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Eurostat News: Gender Disparity in Employment for Individuals with ICT Education

In 2021, the European Union saw an increase in the number of employed persons with an ICT education, reaching a total of 2.79 million individuals. This marked a 3.3% growth from the previous year, indicating a positive trend in the field of Information and Communication Technologies. However, despite this overall increase, there was a notable gender disparity within the workforce. Men continued to dominate the ICT sector, representing 84.1% of the total workforce with an ICT educational background. This percentage saw a slight increase of 1.3% from the previous year, highlighting the ongoing challenge of gender diversity in the industry. On the other hand, the number of women in employment with an ICT education declined in 2021, with women representing only 15.9% of the ICT workforce compared to 17.2% in 2020.

When looking at the distribution of employed persons with an ICT education across EU Member States, certain countries stood out for their gender representation in the sector. Czechia, Slovenia, France, Belgium, and Poland had the highest shares of men in the total number of employed persons with an ICT education, with percentages ranging from 89.1% to 92.6%. On the other hand, Bulgaria, Greece, Denmark, Romania, and Cyprus had higher proportions of women in the ICT workforce, with women accounting for more than a quarter of employed persons with an ICT education in these countries.

One interesting trend that emerged from the data is the age distribution of ICT-educated persons in employment. In the EU, more than two-thirds of employed persons with an ICT education were between 15 and 34 years old in 2021, indicating that the majority of individuals working in the sector are young. This trend was consistent across most EU Member States, with young people aged 15 to 34 making up the majority of ICT-educated persons in employment. However, there were some exceptions, such as Finland, where the age distribution was more evenly spread between younger and older individuals with an ICT education.

It is important to note that employed persons with an ICT education have achieved formal qualifications at upper secondary or tertiary levels within specific fields related to Information and Communication Technologies. The data presented in the article reflects the latest information available, with a focus on gender and age distribution within the ICT workforce. Additionally, methodological notes provide important context for interpreting the data, including information on data reliability and definitions used in the analysis.

Overall, the article sheds light on the current state of the ICT workforce in the European Union, highlighting both positive trends and areas for improvement. As the digital landscape continues to evolve, addressing gender disparities and promoting diversity within the sector will be crucial for driving innovation and ensuring a skilled workforce for the future.

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