Transcript En dit is dan de titel - UvA International Development Studies

The girls of India: continuing
inequality in primary schools explored
AGENTS
PROBLEMS
Illiteracy (general population, 2011):
female
35% male 18%
Enrolment ratio: Grades 1-5 (primary level): 0.92 to 1
Grades 6-8 (upper primary): 0.84 to 1
Percentage of out-of-school children by age group (2005)
Poster for the IDS Lecture Series 2011
Social Justice and Development in the
Global South, by:
Daniel Calzada Vázquez 6485022
Vincent Beets 5978432
Male and female enrolment in primary schools in
India: A 30-year comparison in the 20th century
Source: Social and Rural Reasearch Institute, (2005), cited in: Bing Wu, Kin,
P. Golschmidt, C. K. Boscardin & M. Azam (2011).
Source: Self, S. & R. Grabowski (2003).
Higher drop-out rates  Percentage of girls in the final
examination year at primary level: 36% (2001)
Different according to the student‘s gender, even when girls’
perform at the same or at a better level than boys.
Sources:
Bandyopadhyay, M. & R. Subrahmanian (2008): Gender Equity in Education: A Review of Trends and Factors, in: Create pathways to Access, Research monograph No. 18, Consortium for Research on Educational Access, Transitions and
Equity, Sussex / New Delhi.
Bing Wu, Kin, P. Golschmidt, C. K. Boscardin & M. Azam (2011): Girls in India: Poverty, location, and social disparities, in: Lewis, Maureen & Marlaine Lockheed (eds.): Exclusion, Gender and Education: Case Studies from the
Developing World, Washington, Center for Global Development, p. 119-143.
Cand, S., V. Sarvar & S. Vijaya (2007): Pedagogy of Vulnerability. Feminist Practice in Education and Reconceptualizing Learning Spaces,in: Madhavi, Desai (ed.): Gender and the built environment in India. New Delhi, Zubaan, p. 228-241.
Chanana, Karuna (2003): Female Sexuality and Education of Hindu Girls in India, in: Rege, Sharmila (ed.): Sociology of Gender. The Challenge of Feminist Sociological Knowledge, Sage, New Delhi/ Thousand Oaks/ London, pp. 287-317.
Chaudhuri, K. & S. Roy (2011): Gender gap in educational attainment: evidence from rural India, Education Economics, 17:2, 215-238.
Desai, S. (2007): Gender disparity in primary education, in: Milennium Development Goals, UN Chronicle 4/2007, pp. 44-45.
Farzana, Afridi (2010): Women’s empowerment and the goal of parity between the sexes in schooling in India, in: Population Studies, Vol. 64, No. 2, 2010, pp. 131-145.
Gabler, Mette (2011): Searching for sexual revolutions in India: nongovernmental organisation-designed sex education programmes as a means towards gender equality and sexual empowerment in New Delhi, India, Sex Education.
Government of India (2011): Census 2011, Ch. 6: State of Literacy, p. 97-136, access under: http://censusindia.gov.in/ .
Ramachandran, Vimala (2003): Gender equality in education in India, Paper commissioned for the EFA Global Monitoring Report 2003/4, The Leap to Equality, UNESCO.
Self, S. & R. Grabowski (2003): Does education at all levels cause growth? India, a case study, Economics of Education Review 23 (2004) 47–55.
Self, S. & R. Grabowski (2010): Is there gender bias in participation in early childhood education programs in developing countries? Role of mother’s education. Journal of International Development 23, 909–925.
Sherry Cand, Sarvar V. & Vijaya Sherry Cand (2007): Pedagogy of Vulnerability. Feminist Practice in Education and Reconceptualizing Learning Spaces, in: Madhavi, Desai (ed.): Gender and the built environment in India. New Delhi,
Zubaan, p. 228-241.
Unterhalter, E. & Shushmita Dutt (2001): Gender, Education and Women's Power: Indian state and civil society intersections in DPEP (District Primary Education Programme) and Mahila Samakhya, Compare: A Journal of Comparative
and International Education, 31:1, 57-73.
Velaskar, P. (2007): Unequal Schooling and Social Inequality in India, in: Rege, S. (ed.): Sociology of Gender. The Challenge of Feminist Sociological Knowledge, Sage, New Delhi/ Thousand Oaks/ London, pp. 318-338.
Household level:.
Greater investment in boys' than in girls' education
Girls work more hours at home to support the family.
Community level:
Child marriage
Seclusion of girls to preserve their ‘purity’
during puberty.
Scheduled castes and tribes
Poverty, combined with distance to school
School level:
Reproduction of gender roles in programmes,
Teachers' and administrators' behaviours
Curriculum seen as something static.
Organization of space, physical separation.
Lack of infrastructure, e.g. girls‘ toilets
State level:
Limited institutional support for
independent schooling programmes.
School as an instrument of social control.
Societal values
Hindu and muslim traditions
+Victorian morality of the
colonial rule
Hierarchical organization
Technocratic logic: “high-”and
“low-status” knowledge
POSSIBLE SOLUTIONS
• Awareness
The influences of traditional society in the education system should be acknowledged.
Monitoring and impact assessment of gender equality strategies lacks support.
• Support of independent schooling programmes
Informal or alternative schooling programmes (bridge courses) for bringing girls back to
school have proven effective.
• International NGOs
Collaboration between local and foreign organizations have shown potential to challenge
gender inequalities through the acquisition of different perspectives about learning.
• NO "western influence"
Ideas of womens' liberation should not be transmitted as intrinsecally "western". Connect
these ideas with local values.
• Infrastructure
Still more schools are needed, principally in rural areas. Basic minimum facilities for
disadvantaged groups genders are needed, the access to school through roads and
transportation facilities can still be improved.