Pretty Curious aims to inspire teenage girls to imagine a future where they use STEM – science, technology, engineering and maths - to help make a difference.
Our programme of activities aims to change the perception of STEM subjects and address the reasons girls are being put off. We want to open their eyes to the varied career opportunities available if they pursue STEM subjects at school and beyond.
EDF Energy’s partnership with the festival forms part of the company’s wider commitment to education in Scotland, and across the UK. We're committed to inspiring the next generation to embrace science, technology, engineering and maths.
Edinburgh International Science Festival ran from 1–16 April and invited you to 'Get Connected' to science, to one another and to the global community, as we attempt to secure the sustainable future we want to inhabit.
The Pretty Curious Studio has already taken the fun and excitement of STEM to thousands of girls throughout the country. Last year we brought the Pretty Curious Studio to Bristol, Croydon, Edinburgh and Ipswich where our interactive team challenges showed that science and technology are all about creativty.
Our events challenge girls creatively and give them the opportunity to explore and experience the career possibilities available by pursuing STEM subjects at school.
"I would like to come to an event like this again because I really enjoyed learning more about science, and the science behind Snapchat. Also learning what a nuclear power station has inside and building it using virtual reality."
Currently just one in five people working in Core STEM today in the UK is a female . This means there is a pool of undiscovered STEM talent.
We're hoping to increase our intake of female STEM graduates and apprentices to 30% by 2018. This is an ambitious target, and one we're committed to dedicating resources and programmes, like Pretty Curious, to reach.
Getting girls interested in STEM will not just help us reach our targets but could also help avoid a STEM workforce shortage in years to come.
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 The national average of women starting engineering apprentices in 2014/15 was 3.4% (down from 3.8% in 2013/14). Skills Funding Agency, Apprenticeship Achievements by framework code, level and gender 2002/3-2014/15.
 Women in Science, Technology, Engineering and Mathematics: The Talent Pipeline from Classroom to Boardroom, July 2015
 1 in 5 people working in Core STEM “The statistic published by EDF Energy is calculated using Standard Occupational Classification data produced by the Office of National Statistics. There is no single agreed method of defining which occupations should be classified as STEM / Non STEM (UKCES*, 2013). Furthermore, UKCES (2013) differentiate occupations as Medical and Core STEM, a distinction also recognised and adopted by Women in Science and Engineering (WISE). As a business in the energy sector, it is these ‘core’ occupations that we can have the greatest impact on with our campaigns and initiatives and have chosen to use the statistics compiled by WISE.
As a result, we have chosen to reflect WISE’s approach of defining Core STEM occupations as those comprised of “science, engineering, and ICT professionals; science, engineering and ICT technicians and related occupations” (WISE, 2016; UKCES, 2015). The list of occupational codes that are included this year in calculation can be found here. These have been compiled by WISE in 2016, utilising UKCES input (2015).
This revised list means we now have more occupations included in our calculations and is the reason that the statistic has changed from 1in7 in 2015 to 1in5 in 2016. However, the situation has not improved in the past year: using the newly revised list of occupations WISE calculated that the proportion of females in these roles was 22.1% in 2015 and 21.1% in 2016.”
WISE (November 2016) – Women in the STEM Workforce 2016.
Office for National Statistics (2016) – Dataset: EMP04 - Employment by Occupation.
UKCES (July 2015) - Reviewing the requirement for high level STEM skills; Evidence Report 94 (PDF).
UKCES (November 2013) – The Supply and Demand for High-Level STEM Skills; Evidence Report 77 (PDF).