Question to the Department for Education:

To ask the Secretary of State for Education, what recent discussions she has had with the National Centre for Computing Education on its progress in ensuring greater female participation in STEM subjects in (a) further and (b) higher education.

The department is committed to ensuring that anyone, regardless of their gender or background, can pursue an education in science, technology, engineering and mathematics (STEM) subjects.

The department’s contract with the National Centre for Computing Education (NCCE) is managed by departmental officials who meet regularly with STEM Learning, the NCCE supplier, to discuss progress. The NCCE aims to improve the quality of computing education and drive up participation in computing at GCSE and A Level, particularly amongst girls. The NCCE is primarily focused on supporting schools and colleges across England, with the expectation that an increase in participation and interest from girls with computing would coincide with an increase in female participation at further education (FE) and higher education (HE).

As part of the procurement for the second NCCE contract, the department asked bidders to design a gender insights programme, aimed at improving schools’ awareness of the barriers to girls’ engagement with computing and to engage schools in a sustained course of action designed to improve the take up of computer science qualifications, where girls are underrepresented. In Autumn 2023, the NCCE launched the ‘I Belong’ programme to schools and colleges, and early completers include a number of FE providers. The NCCE actively engages with industry, the public sector, and FE and HE institutions, to ensure that they have diverse role models, especially women, supporting the delivery of their work, including working with universities to run student outreach events and recruiting female volunteer Computing Ambassadors.

Last year, the Digital and Computing Skills Education Taskforce was established to deliver on the department’s science and technology ambitions by bringing together experienced and well-respected leaders from priority digital sectors, FE and HE. The NCCE is one of the core members of the Taskforce, who are empowered to guide the group’s work as well as working with other government departments and external partners to deliver on the key actions most likely to impact on the digital skills gap. One of the three priority workstreams identified by the taskforce was “increasing the gender diversity of those taking computing and digital qualifications”. The NCCE has played an active role in the sponsorship of this workstream and the development.

The department funds the Isaac Physics programme to increase the numbers of students, particularly from typically underrepresented backgrounds, studying physics in higher education. The department also currently funds inclusion activities as part of the Science CPD contract, to increase the uptake of A Level physics from underrepresented students, including girls. Including the Stimulating Physics Network, a network of 50 schools offering specialist support to around 350 partner schools, which includes advice and guidance on how to improve progression from physics GCSE to A level, where girls are typically underrepresented.

For mathematics, the department funds the Advanced Mathematics Support Programme (AMSP) which provides support for teachers and students in state-funded schools and colleges in England. Additional support is offered in areas of low social mobility so that, whatever their location, background or gender, students can choose their best post-16 maths pathway and access high-quality teaching. The AMSP has a particular focus on supporting girls into mathematics and runs a variety of enrichment and engagement sessions specifically for girls, including Steps to University for Mathematical Students events, targeted at year 12 girls.