EDUCATION IS THE FOUNDATION FOR WOMEN?S EMPOWERMENT IN INDIA: PROSPECTS, CHALLENGES AND REMEDIES

Education is a potent tool in the emancipation and empowerment of women. The greatest single factor which can incredibly improve the status of women in any society is education. It is indispensable that education enables women not only to gain more knowledge about the world outside of her hearth and home but helps her to get status, positive self esteem, and self confidence , necessary courage and inner strength to face challenges in life. Apparently it also facilitates them to procure a job and supplement the income of family and achieve social status. Education especially of women has a major impact on health and nutrition as an instrument of developing a sustainable strategy for population control. Moreover educated women can play an equally important role as men in nation building. Thus there is no denying fact that education empowers women. Indeed the different organs of the United Nations and experts on women‘s liberation argue for women’s education as the basic step to attain equality with men.

One of the recommendations of National Policy on Education (1986) by the Government of India is to promote empowerment of women through the agency of education and it is considered to be a land mark in the approach to women’s education of illiterate. The National Literacy Mission is another positive step towards eradication of illiteracy in the age group of 15-35 years. Women’ education has assumed special significance in the context of India’s planned development, as it is incorporated in every Five-year plans as the major programme for the development of women. Universalization of elementary education, enrolment and retention of girls in the schools, promotion of balwadies and crutches, raising number of schools and colleges of arts , science, and professional for girls , politechniques, girls hostels, multipurpose institutions and adult education programmes are some of the steps being  taken by both central and state governments in India to boost-up women’s education

In spite of the forceful intervention by a bastion of female privilege, feminist critics, constitutional guarantees, protecting laws and sincere efforts by the state governments and central government through various schemes and programmes over the last 62 years and above all , the United Nation’s enormous pressure with regard to the uplift of the plight of women in terms education is still in the state of an enigma in India for several reasons. The 2001 Census report indicates that literacy among women as only 54 percent  It is virtually disheartening to observe that the literacy rate of women India is even much lower to national average i.e. 65.38 .The growth of women’s education in rural areas is very slow. This obviously means that still large womenfolk of our country are illiterate, the weak, backward and exploited. Moreover education is also not available to all equally. Gender inequality is reinforced in education which is proved by the fact that the literacy rate for the women is only 54% against 76% of men as per 2001 Census.

1901                                                  5.3                           9.8                 0.7 1911                                                  5.9                         10.6                 1.1 1921                                                  7.2                         12.2                 1.8 1931                                                  9.5                         15.6                 2.9 1941                                                 16.1                         24.9                 7.3 1951                                                 16.7                         24.9                 7.3 1961                                                 24.0                         34.4               13.0 1971                                                 29.5                         39.5               18.7 1981                                                 36.2                         46.9               24.8 1991                                                 52.1                         63.9               39.2 2001                                                65.38                       76.0               54.0

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According to the Table-1 the pre-Independence time literacy rate for women had a very poor spurt in comparison to literacy rate of men. This is witnessed from the fact that literacy rate of women has risen from 0.7 % to 7.3 % where as the literacy rate of men has risen from 9.8 % to 24.9 % during these four decades. During the post-independence period literacy rates have shown a substantial increase in general. However the literacy rate of male has almost tripled over the period e.g 25% in 1951 and 76 % in 2001.Surprisingly the female literacy rate has increased at a faster pace than the male literacy during the decade 1981 -2001. The growth is almost 6 times e.g. 7.9 % in 1951 and 54 % in 2001. From this analyse one can infer that still the female literacy rate (only half of the female population are literates) is wadding behind male literacy rate (three fourth of the male population are literates).The rate of school drop outs  is also found to be comparatively higher in case of women. This higher rate of illiteracy of women is undoubtedly attributing for women dependence on men and to play a subordinate role. The lack of education is the root cause for women’ exploitation and negligence. Only literacy can help women to understand the Indian’s constitutional and legislative provisions that are made to strengthen them. Thus promoting education among women is of great important in empowering them to accomplish their goals in par with men in different spheres of life.

