NEW B.

ED SYLLABUS OF KASHMIR UNIVERSITY

Page
|1

100% SYL COVERAGE

1ST SEMESTER

COURSE TITLE: POPULATION & GENDER EDUCATION

COURSE CODE: BED15103

FARASH PRINT POINT

9906713 963
 POPULATION & GENDER EDUCATION
1ST SEMESTER

Page
UNITS DESCRIPTION |2

i) Concept, meaning and objectives.

UNIT-I ii) Need and Importance
POPULATION EDUCATION iii) Distribution & density
&POPULATION DYNAMICS iv) Population composition – Age, Sex, Rural/Urban.
v) Factors affecting Population growth – fertility,
mortality & migration

i) Scope of population education in school

UNIT-II ii) Methods & approaches: Inquiry approaches,
POPULATION EDUCATION IN observation, self study,
SCHOOLS discussions assignments.
iii) Use of Mass Media – Newspapers, Radio, TV, & A-V
aids.

i) Concept , need and scope of gender studies

UNIT-III ii) Gender studies as an academic discipline
GENDER STUDIES iii) Gender, economy and work participation
iv) Gender, globalization and education

UNIT-IV i) Women education: need, importance and problems

ISSUES OF INDIAN WOMEN ii) Co-education- its educational implications
iii) Education of girl child in India: present status and
challenges ahead
iv) Kasturba Gandhi Balika Vidyaliya
v) Girls education in SSA and RMSA

“Kindly note that any mistake in the contents of this notice is due to my imperfection as a human being as
only Allah Subhanahu Wa-Ta'ala is perfect in all affairs”.
 LONG ANSWER TYPE QUESTIONS

UNIT-1 POPULATION EDUCATION & POPULATION Page

DYNAMICS
|3

Q: -CONCEPT & MEANING OF POPULATION.

EDUCATION.
CONCEPT & MEANING OF POPULATION EDUCATION

Population Education in lay man's language is the education about population

matters i.e. fertility, mortality, migration, etc. But population education is an
educational process. It is a desired to help people to understand the nature, the
causes and consequences of population growth.
According to Brobson, “population is exploration of knowledge towards
population awareness, family living and reproduction”.
According to NCERT, population education deals with population growth as a
phenomenon to be understood for taking decisions about family size and national
population policies.
Population education should not be misunderstood as sex education, family
planning, family welfare project, family life education. But population education is
an educational programme which studies the population situation in the family, in
the community, in the nation and in the world. It is a relationship between
population change and quality of life at the micro and macro-level.

NATURE OF POPULATION EDUCATION

1. Population education is a programme of creating awareness among students and
the public about the various causes and harmful consequences of rapid growth of
population. Page
|4
2. It explains the very changes, characteristics and nature of at least two essential
components of population that is fertility and mortality rates.
3. It exposes learners to multi-disciplinary fields like geography, biology, sociology,
history, economics etc.
4. It deals with population growth as a phenomenon to be understood for taking
decisions about family size and the national population policies.
5. It explains how environment is damaged by excessive growth of population.
6. The quantitative and qualitative aspects of human living are exhibited clearly in
the light of population growth.

OBJECTIVES OF POPULATION EDUCATION

1. Some of the basic objectives of population education are:

2. To develop basic understanding about the various aspects of population.
3. To develop basic understanding about the norms of small family size and its
benefits.
4. To understand various government policies regarding population planning
programmes.
5. To develop better standards of life.
6. To control over the negative aspects population explosion.
7. To develop basic understanding of population dynamics including growth rate
and structure of population among the people.
8. To ensure the balance between the production and consumption of resources. Page
|5

NEED OF POPULATION EDUCATION

The following points explain the need of population education.

1. TO CREATE INTELLIGENCE CITIZENSHIP:-Today people globally wish to seek
knowledge about population dynamics and how it is increasingly necessary for
human race.
2. TO UNDERSTAND VARIOUS CRISES:-There are increasing signs of global environmental
crisis, reduction of food grain production, green house effect etc. besides poor
educational facilities, scarcity of jobs, inadequate medical care and hygiene are
serious problems which can be tackled through population education.
3. KNOW THE DANGERS OF OVER POPULATION:-To find out the genuine solutions for
our fast growing population and negative consequences of population explosion,
we have to develop understanding among masses through enriched programme
of population education.
4. TO ESTABLISH EQUALITY OF SEXES:-Population education if rightly perceived, can go
a long way in establishing equality of sexes by helping women to acquire their
rightful status.
5. BETTER QUALITY LIFE:-Population education provides an opportunity as well as
challenge to see how best through what means we can succeed in creating an
urge in every individual to aspire for a better quality of life. Page
|6

IMPORTANCE OF POPULATION EDUCATION

The importance of population education could be seen by the following points

1) It is useful to learn fertility mechanism
2) It holds key for our future improvement.
3) It is helpful for understanding the importance of family planning.
4) It provides new methodologies of teaching the subject.
5) It has an increasing in every field of life.
6) It motivates people to get conscious of their genuine duties and modify their
behaviour for a prospective life.
7) It is useful to understand and develop a link between population growth and
development.
8) It is useful to understand the gap between the developed and developing
countries and also acquaints about the methods to amend this gap.

Q: -DISTRIBUTION & DENSITY OF POPULATION EDUCATION.

DISTRIBUTION OF POPULATION EDUCATION

The global population has crossed 6 billion mark and one of the peculiar feature of
human population is the uneven distribution of population, which simply means
that some parts of the globe are thickly populated while as the others support lesser Page
number of populations. Some areas of the globe are densely populated and some | 7
are sparsely populated. This uneven distribution is not the phenomenon of modern
times but this has been the same from times immemorial.
The mankind on the earth’s crust is distributed unevenly from times
immemorial. Nearly one half of the world’s population is contained within 5% of the
total earth’s land area. In contrast 57% of the earth’s land area contains less than
5% of the world population. There are many areas of the world where there are no
human settlements, for example, Siberia in the Asian continent, where there is no
trace of human population.
FACTORS AFFECTING POPULATION DISTRIBUTION: - The main factors which affect the

population distribution can be classified into two main groups: -

1) Physical factors
2) Non-physical factors
PHYSICAL FACTORS OR NATURAL FACTORS: - These are the factors which are due to the

nature or which are the components of physical environment. These include:

1) LOCATION: - The geographical location plays a significant role in determining the

regional pattern of population distribution. It is observed that the main

concentration of population throughout the globe is marginal to the continents and
the interiors tend to be sparsely populated. It means that population is attracted by
coasts and to a great extent repelled by sentimentality.
2) RELIEF: - Relief exerts great influence up on the distribution of population in Page

different parts of the world. High and rugged relief restricts human access, | 8
habitation and cultivation. Almost all mountainous regions of the continents are
very sparsely populated. The relief features i.e. mountains plateaus and deserts are
either sparsely populated or there is no population. In contrast to mountains,
plateaus and deserts, plains are usually more advantageous to human population.
3) CLIMATE: - Climate is the most important factor that controls the distribution of

population in the world. Climatic conditions limit the habitable area of the earth.
The population of a region is closely related with the climatic conditions of the
concerned region. The equatorial regions, being hot and humid is supposed to be
very harsh and hostile for dense population growth. Therefore, the equatorial
regions of South-East Asia, Africa and South America are sparsely populated. In the
same way, the cold and frozen regions of Antarctica are not ideal for human
population. In desert regions where high temperature combined with low rainfall
restricts human population to a great extent. It is always intermediate zones that
are the great cradles of population.
4) WATER: - Water is often referred as elixir of life. Water is essentially needed both

for human consumption as well as cultivation. Water is an important resource and it

is used for irrigation and industry. The availability of water varies from place to
place and time to time. Human life cannot survive without the supply of water.
Accordingly, human beings have always preferred to live in those regions where
there are plenty of water resources, but has been so controlled that it does not
devastate. It is a historical fact that all World Civilizations have developed on the Page
banks of rivers like Indus Valley Civilization, Nile Valley Civilization and Hwang Ho | 9
Civilization etc. It has been found that in ancient past, all important cities of the
world were found near river banks.
5) SOILS: - When the soil ids fertile it can yield rich harvest, and attract people to

settle. The fertile alluvial soil of the deltas, of South-East Asia and the Nile have
supported dense population from times immemorial. Depletion of soil resource, on
the other hand proves repulsive, that means it restricts population concentration.
That is why the areas with rocky terrain support a very sparse population. On the
other hand, the plains and coastal areas with rich and fertile alluvial soils support
maximum population on the earth.
6) RESOURCES: - Nature has gifted every nation of the world with some natural

resources. These energy resources e.g. minerals and fuels are not evenly
distributed. In areas which are very rich in mineral wealth, there is growth of
industry which attracts both skilled and unskilled labour from other areas,
consequently the density of population is very high. The availability of Gold in
Australia and Oil in West Asia attracted people all over the world to settle in these
regions.
7) TRANSPORT AND COMMUNICATION: - Since early ages the means of transport and

communication have been the source of attraction for settlement. People are
generally attracted to those places where means of transport and communication
are fast and cheap.
8) ALTITUDE: - It has been observed that the density of population throughout the Page

world decreases with altitude. High altitude restricts human habitation due to a | 10
drastic reduction of atmospheric pressure and reduction of oxygen level which are
dangerous for the survival of human life.
NON-PHYSICAL FACTORS OR SOCIAL FACTORS: - Besides natural factors, social factors

also play an important role in determining the distribution and density of population
in a particular area or region. The important social factors are: -
1) SOCIO-CULTURAL CONDITIONS: - Social and cultural conditions do influence the

distribution of population throughout the world. The societies where customs,

culture and social restrictions are very rigid, people try to settle down at other
places and thus add to the population of that area. Similarly, people who share the
same cultural heritage of their ancestors and forefathers settle down at one place
and increase the population.
2) ECONOMIC CONDITIONS: - In areas where there are more chances of employment

with good economic returns, the population is always thick. Compared to

agricultural society, an industrial society can support denser population. The
process of urbanization is of great importance in modern times as people tend to
live in urban than rural areas due to high standard of living and better facilities of
life in cities.
3) POLITICAL SETUP: - The people are very sensitive with respect to their political

ideology. People often seek political asylum in other countries as the country of
their origin is not suited for their political activities. For example during Afghan Page
| 11
crises people from Afghanistan migrated to settle in Pakistan.
4) HISTORICAL BACKGROUND: - We are born in a culture and reared and nurtured in a

particular cultural setting. Thus, the people who in the past settled down at one
place, their offspring continue to remain there, adjusting themselves to the
problems and try to solve them rather than leaving the place.
5) DESIRE FOR KNOWLEDGE: - Intelligent and talented people often migrate from the

country of their origin to other countries for seeking knowledge. Once they feel that
the conditions are favorable for them, they settle down there.
6) MIGRATIONS: - Population distribution is also affected by migration of the people.

