FAKIR MOHAN UNIVERSITY

VYASAVIHAR, BALESORE
A seminar report on
Women education after independence

SUBMITTED TO P.G. DEPARTMENT OF EDUCATION F.M. UNIVERSITY FOR

PARTIAL FULFILLMENT AND REQUIREMENT OF THE DEGREE M.A. EDUCATION

Guided By: - Presented by: -

Name: - Mamata Manjari Mahanta
Dr. Amulya Kumar Acharya
Semester: - 3rd
Associate Professor
Paper Code: - MEDN.301
P.G. Department of Education
Exam roll no: - 15901FM213014
Class Roll no: - MEDN/43/21
Session: - 2021-23

P.G DEPARTMENT OF EDUCATION FAKIR MOHAN

UNIVERSITY, VYASA VIHAR, BALESORE

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 WOMEN EDUCATION AFTER
INDEPENDENCE

INTRODUCTION

IF YOU EDUCATE A MAN

YOU EDUCATE AN
INDIVIDUAL.
BUT IF YOU EDUCATE A
WOMAN, YOU EDUCATE A NATION.

Women education in India has been a major preoccupation of both the government
and civil society as educated women can play a very important role in the
development of the country. Education is milestone of women empowerment
because it enables them to responds to the challenges, to confront their traditional
role and change their life. So that we can’t neglect the importance of education in
reference to women empowerment India is poised to becoming superpower, a
developed country by 2020.women education helps country to raise fast. Women
education has helped a lot to women to know their rights. Now, women have
entered in every field and they are walking with men.

The importance given to education as an essential instrument of nation building

process by leaders of the national movement from 19th century is the not surprising
since a comprehensive review of the entire education system was undertaken after
independence with independence, time came to review the whole educational
process.
The constitution accordingly included a provision making education compulsory for
all children up to the age of 14. The first important action taken by leaders in the
nehruvian era (1947-64) was establishing a university education commission (uec)
headed by dr. Radha krishnan. It is very significant that the commission devoted a full
chapter to women’s education, discussing various dimensions.

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 After independence several committees and commissions have been set up from
time to time on education, some exclusively for women’s education, which as we
shall notice later, has changed substantially over the last five decades .

2. RECOMMENDATION OF VARIOUS COMMITTEE AND

COMMISSION: -
2.1- UNIVERSITY EDUCATION COMMISSION (1948-49)
This commission studied problems of women education. Then the commission made
the following recommendations:
(i). Amenities of Life: The ordinary amenities of life should be provided for women
in colleges which were originally planned for men but to which women are
being admitted in large number.
(ii). Increase in Educational Opportunities: Educational opportunities should be
increased for women.
(iii). Educational Guidance: Intelligent educational guidance should be provided to
girl students to have clear view of their real educational interests.
(iv). Common Elements in Education: There are certain common elements in
education which can be introduced in education for men and women
simultaneously. But at the same time education should not be identical in all
respects as is usually found.
(v). Normal Places for Women Students: College programme should be so
designed that it will make women students to see their normal society, both as
a citizen and as a woman and to prepare for it.
(vi). Courtesy and Social Responsibility: Men should show greater courtesy and
social responsibilities in the mixed colleges.
(vii). Co-Educational Institutions: Co-educational institutions should be set up with
as much thought and consideration given to the life needs of women as to
those of men.
8. Equal Salaries: Women teachers should be paid the same salaries as men teachers
for equal work.

2.2 NATIONAL COMMITTEE ON WOMEN EDUCATION (1958)

THE COMMISSION ALSO MADE OTHER RECOMMENDATIONS SUCH AS:
This committee was appointed by Ministry of Education in 1958 under the
Chairpersonship of Srimati Durgabai Deshmukh. It recommended the following
points for women education:

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1. Closing the Gap : The existing gap between the education of men and women
should be closed in as short a time as possible.

2. National and State Council for Education on Girls and Women : National and State
Council should be set up at National and State level for girls and women education.

3. Estimate of the Woman-Power Requirement : The Planning Commission should

make estimates of the woman-power requirements for the Five Year Plans

4. Securing Co-operation : Co-operation of all semi-official organizations, local

bodies, voluntary organizations, teacher's organizations and public should be
enlisted.

5. Universal Enrolment of Girls : The education of girls should aim at universal

enrolment. This aim should be achieved by 1976 in the age group of 6:11 years. By
1981 the aim should be achieved in the age group of 11-14 years.
The Commission also made other recommendations such as:

(i) Establishment of technical institutions for girls.

(ii) Girl students belonging to backward and isolated areas should be provided with
facilities of free transport and residential facilities.

(iii) There should be provision of scholarships.

(iv) Co-education should be encouraged

(v) Publicity programs should be strengthened.

(vi) Seminars on women education should be organized in order to encourage the

various efforts being done in the field.

