Women Education – 4 th session 6.00 to
7.30 on 16 November 2013, Delhi
(30 min open + 60 min disc)
Philosophy of Women Education in India – Miles to Travel
in Nation-Building
Philosophy of
Women Education in India – Miles to Travel in Nation-Building
Intro --
With approximately 50 % population
being women, and the 2 genders being like 2 wheels of the chariat, we must, as
a country, have a system of Education
that facilitates much higher
participation of women in all Socio-Politico-Economic activities. Such participation is needed in the following TOP-TEN National Tasks --
ñ
Eco-Land-Hills-Forest-Rivers-Water
Conservation
ñ
Saving
Indian Languages and Cultural Heritage
ñ
External
and internal security including International Diplomacy
ñ
Research
-- from present abysmally low to a respectable level
ñ
Communication
-- Physical, Satellite, OFC
ñ
Eradicate
Corruption -- Revamp Political Administrative and Judiciary
processes.
ñ
Work and
Energy Efficiency
ñ
Make
Agriculture a part of Life-cycle and conserve Biodiversity
ñ
Revamp
system of Health
ñ
Sustainable
Development models for Rural and Urban areas.
In addition to need to have capabilities to participate in these areas, women also carry the burden of household management. At some time in past this role was named as “a protector of family system” and maybe to a large extent women were given due respect for this and they had equal if not bigger say in family affairs. Even such a lofty role is today relegatd to the status of a house-keeper. I for one, would not remain satisfied by bringing back women to the role of protector of family but would insist on their participation in nation-building. Hence some of the burden as a keeper of family-system needs to shift, to the Male gender, in order that women are allowed a fuller realisation of their potential in all walks of life.The Education system should be geared for this too. This premise at times appears to be hurting some who want women in the traditional role, I would like the education to empower women not merely to the role of family protector but to shoulder the nation-building task in all walks of life. They need to share the educational philosophy and goals EQUALLY with men.
Statistical view of women in higher education
As
for relevent statistics regarding women in higher education I will rely on an excellent paper by C.P.S. Chauhan of Aligarh Muslim Univ.
(2008).
As he points out, in 1947 out of 2.5
lakh college students only 25 000 were
girls – they selected general
courses in Arts, Science , and
commerce. Today there are 10 univ level institutes and 2166 colleges
exclusively for women. Female students make up for 40% of total student population Yet the absolute number
of girls that are remaining outside
education system is very large.
Mostly the urban women from affluent
families have been able to take advantage of the higher education facilities.
The dropout rate from std 1 to std 5, std 9, and std 11 is alarmingly high,
being higher for women than for men. In my opinion this is a clear indication of our failure to
allow a smooth transition between non-formal and formal education.
(All tables and graphs above are taken from CPS Chauhan. )
Philosophically viewing, a good system of Education can be judged by these indicators --
A) What does it do for the SOCIETY or the NATION-
ñ
Is the society growing
richer?
ñ
Is there enough material
production and materialistic gains?
ñ
Does the socio-economic
system permit equitable distribution of wealth and production?
ñ
Is there a reduction in the
drudgery of the common man?
ñ
Does the system permit
pursuit of excellence?
ñ
Does the system permit
inculcation and establishment of ethical and personal values along with pursuit of Justice, Freedom,compssion and Fearlessness?
ñ
Do the people have a sense of
commitment towards:
a) the society,
b) the cultural and philosophical heritage,
c) the nation?
a) the society,
b) the cultural and philosophical heritage,
c) the nation?
ñ
Do people regard
contentedness as a cherished value?
ñ
Does the society uphold truth
as the ultimate goal?
B) What does it do for the INDIVIDUAL --
The education for an individual,
The education for an individual,
ñ
Must make her better equipped
to earn her living.
ñ
Must encourage her to the
pursuit of excellence.
ñ
Must build up the sense of
belonging towards the society and the nation.
ñ
Must build up the sense of
compassion and friendliness towards others.
ñ
Must bring in appreciation of
social harmony.
ñ
Must inculcate dignity of
human life and human labour.
ñ
Must help to
acquire the spirit of Satya, Dheerata, Nirbhayta, Koushalya, Vivek, Santosh and
Dyan-Lalasa.
