Gender Perspectives to the Issues and Challenges in Higher Education Presentation at Refresher Course by Prof. Vibhuti Patel on 18-10-2011

8/3/2019 Gender Perspectives to the Issues and Challenges in Higher Education Presentation at Refresher Course by Prof. Vibhuti Patel on 18-10-2011

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Gender Perspectives to theGender Perspectives to theIssues and Challenges inIssues and Challenges in

Higher EducationHigher EducationA presentation

By Dr. Vibhuti Patel

Director, PGSRProfessor and Head

P.G. Department of Economics,

S.N. D. T. Womens University, MumbaiE mail: [email protected]

Mobile- 9321040048 Phone-91-022-27770227

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Promises ofPromises ofNational Policy for Empowerment ofNational Policy for Empowerment ofWomen, 2001Women, 2001Equal access to education for women and girls will

be ensured. Special measures will be taken to eliminate

discrimination, universalize education, eradicateilliteracy, create a gender-sensitive educationalsystem, increase enrolment and retention rates of

girls and improve the quality of education tofacilitate life-long learning as well as developmentof occupation/vocation/technical skills by women.

Reducing the gender gap in secondary and highereducation would be a focus area. Sectoral timetargets in existing policies will be achieved, with aspecial focus on girls and women, particularly thosebelonging to weaker sections including theScheduled Castes/Scheduled Tribes/Other Backward

Classes/Minorities. Gender sensitive curricula wouldbe developed at all levels of educational system in2


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Three main factors are vital:Three main factors are vital:societal attitudes to women which

discourage their participation indecision-making;

their lower enrolments in higher

education to date (although here,patterns are rapidly changing in allregions);

the absence of a gender dimensionin the higher education curriculum.

Women will certainly not accede toleadership posts in highereducation or in societ in reater3


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UNESCO/Commonwealth Secretariat studyUNESCO/Commonwealth Secretariat studyWomen in Higher Education ManagementWomen in Higher Education Management identified theidentified theprincipal barriersprincipal barriers

limited access to education, especially highereducation;

discriminatory appointment and promotionpractices;

the stresses of dual family and professional roles;

family attitudes;

career interruptions;

cultural stereotyping;

alienation from the male culture and continued

resistance to women in management positions;propagation of the glass ceiling syndrome which

privileges covert criteria for advancement;Administrative power with men, academic

responsibility with women absence of ade uate olicies and le islation to 4


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Participation in Decision MakingParticipation in Decision Making

Decision-making attests to theempowerment of the various actorsinvolved.At the present time, far too few women

possess this attribute.Education facilitates empowerment

which is essential for the participationof women in all aspects of the

development process.Furthermore, higher education provides

the expertise usually required for the

key posts which shape policy in allfields. 5


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Macro Economic Policies and Predicament ofMacro Economic Policies and Predicament ofWomen in Higher EducationWomen in Higher Education

Neo-liberal approach

Human Development Approach vs Human CapitalFormation

Even though higher education was inexpensive oralmost free during the first four decades after

independece (1950-1990), yet access was not easyfor women.

It has been denied to the disadvantaged groups andespecially women from these groups because ofsocial and economic reasons. There were two very

pertinent reasons for this.First, these institutions offer mostly masculine

subjects.

Second, they are very expensive and a longstanding

understanding of the social situation of womenindicates that a ma ority of the parents are reluctant 6


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Gender and Economics ofGender and Economics ofEducationEducationIn the drive for privatization,

women as students are the mainlosers as parents channelisefinancial resources for sons

education, daughters education isconsidered to be less important.NAAC study reveals that there is

ghettoisation of women in generalhigher education (Arts andCommerce) and mostly men throngprofessional colleges (Engineering,Architect Medicine Science & 7


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Where are the Indian WomenWhere are the Indian Womenin the knowledge economyin the knowledge economy ??

Education is a necessity for all andnot just a luxury for those who can

afford it. Therefore, it must be atop concern for India as sheventures into the future, sincewithout a solid educational spine,

her economy will no longer be ableto stand the test of time.At present only 7 % of total India

women have been able to enroll forhigher education institutions. 8


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Need for a reversal of these trends byNeed for a reversal of these trends bymeans of wider access higher education,

review of appointment and promotionprocedures, provision of legislative andinfra-structure support in all professionsspecial programmes for mentoring

women for induction in decision makingbodiesaffirmative action to favour women's

access and participation while awaiting a

genuine change in attitude towards fullgender equality and institutional andgovernmental support through clear andeffective policies which are actually

enforced.

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The Gender Dimension of the UniversityThe Gender Dimension of the UniversityCurriculumCurriculum

- Must offer stimulating role models

for women students;- Must Provide encouragement andbuild their confidence

- Must present male-dominatedcareers in a light which is moreattractive to women.

Moreover, since development

theory acknowledges that thegender dimension has become akey factor in any solutions

proposed for global problems,ender mainstreamin in hi her10


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Profile of Women inProfile of Women inHigher Education in IndiaHigher Education in India

Access/Participation atUndergraduate LevelInstitutional Good Practice for Gender

Equity in Higher Education-30%

reservation of girls in engineeringcolleges, IITsScholarships-Ministry of Science and

TechnologyWomen Graduates and Decision-

making: Policy, positions, mandatedpower, not symbolicCultural Barriers Affecting Women,

Higher Education and Development 11


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Affirmative ActionAffirmative ActionEqual opportunities offered in

circumstances of inequalities ofendowment an environment will onlyperpetuate the existing patterns of

inequality Affirmative action strategies toreduce inequities of access

generally have a bad name; whetherfrom the traditionalists who seethem leading to the watering downof standards or among some women

who see them as devaluing their12


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Women in HigherWomen in HigherEducation GovernanceEducation Governance

Women's Legal RightsThe Critical Mass FactorAdapting Cultural Traditions

The Challenges of LeadershipInstitutional Commitment to Gender

EquityFeminine LeadershipThe Social Responsibilities of Higher

Education

Challenge gender bias, womens

agency, dignity 13


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RecommendationsRecommendationsThe state must

provide women with solid foundation inmathematics and science subjects;

discourage the system of tracking students intoarts and science streams at the second level of

education, provide childcare facilities at the

institution of higher learning. In situations where particular fields of study

have to be pursued in another country, createspecial funding for married women so that theirspouses can accompany them;

provide a means through which theissues of gender inequality can be

addressed both formally and informally,14


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Challenging TasksChallenging TasksDecision-making role of women in higher education as

also in the larger polity around needs to be guarded

and nurtured for all women so that women can makethemselves heard as a public voice of judgment - heardby both men and women;

Expansion of gender dimension in educationalcurriculum - not only in higher education but all levels,and particularly in science and technology curriculum -should be meant for the public domain of judgment, ofboth men and women alike.

Access of women to higher education. Here, although

positive discrimination in their favour is called for ingeneral, emancipation of the subaltern womenrequires a priority over public protection of the elitewomen's interests. This, therefore, should be based onthe private domain of personal interests rather than

public domain of universalism; 15

Th b d t f d tiTh b d t f d ti


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Three broad outcomes of educationThree broad outcomes of education

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Gender Perspectives to the Issues and Challenges in Higher Education Presentation at Refresher Course by Prof. Vibhuti Patel on 18-10-2011