Here are recent relevant ICT industry reports:
Deloitte Global predicts that by end-2016 fewer than 25 percent of information technology (IT) jobs1 in developed countries will be held by women, i.e. women working in IT roles (see Figure 1)2 . That figure is about the same as 2015, and may even be down. Lack of gender diversity in IT is both a social and economic issue. Global costs may be in the tens of billions of dollars; according to one study, the gender gap in IT costs the UK alone about $4 billion annually3 . Given that cost, gender parity (roughly 50 percent women in IT jobs) seems a reasonable goal over the long term. Why are the 2016 numbers less than half that goal, and why aren’t they improving faster? Gender imbalance in IT has been recognized as an issue since at least 20054 . One might have expected some improvement since then, and perhaps even faster change since 2010, when there was a surge in articles about women in technology jobs5 . That has not been the case.
It's official: Women on Boards boost business 8.12.15 Word Economic Forum
The Australian digital economy has experienced rapid growth over recent years. The number of Information and Communications Technology (ICT) workers increased to 600,000 in 2014, and now more than half (52%) are in industries outside ICT itself including professional services, public administration and financial services. Productivity growth in the Australian economy will be increasingly driven by digital technology in the future, particularly as the mining boom wanes. Australia needs a workforce that is equipped with the ICT skills necessary to fuel its digitally driven economic growth. Demand for ICT workers in Australia is forecast to increase by 100,000 workers over six years.
Consequently, demand for ICT skills and qualifications is also expected to increase in the future
Human capital is the key to realising the innovative potential of ICT. Whatever the future holds, the challenge for industry will be to enable innovation by attracting workers with the specialist skills and capabilities required to deliver and manage technological change, investing in ongoing skills development to promote the deepening and broadening of skills, and committing to flexible organisational practices to facilitate retention and the effective utilisation of skills including, for example, job redesign, job rotation and employee participation in decision making.
Following surveys of major stakeholders the project will address four main areas: (1) poor and erroneous perceptions of ICT and the ICT profession; (2) lack of understanding by students, including perception of, and attitudes towards, ICT; motivation in choosing to study ICT (or not); poor enrolment of women; lack of participation and attendance in class in some cases; and relatively high attrition; (3) lack of industry involvement in the design and implementation of the curriculum and greater experience by students of industry, i.e. work integrated learning; and (4) understanding the nexus between teaching-research-industry-learning in ICT which has profound implications for the curriculum and what students and other participants do.