Issues –General --
Viewed for these objectives, the present
education lacks in many ways and a
listing of the same also suggests the remedial action that can be taken
urgently.
ñ
Too costly –
Not affordable to a vast majority. Speedilyly moving away from the basic Indian philosophy that Vidya-dan has to be a non-commercial activity with good-will, affection and urge for spreading knowledge are the motive forces. This urge is borne out by Krinvanto Vishwam Aryam -- which means We must make the world a better place and people a better people.)
ñ
Too discriminatory – promotes clitches and divisions in
society among the haves and have-nots, among
the rural and urban, among the elite and the common and to some extent
between man nd woman.
ñ
Does not teach Quest of Knowledge or Rigour of
Experimetation. The country's capabilities for research are at low ebb.
ñ
Does not teach to question the veracity of basic
assumptions. This leads to non-development of a philosophical perspective.
ñ
Vocation and skill training is missing – The budget,
facilities and innovative ideas for
vocational training are lacking even at
a concept level.
ñ
Too much emphasis on form and procedure such as
compulsory attendance.
ñ
Poor sense of dedication and self respect among
teachers – no teaching through heart.
ñ
Poor quality of teaching – mushrooming coaching classes
must be seen as its index.
ñ
Lack of facilities to develop the attitude and skills
for Sports, Art and Theater
ñ
A wall of impregnability between Formal and Non-formal
streams – No smooth transition between them. This keeps away nearly 70 % student
population from higher studies. A
smooth transition is a needed
input to upgrade their training, skills and knowledge. Women are affected much
more by this because they learn many life-related skills informally.
ñ
Promotes rat-race and a philosophy of dissatisfaction,
frustration and non-compassion.
ñ
No recognition or provision for the End-of -Spectrum
students – neither for the genious nor for the handicapped.
ñ
No recognition for experience and expertise obtained
through life-experience.
ñ
Complete wastage of the high potential of TV network
for education – No evaluation of ineffectiveness of Dyan Darshan channel.
ñ
No proper methodology for Value education – Values
are inculcated amongst individuals through their Role Models. In the society
values are inculcated through long standing traditions. Both the role models
and the traditions have to be re-emphasized through their dynamic
interpretation relevant to the
contemporary psyche.
ñ
Utterly moved away from a life-style compatible for
a country that boasts for being 75 % agricultural in occupation and
geographically needs to keep the agricultural emphasis.
Issues – Women
Education faces some additional issues
ñ
Low Literacy rate of 54% for women and 76% for men,
ñ
High Rate of Drop out –
Among 100 girls joining std 1, only 20 reach 10 th std and only 7 reach
Graduation
ñ
Two-thirds of the drop-outs
are girls
ñ
% in Vocational and skill
education is < 20 of the male
ñ
Many areas still reserved
as "male-only"
ñ
School enrollment,
attendance and quality of education, threaten
to deteriorate
ñ
Events of sexual
harassment results in stoppage of Education.
ñ
Hence very high number of
women in the Unskilled work-force.
ñ
Hence even lower % among
entrepreneurs
ñ
Education has not detered
Female foeticide, Dowry tradition and Dowry deaths
ñ
Gender Discrimination
within family leads to malnutrition of girls which a grave dange for future
generations in the country.
ñ
the teachers are either not
appointed or lack professional qualification or not committed.
ñ
Coaching has became
menacingly unavoidable.
ñ
The facilities at the
school for drinking water, toilets, are non-existant or filthy.
ñ
Girls with disabilities have much less access to
education
ñ
only 5% of government
schools can fulfill the required infrastructural standards as spelt out in the
RTE act.
ñ
Rural areas suffer further
inadequacies.
ñ
Over-crowding of classes
As per the 2011 census
we have achieved a literacy rate of
74.04 per cent as against 64.8 percent in 2001. During this decade there was
a sharp rise in the literacy of females over males. However out of the
20 most populace states (having > 1 crore people) 8 states namely UP, AP.
MP, .Rajasthan, Jharkhand, Chhattisgarh, Orissa, and Jammu-Kashmir have women
Literacy rate less than 66 % -- meaning
every one of 3 women there is illiterate.