When there is war, drought, flood or some other natural calamity, people in large
numbers migrate or leave their place of origin and shift to other areas, where
survival conditions are optimum.
DNSITY OF POPULATION EDUCATION
Density of population refers to average number of people living per square
kilometer.
The population of the world can be categorized into three density zones on the
basis of their distribution: -
1) HIGHEST DENSITY ZONES: - Zones with more than 250 persons per square kilometer.

The high density zones of the world are scattered and there are four major
areas of high population concentration listed as under: - Page
| 12
- Western and Central Europe
- North-eastern areas of United States
- South Asia
- South East and South Asia.
2) MODERATE DENSITY ZONES: - Zones with 25 to 250 persons per square kilometer.

The moderate density zones are the regions engaged in extensive agriculture,
pastoral way of living and industrial development. This moderate density zone
comprises of two distinct types of human settlements: -
- The “Old World” of Asia, Africa and Europe
- The “New World” of America and Australia.
3) LOWEST DENSITY ZONES: - Zones with 0 to 25 persons per square kilometers. The

low density regions include 80% of the total land area, which is either too rugged,
hot or cold, wet or dry for the people to settle in large numbers and engage in
productive activities.
The regions with the lowest population density are: -
- The polar ice-caps and the Tundra regions of Eurasia, North America and
Antarctica.
- The deserts of the Sahara and the Kalahari of Africa, the Antarctic desert of Chile,
the Australian desert and the desert areas of South West U.S.A. and central Asia.
- The equatorial rain forests of the Amazon Basin, the Congo Basin and the interior
forest areas of the Indonesian arch.
MEASUREMENT OF DENSITY OF POPULATION: - Density of population in a country is Page
| 13
measured by dividing its total population by total area:
Density of Population Total Population
Total Area
In 2001, India’s total population was 102.70 crore that used to live over an area of
32.80 lakh sq.km.
Density of Population = 102.70 crore
32.80 lakh sq.km.
= 324 per sq. km.
Density of population in India is maximum 904 per sq.km. in West Bengal and
minimum i.e. 13 per sq.km. in Arunachal Pradesh.
Among union a territory, Delhi has the maximum density i.e. 9294 per sq. km.
J&K has the population density of 99 per sq. km.

POPULATION COMPOSITION

Human population is characterized by demographic, social and

economic characters and these characters in total are known as the components of
population. The important components of compositions in any population include
the study of age, sex, literacy, religion, rural, urban, nature etc. Such studies provide
the detailed information regarding the particular community or population and it
reveals the level of economic and social development of the society. Demographers
and population experts conduct surveys for such studies, but most of the required
data for such studies is being bounded to the census source. Page
| 14
AGE
Age has been variously defined but as per the definition of census, age simply
means the number of years, which a person has lived. Every population comprises
of the members of different age. Generally the method of calculated age is in the
form of groups i.e. 0-5, 5-10, 10-15 etc. In every country the average life span is
being calculated and that is known as Longevity. As per the age population may be
grouped into three broad sectors which are.
1) Below 15 years of age (Juveniles sector).
2) Between 15 and 60 years of age (The work force sector).
3) Above 60 years of age (Senile sector).
Besides these broad sectors population in the age group of 0-5 is also being
calculated and this is known as infant sector. The study of age is an important factor
of development as it reveals the strength of the work force in a given society which
happens to be the backbone economy. It is through the stud of age that we can
calculate the dependency ratio which is calculated as
DR = JD + SD/WF * 100
SEX
Human population consists of two main components male and female. The
numerical proportion between the two is known as Sex Ratio. It is defines as the
number of females per one thousand males. In India for the past century males
have been increasingly out numbering female population.
With unfavorable sex ratio the female life expectantly two had been low Page
as compared with the males. The average life expectantly at birth for females in | 15
56.4 against 55.6 for males. Literacy is one of the most significant factors which
influences the longevity of human population in 2001. The female literacy in our
country was 65.38 in total. That is 75.85 among males and 54.16 among females.
Kerala has the highest literacy rate i.e. 90.92% in total. i.e. 94.20% among males and
87.86% among females.
RURAL/URBAN PARAMETERS
Another aspect of population composition is the place of living and we classify the
place of living into two broad categories
1. Rural livings or rural settlements
2. The urban livings are urban settlements.

RURAL SETTLEMENTS

The mode of permanent life on the surface of the earth started with the
establishment of rural settlements. Man being a permanent settlement due to the
invention of agriculture and due to this permanent settings he raised permanent
shelters in the areas where he performed the agrarian activities.
 This is the beginning of the village or the rural life. With the passage of time,
the number, size and structure of rural settlements changed, but even in the
present world most of the global population nearly 2/3rd lives in rural areas. Page
| 16
These rural areas may fall into three different types:
1. Clustered or Compact.
2. Semi clustered or Semi-compact.
3. Dispersed.
Theses rural settlements may be having the pattern like linear pattern,
circular pattern, semi circular pattern or star shaped pattern. In all these rural
settlements of the world the life is differentiated on the basis of demographic,
social and economic parameters. In all these rural areas majority of population are
to belong to primary sector that is hunting, gathering, timbering, fishing, maiming
and growing crops as the main activity. In order words man is directly dependent on
a nature in rural areas. Socially the rural areas are backward as the facilities of like
education, medical facility, sanitation, banking, drinking water, and road
accessibility have not trickled down to majority off the rural areas. Economically
they are backward as the activities which rural populations perform are substance
time.

URBAN POPULATION

The growth and development of rural settlements in size, shape, structure and
number resulted in a diversified economy, a high concentration and a large number
at particular settlement which ultimately lost the rural function and attained a new
nomenclature that is the Urban Settlements. History reveals the fact that urban
settlements came into existence from Mesopotamian civilization and perhaps Page
Summerians were the first urban. After that the number of urban settlements | 17
continued to grow. So much so in the world of today 30% of the global population is
urban and 70% is rural. The urban sector is the agglomeration of towns and cities,
which is the result of industrialization, the cities and towns are the centers of
administration, commerce, industry and education. As towns expand, the pressure
of transport, water supplies, sewage and refuse disposal, grows and creates
problems. The growth of cities which to a large extent is due to in migration is
responsible for problems of housing, water supply, sanitation parks, playgrounds,
schools hospitals and other public services.
The urban areas share some characteristics that is higher number of males, higher
literacy, and higher proportion of people employed in non agricultural occupations.
The following factors are responsible as the main causes of urbanization in any
country of the world.
1. Network of industries in towns and cities.
2. Better standard of life and remunerative livelihood in urban areas.
3. Availability of better social services in cities that is education, health services,
sanitation, transport and communication system etc.
4. Unemployment in rural sector.
5. Insecurity of life and properly in villages.
 FACTORS AFFECTING POPULATION GROWTH

Population growth has generally been considered as an increase in population, but

in real sense growth never means an increase only. Growth simply refers or means a Page
change in number. The change may be either positive or negative and in some cases | 18
there may be no change. In first situation when change is negative it means there is
decrease in number and we denote growth as negative. In life second situation
when the change is positive it means an increase in number and denote growth is
positive. While in some cases where there is no change growth is referred as zero
population growth (Z P G ) population growth can be explained with the following
equation.
Pg = Po + ( B_D) + (IM_OM)
Where Pg= Population Growth
B = births
D= deaths
IM = in migration
OM = Out migration
The main factors which affect the population growth in any part of the world are
classified as:
FERTILITY
It is defined in the words of Lewis and Thompson as the actual reproductive
performance of a woman or group of women. It is a biological character generally
associated with mothers. It is different from fecundity in a sense that fecundity
refers to the reproductive capacity of a mother which she can perform from the age
of 14-49 while fertility is actual reproduction which she has been performed in the
reproductive age group. The crude birth rate is one of the measures of fertility. The Page
reproductive age group of a women starts from the age of 14 and it ends at the age | 19
of 49. In the western countries the limit for marriage has been increased up to 28-
29 years. In India the age of marriage for a girl has been fixed at the age of 18 years
and the result is evident that Indian women bear more children as compared to
those of western women. Fertility is closely related with birth rate. Though birth is
a biological process, yet birth rate is influenced by social, economic, religious and
moral considerations.
In the words of Barnard Benjamin, “Fertility measures the rate of which a
population add to itself by births and is normally assessing by relating the number
of births to the size of some section of population such as the number of married
couples of than umbers of woman of child bearing age that is an appropriate
yardstick of potential fertility”
The main factors which affect the fertility process of both the sexes (male and
female) may be as under:
1) BIOLOGICAL FACTORS: - Biological Factors play a vital role in the process of fertility.

Health of the individual is the most important Biological Factor with it are related
the factors like disease and food habits etc.
2) DIRECT FACTORS: - The direct factors which influence and effect fertility include use

of:
I) Oral Pills
II) Loops
III) Condoms Page
| 20
IV) Abortion
V) Infanticide
3) INDIRECT FACTORS: - Indirect factors are influenced by social customs and in turn

affect fertility, indirectly. These factors include

i) Age of marriage
ii) Polygamy
iii) Separation and divorce
iv) Widowhood
v) Abstinence and menstruation
vi) Celibacy
4) OTHER FACTORS: - Some other social factors influence and effect the fertility

a) Food supply
b) Urbanization
c) Role of religion
d) Economic conditions
e) Political system.