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Women education is a multi-dimensional phenomenon. No single factor or cause can be held responsible for very low literacy rate of women in India. Subsequently it is associated with combination of many factors including social, cultural, economic, educational, demographic, political and administrative and so on. The following are the some of the important factors which could be attributed for the present poor state of affairs of womenfolk in education.

: The lower enrolment of girls in schools is one of the foundational factors which stand as stumbling block for women empowerment in India. Reliable sources indicate that more than 50 % of the Non-Starters (those who have never been to school) are girls.  According to the latest statistics, two out of every ten girls in the age group of 6-11 are still not enrolled in schools.

: The incidence and prevalence of drop –outs among girls especially in rural, tribal and slums areas seem to be quite high. According to available sources, occurrence of drop-out and stagnation amongst girls is nearly twice that of boys all over India

In many families girl children play the role of second mother by shouldering the responsibilities of household work such as looking after the sibling, fetching water, collecting firewood, bringing fodder for cattle, cleaning and cooking etc.  In rural India especially in poor families this traditional sex role makes girl child handicapped and conditioned by the attitude of mother and the family and discourages girl child to go school as it becomes secondary

This social evil is a quite discouraging phenomena which stand as barrier for girl’s education in rural areas for the underprivileged families of washer men and agricultural labour , scheduled caste and scheduled tribes.

Children belonging to low caste families are forced to learn skills and work ways and not encouraged to go to school due to various factors in the sphere of strict instruction /threat from high caste communities for their selfish motives of keeping them as domestic servants and child labourers in the farms or factory.

Dowry system and other social practices act as main causes of the neglect of the girl child and discrimination against girl child including the deprivation of right of education. In many families especially poor and down-trodden think that if their daughters are educated more, they have to accumulate more assets and properties to provide as dowry in large proportion at the time of marriage, so prefer rather to either stop their children with average education and so on but never higher education. This prevails more in underprivileged families and communities

A large segment of child population in India is engaged in child labour practices. According to UN sources  India is the most child labour populous nation in the globe with more than 50 million child labourers indulged in beedi works , carpet making , bricks,  mining , quarrying ,glass, bangles, match and fireworks, gem polishing ,handloom works. zari,  embroidery ,coir industry, domestic works, construction etc. In most of these industries girl children are preferred for high productivity and low cost.

In general the school environment for girls in India is not really interesting and encouraging. The subjects taught in schools are also not related to the environment of girl children. The methods of teaching are mostly out – dated, rigid and uninteresting. There are still hundreds of schools with poor basic amenities such as drinking water, latrine and toilet facilities, improper building, and inadequate number of teachers’ especially female teachers preferable for any parents for safety of their girl children from different types of exploitation and abuse.

: There is high association of female literacy with female age at marriage.  By and large the female age at marriage of 18  ( recently 21 years ) as prescribed by various legislations not at all followed in India .It is very much ignored and neglected by the families of parents with low literacy and illiteracy background. This obnoxious practice discourages female children to continue their schooling and higher education as they enter into family life at the early age which is not advisable from the physical and mental health point of view and also of social development.

I The female child in Indian culture especially in rural, tribal and poor families is expected to develop the qualities of inferiority; subservience and domesticity which place sever limitations on her education and development

In many poverty stricken families, children especially girls are considered as economic   assets as they bring income for livelihood as well to save from economic crises due to death or incapacity of parents (sick/ handicapped/aged)

Indian constitution and various legislations pertaining to education to children assure free and compulsory education all children of this nation but unfortunately the enforcement machinery fail to discharge its duties and responsibilities to the satisfaction of the public interest and welfare of women

The high population growth rate, rapid urbanisation, migration etc also attribute immensely for the poor literacy level of women and girls in India

Government officials, policy makers, politicians etc of our country have neither political will nor conviction for the empowerment of women in general.

