Offshore wind - skills priorities and action plan: equality impact assessment (EQIA)

Key Findings

Below is a summary of the EQIA results. The findings reflect wider evidence about equality and participation in Science, Technology, Engineering, and Mathematics (STEM) sectors and the labour market more generally.

Age

Young people, aged 16- 25 constitute only a small proportion (8%) of the offshore wind workforce, indicating a potential risk of loss of skills from the system in the coming decades if younger entrants do not increase over time. ^[1]

Younger age groups are likely to benefit most from improved access to training routes through the Plan, as they make up the majority of the students in Scotland’s further and higher education sectors, with only 4% of students aged 50 or over.^[2] Although young people aged 16 to 24 constituted almost 57% of people starting a Modern Apprenticeship in 2024/25, this proportion has decreased slightly compared to the previous year, with more mature adults engaging in Modern Apprenticeships.^[3]

Evidence suggests older workers may face discrimination when seeking progression or re‑employment.^[4] Both ends of the age spectrum therefore face distinct challenges in accessing or sustaining careers in the sector.

Whilst there is a need to increase the representation of younger adults in the offshore wind workforce, the Plan includes actions clearly applicable to older, more experienced individuals who may want or need to change careers. The Plan’s focus on improving access to training, expanding practical experience, and supporting new entrants and career changers, offers early steps that may begin to reduce age-related barriers.

Disability

There is limited evidence on the disability profile of the existing offshore wind workforce. However, disabled people in Scotland experience significantly lower employment rates (51.4%) than non-disabled people (83%).^[5]

Disabled people are less likely to work in scientific, technical, manufacturing and construction activities, which are central to offshore wind deployment. Engineering UK reports that 14% of engineering and technology workforce are disabled compared to 19% in other occupations, indicating a lag in the recruitment of disabled students into engineering and technology subjects in Higher Education.^[6]

Barriers reported by disabled and neurodivergent people include concerns about disclosing conditions, fear of discrimination and negative workplace attitudes. Such factors can limit participation in training and employment opportunities relevant to the sector.^[7]

While the Plan cannot address all wider systemic issues, early actions intended to widen access to training and experience, alongside a specific objective on diversity, are initial steps that can help support disabled people to engage with opportunities in the sector.

Sex

Women remain significantly under‑represented in engineering, technology and offshore wind roles, reflecting wider patterns in STEM education, recruitment practices, and workplace culture.^[8] In engineering and technology occupations, women accounted for around 17% of the workforce in 2024, showing only marginal improvement compared to 16% in 2023, and 10% in 2010. This contrasts sharply with the wider labour market, where women represent around 56% of the workforce.^[9] Within the UK’s offshore wind workforce, the gender imbalance persists; men make up around 78% of the workforce, and women 22%.^[10]

Gender imbalance in the offshore wind sector, including its supply chain, could be exacerbated by workplace, societal and academic barriers. This gender imbalance may be linked to subject choices made at school, which continue into further and higher education. Continued interventions are necessary to increase girls’ participation in STEM subjects, which could increase the pipeline of women entering offshore wind roles.^[11]

Evidence suggests that women may face gender bias and discrimination due to persistent stereotypes and lack of diverse hiring panels during recruitment, making it difficult to secure technical and offshore roles.^[12]

Barriers can also include sexism and harassment, pay, progression, conflicts with caring responsibilities, lack of role models, and facilities that do not fully support women offshore. Mobility requirements such as relocations, shift patterns and limited workplace flexibility could also disproportionately impact women who have childcare responsibilities or family commitments.^[13]

The Plan’s specific objective on diversity, as well as actions to broaden access pathways represent initial steps that may help to improve gender balance over time, while recognising that wider structural and cultural issues extend beyond the Plan alone.

Pregnancy and maternity

Pregnancy, maternity and childcare responsibilities can limit women’s access to training, reskilling and employment opportunities, particularly where offshore working patterns involve extended time away from home.^[14] Young mothers, in particular, face heightened barriers. They are less likely to complete further or higher education and are at increased risk of poverty. Even in onshore-based supply‑chain roles, inflexibility and shift patterns may still create challenges. ^[15]

The Plan’s early actions, including efforts to widen access and provide alternative pathways, offer initial measures that may help to improve participation, though broader workplace flexibility barriers sit beyond the scope of the Plan.

Race

People from Ethnic Minority Groups constitute 7% of the offshore wind workforce, compared with 19% of the wider UK workforce. ^[16]

Although minority ethnic learners have high participation rates in relevant higher‑education subjects, this does not translate into equivalent employment or progression in engineering and technology roles.^[17]

Evidence also shows continued experiences of systemic racism and discrimination in workplaces. According to the Scottish Household Survey, minority ethnic people are more likely to experience discrimination in the workplace, with 17% stating that they have experienced discrimination in the last 12 months compared to 8% of white respondents.^[18] Barriers are compounded by intersectional inequalities, with evidence suggesting that ethnic minority women in technology roles have experienced sexism, exclusion and barriers to progression at work, with three in four also experiencing racism.^[19]

Recruitment processes and lack of awareness of opportunities can create barriers. For example, international research suggests that people with English names on their CVs receive more positive responses from recruiters than those with non-English-sounding names.^[20] SDS Apprentice Voice reported that just 3% of minority ethnic apprentices heard about Modern Apprenticeships from their parents or carers compared to 12% for non-minority ethnic apprentices.^[21]

These findings highlight systemic barriers affecting access and progression for minority ethnic groups. The Plan’s early actions on inclusive pathways and guidance on diverse recruitment practices are intended as first steps toward addressing these disparities.

Gender reassignment

Although sector‑specific data is limited, evidence shows that trans and non‑binary people experience higher unemployment, workplace harassment and exclusion, and may avoid applying to jobs due to prejudice.^[22] These patterns suggest barriers relevant to STEM and technical professions, including offshore wind.

The Plan’s diversity objective and inclusive‑practice actions represent initial steps to help create more accessible pathways for trans and non‑binary people.

Sexual orientation

Evidence indicates that LGBTQ+ people are under‑represented in STEM education and careers and face elevated rates of bullying, harassment and poorer employment outcomes.^[23] These factors may negatively impact recruitment, retention and progression.

While the Plan does not offer characteristic‑specific interventions, its focus on improving inclusion and applying diversity and inclusion best‑practice guidance may indirectly support improved experiences for LGBTQ+ people in the sector.

Religion or belief

Limited evidence is available on the relationship between employment/education and religion or belief. However, research has indicated that people with faith or beliefs found it hard to express their faith at work and many experienced exclusion and discrimination due to their faith.^[24]

The Plan does not exclude the participation of any group, and aims to advance equality of opportunity. Actions within the Plan to promote inclusive practice represent early steps towards improving equity of experience for people of all faiths or beliefs.