2.3 SMT. HANSA MEHTA COMMITTEE

There were various problems related to curricula for boys and girls at all stages of
education. To examine these problems carefully national council for women
education formed Smt. Hansa Mehta Committee.

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 The committee made the following recommendations for the differentiation of
curricula between boys and girls:
(i). At primary stage: there should be no difference in curricula. Simple needle
work, music and education should be introduced both for boys and girls.
(ii). At middle stage: during middle stage minimum course of general education
should be provided on the basis of common curriculum for both sides. Even a
core curriculum of home science should be included at this stage. There should
not be any provision of vocational courses at middle stage. There should be a
provision of craft education according to local conditions. There should be
provision for more than one craft subjects.
(iii). Secondary stage: at this stage craft or handwork should be made an integral
part of the general course. Intensive vocational courses should be provided to
give maximum opportunities for explanation. Subjects like home science, fine
arts, interior decoration, etc. Which are quite popular with girls should be
introduced at secondary stage. While introducing these courses there should
not be any compulsion for girl students to choose these vocational courses.
Girls should be encouraged to study science and mathematics. This is a stage of
adolescence. Lots of curiosities go on in their minds.
(iv). University stage: universities should provide various courses to meet the
special needs of women and girls. The universities should review these courses
periodically so that they meet the special requirement of girls and women
2.4 BHAKATVATSALAM COMMITTEE (1963).
Bhaktavatsalam committee recommended many ways and means for the
popularization of women education:
(i). Schools in all areas: state should provide facilities to set up a primary school in
population of 300. The establishment of secondary schools should be planned
in such a way as to cater to the needs of these primary and middle schools.
Schools should be started in hilly and isolated areas also.
(ii). Pre-primary schools: pre-primary schools should be attached to primary
schools even in rural areas.
(iii). Appointment of women teachers: the question of shortage of teachers is
bound to remain for a long time. Therefore, more and more women teachers
should be recruited. Women teachers should be recruited in primary schools,
secondary as well as in mixed schools. A school staff by women will develop
great confidence in parents and they will send their children in mixed
institution
(iv). Special incentives: financial incentives like allowances for hilly, isolated or any
other specific backward rural areas should be given to teachers.

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 (v). Courses for adult women: condensed courses should be organized on a large
scale for adult women, particularly from rural areas.
(vi). Women teachers posting: they should be posted in or near their own villages.
(vii). Increased training facilities: training facilities should be made available in each
state.
(viii). Free education for girls: central assistance should be provided to state
governments so that education of girls is provided free of cost. Unless this
incentive is given, it will be very difficult for the poor parents to afford girls
education.
(ix). Special funds for girls education: the state governments should make all
reasonable provision for the advancement of girl education and earmark such
funds.
(x). Support from community: if resources are limited state governments may take
the help of local resources for the purpose of meeting full requirement for the
advancement of girl education.
(xi). Compulsory education act: state should introduce compulsory education act
where it does not exist. At the same the state govt. Should provide sufficient
incentives and carry-on propaganda to attract all children to school.
(xii). Double shift: the double shift system may be tried as a temporary system in
such areas where schools have lack of accommodation facility as compared to
the rush of admission
(xiii). Flexibility of school hours: the committee agrees that the adjustment of
school hours and school holidays to seasonal requirements in some places
should be introduced. It will be a helpful concession to parents who would
otherwise not be in a position to spare the children for attending classes.
Moreover, it will be helpful until parents and guardians are educated so that
they will be able to understand the need of proper schooling for their girls and
boys.
(xiv). Curriculum: while the curriculum can be the same for boys and girls at the
primary and middle stages, provision should be made for offering of elective
subjects which would be of special interest to girls.
(xv). School improvement conferences: the school improvement conferences
particularly in less advanced stages will encourage people to contribute in
educational awakening and advancement.
2.5 KOTHARI COMMISSION (1964-66)
The commission suggested strategies for the development of women education:
1. To emphasize the special programs recommended by the national committee of
women's education.

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 2. To give attention to the education of girls for expansion and improvement in
education.
THE COMMITTEE FURTHER SUGGESTED CERTAIN ACTION WHICH SHOULD BE TAKEN
ON FOLLOWING LINES:
(i). Closing the existing gap: a determined effort should be made to face the
difficulties involved and to close the existing gap between the education of
men and women.
(ii). Preparing special schemes: special schemes should be made along with funds.
(iii). Setting up a special machinery: both at the centre and in the states, there
should be a special machinery to look after the education of girls and women.
It should bring together officials and non-officials in the planning and
implementation of programs for women's education.
KOTHARI EDUCATION COMMISSION MADE THE FOLLOWING RECOMMENDATIONS:
(i). Education of girls at primary stage: the education of girls should be given
special attention for the fulfilment of constitutional directive
(ii). Education of girls at secondary stage: at this stage efforts should be made to
accelerate and expand girl's education. Emphasis should be placed for
establishing separate schools for girls. Moreover, facilities like hostels,
scholarships and vocational courses should be provided.
(iii). Differentiation of curricula for boys and girls: there should be no
differentiation of curricula. Home science should be introduced but not as a
compulsory subject. Study of mathematics and science should be encouraged
(iv). Education of women at university stage: there should be a provision of
scholarships as well as suitable but economical hostel accommodation.
Separate colleges for women may be established at undergraduate stage.
However, at post-graduate stage there is no justification for separate
institutes. Woman students should have free access to courses in arts,
humanities, sciences and technology. Facilities for advanced training in
business administration and management should also be provided.
(v). Women teachers: employment of women teachers should be encouraged at
all stages. They should be given special allowances and residential
accommodation particularly in rural areas.

