Professor Kate Myers gave a presentation on gender equality issues in the new Diploma. Colleagues interested in this area will be interested in the recent DCSF 'Gender Agenda'

1. Gender Equality Issues 14-19 Professor Kate Myers [email_address]

3. Frequently subject choice is based on gender stereotyping rather than ability or aptitude. Official figures have not yet been collected for diplomas but this slide shows the gendered choice made by young people for the IPF The increased flexibility programme (IPF) introduced in 2002 aimed to create enhanced vocational and work-related learning opportunities for 14-16 yr olds Source: Gender and Education: the evidence on pupils in England DCSF 2007

4. Learner numbers for diplomas by gender September 08 in 2 local authorities Girls Boys LA 1 Creative & media 30 15 Construction & BE 0 44 Engineering 1 55 LA 2 Society, health & Dev. 47 1 Engineering 0 20

5. ‘ The DES survey of 1975* showed how girls continue to limit their career choices at an early stage by choosing to study subjects traditionally associated with their sex e.g. biology & MFL and rejecting physical sciences, ‘masculine’ crafts & technology subjects’ *DES Curricular Differences for Boys & Girls Education Survey 21 HMSO 1975 Myers 1980 This is not a new issue…

7. More extreme segregation of young women and men is seen in apprenticeships. Over nine-tenths of hairdressing apprentices are women, whilst at least 98% of apprentices in construction, the motor industry and plumbing are men. Source: Learning & Skills Council (2005) Apprenticeship data: Report 2 – Quarterly cumulative startsand in learning August 2004 to April 2005. Subject segregation in FE and HE is almost as extreme. For example, in engineering and technology subjects 87% of FE students and 86% of HE students are male. Sources: Learning and Skills Council (2005) Further education, work based learning for young people and adult and community learning – Learner numbers in England 2004/05, ILR/SFR08; Higher Education Statistics Agency (2005) Students in Higher Education Institutions 2003/04.

9. Pay 38 years after the Equal Pay Act, women continue to earn less than men in G.B. Since 1999 women's hourly earnings have remained at just over 80 per cent of men's earnings www.statistics.gov.uk/ 2006

14. Need to support atypical learners after choices have been made…

15. Factors that contributed to attracting girls… Establishing a steering group that included female role models e.g.. VP Aston university (female engineer); female rep from Land Rover fully involved in process. 2. Learning takes place at dedicated site –high tech new build– no grease in sight. Emphasis on sustainability in bldg e.g. powered by wind turbines and solar panels 3. Targeted higher attaining students (potential A/Bs) 4. Course emphasis on sustainability 5. Good quality publicity flyer which includes pics of 6 girls and 1 boy. 6. Open evening held at engineering dept in Birmingham university. Engineering in the 21st century explained to parents as well as career possibilities. Old stereotypes challenged. 7. Interested students taken to centre – met with course tutors and employers. Again traditional stereotypes of engineering challenged. 8. Students had to apply. Course oversubscribed. Contact: Dave Beards [email_address] Bucking the trend The Oaks Collegiate Academy Engineering level 2 10 Girls 22 Boys 5 schools – 1 b and 1 g single sex and 3 mixed

18. For more information see: http://www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=1