Hon Chairperson, today we are joining women's organisations and governments around the world to observe International Women's Day. Annually on 8 March, thousands of events are held throughout the world to inspire women and celebrate the economic, political and social achievements of women. But what does International Women's Day mean to girls in the rural and farm areas of South Africa who cannot attend or finish school because they have to labour in the house or are sexually harassed and humiliated by their teachers?
As we celebrate this day under the theme: "Equal access to education, training and science and technology: Pathway to decent work for women", we need to diligently remind ourselves of the continued vigilance and action required to ensure that women's equality is gained and maintained in all aspects of life.
Around the world, girls and women continue to lack economic opportunity and adequate education because they are pushed into early marriage or suffer sexual violence and many forms of abuse. Cope would like to remind the younger generation of women, particularly in South Africa, that all the battles have not been won for women. They must be aware of the durability and ingrained complexity of patriarchy in our society. They must understand and strive to block the social forces that cause the entrapment of the female kind.
Educated women in the social environment are given limited opportunities. In South Africa we do have women in boardrooms. In Parliament, we have nearly 45% of women in office, which exceeds the Beijing Platform for Action target of 30%. Unfortunately, the fact is that women in South Africa and Africa in particular continue to be underrepresented in science and technology. At present, women are only 15% of those who work in the fields of science in Africa. Only 1% of them are in leadership positions. In addition, women in South Africa have not made the same inroads in engineering as they have in health sciences.
In South Africa, two thirds of the enrolments and graduations in the natural sciences and engineering are men, and almost half the graduations and enrolments in the health sciences are women. While women constitute more than half of all university undergraduate enrolment in science, engineering and technology courses - actually women constituted 53% to 58% in 2001 - fewer women enrolled in Master's degrees and doctoral levels of study. In 2001, they constituted 42%.
On the research and teaching front, the number of women working in universities and technical colleges is still low. It rose from 30% of the workforce in 1992 to 40% in 2001. However, the highest ranks are still dominated by men. Only 7% of women become professors, compared to 26% of men.
In 2002, just two women attained the National Research Foundation's top accolade of an A-rating, compared to 42 men. The ratings enhance a scientist's ability to secure research grants and top jobs. Women must be able to contribute equally to the development of science, technology and innovation, which will enhance economic growth, job creation and general societal wellbeing. That will ensure that the needs of both women and men are met in new products and applications.
For this to be achieved, girl-children should have access to education and training. In recent years, significant progress has been achieved in women and girls ... [Time expired.]