MORTALITY
Number of persons dying per thousand in a year is called death rate or mortality
rate. Mortality rate is regarded as an index of the well being of a nation. The
countries which are economically sound and where people enjoy high standards of Page
livings have a lower death rate than the countries which are economically | 21
backward. The advanced countries have succeeded to lower their death rate due to
availability of food supplies, pure drinking water, heath care, better sewage disposal
and clean environment. Mortality rate was used to be very high in the past, because
people were not much conscious and careful about their health, as the medical care
was not readily available. It is believed that Romans were the first people, to collect
data regarding deaths during 3rd century.
FACTORS AFFECTING MORTALITY
Mortality or death is affected by a variety of factors. They may be biological,
physiological, environmental, etc. form the demographic view point, mortality is
related to the age and sex of an individual. There is infant mortality, mortality of
women at the time of delivery, mortality of man due to cancer of the prostate, etc.

MIGRATION OR MOBILITY

Migration means movement of people from one place, country, and town to
another. Migration of human population is an international phenomenon. Human
migrations are as old as mankind. It is a social character achieved by man and it has
been defined as change in residence. It occurs at all levels i.e. International level,
national level and state level. In all the case there is a movement of people. The
place where from people move is known as place of origin and the place where they
settled is known as place of destination. The people moving form place of origin are
known as out migrants or Emigrants and at the place of destination these people Page
are known as Immigrants or Immigrants. In all these cases such a movement effects | 22
the number which means that it affects the growth of population. Migrations are
generally caused either by pull factors or by push factors. West Asia which is a
desert and was very sparsely populated till the discovery of oil in the beginning of
20th century but today it is a thick populated zone of the globe as people in large
numbers from all over the world have migrated to the region because of pull
factors. In India the town like Tatonager, Faridabad, Modinagar have come into
existence because of the large scale migration of people from different corners of
India. The main factors which affect migration are: -
1. Economic factors
2. Geographical factors
3. Social factors
4. Political factors
5. Demographic factors
6. Religious factors
7. Industrialization
 UNIT-1 POPULATION EDUCATION IN SCHOOLS

Q: -SCOPE OF POPULATION EDUCATION IN SCHOOLS.

Page
| 23
A:-Population Education as per UNESCO is defined as “an educational programme
which provided for a study of the population situation in family, community, nation
and the world with the purpose of developing in the students, rational and
responsible attitudes and behavior towards that situation”.
THERE IS A WIDE SCOPE OF POPULATION EDUCATION IN SCHOOLS BECAUSE:

1. Schools are the centre’s of teaching and learning for young generation.
2. Schools have a traditional of being future oriented.
3. Schools promote social change.
4. Schools are engaged in adopting new innovations and changes.
POPULATION EDUCATION INCLUDES THE FOLLOWING AREAS OF STUDY:
(a) Population dynamics and pattern of population growth.
(b) Developing of basic understanding of the process of human reproduction.
(c) Understanding of health problems associated with child bearing.
(d) Appreciation of the relationship between quality of life for a family and its size.
(e) Appreciation of the significance of population characteristics and policies for
socio-economic development.
(f) Familiarity with the population policies and family planning programmes of only
own country.
THE MAIN PROBLEMS OF IMPARTING POPULATION EDUCATIONS IN SCHOOLS ARE:
1. Confusion in concept.
2. Shortage of qualified and trained teachers in population education.
3. Prejudice of parents. Page
| 24
4. Lack of suitable planning.
5. Lack of coordination among various agencies working in the field of family
planning/ welfare and education.
ON SCHOOLS IMPARTING OF POPULATION EDUCATION AIMS TO:
1) To develop among the students a keen insight into the interrelationship between
population change and the process of socio economic development.
2) To create among the students and teachers awareness about the population
situation in the country and the strategies adopted to meet this critical situation.
3) To create an awareness among students that the present population explosion in
our country is the result of speedy birth rate.
4) To develop desirable attitudes and behavior among students and teachers
towards the population issues to determine the quality of life.
5) To help students to realize the socio-economic burden involved in bringing up
large families usually resulted in deterioration in quality of living.
6) To provide Population Education at its right place in the curriculum of the formal
as well as the non formal programme of education.
7) To make curriculum removal a continuous and ongoing process to meet the
emerging challenges that confront society from time to time.
 The following six major areas have been identified for Population Education
concepts in schools which have been borrowed from social science to biological
sciences. They have a wide scope for encompassing most of the concepts related to Page
| 25
the Population Education at the school level. These are: -
a) Population growth (determinants and demographic situation)
b) Population growth and economic development (consequences)
c) Population growth and social development (Consequences)
d) Population, health and nutrition.
e) Population, biological factors and family life.
f) Population programme national and international.
At NCERT New Delhi the Population Education cell has developed a draft syllabus
on Population Education for different stages. Population Education is not to be
treated as a separate subject in the school curriculum but should be integrated with
other curricular subjects.

Q: -METHODS & APPROACHES OF POPULATION EDUCATION.

A:-Method implies an orderly way of doing something. Population Education being a

controversial and value laden area, the best way of dealing it in the classroom is
through the use of appropriate teaching methodologies. Modern teaching learning
assigns an important place to student activity and involvement. It is also called
child-centered or learner-centered approach. There are five main approaches of
population education in school curriculum. These are as follows:-
1) INQUIRY APPROACH: - This approach aims at developing in the learner those skills

and attitudes that will enable them to think critically and in fact, to become
independent problem solver. The term ‘Inquiry Approach’ has been used Page
interchangeably with such terms as ‘Discovery Approach’ ‘Problem Solving’, | 26
‘Interactive Method’, ‘Deductive Method’, etc. Though these approaches are
different, but passes one common point and that is planning of a premium on the
learners thinking. In all these approaches, the learners are activity involved in the
process of investigation and searching a problem, organizing the information,
analyzing, interpreting and concluding the best alternatives.
2) OBSERVATION APPROACH: - Observation means knowing about the things, persons,

places and events lying in our environment with the use of our sense organs. In
observation approach we study the problem horizontally and longitudinally. We go
to the field, share the culture of the people, and try to create more informal
situations in which people will feel and act in an accommodative and flexible
environment and with result come with real facts.
3) SELF-STUDY APPROACH: - This approach is applicable at the secondary stage of

learning. This approach demands essential understanding on the part of the learner.
This approach begins from one’s own self. He has to make a close observation of his
own family, his neighbours, his locality and his relations. Henceforth he can gather
sound information about the quality of life and resources responsible for it. He will
make an in depth study of the income resources available to different sections of
people and their expenditure on their ways of living. It is through this approach one
could realize the merits and demerits of family planning and its immediate and
remote effects on population.
4) DISCUSSION METHODS:-This method can make use of three different forms or Page

patterns of education; formal, non-formal and informal. Discussion can be arranged | 27

in any form. In its arranged form the discussions could be conducted at school level.
Topics pertaining to population education will be thrown for discussion. Discussion
helps students in working what they did not know. At the same time they may
become sure about the correctness of what they know.
5) ASSIGNMENT METHOD: - Assignment means the work that has been allotted to the

pupils or class. It is primarily means for substituting and supple nenting teaching
work. Assignment is an extra work than that of classroom work. Population
education is the subject, which has many components and constitutions. It is not
possible for a teacher to give everything concerning to a topic, in a limited period of
school time. To supplement the topic studied, a teacher gives assignment to the
students.

Q: -USE OF MASS MEDIA IN POPULATION EDUCATION.

NEWSPAPER

Newspaper is the most powerful media device through which we can disseminate
information related to “population education”. It is most economic and easily
accessible to every common man as nit is available everywhere in the country. Its
service is quick and within no time it reaches in the hands of millions of people.
 A newspaper is equipped with information related to latest
development in Population Education through its various columns comprising
editorial, essays comments, letters to the editor, stories, cartoons etc. By the help of Page
this device many aspects of Population Education may be circulated for the benefit | 28
of the people. It can also cover foreign countries in relation to population
education. Newspaper disseminates information about population growth. It can
also include its impact on Indian society. It can cover news about epidemic diseases,
diseases like STD, AIDS, HIV and communicable diseases.
It is a very powerful media which can attract the people to participate in
family welfare programmes.

RADIO

Radio has reached in every nook and corner of society. In every corner of the
country people do have radio. It is most convenient and powerful media through
which knowledge of Population Education can be disseminated not only to school
going children but to masses at large.
RADIO AND POPULATION EDUCATION
a) Radio besides being a mass media of communication can also play a major role in
imparting instructiong regarding the family planning to school children.
b) Radio provides general information about the population explosion in India as
well as in the world.
c) The programmes covering the different aspects and dimensions of population
education, could be listened by the students through radio.
d) It covers the entire world and reaches the isolated rural parts of the population. Page
| 29
e) Radio technology is very cheap and it has low running cost than other media. so
people can posses the knowledge of population easily.
f) Radio broadcast can be used for imparting information about the different
concepts of population education.

TELEVISION

The Television is a combination of sound and picture. it is close to reality. It provides

a realistic feel of events. It can bring industry and field work into the classroom. It
can take the classroom to the distant places. It can motivate the viewer’s I.e create
greater interest in learning. Best talent of teaching available at some places can be
made to reach out to other places through video lectures. Television facilitates
them. Television saves the time and effort of the student and teacher.
TELEVISION AND POPULATION
a) Television is an important instrument for teaching population education and
making population related programmes popular in the masses.
b) Television has superiority over radio broadcast because it is visual as well as
audio teaching aids. It can present the senses showing the effects of overpopulation
on environment and other natural hazards etc. in live and realistic in nature.
c) The concepts of population education are presented in more effective and clear
way by television than radio broadcast.
d) Television can show the population situation in India in world perspective very Page
| 30
clearly and effectively.
e) Discussion on population related topics are held in television.
g) From the television relays, it is possible to compare the different dimensions and
aspects of population growth in India in world perspective very clearly and
effectively.

AUDIO-VISUAL AIDS

Audio- visual aids are those devices that help to make teaching, learning more
interesting, stimulating and more effective. So audio –visual aids are anything by
means of which learning process may be encouraged or carried on through these
aids of learning.
According to Kinder S James, “Audio-visual aids are any device which can be used to
make the learning experience more concrete, more realistic and more dynamic”.
THERE ARE TWO TYPES OF AUDIO –VISUAL AIDS
1. PROJECTED AIDS:-Those devices which can help in the projection of things on

screen such as slide, filmstrips, overhead projection.

2. NON-PROJECTED AIDS:-Those which cannot be projected on the screen such as

graphics, charts, maps etc.

