1. Gender segregation in education and employment Accelerating ERA Development by Promotion of Gender Equality in STEM Research 20 November, 2017 Vilnius
Dr. Lina Salanauskaite

2. STEM: an important share of graduates
Share of graduates in STEM ( ), tertiary and VET education:
A very large share of ICT in Malta; a note on the covered ISCED fields.

3. Rising demand, major shortages
Demand for STEM professionals and associate professionals is expected to grow by around 8% by 2025; average 3% growth forecast for all occupations (Cedefop)
Major skills shortages of STEM and in particular ICT professionals now; expected to exacerbate with demographic developments
In spite of a series of measures, women participation in STEM studies remains low in most Member States
Low participation of women is increasingly associated with an insufficient supply of STEM skills - a barrier towards a strong and inclusive economic growth
Demand for STEM professionals and associate professionals is expected to grow by 8 % between 2013 and 2025, whilst the average growth forecast for all occupations is 3 %.
Employment forecast in STEM-related sectors shows a similar trend: it is estimated to rise by 8 % in computing and by 15 % in professional services. Over 1 mln additional jobs are expected to be created until 2025, 2.4 mln workers will replace retiring workers. One common trend across the EU is the overall aging of STEM professionals. This leads to a major replacement demand for STEM professionals currently and in the coming years if the development in demand continues as now and even more so if demand increases further.
Concerns about the supply of STEM skills rely on two basic facts: the proportion of students going into STEM is not increasing at the European level and the underrepresentation of women persists.

4. Scope of the study
Background: Beijing platform for action (BPfA) and support to Council Presidencies
Study objectives:
Trends of women’s and men’s subject choices in education and training since 2004 and by country;
Gender analysis of the transitions to employment of graduates in fields of education and training non-traditional to their gender by country;
Gender segregation in the labour market and gender pay gap.

5. Main findings: STEM education

6. Share of 15-year-olds expecting to work in science-related occupations at age 30
Top performers in science

7. Share of women in STEM study fields, 2013-2015:
Segregation in education
Share of women in STEM study fields, :
Demand for STEM professionals and associate professionals is expected to grow by 8 % between 2013 and 2025, whilst the average growth forecast for all occupations is 3 %.
Employment forecast in STEM-related sectors shows a similar trend: it is estimated to rise by 8 % in computing and by 15 % in professional services. Over 1 mln additional jobs are expected to be created until 2025, 2.4 mln workers will replace retiring workers. One common trend across the EU is the overall aging of STEM professionals. This leads to a major replacement demand for STEM professionals currently and in the coming years if the development in demand continues as now and even more so if demand increases further.
Concerns about the supply of STEM skills rely on two basic facts: the proportion of students going into STEM is not increasing at the European level and the underrepresentation of women persists.
Notes: EU-28 is calculated as the unweighted average across countries with available data; data refer to average value during the period 2013–2015 due to data reliability constraints; based on EUROSTAT data [educ_uoe_grad02].

8. Occupational pathways of STEM graduates
Across the EU, vocational education has a higher gender segregation than tertiary education.
Women graduating from STEM in vocational education are in particular disadvantaged regarding opportunities to work in STEM jobs.
In 2014, one third (30 %) of women tertiary graduates in STEM and one in two men STEM graduates (50 %) worked in an occupation matching their educational qualification. Occupational pathways are much more different among women and men STEM graduates from vocational education: 41 % of men and only 10 % of women worked in the field corresponding to their STEM education. The ‘leaky pipeline syndrome’ in STEM is highly prevalent and women change their career paths from STEM to another field more often than men.
In 2014 more than half of men (57 %) and about the same share of women (54 %) among EHW tertiary-level graduates were working in fields corresponding to their education (Figure 14). For vocational education graduates, job-finding rates were only marginally lower: 49 % for men and 52 % for women. As Figure 14 shows, throughout the period 2004–2014, both women and men EHW graduates also improved their chances to find jobs matching their education. This particularly holds true for men with vocational EHW education: this group was most disadvantaged in 2004, but their labour market chances had considerably improved by 2014.

9. If leaving STEM: other occupations of STEM graduates, 2014 (%)
Tertiary
Vocational
women
men
Teaching professionals 21 12
Business and administration professionals 11
Business and administration associate professionals 10 4
Production and specialized services managers 5 13
Sales workers 7 20
Food Processing, Woodworking, Garment and Other Craft and Related Trades Workers
Personal Services Workers
Drivers and Mobile Plant Operators 3 15
Labourers in Mining, Construction, Manufacturing and Transport
Only a small share of women and men graduates in STEM choose gender-mixed occupations, such as business and administration professions. About one fifth (21 %) of women with tertiary education in STEM work as teaching professionals, while 20 % of women VET graduates in STEM work as sales workers (see Table 5). Men with tertiary education in STEM also work as administrative and commercial managers (13 %), whereas men with vocational education work as drivers and mobile plant operators. Vocational education STEM graduates, if they do not work in a corresponding field, tend to choose other highly gender-segregated occupations, whereas tertiary-level graduates have somewhat more mixed occupational pathways.

10. Change in a share of women STEM graduates (2004-2012):
In summary: progress stalled
Change in a share of women STEM graduates ( ):

11. Conclusions
Gender segregation in education and the labour market is associated with creating and perpetuating gender inequalities in and beyond the labour market
Segregation narrows employment choices and reinforces gender stereotypes
The objective of gender equality policy should not necessarily be a homogenisation of the labour market by gender, although gendered roles shall be equally valued and remunerated
The analysis of changes over time show that the overall level and pattern of change in gendered occupational segregation has changed remarkably little over time , despite so many EU policies being aimed at reducing gender segregation and gender inequality.

12. What and when?
November 17, 2017 – main findings in relation to gender segregation on the labour market
December 7, 2017 – expected to give basis to Council Conclusions
December 7, 2017 – main findings in relation to gender segregation in education
End of January, 2018 – final publication

13. Thank you
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