3. Will the Deputy Minister make a statement on the Welsh Government's implementation of Section 1 of the Equality Act 2010? OQ55519

The socioeconomic duty will come into force on 31 March 2021. We're working closely with public bodies to prepare for the duty and, earlier this year, we co-produced guidance, and further resources to guide public bodies will be published shortly. 

Deputy Minister, thank you very much for that answer and that very progressive step that's being taken. You'll know that, historically, girls and women have traditionally been less likely in schools and education institutions to take up the STEM subjects—the science, the technology, engineering and maths. And you yourself have very much been a staunch advocate of actually repairing that inequality gap that has existed. Now, during the COVID crisis, what we have seen is the incredible number of female scientists who have really been at the forefront of research and innovation. I'm wondering what ideas Welsh Government might have to use that as an example for actually motivating and promoting the increased take-up amongst girls, amongst women, of the STEM subjects for the future. 

Well, I thank Mick Antoniw for raising that and drawing our attention—because we've all seen it—to the incredible contribution made by those women scientists. Of course, the global pandemic has highlighted the vital role that STEM plays in the world today. We've never had more STEM professionals, scientists, in the public eye as we've had in recent months.

But I'm very pleased to chair the women in STEM board. We're meeting on 15 October. The effect of the pandemic will certainly be discussed and, in fact, we will look at that in terms of that increased profile of female scientists in terms of the appeal and relevance of STEM subjects. And that will be very important, I think, in terms of impact on our new Curriculum and Assessment (Wales) Bill going through, now, the Welsh Parliament, but considering how that can reach more girls and students from disadvantaged backgrounds and, of course, seeing this as an intersectional issue as well as the diversity that we want to seek in the delivery of STEM science and delivery of STEM professionalism and expertise.