2.6 PROVISIONS OF NATIONAL POLICY OF EDUCATION (1986)

National policy of education (1986) laid emphasis on raising the status of women
through education in the country. In 1986 a pioneering program for empowerment of
women was designed. It is a Dutch-assisted project named "MAHILA SAMAKHYA'.

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2.7 NATIONAL POLICY ON EDUCATION (1992)

This policy made certain commitments for the empowerment of women. The special
provisions for women have been interpreted in the following schemes:
(i). The operation black board scheme provides 50% of the teachers recruited in
future should be women.
(ii). Under non-formal education (nte), 90% assistance is given for nie centres
exclusively for girls. More facilities should be provided at these centres.
Contemporary
(iii). Efforts are being made to ensure that at least one third of the students in
Navodaya Vidyalayas should be girls. Free education should be imparted to
girls
(iv). In the total literacy campaigns (TLCS) women are a special focus. Moreover,
the involvement of women has been increased over 60% in such campaigning
NAVODAYA and KENDRIYA VIDYALAYAS.

2.8 NATIONAL EDUCATIONAL POLICY 2020

Providing bicycles and organizing cycling and walking groups to provide access to
school for female students.

1. Appointing counsellors and social workers to connect with students and

parents to improve attendance and prevent dropout rates among female
students to uplift the sedgs

2. Providing quality education to girls.

3. The government of India will constitute a “gender inclusion fund” to provide

equitable quality education for all girls. The fund will be available to states to
implement priorities determined by the central government critical for
assisting female children getting access to education.

4. Free boarding facilities will be built for students coming from far flung areas
especially for female students for their safety. Kasturba GANDHI BALIKA
VIDYALAYAS will be strengthened and expanded to increase the participation
of quality schools for girls.

5. To focus on the safety and security of school going girls both inside and outside
campus.

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3. INITIATIVES TAKEN BY GOVT OF INDIA IN WOMEN
EDUCATION:

1.Sakshar Bharat Mission for Female Literacy

Launched in 2008 for promoting adult education especially among woman under
which LOK SHIKSHA KENDRA’S were set up.

2. SABLA-RAJIV GANDHI Scheme for empowerment of adolescent girls

It aims to provide nutrition for growing adolescent girls by provision of food grains.

3. Right to education
Right to education considers education as a fundamental right which will provide free
and compulsory education to every child aged between 6 to 14.

4. Kasturba Balika Vidyalaya-

establishment of residential upper primary schools for girl.

5. National programme for education of girls at elementary level

it is for reduction in the school dropouts by giving special attention to weak girls. In
villages, women’s group are formed. These groups follow up/supervision on girl’s
enrollment, attendance.

6. Mahila sangha
under this scheme women’s forums (mahila sangha) were created. It provides space
for rural women to meet, discuss issues, ask questions, make informed choices. It is
implemented in ten states.7. Rahstriya madhyamik shiksha abhiyan
infrastructure for girls’ hostel for secondary education
GRAPH OF WOMEN LITERACY RATE

4. SUGESSION FOR IMPROVEMENT OF WOMEN EDUCATION

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Government is doing predominantly great work for women education but there still
need more reform in women education.
1. Mostly in rural area of India awareness needed for girl education.
2. Promote N.G.O. to work upon this by support funding.
3. More women recruitment in education system needed so that girls can get
some motivation and focus on further studies.
4. More girls school must be opened in rural area with good infrastructure and
improve in digitalization.

CONCLUSION

Education changed women's role in society dramatically. As the number of educated

women grows and as the level of education increases, the expectations become
greater but at the same time more liberating. Frequently, nineteenth century
expectations of women were restrictive and while today's standards may call for a
more difficult "juggling act" of roles of wife, mother,
And career person, the female experience is much broader overall. In spite of the
different process taken up by the government after independence and even during
British rule the women haven’t been completely empowered. We may be proud of
women in India occupying highest offices of president, prime minister, Lok Sabha
speaker, leader of the opposition or women like Ms. Droupadi Murmu became the
president of India but the fact remains that we still observer dowry deaths, domestic
violence and exploitation of women.

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