ADVANTAGES OF AUDIO-VISUAL AIDS

1) Audio-visual aids facilitate the acquisition of maximum learning on the part of
students.
2) They help the teacher in creating proper situation and environment for capturing Page
| 31
as well as maintaining the interest and attention of the students.
3) Audio-visual aids are a good motivating force. They match with their inner urges
instincts, basic drives and motivate the students and thus prove a great motivating
force for energizing learners to learn effectively.
4) For different situation they proved valuable substitutes for the real object or
phenomenon for making the learning realistic.
5) They help in adequate retension by leaving behind a permanent mark in the form
of adequate impression.
6) Through the use of these acids much of the time and energy of both students and
of teachers may be solved.
8) Use of audio-visual aids help in cultivating scientific habits of generalization
through actual observation.

UNIT-1II GENDER STUDIES

Q: - CONCEPT OF GENDER STUDIES.

A:-Gender plays a role in almost all sphere of life. It is an important aspect of politics
and economy. It has an impact on everything from working life to intimate relations.
It makes itself felt in war and in love. We read the world through gendered glasses,
and media, institutions, families, social networks and many other arenas construct
gendered distinctions and norms for “proper" gendered behaviours and
appearances. To visit a standard department store in order to find baby clothes or Page
toys for toddlers that are not marked by gender in various kinds of transgenderism | 32
or queen practice's, " proper" gender is often still an underlying norm for what
should be transgressed.
Gender Studies is a transdisciplinary area of study which engages critically with
gender realities, gender relations and gender identities from intersectional
perspectives. To study gender intersectionally means to focus on the ways in which
gender interrelates with other social categorizations such as ethnicity, class,
sexuality identity, nationality, age, disability etc.
Teachers and students of Gender Studies are diverse, but share a belief that
women and men, girls and boys, are much more than just gendered stereotypes and
cultural "dopes" who simply perform a pre-given gender/sex, defined by a hetero
normative two-gender-model . In Gender Studies, we analyze how gender/Sex
interacts with other social distinctions such as ethnicity, class, sexuality identity,
nationality, age, disability etc. We explore how gender, power and norms are
intertwined and cannot be understood independently of social and cultural
contexts. We scrutinize how various kinds of social injustice, for example, class-and
ethnicity-based injustices, often haves strong gendered dimensions. A key focus of
Gender Studies is the question: how to foster change, make space for diversity and
for new kinds of social, cultural and ecological sustainability and equality. Gender
Studies educates agents for change.

Page
Q: - NEED AND SCOPE OF GENDER STUDIES. | 33

A: - The field of gender studies explores the ways that femininity and masculinity
affect an individual's thought process. This is relevant in a variety of realms, such as
social organizations and institutions, interpersonal relationships, and
understandings of identity and sexuality. Gender Studies is a discipline created
originally by activities, and those who study it today see it as their mission to
identify, analyze, and correct social inequities both locally and globally.
Gender Studies explores power as it relates to gender and other forms of
identity, including sexuality, race, class, religion, and nationality. Gender Studies
encompasses interdisciplinary fields, which include exploration of the histories and
experiences of diverse women and men as well as studies of sexualities,
masculinities, feminities, and gender systems in society. It also analyses how gender
plays out in politics, intimate life, culture, the workplace, athletics, technology,
health, science, and in the very production of knowledge itself. College courses
emphasize critical thinking and analysis along with social justice activism. These
courses teach interdisciplinary method's, relate debates in the field to key
intellectual and social movements, explore intersections of feminist studies,
masculinity studies, and queen studies, and assist students with professional
development. Gender Studies emphasis on the relationships between gender and
society. Historically and cross-culturally, and on the changes now occurring in the
roles of women and men, and on women themselves. Gender is then understood as
not a free standing category, but rather one that takes shape through its Page
intersection with other relations of power, including sexuality, race, ethnicity, class, | 34
nationality, and religion. It offers historical, contemporary, and transnational
analysis of how gender and sexual formations arise in different contexts such as
colonialism, nationalism, and globalization. Globalization understands the ways that
gender operates in different national and cultural contexts. Through this
understanding, many graduates get advanced degrees in a profession such as law or
business. Graduates report working in a range of areas including communications
and media, arts and education, business, politics and government, the law, health
and non-profit sector. In addition to its focus on the history and achievements of
women, gender scholarship has inspired research and achievements of women,
gender scholarship has inspired research and curricula that address men’s lives,
masculinity, and the lives of people who identity as Gay, Lesbian, Bisexual or
Transgender.

Q: - GENDER STUDIES AS AN ACADEMIC DISCIPLINE.

A:-Even though Gender Studies is a relatively new phenomenon in higher education,

it is today well established as an interdisciplinary field of study which draws on
knowledge from both the humanities, the social sciences, medicine, and natural
science. The basis for the academic field of Gender Studies was in many countries
laid in the 1970s, when women in Academia protested against the ways in which
academic knowledge production made women invisible and ignored gendered
power relation's in society. Interdisciplinary study environments started to Page
mushroom, among others in many European countries and in North America, where | 35
so-called Women's Studies Center's were set up , gathering critical teachers and
students who wanted to study gender relations, and women, in particular. A
common denominator for the development was strong links to women's
movement's, activism, feminist ideas and practices. the research agenda was
emancipatory, and the aim was to gather well founded scholarly arguments to
further the political work for change in society, science and culture.
The aim of the academic project of Gender Studies was to generate a new field
of knowledge production which could gain impact on science and scholarly
practice's and theories.
Against this background, a critical and innovative approach to existing science
and academic scholarship is one of the characteristics of the subject area.The
relationship between knowledge, power and gender in interaction with other social
divisions such as ethnicity, class, sexuality, nationality, age, dis/ability, etc is
critically scrutinized in gender research.
Since the start in the 1970s, gender research has been inspired by and
embedded in many different and sometimes partly overlapping scholarly traditions,
such as empiricism, Marxism, psychoanalysis, poststruralism, critical studies of
sexualities, body theory, sexual difference feminisms, black feminisms, ecological
feminisms, animal studies, cyborg theory, feminist techno science studies,
materialist feminisms. The field of study has grown and expanded rapidly on a
worldwide basis, and given rise to a diversity of specific national and regional Page
| 36
developments.

Q: - GENDER, ECONOMY AND WORK PARTICIPATION.

A:-1) Even though the proportions of men and women in the labor force have been
converging, the kind of work done by the two sexes remains distinct. According to
the U. S. Bureau of Labor Statistics 1994, women engage in a narrow range of
occupations, with half of working women holding just two types of jobs.
Administrative support work, the first category, draws 27 percent of working
women, most of whom serve as secretaries, typists, or stenographers. From another
angle, 80 percent of all pink-collar jobholders are women.
The second category is service work, performed by 18 percent of employed
women. These jobs include waitressesjng and other food-service work as well
healthcare positions. Both categories of jobs lie at the low end of the pay scale,
offer limited opportunities for advancement, and are subject to supervision-most
often by men.
2) One sound indicator of the global pattern of patriarchy is the extent to which
housework-cleaning, cooking, and caring for children is the province of women.
Global Map 13-2 shows that, in general, members of industrial societies divide
housework more evenly than people in the poor societies of the world do. But in no
nation on earth is housework shared equally.
Although the typical couple shares in discipline the children and managing Page
finances, men routinely perform home repairs and yard work while women seem to | 37
most daily yask of shopping, cooking, and cleaning. On average, twenty-six hours a
week, housework amounts to a 'Second Shift' that woman undertake after returning
from the workplace each day. In general, then, house work adds stress to many
women's lives; those who have help in maintaining the household suffer less, as do
those who choose only the role of fulltime homemaker.
3) In 1993, the median earnings for women working full time were 22,469, while
men working fulltime earned 31, 077. For every dollar earned by men, then, women
earned about 72 cents.
Among full-time workers, 57 percent of work women earned less than 25000
in 1993, compared to 37 percent of comparable men at the upper end of the
income scale, men were five times more likely than women 8.3 percent versus 1.8
percent to earn more than 75000 U.S. Bureau of the Census, 1995.
The most perspective, gender-based income disparity is less pronounced in the
United States than in Japan but greater than it is in most other industrial nations,
including Australia, Canada, Norway, and Sweden. Over time, however, this
disparity has gradually declined in the United States. In 1980, for example, working
women earned only 60 percent as much as working men. This trend toward
comparable earnings has two sources, however: increasing economic opportunities
for women and a recent decline in the earnings of many men.
The most important reason of gender-based income disparity is family Page
responsibilities. Both men and women have children, of course, bot our culture | 38
defines parenting more as a women's responsibility than a man's. Pragnanancy and
raising small children keep many younger women out of the labor force altogether
at a time when their male peer's stand to make significant occupational gains. As a
result, women workers have less job seniority than their male counterpart's.
For all these reasons, then, women earn less than men within all major occupational
categories.

Q: - GENDER, GLOBALIZATION AND EDUCATION.

A: - The issues of gender equality constantly take on new configurations especially

in the economy in the last 15 years. There have significant implications for
education:-
1) PROLIFERATION OF PRIVATE SCHOOLS AND DECLINE IN STANDARDS OF GOVERNMENT
SCHOOLS:-With globalization, the high demand for education, and the changing

nature of the states involvement in school education in the nineties, privatization

has been taking place at a rapid pace in all sectors of education. On the one hand
we have an unregulated private sector in education, where a majority of schools
focus on market values and success rates, and do not have a commitment to the
constitutional values of equality and citizenship or to the ideals of social justice and
collective well-being. On the other hand, the government school system is
responding adversely to privatization. Studies show that government schools are
becoming center's of poor quality education for the poor and marginalized, and are Page
being attended by girls from poor families. Polarisation of schooling is creating | 39
imbalances which are severely gendered, with parents deciding to send their sons to
private schools, whatever their quality, in the hope that this education will afford
some upward economic mobility.
2) NON-FORMALISATION OF EDUCATION: - There has been a growth of the non-formal

sector and a downsizing of the formal sector in the government education system,
without the problem of declining standards in the latter being redressed. Current
government policy is moving towards non-formalizing the formal stream. Efforts to
deal with teacher absenteeism or skewed student-teacher ratio in remote areas or
to provide bridge courses for those outside the system have resulted in the scaling
down of professional and infrastructural requirements of schools. In some states
like Madiya Pradesh there has been a ban on appointment of full time teachers in
primary and secondary education. In the non-formal sector too, poor infrastructure,
and reliance on barely trained para teachers with no service contracts results in
impoverished standards of education.
3) LANGUAGE AS A NEW MARKER OF DISCRIMINATION AGAINST GIRLS IN THE CONTEXT OF
EMPLOYMENT:- Globalization is marginalizing girls further in education in relation to

access to English medium education. With globalization, the demands for fluency in
English have increased in the job market. More boys are being sent to private
English schools where possible; whereas girls continue to attend cheaper or free
vernacular schools. In Mumbai, the ratio of boys to girls in English schools is
approximately 3.1, whereas in Pune the ratio of boys to girls in Urdu schools is 1.4. Page
It is clear that language has become a marker of discrimination against girls in the | 40
context of employment, and this new form of discrimination needs to be addressed
seriously.

