EXPRESS, Urgent need for dynamic participation of women in the knowledge society

European women represent less than 30% of computer science students and are generally at risk of being excluded from technological developments, with negative consequences for the entire European society, as they make up more than 50% of the population of the Union.

The issue is addressed by the MEP of PASOK, Anna Karamanou, who recently presented her report in the European Parliament on women in the Information Society, which was overwhelmingly approved by the Plenary of the Body.

Ms. Karamanou has developed a long-standing and intense activity to strengthen the presence of women in the development process at both the national and European levels.

• Mrs. Karamanou, what will be the position of the European woman in the competitive economy and knowledge society that the Union aims to develop by 2010?

The goal of the Committee on Women’s Rights and Gender Equality, which I have the honor to chair, as well as of the women’s movement across Europe, is for this position to be as strengthened as possible. The technological developments of recent years are rapidly transforming our societies and economies, which represents a great opportunity, but also a significant risk for women. Women belong to those groups of the population that are at risk of being left behind in the face of these new developments. If this happens, their marginalization will have a multiplicative negative effect on the position of women and on European society in general. Therefore, the goal is for women to claim and achieve the active role they deserve in the information society that is being shaped in a united Europe.

In this process, there are very serious obstacles. However, I believe we can be optimistic, as evidenced by the positions expressed by some of the world’s most important leaders at the recent World Summit on the Information Society (WSIS) held in Geneva. Notable were the statements of our own Minister of Foreign Affairs, George Papandreou, who emphasized that no one should be excluded from technological developments, and he placed particular emphasis on the education of citizens in new technologies and their access to the related infrastructures. On these foundations, we can build a more active role for women in the new information society.

• What is the current position of women in education related to computer science?

At the European level today, the unpleasant phenomenon is observed where the two genders follow different educational paths, with women being underrepresented in the sciences of new technologies. In general, it can be said that women tend to lean more towards theoretical studies, while men are more inclined towards the sciences. Thus, women represent less than 20% of computer science students, while they make up over 60% of students in the European Union. While women excel in higher education – and education in general – when it comes to education in new technologies and the sciences, their numbers decrease sharply.

Certainly, there is a direct link between education and employment. The position that women will ultimately be able to claim in their careers depends largely on the educational choices they have made. It is a common observation that the different educational paths followed by the two genders lead to the creation of two labor markets, one for technologically skilled men and one for less skilled women.

Specifically, men dominate the higher positions in the field of new technologies, such as software development, systems analysis, positions that are well-paid and where the work is creative. In contrast, women, even when employed in technology companies, typically occupy low-skilled positions, such as roles in modern technology applications, where they might, for example, be involved in data entry. These positions lack opportunities for advancement and are not as well-paid.

Although the Fifth Framework Programme for Research and Technology of the European Union has set 40% as the minimum percentage for each gender among new entrepreneurs working in the Information Society and new technologies, women barely reach 14.5%. Of course, there are differences between the North and the South, as in Scandinavian countries, for example, women working in high-tech companies exceed 50% in some cases, while in Southern Europe, they may not even reach 20%. The problem, however, remains and is acute. This differentiation is not merely a matter of position in the workplace. Inequality in education leads to inequality in employment, thus in wages, and therefore in the level and quality of life.

• Which countries in the Union hold the best positions in terms of the number of women being trained and employed in the Information Society sector? What is Greece’s position in the same field?

The northern countries are the bright exceptions and, unfortunately, not the rule in the European Union. In these countries, gender equality has largely been achieved, even in this sector. In contrast, the situation in Greece is not good. As shown in Table 1, women make up only 28% of computer science students, while they represent 53% of all students. At this point, the reasonable question arises: could this discrepancy in the equal participation of the genders be related to the gap in effectiveness? It is characteristic that the northern countries are at the forefront of technological developments and the familiarity of the population with new technologies, while Greece is at the bottom. I believe that this reality is natural, because a society that limits the potential of half of its population inevitably does not achieve maximum effectiveness. But is this what we want?

• Ms. Karamanou, how did the Plenary of the European Parliament receive the report you presented on women in the new Information Society, which you were tasked with drafting by the Committee on Women’s Rights and Gender Equality of the European Parliament?

This report, after being first approved by the Committee on Women’s Rights, received a very positive reception in the Plenary of the European Parliament, as it was voted in favor by 414 votes, 18 against, and 49 abstentions. The overwhelming approval of the report reflects a very positive development: the need to strengthen the position of women in the Information Society has become a recognized issue by all, as it is evident that the division between men and women in this case hinders the rational use of human resources and has broader negative consequences for society. We are soon expecting to see the specific policy proposals from the European Commission and what measures will be taken to address these disparities in practice.

• What do you propose in order to strengthen the position of women in the field of the Information Society, both in education and in employment?

I believe that special emphasis should be placed on education, starting from a young age. The use of computers and the internet should be integrated into school curricula, beginning in primary education, as it has been shown that early exposure to science and technology could change women’s attitudes towards them, because it would influence them before stereotypes have an effect on their behavior. I also consider strategies to increase female participation at all levels of this education to be important.

Additionally, important roles can be played by policies that support the creation of local educational centers, especially for disadvantaged groups, such as women, as well as providing incentives to IT companies to consider a gender perspective in their training and promotion policies (known as gender mainstreaming).

Table 1

Students of the Academic Year 2001-2002 by specialization

Source: General Secretariat of National Statistical Service of Greece, Directorate of Statistical Information and Publications.

Ministry of National Education and Religious Affairs, D.I.P.E.E., Department of E.E. and Statistics.

Table 2

Graduates of the Academic Year 2001-2002

Source: Ministry of National Education and Religious Affairs, D.I.P.E.E., Department of E.E. and Statistics.

Table 3

Students enrolled in the year 2001-2002

Source: Ministry of National Education and Religious Affairs, D.I.P.E.E., Department of E.E. and Statistics.

Table 4

Graduates of the Academic Year 2000-2001

Source: Ministry of National Education and Religious Affairs, D.I.P.E.E., Department of E.E. and Statistics.

Table 5

Students enrolled in the year 2000-2001

Source: Ministry of National Education and Religious Affairs, D.I.P.E.E., Department of E.E. and Statistics.