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IS January 1994
Dear Sir/Madam
re: SUBMISSION TO
PARILLAMENT ON THE COMMISSION ON
GENDER
EOUALITY
While the Interim Constitution
and the Bill of Rights guarantee fundamental rights to all citizens, including
women, we feel strongly
that these principles need to become active.
We
have included copies of two letters which we have sent to parliament in the
past, highlighting the necessity for gender to be taken seriously at a
national level.
In addition to the information in these letters, we
would like to add the following:
Noting the importance of education and
training in the empowerment of women, we feel strongly that a priority for the
Commission on
C,-ender Equality should be to pressurise the Mffistry ofeducation
to institutionalise the "Gender Equity Unit" as tabled in the
Minister
ofeducation's Draft White Paper on Education and Training in September
1994.
The Gender Equity Unit, as quoted in the Draft Wffite Paper, would
be detailed as follows:
25. The Constitution recognises the
specific nature of gender inequality by establishing a Commission on
Gender Equality.
26. The national du-education system.
.represents. The single largest organization in the nation. By
virtue of its educational function, it has great potential influence on
gender relations and on the respective career paths of men and women.
However, within the education system there are worrying
disparities between girls and boys, and many girls and women suffer
unfair discrimination and ill-treatment
30. As a first
step, the Ministry of Education proposes to appoint during 1 @ a Gender
Equity Task Team led by a full-tme Gender Equity Commissioner who shall
report to the Director-General. The terms of reference of the Task Team
Mli be to investigate and advise the Department of Education,
initially with seconded or attached staff. In co‑operation with
provincial Departments of Education, the Gender Equity Unit will
study
and advise the Director-General on all aspects of gender equity
in the education system, and in particular:
(1) identify means of
correcting gender imbalances in enrolment, dropout, subject choice, career
paths, and performance
(2) propose guidelines to address sexism in
curricula, textbooks, teaching and guidance
(3) propose affirmative
action strategies for increasing the representation of women in professional
leadership and management positions,
and for increasing the influence and
authority of women teachers
(4) propose a complete strategy, including
legislation, to counter and eliminate se)sexism, sexual harassment and violence
throughout
the education system
(5) develop close relations with the
organised teaching profession, organised student bodies, the Education Labur
Relations Council,
the National Women's Coalition and other organisations whose
co-operation would be essential in pursuing the aims of the unit.
31. The
Gender Equity Commissioner will be expected to establish close working relations
with the national Commission on Gender Equality.
32. The Ministry of
Education intends to consult the Council of Education Ministers without delay on
these proposals, to request their
support for action on gender equity, and their
consideration for a similar line of action within the provincial
ministries.
In addition, we feel it is also a top priority for the
Commission on Gender Equality to investigate what form womews representation
in
parliament should take in the future, i.e. if a Co@ssion is sufficient or if a
separate Gender Ministry is required.
Please could you ensure that this issue
is taken up and please let us know of any progress that is made in this
regard.
Yours sincerely
Jean Westmore and Andre
Hellberg
Olive (OD & Tr@
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