Q: - GENDER INEQUALITY IN EDUCATION.

A:-In education, to, a glimpse of the past sheds light on the present. About a century
ago, leading educators claimed that women's wombs dominated their minds. This
made higher education a burden on women's frail capacities. Dr.Edward Clarke, of
Harvard University’s medical faculty, expressed the dominant sentiment this way:-
"A girl upon whom Nature, for a limited period and for a definite purpose, imposes
so great a physiological task, will not have as much power left for the tasks of
school, as the boy of whom Nature requires less at the corresponding epoch."
Because women were so much weaker, Clarke urged them to study only one-third
as much as young men-and not to study at all during menstruation.
Over the years, the situation gradually improved, but discrimination persisted.
Through the 1960s for example, girls were barred from attending shop classes,
which were reserved for boys. Instead, they were routed to home economics,
considered appropriate for their station in life. Today, women's sports are often
underfunded. As a parenthetical note, whenever I attend high school football
games, I still see an organized group of girls in short, brightly coloured skirts wildly
cheering the boys from the girls as they play their sports.
The situation has so changed from what it used to be, however, that some Page
measures of education make it look as though discrimination may be directed | 41
against males. For example, more women than men are enrolled in U.S. colleges
and universities, and women now earn 54 percent of all bachelors’ degrees, women
also complete their bachelors degree's faster than men.
Probing below the surface, however, reveals that degree's follow gender, thus
reinforcing male-female distinctions. Two extremes at the bachelor’s level highlight
gender tracking. Women earn 89 percent of bachelor’s degree in home economics,
while men earn 86 percent of bachelors degree's in military technologies. Similarly,
men earn 86 percent of bachelors degree's in the masculine field of engineering,
while women are awarded 84 percent of bachelor’s degrees in the feminine field of
health sciences.

Q: - CONCEPT OF EMPOWERMENT OF WOMEN.

A: - Gandhi respected traditions of the society, but not at the cost of loss of
individual dignity. He never hesitated to criticize the evils which had gripped the
Indian society, and tried to mobilize public opinion against such evils. He realized
that there were deep-rooted customs hampering the development of women, and
women’s freedom from such shackles was necessary for the emancipation of the
nation. He assumed a pioneering role in attempting to eradicate the social wrongs
committed against the women of the country through ages. When Gandhi emerged
on to the political scenario, social evils like child marriage and dowry system were
rampant. The percentage of women with basic education was as low as two Page
percent. The patriarchal nature of the society confined women to the status of an | 42
inferior sex subordinate to their male counterparts. The purdah system was in full
vogue in Northern India. Unless accompanied by their male guardians, the women
were not permitted to venture out on their own. Only a handful few could avail of
education and attend schools. It was in such a dismal milieu that Gandhi took the
responsibility of shouldering a social crusade that led to a major reorientation of the
common notion of women in the Indian society.

Q: - ROLE OF EDUCATION IN EMPOWERMENT OF WOMEN.

A:-Education n is considered as significant instrument in improving the status of

women. The policy makers have realized that apart from the corrective legislation,
lucrative employment, political rights occurs to education for women is a crucial
step in the direction of establishing gender equality. Education is a major
instrument of social change it leads us towards the development including
development in the political, economic, cultural, and other dimensions of human
life. Women’s development should not only be viewed as an issue in social
development. The improvement in the status of women requires a change in the
attitudes and roles of both men and women.
 Education is not only a tool which aims at making human beings
honorable citizens than merely a virtuous and learned person. To leave women
uneducated is to leave one half of the society perfectly paralyzed and weaken the Page
other too. As such if not for any other reason, at least of this scare women should | 43
be educated. Empowered of women encompasses many other aspects in addition
to their economic self- sufficient .it includes inculcation of self confidence, ability to
take decisions about their own lives ,health, equality of opportunities. Women
empowerment is possible only when these basic issues are addressed and people
are educated about it in general on the one hand and on the other hand women
gain access and control over national information, knowledge, resources, challenges
and the ideologies of discrimination and sub- ordination.
Education is a major catalyst of social change .Rural women are very far
behind than urban women in the field of education. As a result, their nutritional
levels are very low, Proper health and medical facilities are not available for them.
Hence they suffer from so many diseases. As the literacy is low, they become the
victims of a number of social evils such as early marriages; dowry etc. education of
women is a critical input for improving nutritional levels, raising the age of marriage,
acceptance of family planning ,improvement in self image and their empowerment.
These factors would help the women to improve their status in the society.
 UNIT-1V ISSUES OF INDIAN WOMEN

Q: - CONCEPT OF WOMEN EDUCATION. Page

| 44
A:-Women are the cradle of civilization. For progress and prosperity of any country,
their contribution is very important. In other words, the secret of overall
development of any country lies in women education. That is why 8th, March is
celebrated every year as the international Women's day. Its objective is to bring in
our notice that man is incomplete in all fields without women. So all efforts and
sources should be used to give education to women.
According to Radha Krishnam Commission, "There cannot be any educated
people without educated women." The education of the women improves her
status in the family, in the society and in the eyes of the community.
According to J.L.Nehru,"Education of a boy is the education of one person, but
education of a girl is the education of the entire family."

NEED FOR WOMEN EDUCATION

In order to explain broadly why there is need for women education the answer lies
in this fact that there are several factors responsible for need of women education
which are as under:-
1) CAPABILITIES:-Women have proved themselves both physically and intellectually
equal to men. So to develop the various capabilities of women, there is need of
their education.
2) SELF RELIANCE: - Women can be self reliant too. So to make women more and

more self-reliant their education is need of time.

3) REMOVAL OF SOCIAL STIGMA:-Women are integral part of our society and a number Page

of evils are present in our society with regard to women. So to remove those social | 45
stigmas we have need of expansion of women education.
4) EQUALITY OF OPPORTUNITY AND WAGES: - According to Indian constitution, women

should be given equal opportunities in social, religious, political, professional, and

cultural spheres. For this purpose need of women education is arising from every
angle.
5)WOMEN AS A SOURCE OF INSPIRATION:-There have been a number of women

remained source of inspiration like Mother Teresa, Indira Gandhi etc to familiarize
common women with these great women; there is need of women education.

IMPORTANCE OF WOMEN EDUCATION

The following points will highlight the importance of women education:-

1) NATIONAL DEVELOPMENT:-If the nation is to be taken on the path of national

development and economic growth, then it is essential that human resource

development should take place effectively which is only possible through women
education.
2) ECONOMIC DEVELOPMENT:-With the women education economic development

comes in a country from various angles because an educational thinker has said that
economy is direct related to education.
3) MODERNIZATION:-When women are properly educated, she cultivates the seeds of

modernization among her off springs who then strengthen the very roots of
modernization process. Page
| 46
4) SOCIAL AND CULTURAL DEVELOPMENT:-It is because of women education, people

become civilized, society becomes modern and a person becomes well cultured.
That is why women education is said to be the corner stone of social and cultural
development.
From the above discussion, we may say that women education is much important
for overall development of a nation.
Q: - REMEDIAL MEASURES/PROBLEMS FOR WOMEN EDUCATION.

A:-Some of the important measures to be undertaken are as under among women

for education:-
1) Cultivation of proper social attitude, it is necessary to cultivate proper social
attitude among people so that strong public opinion about women education will
get promoted in India.
2) Need Based Curriculum should be framed at the middle, high and senior
secondary school stages and steps should be taken to improve the teaching of
music, fine arts, home science etc.
3) Steps should be taken to establish more and more girl’s schools and colleges.
Separate reading rooms and sanitary conveniences should be provided to girls.
Adequate hostel facilities for girls should also be provided.
4) Efficient women should be appointed in administration in the Education
Department so that they may keen interest for expansion of women education by
inspecting schools and achieving the target of 100% attendance of female students. Page
| 47
5)Since the major population of India are poor and parents are not able to collect
even the minimum possible money to meet the basic necessities of life, the
question of sending their children to schools does not at all arise for them.
Therefore, steps should be taken by the Government to provide free education, free
uniforms, free mid-day meals, scholarships, books, uniforms etc. to the needy
students.
6) RESERVATION:-Sufficient reservation should be given to women in government and

private educational institutions, universities, jobs and in other fields so that a strong
desire may get developed among women for education.
Tour conclude, such remedial measures have to be taken by which we may be able
to increase the literacy rate of Indian women, which may lead the nation to the path
of progress and prosperity.

Q: - CO-EDUCATION-ITS EDUCATIONL IMPLICATIONS.

A:-By co-education we mean education of both boys and girls in the same
institution, in the same class and by the same teacher. Co-education means that
boys and girls shall be taught the same courses, at the same time, in the same place,
by the same faculty, with the same methods and under the same regime. Co-
education is one way to expand women education.
ARGUMENTS FOR CO-EDUCATION
1) TO DIMINISH UNNECESSARY ATTRACTION:-AWE introduced co-education in our

schools and colleges to diminish unnecessary attraction between sexes.

Page
Unnecessary curiosity is satisfied. | 48

2) SEX SUBLIMATION: - is achieved by it. Emotional balance is restored.

3) FOR A FULLER AND RICHER DEVELOPMENT:-Man is a wild animal. Manners exist

because of women. So for fuller and richer development, Co-education is a must.

