Violence against women and girls is the most pervasive violation of human rights in the world today. Its forms are both subtle and blatant and its impact on development profound. But it is “so deeply embedded in cultures around the world that it is almost invisible.” Fear of reprisal, censorship of sexual issues, the shame and blame of those violated, unquestioning acceptance of tradition and the stranglehold of male dominion all play their part. Inequities, driven by overwhelming poverty, affect both male and female children in the developing world. Yet cultural traditions, scant economic resources and limited opportunities rather marginalize girls, while young boys usually have better access to health care, nutrition and education.
For UNICEF 1990 became the start of a decade in which education became a high programming priority. This included increased inter-sectoral work and a broadened definition of education that expanded its scope from traditional academic study to life skills, peace and conflict resolution, rights and empowerment. Getting children back to school was considered to be as vital as interventions in health, nutrition and water and sanitation. Still the situation of India's children is marked by diversity, persistent disparities and the challenge of enormous numbers. Despite assertions to the contrary, in 2001 India alone had 26.8 million primary school-age children not in primary school. Gender disadvantages in India are further deeply compounded by considerations of caste and class.
In India, the history of the educational system is complex, marked by deep debate and many contradictions between policy and practices and between laws and their enforcement. Though India’s present constitutional and policy framework on education has been built on premises that acknowledge and contest gender discrimination the right to education nevertheless “filters through mind-boggling administrative machinery that perpetuates exclusion.” Over the years, the absence of political initiative and funding accompanied by changes in political control has hindered steady progress toward these goals. The region is becoming the hub of technology with the Indian Institutes of Technology providing world-class education to thousands while over 190 million Indian women remain illiterate.
Table of Contents
- Introduction
- Education in India
- Main difficulties in reforming education
- UNICEF in India
- Building Back Better Programme UNICEF
- The role of female teachers
- Conclusion
Objectives and Key Themes
This paper examines the challenges to gender equity in India's educational system and the role of UNICEF in addressing these disparities. It highlights the importance of education for women and girls as a key driver of development and focuses on the complex interplay between cultural traditions, limited resources, and policy frameworks in hindering equal access to education for all children.
- Gender disparities in India's educational system
- Role of UNICEF in promoting gender equity in education
- Impact of poverty and cultural norms on girls' education
- Challenges in implementing education policies and achieving universal primary education
- Importance of female teachers and their role in empowering girls
Chapter Summaries
- Introduction: This chapter sets the context by highlighting the global issue of violence against women and girls and the importance of gender parity in education. It also discusses the commitment of international agencies, including UNICEF, to achieving Universal Primary Education (UPE) and the role of education in empowering girls and contributing to development.
- Education in India: This chapter delves into the historical and contemporary complexities of India's educational system, highlighting the constitutional and policy framework that acknowledges and contests gender discrimination. It discusses the challenges of achieving universal primary education, including the persistence of disparities based on gender, caste, and class. The chapter also examines the impact of political instability and limited funding on the progress towards achieving education for all.
- UNICEF in India: This chapter focuses on the role of UNICEF in India, specifically its "Building Back Better" programme aimed at improving education for girls. It explores the critical role of female teachers in empowering girls and promoting gender equity in education. The chapter also discusses the importance of a holistic approach to education, including life skills, peace and conflict resolution, and the empowerment of girls.
Keywords
The main keywords and focus topics of the text include gender disparities, education, UNICEF, India, Universal Primary Education (UPE), poverty, cultural norms, female teachers, empowerment, and development. The text highlights the complex interplay between these themes in shaping the educational landscape of India and the challenges and opportunities for achieving gender equity in education.
- Quote paper
- Thorsten Volberg (Author), 2006, Gender disparities in India's educational system and the role of UNICEF, Munich, GRIN Verlag, https://www.grin.com/document/53932