Moreover, mere illiteracy is far from education. It
is also far from skilled education. In absence of both, most women land up as
unskilled labout and are relegated to a life of drudgery, low income, bare
survival, exposure to assaults and exploitation.
Sr. No.
|
State
|
Population
|
Area Sq.km
|
Sex
Ratio
|
Literacy
|
Male Liter
|
Female Liter
|
-
|
India
|
1,210,193,422
|
3287240
|
940
|
74.04
|
82.14
|
65.46
|
1
|
199,812,341
|
240928
|
912
|
67.68
|
79.2
|
59.3
|
|
2
|
112,374,333
|
307713
|
929
|
82.34
|
89.8
|
75.5
|
|
3
|
104,099,452
|
94163
|
918
|
61.80
|
73.5
|
53.3
|
|
4
|
91,276,115
|
88752
|
950
|
76.26
|
82.7
|
71.2
|
|
5
|
84,580,777
|
275045
|
993
|
67.02
|
75.6
|
59.7
|
|
6
|
72,626,809
|
308252
|
931
|
69.32
|
80.5
|
60
|
|
7
|
72,147,030
|
130060
|
996
|
80.09
|
86.8
|
73.9
|
|
8
|
68,548,437
|
342239
|
928
|
66.11
|
80.5
|
52.7
|
|
9
|
61,095,297
|
191791
|
973
|
75.36
|
82.8
|
68.1
|
|
10
|
60,439,692
|
196244
|
919
|
78.03
|
87.2
|
70.7
|
|
11
|
41,974,218
|
155707
|
979
|
72.87
|
82.4
|
64.4
|
|
12
|
33,406,061
|
38852
|
1084
|
94.00
|
96
|
92
|
|
13
|
32,988,134
|
79716
|
948
|
66.41
|
78.5
|
56.2
|
|
14
|
31,205,576
|
78438
|
958
|
72.19
|
78.8
|
67.3
|
|
15
|
27,743,338
|
50362
|
895
|
75.84
|
81.5
|
71.3
|
|
16
|
25,545,198
|
135192
|
991
|
70.28
|
81.5
|
60.6
|
|
17
|
25,351,462
|
44212
|
879
|
75.55
|
85.4
|
66.8
|
|
18
|
16,787,941
|
1483
|
868
|
86.21
|
91
|
80.9
|
|
19
|
12,541,302
|
222236
|
889
|
67.16
|
78.3
|
58
|
|
20
|
10,086,292
|
53483
|
963
|
78.82
|
88.3
|
70.7
|
|
21
|
6,864,602
|
55673
|
972
|
82.80
|
90.8
|
76.6
|
|
22
|
3,673,917
|
10486
|
960
|
87.22
|
92.2
|
83.1
|
|
23
|
2,966,889
|
22429
|
989
|
74.43
|
77.2
|
73.8
|
|
24
|
2,570,390
|
22327
|
992
|
79.21
|
86.5
|
73.2
|
|
25
|
1,978,502
|
16579
|
931
|
79.55
|
83.3
|
76.7
|
|
26
|
1,458,545
|
3702
|
973
|
88.70
|
92.8
|
81.8
|
|
27
|
1,383,727
|
83743
|
938
|
65.38
|
73.7
|
59.6
|
|
28
|
1,247,953
|
490
|
1037
|
85.85
|
92.1
|
81.2
|
|
29
|
1,097,206
|
21081
|
976
|
91.33
|
93.7
|
89.4
|
|
30
|
1,055,450
|
114
|
818
|
86.05
|
90.5
|
81.4
|
|
31
|
610,577
|
7096
|
890
|
81.42
|
87.3
|
76.4
|
|
32
|
380,581
|
8249
|
876
|
86.63
|
90.1
|
81.8
|
|
33
|
343,709
|
491
|
774
|
76.24
|
86.5
|
65.9
|
|
34
|
243,247
|
111
|
618
|
87.10
|
91.5
|
79.6
|
|
35
|
64,473
|
30
|
946
|
91.85
|
96.1
|
88.2
|
Contrdictins assailing
all our development programs --
Today Indian Society
faces many contradictions which affect our Selection of Development Model as
well as Scheme implementation. They also affect the philosophy and schemes
related to women education.
