Campaign for Science and Engineering diversity review
CaSE has published a policy review on improving diversity and inclusion STEM, with key recommendations for government. This work brings together recent research to make a clear case for improving diversity in STEM, as well as illustrating the progress that has been achieved over the last century. The review shows that despite increased awareness in areas such as ethnicity, disability and socio-economic inequality, continued specific and intentional efforts are needed to ensure that this momentum is sustained throughout the sector.
The key recommendations for Government are:
- A careers strategy that means business: Embed diversity and inclusion through a joined-up national careers strategy and do more to encourage flexible working practices and career pathways.
- Decisive action on diversity data: Government should lead the way with national statistics and coordinate central analysis and monitoring to understand causes of under-representation, ensuring evidence can inform action taken by Government and other organisations.
Read more: http://www.sciencecampaign.org.uk/resource/diversity2018.html
Disabled graduates still less likely to be in full-time employment than non-disabled peers
AGCAS has published the latest (November 2017) edition of ‘What Happens Next? A report on the first destinations of 2015 disabled graduates’.
Further information: http://bit.ly/2y9NqUM
Department for Business, Innovation and Skills
Targeting funding for disabled students in Higher Education from 2016/17 onwards: Response from the STEMM Disability Advisory Committee
We prepared a report on the proposal of the introduction of targeted funding for disabled students of higher education (HE). In forming our response, all our member bodies were consulted. The STEMM Disability Advisory Committee welcomes the government’s efforts to ensure that the higher education learning environment is accessible to all students. We agree that a move to a more inclusive learning environment at all levels of education, training and employment is a positive step. As demand for workers with high-level science qualifications increases, the UK needs to encourage and facilitate more people to study science-based subjects. Higher education plays a valuable role in training a highly-skilled science workforce.
In the report, we highlight a number of issues regarding the specialist support often required by disabled STEMM students, particularly around the lack of expert and specialist knowledge that exists in HE. We want to make certain that disabled STEMM students do not face additional disadvantages as a result of the government’s proposals.
Our full response can be found in our Policy section.
Collecting Stories for our website
We are keen to highlight and share the stories of those who love studying or working in Science, Technology, Engineering, Mathematics and Medicine (STEMM) and also have a disability. If that is you, we would be delighted if you would consider writing a short piece (around 400 words) for our website to share your STEMM story.
In particular, in your piece it would be interesting to hear:
- What you enjoy about studying or working in STEMM?
- What you do day-to-day in your work or study?
- What has been your biggest challenge and how have you overcome it?
- What has been the highlight of your career so far and/or what are you hoping to go on to do in the future?
If you are happy to do so, please send your name and a photograph along with your written piece to email@example.com