[TOWARDS GENDER EQUALITY IN PRIMARY AND SECONDARY EDUCATION]

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DISSERTATION SUBMITTED IN PART FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION (EDUCATIONAL STUDIES) OR MASTER OF SCIENCE (EDUCATIONAL STUDIES) UNIVERSITY OF GLASGOW

DATE

ABSTRACT

The topic of this research report is towards gender equality in primary and secondary education. The researcher did extensive research to present his findings. The research provided the researcher opportunity lot of new things. The paper attempts to capture briefly the quantitative progress made since 2001 with respect to the gender equality in education and highlights the policies being framed and strategies being worked out to achieve greater equity and quality in provision of basic education. The research was limited to the Indian economy. The issues which were dealt in the research were related to the primary and secondary education problems and challenges. Secondary sources were used to find the data and the researcher interpreted the information without being bias. The researcher addressed the following questions in this research what progress has been made with regards to gender equality?Do the overall figures represent real progress towards the goal of gender equality? Does the progress meet concerns of quality and equity? The issues like the gender parity index, the problems of accessing the school and many such issues were addressed in this research. The researcher ended this research after providing a detailed and meaningful conclusion and the recommendation.

TABLE OF CONTENTS

ABSTRACTII

CHAPTER 5: SUMMARY1

Chapter 3 Summary1

Chapter 4 Summary3

CHAPTER 6: CONCLUSION6

Recommendations13

REFERENCES22

CHAPTER 5: SUMMARY

In this chapter the summary of chapter 3 and chapter 4 have been given. The researcher discussed many things in the above mentioned chapters

Chapter 3 Summary

The topics covered in the chapter 3 are the progress in India in the gender equality context, the gender parity, the gender disparity in the primary and secondary education in India, the proportion of girls in India who never took admission in schools, the interstate disparities, the gender disparities in the lower class, and the gender disparity in the disabled kids.

The chapter 3 discusses the Indian government progress to achieve gender equality in the educational sector. It was found that lot of progress has been made in the India. The progress has been slow and gradual but continuing. The government made significant progress in the educational sector and it overcame all the discouraging factors like the geographical disparities, the minimal access to education of the poor sector and the dropout ratio in India. In this chapter the actual challenged faced by government have been identified as well.

Indian government policy called the national policy of education was a step in achieving gender equality in India. The basic aim of this policy was to ensure that education was for all including the female sector of the society. (Bardhan2001 pp. 467-480)

The Dakar framework provided guidance to the government. His framework suggested that by the end of 2015, the gender disparity in Indian educational sector would be minimized and the national policy for education was introduced. The Sarve Shiksha Abhiyaan (2001) is one of the programs initiated by ...