3  Part of the problem is that because of its unfamiliarity, economics can seem unappealing. The Royal Economics Society suggests people’s lack of enthusiasm for the dismal science is based on a narrow (and dry) perception of the subject and its masters. 4  As you might expect, I disagree. And so do most students, once we meet them. They are usually surprised by the breadth of topics that economists consider. For example, colleagues are currently working on issues such as the impact of Artificial Intelligence on the future of work, the role of the financial system in combatting climate change, and the value of diversity in decision making .A quick visit to our Bank Underground blog will reveal articles on the impact of mental health, crypto currencies and driverless cars on jobs, growth, inflation and wellbeing. A more disturbing impediment to the study of economics is the imposter syndrome. There is a perception that economics is “not for people like me” not least because the profession lacks diverse role models. And this challenge is reinforced by the limited opportunities available for students to study economics. 3  Joint Council for Qualifications, 2017 GCSE and A-Level results, available at: https://www.jcq.org.uk/examinationresults/gcses/2017/gcse-full-course-results-summer-2017/gcse-full-course-results-summer-2017 and Joint Council of Qualifications, 2017 A-level results, available at: https://www.jcq.org.uk/examination-results/a-levels/2017/main-results-tables/a-as-and-aea-resultssummer-2017 4 Royal Economic Society Newsletter, issue 180, January 2018 4  All speeches are available online at www.bankofengland.co.uk/speeches  4  As a consequence, the economics profession is not as diverse as it should be.

Almost all decisions in finance are taken under uncertainty, making it especially important that decision makers are exposed to a range of views, with open debates and perspectives that challenge the prevailing wisdom. That is one reason why our education outreach efforts are focused on improving diversity in the field, with the aim of attracting state school, BAME and female students into the subject. To reinforce this message and to complement the impact of econoME and the Bank Ambassadors, senior Bank officials and policy committee members, myself included, will visit 50 schools this year. We aim to give young people a glimpse into a life in economics and the enormous opportunities in financial services and businesses for people just like them. Perhaps a few will even be inspired to be the central bankers of the future. When I visit a school, my message is pretty simple: if someone like me, born in the Arctic and educated at state schools, can be Governor of the Bank of England, why not you? 5  Joint Council for Qualifications, 2017 GCSE and A-Level results, available at: https://www.jcq.org.uk/examinationresults/gcses/2017/gcse-full-course-results-summer-2017/gcse-full-course-results-summer-2017 6 HE student enrolments by subject of study 2016/17 available at: https://www.hesa.ac.uk/data-and-analysis/students/table-9 7 Tenreyro, S, Royal Economic Society’s Report on The Gender Balance in UK Economics Departments and Research Institutes in 2016 (published 2017). 8 HESA, Who's studying in HE? Personal characteristics available at: https://www.hesa.ac.uk/data-and-analysis/students/whos-inhe/characteristics 9 Data shared with the Bank of England from HESA. 12,675 economics students, of which 1895 were privately funded and 6850 were state funded.