Girls’ and women’s education in science, technology, engineering and mathematics (STEM) careers are under-represented.

1. One of the main objectives of International Girls in ICT (information and communications technology) Day is to promote and motivate girls to pursue STEM education and careers. Why is this significant, particularly for South Africa?

It is vital for South Africa, as well as for many other nations throughout the world, to encourage girls to pursue STEM education and careers. Increased female presence in STEM professions aids both the promotion of gender equality and the reduction of gender inequities in the workplace. Women who pursue STEM occupations can contribute to reducing the gender pay gap and boosting women's economic empowerment because these professions often pay more and provide more job security than other disciplines. Encouraging girls and women to pursue STEM-related degrees and careers can help fuel economic growth and innovation. STEM fields are critical for the development of new technologies, the promotion of scientific research, and the encouragement of economic growth. By encouraging women and girls to pursue STEM education, South Africa can ensure that it has a diverse and brilliant workforce that can drive innovation and economic success in the coming years.

In recent years, much has been done to encourage and support girls and women to pursue technical occupations as students and workers. However, according to the United Nations (2020), women are still not permitted to contribute fully. Girls and women are prevented from entering STEM-related occupations due to ingrained biases and gender stereotypes, leaving a substantial pool of potential abilities that may promote economic development unexplored. It may impose significant limits on women's personal lives and contribute to the generational transfer of gender inequity. This has a lot of negative implications for (future) social and economic growth.

2) What re the enrolment rates for women and girls in STEM and ICT courses in secondary and postsecondary institutions? How can educational systems increase student interest in these subjects?

An increasing concern regarding the underrepresentation of women in STEM education has been expressed among policy-makers and practitioners, according to a UNESCO (2020) article titled: "Boosting gender equality in science and technology." Recent UNESCO reports, such as “A Complex Formula: Girls and Women in Science, Technology, Engineering, and Mathematics in Asia” (UNESCO, 2015a) and “Cracking the Code: Girls' and Women's Education in Science, Technology, Engineering, and Mathematics” (UNESCO, 2017), reflect this. According to these studies, gender discrepancies in STEM education participation, which disadvantage girls, are already visible in early care and education and intensify themselves at higher levels of school. Girls' enthusiasm in STEM disciplines appears to wane as they get older, and declining participation rates in advanced studies at the secondary level are already seen.

Women make up only 30% of all students enrolled in STEM-related fields of study in higher education, according to a global average (statistics from 2014 to 2016). This study discovered gender discrepancies in STEM disciplines as well, with engineering, manufacturing, and construction (8%), information, communication, and technology (ICT) (3%) and natural sciences, mathematics, and statistics (5%) having the lowest female enrolment percentages.  Girls and women typically drop out of STEM areas during their postsecondary education, transition to the workforce, and even career cycles (UNESCO, 2020).

Fighting misconceptions and cultural stereotypes that discourage girls from pursuing ICT and STEM issues is one technique for enhancing their interest in these subjects. Educators, parents, and governments must promote positive role models and celebrate women's accomplishments in these fields. Furthermore, schools and universities should establish mentorship programs and internships to encourage girls and women to pursue these fields of study while also providing them with opportunities for hands-on experience.

Equal access to resources and training is another way for increasing participation in ICT and STEM courses. Schools and institutions may give access to technology and high-quality instructional tools to all students, regardless of gender or socioeconomic background. Governments and private-sector organizations can also provide funding and support for STEM education projects for girls and women.

3) The digital divide is a barrier to the adoption of ICT and digital skills in general; what can be done to solve this?

The digital divide is the difference that exists between people who have access to technology and digital abilities and those who do not. Several solutions can be implemented to address this issue.

• Increase access to technology: This can be accomplished by deploying public Wi-Fi networks, providing free or subsidized gadgets such as laptops and tablets, and making low-cost mobile phones and data plans available.

• Digital literacy training: Partnerships between governments, non-governmental organisations, and commercial firms can be formed to give digital literacy training to persons who lack digital skills.

• Educational inclusion: Including digital literacy and basic computer skills in the school curriculum can help bridge the digital gap.

• Lower costs: Governments can lower taxes on ICT equipment and data services, making them more inexpensive and accessible to everybody.

• Encourage community-led projects to give digital training and support to persons with limited access to technology and digital skills.

• Addressing infrastructure gaps: Ensuring proper ICT infrastructure, such as internet connectivity and energy, can also aid in bridging the digital divide.

• Collaboration with the commercial sector: Encouraging the private sector to invest in underserved communities and provide digital services and infrastructure can also contribute to closing the digital divide.

4) Next steps: What do you believe needs to be done at the national, community, and household levels to increase ICT use not just among girls and women, but throughout society?

Improving ICT use among girls and women, as well as in society as a whole, necessitates a holistic approach that includes national policy creation and execution, community participation and support, and household-level activities that encourage digital literacy and awareness. Working together, we can bridge the digital gap and ensure that everyone has equitable access to the benefits of technology.