Gender Inequality in Indian Education

Paper Summary:

This paper analyzes the situation of under-privileged girl children in India in terms of the education system there. The paper makes this analysis through the examination of the interplay of several historical, social, cultural and political factors. The paper relates that it was during the end of the nineteenth century, when the Indian government realized the need for the education of women. The paper further relates that measures adopted during the later years, proved insufficient and, at the time of independence, the government was faced with the formidable task of educating a large section of the uneducated, illiterate population. The paper notes that the government of India thus under took several policies to improve girls' accessibility to education, at least during the early years of the child's life. The paper then points out that it has been widely perceived that bridging the gender gap in education will provide an effective solution to the problem of gender equality. This paper re-examines this contention.

Table of Contents:
Introduction
Gender 'Inequality' in Education
Measuring Gender Inequality
Achieving Gender Parity in Primary Education
Reducing the Gender Gap
Increasing Enrollment Levels of the Girl Child
Focused Interventions Gender Parity in Education
Social Dimension of the Problem
Gender Division of Labor
Focused Interventions Recommendations
Schedule Castes and Schedule Tribes
Rural Urban Divide
Moving towards Gender Equality
Right to Education
Ensuring Access with Equity
Physical Accessibility
Creating a Physical Environment
Improvement in State Functioning
Rights in Education
Creating a Safe and Equitable School Environment
Sexism in the Curriculum
Right through Education
Conclusion

From the Paper:

"Unequal gender relations may arise due to domestic violence, stress as well as cultural practices of exclusion. These factors, not only promote unequal gender relations but also impact gender related development outcomes. It has been argued that irrespective of the overall socio-economic background, in most cases views on femininity come in conflict with the goals of education, which are directed towards survival and unity. Although education emphasizes on independence and promotes a spirit of inquiry, traditional notions of femininity seek; to create a docile and submissive character of the girl child."

Sample of Sources Used:

• The Probe Team, 'Public Report on Basic Education in India',31, (1st ed., New Delhi: Oxford University Press, 1999).
• EFA Global Monitoring Report - 2005, (Washington D.C.: World Bank, 2005), www.worldbank.org.
• UNDP Human Development Report of 1995.
• Ratna Sudarshan, 'Educational Status of Girls and Women', The Gender Gap in Basic Education,39 (Ed. Rekha Wazir, London: Sage Publications, 2000).
• UNESCO, EFA Global Monitoring Report-2004,www.efareport.unesco.org.

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