Women Education In India Essay

Women Education In India Essay

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Women Education In India Essay

Women, Education, India, Essay

The Indian government has expressed a strong commitment toward supporting the education system in the county.

This has been raised after it was rated to have a high rate of literacy in the Asians region.

In 1991, it had 40% of its women being literate; this number has continually increased over the period (Mitra,2019).

Introduction

To respond to the immediate need of people especially women and girls in the India Region, the civil society, national education coalitions, the Arab regional networks working on education took tremendous collective actions, to provide innovative, proactive and adapted answers to people’s needs.

Educated women were ranked to have a positive contribution toward the growth of the economy; besides that, it has improved health standards by the virtue they have skill and pieces of knowledge to handed social aspect of life. The recent survey done in india proved that educating women by a double percentage from 1991 has increased high productivity, fertility, and enhanced nutrition and, importantly, reducing the number of mortality rates. India’s education system has served the purpose of increasing the potential and life skills that are needed in day to day activity

IMPACT OF WOMEN EDUCATION

A holistic education is the need of the hour where women think beyond just earning degrees or continue working but are not encouraged to think about money. We need to strive continuously to pursue those matters which are considered only as man’s work to achieve comprehensive women education in India.

Women empowerment

Women’s education did not only initiate drastic development in the county and women development project. They engaged in a political matter which improved quality life as well as advocating for their right.

Interest and gradual loss of human rights that were advocating girl child’s privileges were reviewed after women engaged in political affiliation.

Mahatma, Peryar, and Baba Sahen were amongst the leaders who did not hesitate to advocate for women’s education and improvement of the system to accommodate more and reduce the rate of illiteracy (Philani,2020).

The list goes on but rather than the availability of education or the financial status, it has more to do with the thinking, attitude and mindset of people towards women education in India. There are many well-to-do families where women are confined to houses, not because they cannot do any better but because we take away their opportunity in letting them make their own place in the society

WID critiques

Women empowerment through the strict guidelines and principals of WID enabled balanced and sustainable economy.

The critique played a major role in securing resources and structure policies with the help of agencies and the target marginalized group. It was through this awareness that all involved.

WID (Women in Development) concept is based on a recognition of the importance of the roles and status of women in development process. It is meant to give special attention to the women’s role, while extending development assistance.

For the effective and efficient implementation of assistance, it is essential to ensure that the women should have the opportunities to participate positively as important players in development process. Such enlargement of opportunities will also pave the way for the enhancement of women’s status.

Transformation and contribution of education women.

Educating women, empowering, and increasing key instrument factors that supported awareness and growth was of great importance for the good of the nation.

This transformation influenced positive character building and confidence that enable women to give service in a better way.

It also led to the growth of the country’s gross domestic product of the country; this was after women engaged in their providing human resource labor as well as promoting development (Vivek Shukla,2017).

e do not consider a girl child to be a burden but a person holding great opportunities

• We provide similar opportunities to all of our kids
• We stop thinking that cooking, laundry and other household chores are only women’s job
• We treat women with the same respect as a fellow human being and don’t categorise them as inferior
• We stop thinking that women need not have a career and are ready to accept that they deserve equal prospects
• We talk to your domestic helpers/drivers and encourage them to continue sending their kids to school without any discrimination

Conclusion

The world human rights organization advocates for equal education to all gender. This international standard rule has improved the social status and necessary privileges of women in India. Today Indian has developed one of eh most suitable institutions that offer the best education in the world. The value of educating and empowering women extended and diversified the importance of academics in the region (Vivek Shukla,2017).

Although in many countries women are achieving equality in health outcomes and primary school enrollment rates, the world has not seen the same kind of progress when it comes to gender equity in economic opportunity. Women consistently trail men in formal labor force participation, access to credit, savings rates, income levels, entrepreneurship rates, as well as in inheritance and ownership rights.

References

Mitra, A. (2019). India’s population: Aspects of quality and control. Abhinav Publications.

Philani. (2020, March 8). Quality education and women’s rights in the Arab region. Retrieved from https://www.campaignforeducation.org/en/2020/03/08/quality-education-and-womens-rights-in-the-arab-region/?gclid=Cj0KCQjwj7v0BRDOARIsAGh37ip3bSFPtSH5LykOhfde_EgK5R_OgrSPcd27Wt5N9UdogzpZQoCAJ10aAtCSEALw_wcB

Vivek Shukla. (2017, July 31). Women’s education in India: How serious are we really? Retrieved from https://www.womensweb.in/2015/10/women-education-in-india.

 

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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