NIOS Class 12 Gender Studies Chapter 10 Gender And Educational Policies

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NIOS Class 12 Gender Studies Chapter 10 Gender And Educational Policies

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Gender And Educational Policies

Chapter: 10

MODULE – III: EDUCATION AND GENDER

INTEXT QUESTIONS 10.1 

1. The National Policy of Education was revised in the year __________________. 

Ans: 1992.

2. A gender __________________ society ensures that women have their rightful share in all educational programmes and activities.

Ans: Sensitive.

3. The 73^rd and 74^th Constitutional Amendment Acts of 1992 gave reservation to women in ______________________. 

Ans: Local bodies.

4. The universal retention of children up to__________________ years of age was emphasized in the National Policy of Education,1986.

Ans: 14 years.

INTEXT QUESTIONS 10.2

1. Explain the recommendation mentioned in NCF-2005 with regard to access to education for girls. 

Ans: Free and quality education for all and provision of accessible schools for girls in every area of the country to ensure that girls have equal access to education.

2. Describe the purpose of Gender Inclusion Fund as envisaged in NEP, 2020.

Ans: Gender Inclusion fund “will enable states to support and scale effective community based interventions to address problems within local contexts that tend to create specific barriers to female and transgender students access to and participation in education.

Terminal Exercises

1. Discuss the NCF 2005 in relation to addressing issues of gender.

Ans: The National Focus Group on Gender Issues in Education devoted itself entirely to the issue of gender. Gender was a significant area in the current curriculum review process. Gender, it was believed, cuts across all disciplines and was essential to the construction of knowledge. It has substantial implications for human relations in general and education in particular.

The Focus Group Project bifurcated the sections on “Gender Issues in Education: Contexts and Concerns” and “Towards a Project of Possibility”. The first section on “Contexts and Concerns” addresses how schooling reinforces gendered inequality in socialisation and social control. Norms relating to masculinity and feminity continue to be traditionally imbibed and practised (like boys are allowed to go to school while girls sweep and clean at home). Contexts of caste, class, religion, and the rural-urban divide impact girls and how they are socially constructed.

In the second section, “Towards a Project of Possibility”, the successful implementation of gender policy, requires a dynamic shift in approach. Therefore, notions of “equality”, “empowerment”, “masculinity”, and “gender” have to be understood from a critical perspective. It emphasises school reforms that stress ‘character development’. “Stereotyping” exists in a particular culture. To get a gender-just society, empowerment in education promotes a positive self-image, stimulates critical thinking and develops an understanding of the structures of hegemonic power that prevents the creation of a gender-just society.

2. Write a brief note on the NPE 1968 and its focus on the breaking the gender barriers.

Ans: The National Policy of Education (1968) marked a significant step in the educational arena in post-independent India. The policy focused on a radical reconstruction and expanding educational facilities at all levels in the country. The acceptance of a standard structure of education all over India and the introduction of the 10+2+3 system by most states has been its most notable development. It laid down a standard scheme of studies for both boys and girls in the school curriculum. Science and mathematics were ideally incorporated as compulsory subjects.

Education was planned to be imparted in a manner that played a positive role in women’s empowerment. New values were instilled through curricula, textbooks, training and orientation of teachers, decision-makers and administrators with the active involvement of educational institutions. Women’s studies promoted various courses and educational institutions to take up active programmes to further women’s development. Removal of women’s illiteracy and obstacles inhibiting their access to and retention in elementary education received priority. Provisions were made for special support, services, setting time targets and effective monitoring. A significant emphasis was laid on women’s participation in vocational, technical and professional education at different levels. The policy of non-discrimination was pursued to eliminate sex stereotyping in vocational and professional courses. Women’s participation in non-traditional occupations and emergent technologies was encouraged.