Unequal Schooling as a Factor in the Reproduction of Social Inequality in India (original) (raw)
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Gender Inequality in School Education
Allahabad Education is viewed as a key factor in the development of human capital. However, in India it marked by high levels of gender in equality Indian civilization recognizes education as one of the pious obligations of human society. The right to education has to be treated as an important issue in the life of an individual. This has been recognizes not only in this country for thousands of year, but all over the world the right to education occur on as many as three articles in part 4 th of the Indian constitution showing the importance attached to it by the founding fathers. Even some articles in part II speak of education. Only education can imbue people with the knowledge, the sense of purpose and the confidence essential for building a dynamic, vibrant and cohesive nation as well as for creating a better, fuller one more purposeful life. In human terms democratic development implies the availability of caste, creed, sex and religion to develop their personalities development of the community and group concerned in all its aspects should be directed towards the reshaping of the existing literacy, imparting of vocational skills and income generating capabilities. Human development will have a positive effect on growth when human capabilities and freedom are an enhanced for economic growth to take place on the other hand, economic growth will enhance human development when increased incomes widen choices and capabilities of people at large. Human capital being a major component of the overall capital formation required in the process of growth and development. Enhancing educational attainment would therefore assume a central and key position in such efforts. The roll of education is not only limited to human capital formation but encompasses a much broader spectrum. Most important of all it is viewed as a means to bridge inequality among people and nations. However , in most developing countries including India, gender inequality in education has been one of the major eyesores eclipsing there growth and developmental efforts .one of the many indicators of gender inequality is in fact access to education and it specifically applies to (I) the numbers and percentage of literate persons, by age and sex. (II) Years of schooling Completed, by level and sex. (III) Gross primary and secondary school enrolment rations for girls and boys in India, the increase in the educational facilities and opportunities for women and the removal of traditional bass on the entry of women's emancipation from the nineteenth century words .however the Indian reformers of the nineteenth century wished to educate women to perform their role of good wives and mother and meet to make them as direct active participants in the process
Gender Disparities in Educational Access and Attainment: Mainstream and Feminist Theories
1988
A comparison of mainstream and feminist theories to explain women's attainment of education in developed and emerging countries as it relates to individual achievement and life chances is presented. The questions of access to schooling and the years of education attained have become two critical indicators of women's progress. Mainstream theories about inequality are gender-blind and do not attempt to explain gender differences in education. They take social class as the main variable. Feminist perspectives do consider women as a main social construct, but they vary in the role they attribute to the state, the family, and the school system in the process of change. Three feminist theories are examined in detail: liberal feminist, radical feminist, and socialist feminist. The socialist feminist theories appear to offer explanations for the present conditions characterizing women's inequality in education. In conclusion, it is suggested that it is unlikely educational gender inequalities will wither away as long as patriarchy and the capitalist mode of production reinforce each other. Notes and 28 references are attached. (LMS)
his courses include History of Education in Colonial India, and Language, History and Nationalism in South Asia. He is Advisory Editorial Board Member of the Contemporary Education Dialogue and has published widely on historical and contemporary aspects of education in India with special focus on curricular knowledge, social inequalities, state policies, educational structures and school practices.
Inequality of educational opportunity
The pursuit of inclusive development raises questions and challenges for academics, practitioners and policy makers. Inclusive growth or development is a multi dimensional concept. It includes lower incidence of poverty, access to school, increased and improved access to higher education, skill development, better opportunities for both wage employment and livelihoods, improvement of basic amenities like water, electricity, roads, sanitation and housing etc. Particular attention needs to be paid to the needs of the SC/ST and OBC population, women and children and also minorities and other excluded groups. To achieve these goals in all these dimensions requires multiple interventions, and success depends not only on introducing new policies and government programmes, but also on institutional and attitudinal changes.
Sociological Considerations on Social Inequalities and Disparity of Opportunities in Education
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The studies on inequalities in educational opportunities have been conducted along studies on social mobility, social class stratification and forming or studies concerned with the evolution of modern democracies. Our theoretical approach represents a critical analysis of the education system in order to identify state policies or common practices which do not lead to a better operation of the state itself. Our goal is that of identifying such aspects and introduce them on the public agenda in order to create remedial public policies. Conclusions show that a decrease of income inequality distribution among social classes and a democratic, merit-based political system which is not subjected to legislation or procedure changes at short times would increase equity and social cohesion of a society, thus creating better work and life opportunities for a larger number of people.
Women's Greater Educational Efforts as a Consequence of Inequality
Contrary to Philippe Van Parijs’ assumptions, women’s greater educational achievements do not indicate that gender inequalities are smaller than assumed or that the efforts to achieve gender equality are overshooting. Being more qualified may be women’s best hope to escape poverty, unemployment, or single-parenting, as well as domestic and workplace exploitation. They are thus symptoms of gender inequality, not signs of its disappearance. In addition, they do not translate into greater access to income and wealth, positions of power and authority, social standing, or the chance to have several children, in the same way as they do in the case of men. Having to work so much harder to be rewarded so much less is, as Van Parijs at one point suspects, one of the forms of compound injustice that women face.
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Using data from the ‘Youth in India: Situation and Needs’ survey, this paper provides perhaps the first estimates of inequality of opportunity in schooling outcomes for males and females separately for India. The inequality of educational opportunity in completion of primary (and secondary) schooling among females is more than twice (and nearly twice) than that among males. Further, among females only 20% of total schooling opportunities needed for universal completion of secondary schooling are available and equitably distributed; a figure substantially lower than that for males (35%). We also find stark inter-state variations in gender-differential in inequality of educational opportunities.