Gender Studies in School Education: Redefining the Policy Approach

The sorting of bodies into binary categories has been used for labor division and for identifying key differences in personality traits over the past centuries most of which has led to adverse consequences for gender identities. Gender studies, therefore, as an academic discipline aims to demystify these categories and introduces fluidity as an important aspect of gender. Most importantly, gender as a lived experience affects an individual’s social location and opportunities, therefore, its consequences demand careful examination. Gender can be defined as “both a term that refers to relationships of power, and a category of analysis and knowledge as an analytical tool”. Gender as a field of study is thus meant to teach us how to use such information for analysis to expand our understanding and execute inclusive policies.  (more…)

Access to School Education for Girls in India: Impact & Interventions for Change

One of the major challenges of the education system in India is to address gender disparities in terms of enrolment and drop-out rates of the girl child. The dismal female literacy rate in 1981 was at 28.47% and increased to 65.46% in 2011 as opposed to the male literacy rate of 82.14% in 2011. The rural findings of ASER 2018 also reflected that in 2008, 20% of girls nationally in the 15-16 age group were not enrolled in schools, and in 2018 this number remained at 13.5%. (more…)

Draft National Education Policy

Reshaping the Educational Landscape: Draft National Education Policy

By Parvathy Ramesh, University of Allahabad, Uttar Pradesh.

India-centred, sustainable, equitable, vibrant, and high-quality – these are the keywords used to describe the vision of the draft National Education Policy (NEP) in a report submitted on May 31, 2019. Chaired by Dr. K. Kasturirangan, the Committee for Draft National Education Policy proposes several reformations in the present educational structure, regulation, and governance, keeping in mind Indian traditions and values while being aware of the goals of the education sector in the 21st century. The policy correctly mentions that education should be viewed as a public good, and not as a commodity to be consumed, and goes on to recommend new policies in several key areas: (more…)