Importance of womens education
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The document discusses the history and current state of female education in India. It notes that historically India has had very low rates of female literacy due to societal biases that viewed women's roles as limited to the home. Over time, various programs and initiatives have sought to improve access to education for girls and women, including the Wood's Dispatch program in 1854, the establishment of the national committee on women's education in 1958, and the 86th Constitutional Amendment in 2002 guaranteeing free elementary education. However, challenges remain around infrastructure, resources, and societal attitudes that still discourage female education in some areas and families. Overall access to and quality of female education in India has increased but still needs further progress.
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Importance of womens education
- 2. In Asia, India has the lowest rates of female literacy. This is attributed to the fact the country has a biased outlook towards the education of women. The Indian society feels that a woman is a liability who will one time get married and will not contribute the economic and social development of the family. The society perceivesa woman as somebody who cannot do other duties apart from her traditional duties of cooking and house keeping. As a result, the society considers home training more important as compared to formal education. Another contributing factor is the rapid growth of the population. Most Indian households have a number of children whose needs are much higher than their earning capacity. This leads to the neglect of the girl education and put more emphasis on the education of the boy child. In this instance, marriage is taken more seriously as opposed to education hence a number of Indian girls are married at a younger age. This becomes as an impediment in the education of the Indian woman.
- 3. The East India Company’s Programme ‘Wood’s Dispatch’ recognized the employment and education of women in India in 1854. Initiallyonly the richer sections of the societyand primary level of education were focused under this programme. With the help of this,female literacyrate in India raised from 0.2% in 1882 to 6% in 1947. After independence, the UniversityEducationCommission was created with an aim to improve the quality of education through suggestions.But it was againstfemale education and considered educating women irrelevant.(I must say that it forgot that managing home is a full time job in itselfand needs mind). The commissionregarded female education as the waste of time. However number of educated females were increasing in number and created a need of a body to work towards this. Therefore, in 1958 government appointed a national committeeon women’s education. In one of its recommendations it said that female education must be brought to the levelof boys’ education. Such talksresulted in many such committeesand ultimatelyled to the formation of the Education Commissionin 1964. Though many steps have been taken so far to improve the education level of women in India but the 86th ConstitutionalAmendment Act, 2002 has been a commendable step in this regard. Under thisact elementary education was made free and compulsory for the childrenbelonging to the age group of 6-14 years. This initiated Sarva Shiksha Abhiyan (SSA). SSA is the main programme to achieve Universalization of ElementaryEducation (UEE) in a time bound manner.
- 4. Educating an Indian woman createsa vital opportunityfor the social and economic developmentof India. An educated Indianwoman will yield a positiveimpact in the Indian societyby contributingpositivelyto the economy of both the countryand the society. An educated woman reducesthe chancesof her child dying before the age of five. The chancesof controllingthe populationare high as an educated woman is likely to marry at a later age as opposed to uneducatedwoman.
- 5. Mahila Samakhya Programme: New Education policy of 1968 led to the launch of Mahila Samakhya Programme in 1988 for the empowerment of rural women belonging to socio-economicalweaker section. Kasturba Gandhi Balika Vidyalaya Scheme(KGBV):Girlsare educated to primary level through KGBV.It basically works in rural areas where female literacy is low. National Programme for Education of Girlsat ElementaryLevel (NPEGEL): Girlswho are not incentivizedthrough SSA are covered by NPEGEL. Saakshar Bharat Mission for FemaleLiteracy: This missionwas launched withan objectiveto bring down the femaleilliteracy. Apart from this there are midday meal schemes, free distributionof uniforms and books for girls. But stillwe have to work towardsmany issues such as infrastructure,teacher is to student ratio,safety of femalechildren at school, better curriculum, sanitationfacilitiesso that more and more girls can be educated. Moreover parents must understand the importance of education and must not differentiatetheir male and female child. We must understand that an educated woman is able to play all her roles withgreater responsibilitythan uneducated one.
- 6. Between year 1931 and year 1945, the percent of uneducated women is over 90% and most of the women who got educated were in elementary level.[18] In 1950s, after the establishment of People Republic China, the government started a civilization project.[19] It enabled large amounts of uneducated women to learn basic writing and calculation. This project raised the proportion of educated women. It was promoted not only in cities but also in rural area. Villages had their own elementary schools. Instead of only taking care of children and chores at home, middle-aged women had chances to learn writing and reading in local schools.
- 7. In 1980s, Chinese central government passed a new education law, which required local governments to promote 9-year obligation education nationwide [20] The new education law guaranteed education rights until middle school. Before 1960s, female enrollment in elementary school was 20%. 20 years after publishment of education law, in the year 1995, this percentage had increased to 98.2%. By 2003, proportion of female who dropped from middle school decreased to 2.49%.[21]
- 8. According to the fifth national census in 2000, the average education length of females is up to 7.4 years. This digit increases from 7.0 years to 7.4 years in 3 years. However, the female education duration is still 0.8 year less than male's duration. This gap in higher-level of education is larger in rural areas.In the countryside, parents tend to use their limited resources for sons because they believe sons have abilities to bring more back and their contributions to family in the future are more significant than daughters. In an investigation, parents are 21.9% more likely to stop financing girls' education if they come into financial problems and family issues. Boys are provided with more opportunities for further studying, especially after middle school. This difference became more evident in the universities.[22]
- 9. When time comes into the 21st century, universityeducation is becoming more prevalent.The total enrollment goes up. Compare to the year of 1977, which is the first year when college entrance examinationwas recovered, the admission rate increased from 4.8% to 74.86%.[23] Since the general admission has largely risen, more studentsgot into universities.Although women are assumed to own the same rights of general education, they are forced to do better in the Chinese college entrance examination(Gaokao)than males. Girls need to achieve higher grades than male students in order to get into the same level university.It is an invisibleceiling for Chinese female, especiallyin the top universities.It is not a public rule but a mainstream consensusamong most of Chinese university admissionoffices. According to a telephone interview with an officer, who declinedto give her name, at the Teaching Office at the China Universityof PoliticalScienceand Law, ‘‘female studentsare must account for less than 15 percent of students because of the nature of their future career.