The most important
contradiction is about Conservation of our ECO-systems – Our Mountains, hills,
forests, rivers, soil, sand-beds, and minerals are being subjected to
high-speed and wanton exploitation leading to their complete anihilation. For
the purpose of heavy urbanisation, buinding projects, and road infrastructure, our hills are being cut – from Himalaya to
Sahyadri to Nilgiries. Sand beds are destructed leding to flood in rivers and
streams. Forests are cut, wild-life and flora is extincting, and Sea-shores are
becoming sewage-grounds.
ñ
Contradiction no 1 – What type of tertiary sector ? We argue that such heavy
urbanisation, (towards which current education is a major input) promotes
tertiary sector of economy which contributes to 50 % of our GDP. In this we
have yet to awaken to the vast potential of using our existing OFC infrastucture
which can provide internet connectivity to all rural areas, thereby stalling
unwanted migration to cities. Further, when OFC network is availble, women can
be best managers for performing hundreds of task.
OUR VISION for Women
Education should include OFC related trg. to
women and such a development model which will promote OFC based instead of
urbanisation based tertiary sector.
ñ Contradiction no 2-- Centralisation Vs Decentrlisation
– We have wrogly adopted centralisation in many activities claiming decrease in
cost of production and never bothering to assess the EXERGY cost. Exergy is a
new concept adopted by Euro-countries for energy conservation. In this the
energy required for production within factory is added with energy for
transporting raw material as well as energy for distribution to the customer. A
decision whether to promote centralisation or decentralisation is based on
this.
Typical
example for India is the problem of waste management. Waste is a menace to a
majority but a source of money to its managers – more centralised management means more wastage of money and
diesel, but also means much more money and high men-centricity. Women with some
skill trg. can very well handle decentralised waste-management but the present
policies do not permit it.
There
are many more such examples.
ñ
Contradiction no 3-- Role of Agriculture and Animal Husbandary. This is
perhaps the biggest contraiction. All over the world agriculturl economies are
dubbed as primary or primititive sector. Agricultural labour is called
unskilled labour. In India we have policies for Industrial development often at
the cost of Agriculture. In this we have been ignorant of the unique advantage
which India has. Unlike many
other economies India is blessed with Sun-shine for most part of the year,
which makes agriculture more profitable than in other countries.We have ample sunshine
and 6 different seasons suitable for differnrt crops and vegetation. For
last 60 years we are persuing policies unfavourable for farmers, agriculture and animal husbandary.
This has resulted in flight of the farmers to urban areas, creating
unemployment, slums, crowding and filth. It has also led to deterioration of
animal-wealth. In terms of energy consumption, Agriculture Industry and Tertiary
sectors which contribute 25%, 35% and 40 % to GDP consume 20%, 50 % and 40 %
energy. This is a pointer that we need to re-look at the priorities amongst
these 3 sectors.
Agriculture is the only occupation which
is capable of returning to Dharati (plannet earth) more than what is taken from
it. Hence much more thinking is required about it. We need to give Agriculture
its due position – without being dubbed as primary economy. We also have to
remember that unlike many other economies India is blessed with Sun-shine for
most part of the year, which makes agriculture more profitable than in other
countries. The Educational system must not promote a student-ship that is
allowed to be devoid of any training in agriculture. This is also necessary for
appreciating the dignity of Labour.
ñ
Contradiction no 4-- I have
often heard this question "What is the role of women as her own identity and as a
savier of family system ? Can a carrier women be a good protector of family
system or will she lead to breaking of it ? If educated women pay attention
only to their carrier then it will be end of Family system which is one of the
characteristic positive point of Indian culture."
It is true that all over world wherever famil system has
not survived thos communitis are facinng anihillation. Family is a system that
offers reasonable protection and care to
all members of family, young and old. Today India also seems to be
moving in the direction of old-age-homes, one-parent-family,
two-old-member-family etc. For keeping the family system and also alowing women
a space in the outer world, we need a value-education for men where they learn
to share the daily drudgery of house-keeping that is left for women to deal with.
All the above
discussion suggest that we have to choose our model of development very
carefully as such a model will decide our attitude towards the National Tasks
listed above. A proper model needs to
have its value system which has to be a
part of educational content.