4) ECONOMICAL:-Co-Education is financially economical also. Instead of opening
separate schools for a handful of women students, they can be safely sent to a boys
school thus resulting in saving a lot of money.
5) BAD HABITS REMOVED:-Co-education will help eradicate many bad habits such as

shyness, timidity etc. on the part of the boys. It will help in adjustment in later life
also.
6) MOTIVATION:-Co-education is one approach to motivate the students in the room.

Many students try to achieve better in order to impress some one of the opposite
sex. Women is a great motivational force as far as males are concerned. if the right
sort of encouragement of understanding is there, the male can bring down the
moon.
CASE AGAINST CO-EDUCATION
1) It is against our culture. The orthodox amongst us scoff at the very idea. They
won't allow us to go ahead with co-education.
2) It has been found out that with the introduction of co-education in schools and
colleges, sex offences are on the increase. At this moment no study can be quoted
to support this. This is being stated simply on the basis of newspaper reports which Page
| 49
are indeed satisfying. This argument drives one nail in the coffin of co-education.
3) In co-education schools and colleges, senior male students exploit junior female
students.
4) It is against ancient values. But still we have adopted this. One who rides two
horses is bounded to fall.
5) It has been found out that co-educational schools produce not always
emotionally stable people. They produce emotional wrecks also who are a great
nuisance to the society.
6) Co-education on the whole is a frustrating experience for many. When there is no
way out to check or meet the demands of this, the result is undue anxiety and
mental illness.

Q: -EDUCATION OF GIRL CHILD IN INDIA: PRESENT STATUS AND CHALLENGES.

A: - India holds a strong determination in educating all children, especially the girl
child. By declaring education as a fundamental right, India ensures constitutional
provisions for providing free and compulsory education to all the children between
6 to 14 years of age. This provision is widely known as the Sarva Shiksha Abhiyan.”
Even after declaring education as a fundamental right, there are numerous
hurdles that prohibit a girl child from actually getting education. The biggest hurdle
is the prejudices that families have about girls—like girls are slow learners, they are
not rational; they are to be confined inside the domestic household, and why
bother about educating them. Page
| 50
Only a handful of people have actually realized the importance of educating a
girl. Though not a direct cause, the infamous dowry system is also another barrier in
girl child education. Families often think of a girl as a burden and often want to save
the money for their dowry rather than spending it on her education.
A girl is no less than a boy; if anything, they are all the more diligent,
hardworking and consistent in their effort towards anything. A girl should be
educated in order to ensure a better life for herself. If she is empowered she would
be in a condition to add on the income of the family, and raising the living condition
of her family.
As goes the saying from the Rig Veda, “the home has, verily, its foundation in
the wife.” An educated mother can give better care to her children. Since she is the
first teacher of the child, she is ought to be well versed to inculcate better value
system in the child. An ignorant mother would not understand the idea of proper
hygiene and sanitation leading to lack of proper care of the child—malnourishment
is a living example of this problem.
The government of India has initiated various programs and policies to ensure
that a girl does not miss out any opportunity of getting education. After
independence, the government had set up a National Committee on Women’s
Education in 1958, and it recommended that female education should be at par
with male education. In the year 1964, the Education Commission was set up, which
largely talked about focusing on educating the girl child. The government came up
with ‘New Education Policy’ in the year 1968, which focused on the overall Page
| 51
education at both rural and urban areas.
Mahila Samakhya Program is a program that comes under the New Education
Policy and was formed in the year 1988. This particular program focuses on the
empowerment of the women who belong to the marginalized group.
National Program for Education of Girls at Elementary Level(NPEGEL) was
started in 2003 to ensure access to education to girls who could not benefit from
the Sarva Shiksha Abhiyan. Under this scheme model schools have been set up and
it covers 24 states.
Kasturba Gandhi Balika Vidyalaya Scheme was launched in 2004 in order to provide
primary level education to girls. The scheme was especially designed for the
underprivileged girls in the rural areas.
Even after so many programs and policies of the government, we are still
lagging behind in providing education to the girl child. The problem here is not in
implementation but in the level of commitment of people in general.

Q: - KASTURBA GANDHI BALIKA VIDYALIYA.

A: - The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched in July 2004
for setting up residential schools at upper primary level, for girls belonging
predominantly to the SC, ST, OBC & minority community. The scheme ran as
separate scheme for two years but was merged with Sarva Siksha Abhiyan w.e.f
April 1, 2007.

Page
SCOPE /COVERAGE OF THE SCHEME
| 52

The scheme was applicable since inception in 2004, in Educationally Backward

Blocks (EBBs) where the rural female literacy is below the national average (46.13%:
Census 2001) and gender gap in literacy is more than the national average (21.59%:
Census 2001). Among these blocks, schools may be set up in areas with:
concentration of tribal population, with low female literacy and/or a large number
of girls out of school, concentration of SC, OBC and minority populations, with low
female literacy and/or a large number of girls out of school, areas with low female
literacy; or areas with a large number of small, scattered habitations that do not
qualify for a school.

OBJECTIVES OF KGBV

Gender disparities still persist in rural areas and among disadvantaged communities.
Looking at enrolment trends, there remain significant gaps in the enrolment of girls
at the elementary level as compared to boys, especially at the upper primary levels.
The objective of KGBV is to ensure access and quality education to the girls of
disadvantaged groups of society by setting up residential schools at upper primary
level.
The components of the scheme will be as follows:-
i)Setting up of residential school's where there are a minimum of 50 girls
predominantly from the SC, ST and minority communities available to study in the
school at the elementary level. The number can be more than 50 depending on the Page
number of eligible girls Three possible models for such school have been identified | 53
and revised financial norms for the same are given Annexure-I (a), (b) & (c).
ii) To provide necessary infrastructure for these schools.
iii) To prepare and procure necessary teaching learning material and aids for the
schools.
iv) To put in place appreciate systems to provide necessary academic support and
for evaluation and monitoring.
v) To provide and prepare the girls and their families to send them to residential
school.
vi) At the primary level the emphasis will be on the slightly older girls who are out of
school and were unable to complete primary schools (10+). However, in difficult
areas (migratory populations, scattered habitations that do not qualify for
primary/upper primary schools) younger girls can also be targeted.
vii) At the upper primary level, emphasis will be on girls, especially, adolescent girls
who are unable to go to regular schools.
METHODOLOGY OF KGBV

Based on the number of girls and the type of residential school to be provided, the
selection of the model of the school to be selected would be done by a State Level
Committee based on the recommendation of the District Committee for the
purpose. The proposal shall be forwarded to the Cell at the National level who shall
appraise them with the help of external agencies/consultant, where necessary.
Finally, the Project Approval Board of SSA will approve these plans. Page
| 54

Q: - GIRLS EDUCATION UNDER SSA.

A: - It was launched in 2001 to universalize & improve the quality of Elementary
Education in India through community ownership of Elementary Education. The SSA
is being implemented in partnership with states to address the needs of children in
age group of 6-14 years. The achievements under SSA up to September 30, 2007,
include constructions of 7, 13,179 additional classrooms, 1, 72,381 drinking water
facilities, construction of 2, and 18,075 toilets. Supply of free textbooks of 6.64
crore children & appointment of 8.10 lakh teacher’s besides opening of 1, 86,985
(till 31.3.07) new schools.

MAIN CHARACTERISTICS OF SSA

�A Programme with a clear time frame for universal elementary Education.

�Thrust on quality & making education relevant.
�A main streaming Gender approach
� Focus on the educational participation of children from the SC/ST, religious &
linguistic minorities, etc.
�An opportunity for promoting social justice through basic education.
�A partnership between the Central, State & Local Govt.
� An effort at effectively involving a Panchayti Raj Institution, School Management
committees, Village & Urban Slum level committees, Parents-Teachers associations,
Mother-Teacher associations, Tribal Autonomous councils & other grass-root level Page
| 55
structures in the management of Elementary Schools.
�An opportunity for states to develop their own vision of Elementary Education.
� Community ownership of school based interventions through effective
decentralization.

AIMS & OBJECTIVES OF SSA

The Sarva Shiksha Abhiyan is to provide useful and relevant elementary education
for all children in the 6 to 14 age. There is also another goal to bridge social, regional
and gender gaps, with active participation of the community in the management of
schools.
Useful and relevant education signifies a quest for an education system that is not
alienating and that draws on community solidarity. Its aim is to allow children to
learn about and master their natural environment in a manner that allows the
fullest harnessing of their human potential both spiritually & materially.
This quest must also be a process of value-based learning that allows children an
opportunity to work for each other’s well being rather than no permit mere selfish
pursuits.
Sarva Shiksha Abhiyan realizes the importance of Early Childhood Care and
Education (ECCE) and looks at the 0-14 age as continuum. All efforts to support Pre
School learning in ICDS centres or special preschool centers in non-ICDS areas will
be made to supplement the efforts being made by the department of Women &
Child Development. Page
| 56
Objectives of SSA: -
� All Children in school, education guarantee centre, Alternate School, ‘Back to
School’ camp by 2004.
�All children must complete 5 yr. of primary schooling by 2007.
�All children must complete 8 yr. of Elementary Schooling by 2010.
� Focus on Elementary Education of satisfactory quality with emphasizes on
education for life.
� Bridge all gender and social category gaps at primary stage by 2007 and at
Elementary Education level by 2010.
�Universal retention by 2010.

EDUCATION FOR GIRLS

SSA’s commitment to universalize primary education necessarily implies equal &

universal participation of all children regardless of religion, caste, sex etc.
Thus, special attention to certain disadvantaged groups of children would be
imperative if the goal of UEE is to be achieved. Educating girls is commonly
perceived as unnecessary; mainly on account of the role they have been assigned in
running the house & also because they will eventually leave their parental homes
after marriage, where their skills in household Chores will hold them in better step.
Poor retention of girls is attributable to two main factors:-
1. Tendency of parents to withdraw them from school attainment of age (10+) yrs.
as they become capable of fulfilling certain domestic needs. Page
| 57
2. School environment itself, which neither encourages girls nor is able to bring out
the best in them.
Besides, this during the seasons for harvest, marriages festivals etc girls’ attendance
at school suffers a set back as they are kept back at home.
By community mobilization, alternative schooling- ‘EGS & AIE’, special focus groups,
teacher training, and text books, VEC-training, Civil works e.g.
Toilets, Bus facility etc. for Girls, research & upper primary access we can achieve
success in providing girls’ education.
The activities proposed are:-
1. Bicycles will be provided to those girls studying in 6th class & travel more than 2-
3 km. daily due to lack of middle school in their village.
2. Remedial coaching classes will be organized for girls both at primary & upper
primary level for four months.
3. Award to students will be given based on academic results of final examination.
The utmost useful books will be given.
4. Work education facilities will be given to girls. One school has been selected from
each block for such activities. For 5 schools in the distt. Rs. 1.00 lacs @ Rs.20,000/- is
being proposed so that girl’s education may be motivated.
5. Jersies & uniforms will be provided to really needy weaker students.
6. Excursion for Girls – To ensure all- round development of the children & to
develop multidimensional personality a dire need is being felt to organize
educational tours for girls at both primary & upper primary level. It must be Page
organized at least once in a year. It would be a practical experience for what the | 58
students have learnt all the yr. in classrooms.

