEM subjects for Leaving Certificate.
At present, the gender balance in higher education among students studying natural sciences, mathematics and statistics is almost equal, with women accounting for 53% of these students. However there is further progress to be made in fields such as engineering and ICT which have only 22% and 20% female enrolments at present. I will continue to work to a further and higher education system where every individual is empowered to develop their full potential.
More widely, the promotion of gender equality in higher education is also critical. This is an area that I have prioritised, including through support for initiatives including the National Gender Equality Dashboard for Higher Education Institutions; the Athena SWAN Charter and the Senior Academic Leadership Initiative which is increasing the number of women involved in decision making roles in higher education.
