it is to prove whether the womens education is needed or not

1. Doneby:
Shivanandan.d.n

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.

10. DONEBY :
Shivanandan