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Statistics
The UKRC’s statistics service provides detailed data on women’s participation and progression in science, engineering and technology, through education to careers in academia or industry, collated from a number of sources.
We have become aware that there have been problems with the data generated by
the interactive statistical facility previously on these web pages and have temporarily
suspended this facility until we can resolve the problem. However, we would like
to continue to provide a statistical service to enquirers covering the following
areas:
- Primary and secondary education
- Vocational training
- Students in higher educations
- First destinations of SET graduates
- SET qualified
- SET occupations
- HE institutions
- School and HE career progression
- Public bodies
- EU comparisons.
If you require statistical information about gender and SET in the categories
listed above please contact us and we will respond to your request as soon as possible.
You might need the answers to straight forward questions, such as
What are the most popular SET-related A-level subjects?
or
How many women engineering professionals are there?
or
Has the proportion of female students studying physics at universities
increased or decreased in the past 10 years?
We can provide you with broad statistics such as the number of women SET workers
in the UK in a certain year, or the number of women working in one SET occupation,
for example ‘ICT professionals’, in a particular year. You could also ask for
the data to include a number of years, to see if the number of women ICT professionals
has been increasing or decreasing over time.
The output will be supplied as an Excel spreadsheet.
An explanation of the data available can also be supplied along with a brief
definition of the terms used. More detail is available in the glossary.
Stats of the month
The recent GCE A-level results of summer 2008 published by the Joint Council for Qualifications (JCQ) revealed that the number of exams taken by students increased by 22,000 from the last year, making it the record number: 828,000.
There is a similar increase for STEM subjects . The number of STEM subject exams taken by students has continued to increase in the last few years, reaching 239,000 this year. While the number of STEM exams taken by boys has increased by 6,700 or 5.1% (130,800 to 137,500), girls have seen a slightly greater increase of 7,700 (8.2%) in the past four years (93,500 to 101,200).
In attaining A to E grades, girls outperform boys in every STEM subject. When focusing on the attainment of A grades, girls again outperform boys in all STEM subjects except other science subjects. Girls are particularly better in Technology subjects, Physics, and ICT.
A large gender-gap in take-up of STEM exams still exists, and girls’ shortage in A-level STEM subjects poses a concern for their career in SET.
Secondary analysis by UKRC
Data Source:
JCQ (2005-2008) A, AS and AEA Results. London, JCQ. Available from: http://www.jcq.org.uk/press_releases/ [Accessed 2 September 2008].
DESPITE GIRLS’ PERFORMANCE, THEY ARE STILL UNDER-REPRESENTED AMONG A-LEVEL STEM
SUBJECTS
The recent GCE A-level results of summer 2008 published by the Joint Council for Qualifications (JCQ) revealed that the number of exams taken by students increased by 22,000 from the last year, making it the record number: 828,000.
There is a similar increase for STEM subjects . The number of STEM subject exams taken by students has continued to increase in the last few years, reaching 239,000 this year. While the number of STEM exams taken by boys has increased by 6,700 or 5.1% (130,800 to 137,500), girls have seen a slightly greater increase of 7,700 (8.2%) in the past four years (93,500 to 101,200).
In attaining A to E grades, girls outperform boys in every STEM subject. When focusing on the attainment of A grades, girls again outperform boys in all STEM subjects except other science subjects. Girls are particularly better in Technology subjects, Physics, and ICT.
A large gender-gap in take-up of STEM exams still exists, and girls’ shortage in A-level STEM subjects poses a concern for their career in SET.
Secondary analysis by UKRC
Data Source:
JCQ (2005-2008) A, AS and AEA Results. London, JCQ. Available from: http://www.jcq.org.uk/press_releases/ [Accessed 2 September 2008].
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