The following measures can be considered for bringing phenomenal change in the plight women’s education and empowerment in India

Ø  Since the prevailing situation of poor or less enrolment of girls in schools closes the doors for development and prosperity of future generation of women, concerted efforts must be initiated jointly by the government, parents and civil society to achieve universal enrolment for girls without any compromise. The enrolment can be made even mandatory for every girls by the government in the realm of compulsory education. . The Ministry of Education both at Centre and State level should work out strategic steps to stop firmly the ongoing high drop –outs among girls especially in rural, tribal and slums areas with the serious involvement of voluntary organisations in every locality to realize zero drop-out among girls. The poverty stricken families can  be identified through proper research and necessary poverty alleviation  services be provided to strengthen the income  thereby to enable the families to send their children to schools and colleges without much financial difficulties Bonded Child labour and Child labour  practice must be abolished with strict administrative measures and the relieved children form bondage  should be integratedinto schools with suitable defence social mechanism. Appropriate steps should be taken by the educational authorities with the participation of communities in order to bring the girl children to the main stream of education and development at every level including family and community. The female child in every Indian family irrespective of socio-economic status should be moulded to overcome the challenges of inferiority; subservience and domesticity which place sever limitations on her education and development. Every family irrespective its socio-cultural and economic background can take it a challenge to bring up their girl children as dignified human being with empowerment in physical , mental, economic and social dimensions of life. The Midday meal scheme and other educational supportive services like free text books,  Note books , Fee uniforms , Free Bicycles, Free bus , scholarships Free bus pass and so on  as done in the state of Tamil Nadu can be provided in all states and union territories to lift up the literacy level among girls As social evils like dowry, child marriage , caste system and other practices deprive rights of education for children belonging to poor and underprivileged families and communities, they should eliminated through well-designed packages of mass awareness programmes and social welfare measures with full support of  public, political parties, NGOs and government agencies. The electronic and print media can play significant role in building a good and positive image about girls and women in general in the society by giving no focus for such advertisements and news fetching commercial gain at the cost of depicting women as an object. This would help in changing the society ‘s attitudes towards girls and their roles to treat every girl or woman as human being with self respect and dignity. Government, voluntary sector and philanthropic organisations and individuals should come forward to provide free education for poor girls and provide free  hostel facilities  for girls studying in schools and colleges in every state of India. This will certainly encourage children of poor families to pursue good and higher education without much impediments The schools of social work, departments of women studies, Women Universities and other educational institutions in hand with  NGOs  and social service organisations such as Rotary Clubs , Lions Clubs , women lib organisations associations can work together to improve the educational status of the womenfolk in this country on mutual respect and understanding. The parents of children belonging to poor, underprivileged families  must be specially educated with proper social formula to help them  to understand the significance of education  for their girl children as foundation for empowerment Government, NGOs and public should work hand in hand to implement the minimum age at marriage (21and above) Awareness should be created to institutionalise it as a traditional practice cut acrossing castes, religions, community etc. Government officials, policy makers, political parties and others should have adequate political will and conviction to empower women in India without double standard mind The law enforcing machinery should be made really effective with efficient monitoring vigilant system to implement the constitutional and legislative provisions and administrative measures to assure free and compulsory education for all children of this nation without any gender discrimination.

N.L.Gupta(2003)Women’s Education Through Ages,Concept Publications Co,New Delhi. R.K.Rao(2001) Women and Education, Kalpaz  Publications, Delhi S.P.Agarval(2001),Women’s Education in India(1995-98)Present Status, Perspective, Plan, Statistical Indicators with Global View,Vol III Concept Publications Co, New Delhi. Hamilton Roberta (1978) Liberation of Women, London, George Allen publishers Jaya Kothai Pillai (1995)Women and Empowerment ,Gyan Publishing House , New Delhi Government of India, Census of India 2001 Saraswathi Mishra, Status of Indian Women, Gyan Publishing House, New Delhi, 2002

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ENHANCING SKILLS AND COMPETENCIES OF TEACHERS IN SPECIAL EDUCATION

Special education means specially designed instruction which meets the special education and related needs of an exceptional child. It is distinguished from regular educational programme for non-exceptional children by some unusual quality, something uncommon, noteworthy. It is something special – special materials, special training techniques, special equipment and special help and for special facilities may be required for special categories of children having special needs. For example,

Visually impaired children may require reading materials in large print or Braille. Hearing impaired children may require hearing aid, auditory training, lip reading, etc. Orthopaedically handicapped children may require wheel chairs, and removal of architectural barriers Mentally retarded children may need skill training.