Q: - GIRLS EDUCATION UNDER RMSA.

A:-Rashtriya Madhyamik Shiksha Abhiyan (RSMA) is aimed at expanding and
improving the standards of secondary education — classes VIII to X. The RSMA
would also take secondary education to every corner of the country by ensuring a
secondary school (up to class X) within a radius of 5km for every neighbourhood.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) which is the most recent initiative of
Government to achieve the goal of universalisation of secondary education (USE).
The Sarva Shiksha Abhiyaan program set up by the government to bring elementary
education to millions of children has been successful to a large extent, and has thus
created a need for strengthening secondary education infrastructure across the
country. The HRD Ministry has taken note of this, and now plans to implement a
secondary education scheme called Rashtriya Madhyamik Shiksha Abhiyaan (RMSA)
during the 11th plan at a total cost of Rs.20,120 crore.

GOALS & OBJECTIVES OF RMSA

 In order to meet the challenge of Universalisation of Secondary Education (USE),
there is a need for a paradigm shift in the conceptual design of secondary
education. Page
| 59
 The guiding principles in this regard are; Universal Access, Equality and Social
Justice, Relevance and Development and Curricular and Structural Aspects.
 Universalisation of Secondary Education gives opportunity, to move towards
equity. The concept of ‘common school’ will be encouraged. If these values are to
be established in the system, all types of schools, including unaided private
schools will also contribute towards Universalisation of Secondary Education
(USE) by ensuring adequate enrolments for the children from under privileged
society and the children Below Poverty Line (BPL) families.

MAIN OBJECTIVES OF RMSA

 To ensure that all secondary schools have physical facilities, staffs and supplies at
least according to the prescribed standards through financial support in case of
Government/ Local Body and Government schools, and appropriate regulatory
mechanism in the case of other schools
 To improve access to secondary schooling to all young persons according to
norms – through proximate location (say, Secondary Schools within 5 kms, and
Higher Secondary Schools within 7-10 kms) / efficient and safe transport
arrangements/residential facilities, depending on local circumstances including
 open schooling. However in hilly and difficult areas, these norms can be relaxed.
Preferably residential schools may be set up in such areas
 To ensure that no child is deprived of secondary education of satisfactory quality Page
| 60
due to gender, socio-economic, disability and other barriers
 To improve quality of secondary education resulting in enhanced intellectual,
social and cultural learning
 To ensure that all students pursuing secondary education receive education of
good quality
 Achievement of the above objectives would also, inter-alia, signify substantial
progress in the direction of the Common School System

GIRLS EDUCATION UNDER RMSA

Education of girls is the primary focus in Rashtriya Madhyamik Shiksha Abhiyan.

Efforts will be made to mainstream gender concerns under RMSA framework. The
state governments should undertake community mobilization at the
habitation/village/urban slum level especially among SC/ ST and Educationally
Backward Minorities. The participation of Women in the affairs of the school will be
ensured through constitution of School Management Committee.
The distribution of uniforms, scholarships, educational provisions like textbooks and
stationery, will all take into account the gender focus. Every activity under the
programme will be judged in terms of its gender component.
Taking note of the fact that there is a gross shortage of secondary schools the
dropout of girls is extremely high mainly in northern states. The incentives for girls’
education need to be revisited. The measures taken need to be of such nature, Page
force and magnitude that they are able to overcome the obstacles such as poverty, | 61
domestic /sibling responsibilities, girl child labor, low preference to girls education,
preference to marriage over education, etc. Many State Governments have already
started various incentive schemes like Provision of Bicycle, scholarship schemes,
cash incentive schemes etc.
In order to avoid covering distance through walking the State Governments should
also provide Transport Facilities to the girls. These facilities could be provided in the
form of followings,
_ A girl child admitted in IX class in rural areas be given a ladies bicycle/wheelchair
(for disabled student). She may use it while studying in subsequent classes also. The
Government of Jharkhand is already providing this incentive to the Girls.
_ State transport/pass facility may be made available to the girls for going to nearby
secondary/ secondary schools in rural areas.
_ Ensuring safety and security of girl child while commuting to the school.

HOSTEL FACILITIES FOR GIRLS

A programme called ‘Scheme for Strengthening of Boarding and Hostel facilities for
Girl Students of Secondary and Higher Secondary Schools’ was operational during
the Tenth Plan, which envisages recurring grant of Rs.10,000/- per annum per girl
boarder and non-recurring grant per girl boarder @ Rs.3,000/- to the Societies and
NGOs providing boarding and hostel facilities for girls pursuing education at
Secondary and Higher Secondary stages in rural, desert and hilly areas, particularly Page
those predominantly habited by scheduled castes, scheduled tribes and | 62
educationally backward minorities.
The Government of India has recently replaced the earlier scheme with wider
and a more comprehensive Girls’ Hostel Scheme under which one Girls’ Hostel of
capacity 100 would be set up in each of the about 3500 educationally backward
blocks in the country. The location would preferably be within the campus of
Kasturba Gandhi Balika Vidyalaya, and if that is not possible, within a Government
Secondary School campus. The main objectives of the scheme are to retain girl child
in secondary school and also to ensure that the girl students are not denied the
opportunity to continue their study due to distance, parents’ affordability and other
connected societal factors. The girl students in the age group 14-18 studying in
classes IX to XII and belonging to SC, ST, OBC, Minority communities and BPL
families will form the target group of the scheme. At least 50% of the girls admitted
to the hostels should belong to SC, ST, OBC, Minority communities.

SHORT ANSWER TYPE QUESTIONS

Q: - POPULATION EDUCATION?
A: - Population Education in lay man's language is the education about population
matters i.e. fertility, mortality, migration, etc. But population education is an
educational process. It is a desired to help people to understand the nature, the Page
| 63
causes and consequences of population growth.

Q: - DEFINITION OF POPULATION EDUCATION?

A: - In view of Burbson "Population education is an exploration of knowledge and

attitude about population, the family and sex. It includes population awareness,
family living, reproduction education and basic values".

Q: - OBJECTIVES OF POPULATION EDUCATION?

A:-
1. In quick and efficient economic development.
2. Significant reduction in birth rate.
3. Improvement of the quality of life of people.
4. Fall in death rate.

Q: - WHAT IS POPULATION PYRAMID.

A:-A population pyramid also called an age-sex pyramid is a graphical illustration

that shows the distribution of gender wise various age groups in a population. It
helps in understanding about the population of a country.

Q: - WHAT IS DEMOGRAPHY.
A:-Demography refers to the study of quantitative (composition, density,
distribution etc) and qualitative (education quality, diet and nutrition, race, social
class, wealth etc) aspects of human population. Page
| 64
Q: - WHAT IS POPULATION DISTRIBUTION .

A:-The term population distribution refers to the pattern or arrangement of how

people live in a particular area. The distribution of population in the world is
uneven. Some areas are very crowded and some are sparsely populated.
Q: - WHAT IS POPULATION DENSITY.

A:-Population density is the number of people living in a unit area of the earth’s
surface. It is mainly expressed as persons per square kilometer. The average density
of population of the whole world is 45 persons per square kilometer.
Q: - WHAT IS POPULATION CHANGE.

A:-Population change refers to the change in the number of people during a specific
period of time.
Q: - WHAT IS POPULATION EXPLOSION.

A:-Population explosion refers to the spontaneous increase in the size of

population. The causes of population explosion have been the high birth rates and
decreased death rates.

Q: - WHAT IS BIRTH RATE.

A:-The number of live births per thousand persons per year is called as birth rate.

Q: - WHAT IS DEATH RATE.

A:-The number of deaths per thousand people per year is called as death rate.
Q: - WHAT IS NATURAL GROWTH RATE.

A:-The difference between the birth rate & death rate of a country is called the Page
natural growth rate. The population increase in the world is mainly due to rapid | 65
increase in natural growth rate.
Q: - WHAT IS MIGRATION.

A:- Migration is the movement of people across region & territories. Migration can
be internal (within the country) or international (between the countries). Internal
migration does not change the size of the population, but influences the distribution
of population within the nation. International migration has an effect on the
population size of the countries.

Q: - WHAT IS POPULATION COMPOSITION.

A:-Population composition refers to the structure of the population living in a

country. It includes age structure, gender ratio, occupation structure, literacy etc.

Q: - WHAT IS POPULATION PYRAMID.

A:-A population pyramid also called an age-sex pyramid is a graphical illustration

that shows the distribution of gender wise various age groups in a population. It
helps in understanding about the population of a country.
Q: - WHAT IS CENSUS.
A:- A census is a count of the population of a country, concerned with finding out
facts about the population such as their age, sex, jobs they do, type of house and
what language they speak. In India, it is done after every ten years. Page
| 66
Q: - WHAT IS SEX RATIO.

A:-Human population consists of two main components-Male and female. Sex ratio
is defined as the number of females per 1000 males.

Q: - WHAT IS INQUIRY APPROACH.

A: - This approach aims at developing in the learner those skills and attitudes that
will enable them to think critically and in fact, to become independent problem
solver. The term ‘Inquiry Approach’ has been used interchangeably with such terms
as ‘Discovery Approach’ ‘Problem Solving’, ‘Interactive Method’, ‘Deductive
Method’, etc. Though these approaches are different, but passes one common point
and that is planning of a premium on the learners thinking. In all these approaches,
the learners are activity involved in the process of investigation and searching a
problem, organizing the information, analyzing, interpreting and concluding the
best alternatives.
Q: - WHAT IS OBSERVATION APPROACH.

