EMPOWERING GIRLS WITH
EDUCATION
Universal Elementary
Education (UEE) is enshrined in the Indian Constitution . The
years since its framing have seen the Government take several
initiatives in the elementary education sector. As the number
of schools rose the number of children entering the school system
also increased.
From 2,09,671
schools at the primary level and 13,596 schools at the upper primary
level in 1950-51, the number of schools in the country increased
to 6,38,738 and 2,06,269 in 2000-01. This has been accompanied
by an increase in enrolment. From 13.8 million boys and 5.4 million
girls enrolled at the elementary level in 1950-51, the number
has risen to 64 million and 49.8 million respectively. At the
upper primary level, the enrolment increased from 2.6 and 0.5
million in 1950-51 to 25.3 and 17.5 million in 2000-01.
It was in the
late 1970s that education, a State subject, was transferred to
the Concurrent List and the Central Government started taking
a more proactive role in the sector. In 1979-80 a programme of
non-formal education for out-of-school children in the 6-14 year
age group was started. In the late 1980s the scheme of operation
blackboard for providing basic minimum conditions in primary and
upper primary schools and the Mahila Samakhya programme
were started.
The Mahila Samakhya
pogramme,under the Ministry of Human Resources Development in
1989 was initiated to translate the goals of the National Policy
on Education into a concrete programme for the education and empowerment
of women in the rural areas, particularly of women from socially
and economically marginalized groups. It endeavours to create
a learning environment where women can collectively affirm their
potential, gain the strength to demand information and knowledge
and move forward to change and take charge of their lives. Education
is understood as an ongoing process of learning and empowerment
which transcends literacy.
But it was in
the 1990s that small basic education programmes were started in
selected States. This included the Lok Jumbish programme
in Rajasthan, the Bihar education project, the UP basic education
project and the AP education project. These were holistic programmes
for UEE and were, therefore, looking at all aspects of education
. This initial piloting was taken to scale through the District
Primary Education Programme (DPEP) that had covered 271 districts
of the country.
Conceived as
holistic programmes to pursuethe goals of UEE, these projects
had introduced a special focus within the programme for what were
perceived as disadvantaged groups which included children from
SC/ST communities, children with disabilities and girls.
The results were
encouraging. In DPEP districts, the proportion of girls’ enrolment
to overall enrolment increased steadily. In the first phase of
DPEP districts 39 in all, this proportion increased from 45.6
in 1995-96 to 47.5 in 2000-01. Thirty one districts have reached
the project goal of reducing the gender gap to less than 5 per
cent. In the next phase covering 81 districts, this increased
from 43.7 in 1997-98 to 45.7 in 2000-01. Altogether 51 districts
have reached the project goal of reducing the gender gap to less
than 5 per cent.
While the trends
have been encouraging, there is an increasing realization that
as we reach closer to the goal of UEE, the gap becomes increasingly
difficult to bridge because the children who are now left out
of the education system are those who are the most difficult to
reach in terms of geographical areas, social groups and gender.
Only a special thrust at this stage can enable us to close the
gap.
Keeping this
view in mind a multi-pronged approach is being sought for girls’
education. The Sarva Shiksha Abhiyan (SSA) programme, which
was introduced in 2000, is the basic approach for universalising
elementary education. With this programme in partnership with
the concerned States it can be ensured that all habitations in
the country have access to elementary schools with an adequate
number of teachers. With the provision of quality education within
one km for primary and 3 km for upper primary schools, one may
hope to mop up a large number of children who are currently out
of school and to ensure their retention within the system.
Over and above
the SSA interventions, 2198 blocks that are backward in terms
of female literacy have already been located and defined. In these
blocks, female literacy is below the national average and the
gender gap in literacy is above the national average. For these
educationally backward blocks two new schemes have been devised
during the Tenth Plan.
The national
programme for education of girls at the elementary level is meant
to look at girls out- of-school and those already in the system
alike. The programme will work through women and community groups
at the village level to build an environment for girls education.
It will keep a tab on the girls who are enrolled and regularly
attending school. Community groups will also regularly monitor
the achievement.
Based on the
findings of the community monitoring, the groups would be able
to recommend specific village-wise interventions to prevent any
drop-outs from the system. These could vary from incentives like
escort systems and remedial classes.
At the cluster
level, one school would also be developed as a model. This would
have supplementary gender-sensitive reading material. Classes
on additional subjects like self-defence, gender and life skills
in schools run under the Mahila Samakhya programme are
envisaged. Such schools would enable a gender- sensitive environment
so that girls could develop self-confidence and self-esteem.
The second major
initiative proposed to be undertaken is the Kasturba Gandhi
Swatantra Vidhyalaya scheme. Under it residential schools
will be set up in the educationally backward blocks. This scheme
will specially target those areas that have small,scattered habitations
with no schools. Large distances make it impossible for girls
to attend the formal primary schools. These schools will also
target communities where girls are more disadvantaged, i.e. SC/ST,
OBC and minorities.
The Mahila
Sangha is to be the focal point in each village to enable
women where they can ask questions fearlessly, think, analyse
and, above all, feel confident to articulate and address their
needs . As a group they have the strength to overcome obstacles
and to articulate demands for themselves and their daughters which
individually they cannot.
The Sanghas are
active partners in the diverse innovative educational initiatives
of the programme. The centres in Gujarat, the Bala Mitra Kendras,
Jagjagi centres for girls in Andhra Pradesh and Bihar and
the Udan Khatolas in Uttar Pradesh provide a creative learning
opportunity. The Sanghas assist in selecting teachers, monitoring
the centres, mobilising the community for education and in some
cases make certain financial contributions as well. An innovative
initiative in the area of girls’ education has been the Mahila
Shikshan Kendras(MSK). These are residential courses, aimed
at developing a pool of trained and literate women at the village
level. The curricula are is diverse.They range from a curriculum
developed in partnership with the learners imparting life skills
and skill development to enable the learners to join the mainstream
education system. The MSK has been able to draw in girls and young
adults who, for a variety of reasons, do not benefit from the
usual schools.(PIB Features)
Inputs
by S.C.Tripathi, Secretary, Elementary Education & Literacy,
Ministry of Human Resource Department.