Related service, such as special transportation, medical and psychological assessment, physical and occupational therapy and counseling may be required if special education is to be effective.

            Special education can be looked in terms of and? Special education meant for exceptional children whose special needs or abilities necessitate an individualized programme of education.

An inter-disciplinary team of professionals-special educators, regular classroom teachers, psychologists, speech therapists, physiotherapists, specialist doctors bear the primary responsibility for helping exceptional children maximize their capabilities.

            Special education is sometimes differentiated from regular education by its curriculum, that is, by what is taught. For example, teaching self-help skills or training in reading and writing Braille is an important part of curriculum for severely handicapped children(the blind) in special education institutions which is not found in regular education, the school system dictates the curriculum, but in special education the child’s individual needs dictate the curriculum.

            Special education can sometimes be identified by where it takes place. Whereas regular education is provided in the regular classroom, special education may be provided in special class, resource room, special school or in residential school.

            Special education can be differentiated from regular education by the method used by teachers. One special educator may use sign language to communicate with his students. Another special educator may use task analysis and skill training for mentally retarded children. Still another special educator may use multisensory approach and process training while teaching a learning disabled child.

            Exceptional children require special education which include three elements, and these are as follows:

ü  Trained professionals including teachers, educationists, psychologists, physiotherapists and others are required.

ü  Special curriculum is made for the children which suit different areas of exceptionality such as mental retardation, giftedness, deafness, blindness, orthopaedic handicap, cerebral palsy and social and emotional problems, and

ü  Some facilities including special building features, study materials and equipment are also collected for this purpose.

      The National Council of Education Research and Training (NCERT) functions as the adviser to the Ministry of Education and Social Welfare. NCERT  has earlier a department of Special education within Teacher education and Special education cells in all its four Regional colleges of Education. It is pioneer in running six months key/resources Teacher training at its headquarters and multi-category training of teachers in the four Regional Institutes of Education. About 100 teachers are trained every year. The course structure includes comprehensive coverage for enabling the teachers to develop competency to handle major debilities.

            The Regional Institutes of Education also run B. Ed. and M. Ed. courses with specialization in one area of Special education until recently. At the centre, several in-service programmes also being run for Principals of DIET, Special education faculty of SCERT, PIED block supervision of various times.

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The following skills are to be developed for preparing teachers for Special education.

v  Practical skills in observation of children both individually and in groups to help teachers sharpen their perception of variations in children’s learning and behaviour and develop their awareness of variation in children’s circumstances (home-school difficulties).

v  Appreciation of the educational needs of children with developed difficulties-physical, sensory, emotional behavioural or learning the needs of their parents, and the value of the contribution which parents can make to their children’s development.

v  Understanding of the practical steps necessary for meeting a child’s special needs and an ability to adopt the attitude must suit to dealing with particular difficulties and to appreciate the need for modification of the school or classroom organization for the curriculum of teaching techniques.

v  Appreciation of the special services available to children with special needs of their familiar and of the advisory services available to teachers. This might be developed by inviting professionals for the various services to visit the college so that through discussion, the students can learn about the work of teachers in relation to other professionals, the contributions which different specialist can make, the services to expect from them, and the kind of question to put to them.

v  Awareness of the range of career and professional opportunities in Special education and the availability of further qualification in special education.

According to the Secretary’s Commission On Achieving Necessary Skills (SCANS), a study commissioned by the Secretary of the U. S. Department of Labor, several core skills are essential for Special education teachers. These skills are divided into a Three-Part Foundation and Five Competencies.

            The Three-Part Foundation includes Basic skills of reading, writing, Mathematics, listening and speaking. For special education teachers Basic skills are extremely important. Another Foundational attribute is Personal qualities. This includes self-management, integrity, self-esteem, sociability and responsibility. This is similar to two variables – Social skills and interaction with others. The third foundation skill is Thinking skills. This includes creative thinking, decision making, problem solving, knowing how to learn and reasoning.