A:-Observation means knowing about the things, persons, places and events lying in
our environment with the use of our sense organs. In observation approach we
study the problem horizontally and longitudinally. We go to the field, share the
culture of the people, and try to create more informal situations in which people
will feel and act in an accommodative and flexible environment and with result
come with real facts. Page
| 67
Q: - WHAT IS SELF-STUDY APPROACH.

A:-This approach is applicable at the secondary stage of learning. This approach

demands essential understanding on the part of the learner. This approach begins
from one’s own self. He has to make a close observation of his own family, his
neighbours, his locality and his relations. Henceforth he can gather a sound
information about the quality of life and resources responsible for it. He will make
an in depth study of the income resources available to different sections of people
and their expenditure on their ways of living. It is through this approach one could
realize the merits and demerits of family planning and its immediate and remote
effects on population.

Q: - WHAT IS DISCUSSION METHODS.

A:-This method can make use of three different forms or patterns of education;
formal, non-formal and informal. Discussion can be arranged in any form. In its
arranged form the discussions could be conducted at school level. Topics pertaining
to population education will be thrown for discussion. Discussion helps students in
working what they did not know. At the same time they may become sure about the
correctness of what they know.

Q: - WHAT IS AUDIO-VISUAL AIDS.

A:-Audio-Visual Aids are those aids which the teacher uses in the classroom in order
to make his teaching meaningful and at the same time making it easy for the
students to learn. For example, charts, maps, models, films, projectors, radio, Page
| 68
television and similar other resources.
Q: - WHAT ARE PROJECTED AIDS.

A:-Projected aids are those that require audio-visual equipment in order to be

presented properly. Some of the aids included in this category are slides, filmstrips,
overhead projector and motion pictures.
Q: - WHAT IS PROJECTORS?

A:-Projectors are those aid equipments that are used to project the projections aid
material like slides, films and graphic aid material on the screen for being visualized
by the learners to gain useful learning experiences.
Q: - WHAT ARE FILMSTRIPS?

A:-A Filmstrip is a series of related still photographs on a single roll of processed

film. Taken together, the separate pictures present some process or product
learning in stages. Most filmstrips are 35 millimeters. The average number of single
pictures on a filmstrip is thirty-five, although the number can vary from ten to one
hundred.
Q: - WHAT ARE SLIDES?

A:-Slides are becoming increasingly popular in teaching. They are relatively

inexpensive to purchase, can be quite easily constructed and stored, and may be
used countless times without deterioration. They possess an attention focusing
power which increases class interest and motivation. They can be projected in a
partially darkened room thus facilitating the class discussion and note taking. They
can be enlarged to any desired size repeatedly shown and held on the screen for Page
any period of time. They are quite flexible in that a variety of printed, typed or | 69
drawn materials can be presented in many different colours or combinations.
Q: - WHAT ARE 3-D AIDS?

A:-There Dimensional Aids are powerful interest arousing devices that possesses the
capacity of bringing into play all the five senses touch, smell, sight, hearing and
taste. Such utilization of as many senses as possible in the instructional process is
going to help in a big way for a classroom teacher.
Q: - WHAT IS THE EDUCATIONAL VALUE OF TELEVISION?

A:-1) The Television is a combination of sound and picture.It is close to reality.It

provides a realistic feel of events.
2) It can bring industry and field work into the classroom.It can take the classroom
to the distant places.
3) It can motivate the viewer's I.e create greater interest in learning.

Q: - WHAT IS NEWSPAPER?

A:-A newspaper is a publication containing news, information and advertising,

usually printed on low-cost paper called newsprint. It may be general or special
interest, most often published daily or weekly. The Daily Newspaper can be
effective teaching aids. These are full of information about the general economic
and social life of the people of a special region and country. They are Intact, the
minimum text-book for the study of current affairs.
Q: - WHAT IS GENDER?
Page
| 70
A:-Gender is what a society considers proper behaviours and attitudes for its male
and female members. Sex physically distinguishes males and females; gender
defines what is masculine and feminine.
Q: - WHAT IS GENDER STUDIES?

A:-Gender Studies is a transdisciplinary area of study which engages critically with

gender realities, gender relations and gender identities from intersectional
perspectives. To study gender intersectionally means to focus on the ways in which
gender interrelates with other social categorizations such as ethnicity, class,
sexuality identity, nationality, age, disability etc.
Q: - WHAT IS EMPOWERMENT OF WOMEN?

A:-Women's empowerment is a global issue and discussions on women's political

rights are at the forefront of many forefront and informal campaigns worldwide.
The concept of women's empowerment appears to be the outcome of several
important critiques and debates generated by the women's moment throughout
the world, and particularly by Third World Feminists. Empowerment in its simplest
for means the manifestation of redistribution of power that challenges patriarchal
ideology and the male dominance. It is both a process and the result of the process.
It is the transformation of the structures or institutions that reinforce and
perpetuates gender discrimination. It is a process that enables women to gain
access to and control of material as well as information resources.
Q: - WHAT IS GENDER STRATIFICATION?
Page
| 71
A:-The term gender stratification refers to unequal access to power, prestige, and
property on the basis of Sex. Each society establishes a structure that, on the basis
of Sex and gender, opens and closes access to the group’s privileges.
Q: - HOW DO SEX AND GENDER DIFFER?

A:-Sex refers to biological distinctions between males and females. Sex consists of
both primary and secondary Sex characteristics. Gender, in contrast, is what a
society considers proper behaviours and attitudes for its male from female
members. Sex physically distinguishes males and females; gender defines what is
masculine and feminine.
Q: - AGENTS OF GENDER SOCIOLOZATION?

A:-Parents, peers, teachers and schools, sports, and the media are agents of
socialization that tend to reinforce stereo types of appropriate gender behaviour.
Q: - NEED OF WOMEN EDUCATION?

A:- In order to explain broadly why there is need for women education the answer
lies in this fact that there are several factors responsible for need of women
education which are as under:-
1) CAPABILITIES:-Women have proved themselves both physically and intellectually

equal to men. So to develop the various capabilities of women, there is need of

their education.
2) SELF RELIANCE: - Women can be self reliant too. So to make women more and

more self-reliant their education is need of time.

3) REMOVAL OF SOCIAL STIGMA:-Women are integral part of our society and a number Page

of evils are present in our society with regard to women. So to remove those social | 72
stigmas we have need of expansion of women education.
4) EQUALITY OF OPPORTUNITY AND WAGES: - According to Indian constitution, women

should be given equal opportunities in social, religious, political, professional, and

cultural spheres. For this purpose need of women education is arising from every
angle.
5) WOMEN AS A SOURCE OF INSPIRATION:-There have been a number of women

remained source of inspiration like Mother Teresa, Indira Gandhi etc to familiarize
common women with these great women; there is need of women education.
Q: - IMPORTANCE OF WOMEN EDUCATION.

A: - The following points will highlight the importance of women education:-

1) NATIONAL DEVELOPMENT:-If the nation is to be taken on the path of national

development and economic growth, then it is essential that human resource

development should take place effectively which is only possible through women
education.
2) ECONOMIC DEVELOPMENT:-With the women education economic development

comes in a country from various angles because an educational thinker has said that
economy is direct related to education.
3) MODERNIZATION:-When women is properly educated, she cultivates the seeds of

modernization among her off springs who then strengthen the very roots of
modernization process. Page
| 73
4) SOCIAL AND CULTURAL DEVELOPMENT:-It is because of women education, people

becomes civilized, society becomes modern and people becomes well cultured. That
is why women education is said to be the corner stone of social and cultural
development.
Q: - DEFINE CO-EDUCATION.

A: - By co-education we mean education of both boys and girls in the same

institution, in the same class and by the same teacher. Co-education means that
boys and girls shall be taught the same courses, at the same time, in the same place,
by the same faculty, with the same methods and under the same regime.Co-
education is one way to expand women education.
Q: - WRITE A SHORT NOTE ON KGBV.

A: - The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched in July 2004
for setting up residential schools at upper primary level, for girls belonging
predominantly to the SC, ST, OBC & minority community. The scheme ran as
separate scheme for two years but was merged with Sarva Siksha Abhiyan w.e.f
April 1, 2007.
Q: - OBJECTIVES OF KGBV.

A: - Gender disparities still persist in rural areas and among disadvantaged

communities. Looking at enrolment trends, there remain significant gaps in the
enrolment of girls at the elementary level as compared to boys, especially at the
upper primary levels. The objective of KGBV is to ensure access and quality
education to the girls of disadvantaged groups of society by setting up residential Page
| 74
schools at upper primary level.
Q: - WRITE A SHORT NOTE ON SSA.

A: - It was launched in 2001 to universalize & improve the quality of Elementary

Education in India through community ownership of Elementary Education. The SSA
is being implemented in partnership with states to address the needs of children in
age group of 6-14 years. The achievements under SSA up to September 30, 2007,
include constructions of 7, 13,179 additional classrooms, 1, 72,381 drinking water
facilities, construction of 2, 18,075 toilets. Supply of free textbooks of 6.64 crore
children & appointment of 8.10 lakh teacher’s besides opening of 1, 86,985 (till
31.3.07) new schools.
Q: - WRITE A SHORT NOTE ON RMSA.

A: - Rashtriya Madhyamik Shiksha Abhiyan (RSMA) is aimed at expanding and

improving the standards of secondary education — classes VIII to X. The RSMA
would also take secondary education to every corner of the country by ensuring a
secondary school (up to class X) within a radius of 5km for every neighbourhood.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) which is the most recent initiative of
Government to achieve the goal of universalisation of secondary education (USE).

Q: - WHAT ARE THE MAIN GOALS OF RMSA.

A:-The goal of RMSA is to make secondary education of good quality available,
accessible and affordable to all young students in the age group 15-16 years
(Classess IX and X). The major target of the scheme is (1) Universal access of Page
Secondary level education to all students in the age group 15-16 years by 2015 by | 75
providing a secondary school within 5 kilometers of any habitation and a higher
secondary school within 7 kilometer of any habitation and (2) Universal retention by
2020.

(FARASH PRINT POINT-9906713963)

“A LEADING PROVIDER OF INSTANT NOTICES FOR ALL HGHER & LOWER

CLASSES IN THE STATE OF JAMMU & KASHMIR”