In this connection let us see how and to what
extent the Indian value system is relevant. This is how I interpret the values
given and defined by Patanjal Yogsutra –
ñ
SATYAMEVA JAYATE NANRUTAM – Satya including persuit of
knowledge and Research – is the most basic for every invention and progress.
Vivek is an integral part of it.
ñ
KRINVANTO VISHWAM ARYAM -- Non-commercial imparting of knowledge which is possible only with
Love for disciples and commitment to spread knowledge.
ñ
AHIMSA
including Non erosive techniques of development,
ñ
TYAG and SANTOSH, – Necessary for Abhyuday that is, the
progress of Society as a whole.
ñ
MA GRUDHAH KASYASWID DHANAM – that is, Asteya -- Not taking what is earned by others, but
taking only that which is earned by yourself.
This is the most basic statement of Economic development and human
progress. It is also coupld with the Value of Dignity of Labour.
ñ
BRAHMACHARYA – a Life not given to or carried away by
bhoga,
ñ
ASANGRAH – not compelled by the lust to accumulate or
amass property.
These values go well with the 1 st Task of Eco-Land-Hills-Forest-Rivers-Water
Conservation. This is one
example of how the National tasks, the Value-system and the Educational
Philosophy are integral to each other. Similar example is of Krishi as a sector. Decentralisation of
Economy, means of production and propagation of technical and applied know-how
is another aspect of development model essential for Equity of Distribution.
These examples highlight the importance of how selection of a particular model
of development will guide and be guided by the value system chosen as a part of
educational inputs.
Suggested Strategies—
o What
Relevent education can be given in 4 years ? That should be first priority. It
could have associated research projects which will provide a simultaneous
evaluation of the effectiveness.
o Much
more efforts needed for providing education through local languages. Promote
children literature – bal-patrikas and reading habits in general
o Every
student who receives 10 years of education must spend 1 year in teaching before being eligible for next 2 years and so
on.
o Invest
much more in vocational and skill education – especially in a whole new range
of vocations which can be introduced in rural areas
o Invest
much more in cresh facilities
o Go
for policy of neighbourhood schools so that education will not promote
money-based discrimination and divisions
o Continuouss
evaluation and upgradation needed for Syllabi as well as all teacher training
programs.
o Allow
direct entry points in higher classes for those whose life styles have taught
them lot of skills informally (and
perhaps inadequately)
o Allow
flexi-times to promote genious as well as handicapped.
o Make
education more relevent to Agricultural life style but open to scientific
developments and research orientations. ( I am guided by Robert Frost who
dreampt of farmers engaging in their occupation but spending some time in
composing poetry (or for Indian Context -- singing bhaajans )
- Some of my earlier articles on education and women issues
- New Strategy for Education
- शिक्षणाचा खेळखंडोबा थांबवणे शक्य आहे.
- Issues in education -The way to nation-building
- मराठी बालसाहित्य कुठे आहे,कुठे जायला हवे
- आकर्षण श्रीमंतीचे आणि दिशाभ्रम
- कौशल्य शिक्षणाला पर्याय नाही
- शिक्षणाचे केंद्र हवे खेडे
- शिक्षणाने आपल्याला काय द्यावे.
- परीक्षा पद्धतीत आमूलाग्र बदल हवा
Referrences --
Observations of Committee to Advise on Renovation and Rejuvenation of Higher Education, headed by Professor Yash Pal, 2009
- In 2009-10, the attendance rates were just 19% for boys and 8% for girls in rural areas; in urban areas, the corresponding figures were 33% and 24%, respectively. This state of higher education compares badly with those in the 5-14 age group, where 87% of boys and 84% of girls were attending school in rural areas, and 91% of all boys and girls in urban areas.
- In higher education, complex socio-economic conditions skew the growth rate. in favour of female students. While economic pressures motivate young men to opt out of education at the earliest possible level in order to start earning, as it helps in marriage prospects and potential future employment. An earlier NSSO study had shown that young women are increasingly pursuing higher education however, they are still not becoming part of the workforce.
- At the higher education level, we need to do away with rigidity, allow more freedom and innovation, and link the courses to life.
- Existing educational levels of 15 + age group continue to be dismal. The need to increase facilities is imminent but costly.
- Both for men and women the growth rate is much slower in rural areas.