            The SCANS study also addressed five areas in which special education teachers need to demonstrate competence. Being able to work with a variety of Technologies was identified as one of the five SCANS competencies. More specifically, teachers need to have the knowledge to select and apply procedures, tools or equipment to work-related situations, as well as maintain and troubleshoot if the need arises. Having an knowledge of technology is considered important for persons in this occupation.                     

The second competency listed in the SCANS study addresses handling Resources. Special education teachers need to be able to plan, organize, identify, and allocate resources such as time, money, materials/facilities and people.

            A third area of competence is System skills, knowledge and understanding of social, organization, and technical systems is becoming increasingly important for today’s teachers.

            The fourth competency is the ability to acquire, organize, interpret and communicate information. This attribute is a combination of information Input and Mental Processes.

            The last competency presented in the SCANS study is interpersonal ability.

Regular educators should inculcate the following skills and competencies in them:

These include: a) Literacy skills (reading, arithmetic, writing, spelling, study skills,   

                                    speaking),

                        b) Life maintenance skills (health, safety),

                        c) Personal development skills (moral behaviour, basic life issues).

            This includes developing skills in selecting appropriate techniques to manage individuals and group behaviour. It requires proficiency in techniques of behavioural analysis, group altering, guiding transitions, material arrangement and crisis intervention.

            Mainstreaming makes in imperative that regular classroom teacher develops competence in ways to consult and communicate with these professionals. Teachers should know how to collect and report the type of information that will be most useful to the specialists.

Teacher should know how to collect useful data for diagnosis and how to refer the child.

            Teacher needs to be adept at assessing a student’s individual needs and in designing instruction to meet theses needs. This does not mean that each child should be taught individually. It means permitting child to pursue a preferred mode of learning.

            Teacher should be able to interact successfully with the parents, siblings, children. He/she should be able to interact and collaborate with others in the school.

            Teachers should be able to prepare special students as well as regular class for mainstreaming. This also includes preparing parents of all children for normalization. He/she should be able to develop positive attitudes towards mainstreaming.

            Teacher should be able to observe children in various settings without affecting their behaviour. Teacher should be able to identify children with special needs and assess their needs, use and interpret individual assessment measures.

            Teacher should be able to establish appropriate goals for the exceptional child. The goals should be realistic, measurable and also give opportunity for optimum development of potentials of such children.

Teacher should be able to adjust curricula to suit the ability, needs and interests of disabled children.

            Teacher should be able to plan and implement a variety of instructional techniques.

            Teacher should be able to promote acceptance of individual differences among all children. Teacher should be able to conduct class activities to encourage interaction among students.

            Teacher should be able to manage resources which can be used for instruction of disabled children.

            Teacher should be able to assess the extent to which the needs of disabled children are met in the classroom evaluate the appropriateness of the resources for these children, modify his methods, materials to meet their needs.

            As the regular educator has to work as a member of the team, it is important that he appreciates the role of special educator also. Based on the tasks that the special educator is required to perform following skills should be inculcated by special educators.

Special educators should possess ability to

Observe child’s behaviour systematically. Assess present status and needs of special child. Develop individualized education programmes. Write report on basis, of data gathered. Interact with others to build up relationship and collaborate. Communicate results to other staff members and parents. Change attitudes and advocate for them. Carry out remedial work. Evaluate and monitor methods, materials and progress. Develop and administer therapeutic programmes. Solve problems and deal with different situations that may arise due to unique needs of special children.

In the modern era, a teacher has enumerable responsibilities as our society becomes very complex. Teacher has to play the several roles to develop special children. The most important qualities of teacher are sincerity, honesty and involvement in teaching. The knowledge of teaching, training and instruction can be effectively used by incorporating important Basic skills like learning strategies and speaking skill, Complex problem solving skills through idea generation, implementation planning and Social skills through instruction, service orientation and social perceptiveness in managing special children.

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