WOMEN EMPOWERMENT THROUGH

EDUCATION – A MICRO STUDY ON PROBLEMS,

PROSPECTS AND CHALLENGES WITH SPECIAL
REFERENCE TO GREATER SIPAJHAR
COMMUNITY DEVELOPMENT BLOCK

A
MINOR RESEARCH PROJECT REPORT
SUBMITTED TO

UNIVERSITY GRANT COMMISSION

NORTH EASTERN REGIONAL OFFICE
GUWAHATI-781006

BY
DR. SULTANA REZIA
ASSISTANT PROFESSOR
DEPARTMENT OF EDUCATION
SIPAJHAR COLLEGE
DARRANG, ASSAM
YEAR 2018
i
 DECLARATION

I declare that the Minor Research Project Report entitled “Women

Empowerment through Education – A Micro study on problems,
prospects and challenges with special reference to Greater Sipajhar
Community Development Block” is my own work.

I further declare that to the best of my knowledge the Project

Report does not contain any part of any work which has been submitted
for award of any degree in any university.

Dr. Sultana Rezia

Assistant Professor
Deptt. Of Education
Sipajhar College

ii
 ACKNOWLEDGEMENT

With immense gratitude, I extend my profound thanks to UGC

(NERO) to provide me the chance to prepare a project report entitled
“Women Empowerment through Education – A Micro study on
problems, prospects and challenges with special reference to Greater
Sipajhar Community Development Block”.

I also extend my thanks to the Principal, Sipajhar College Dr. P.C.

Deka for providing me the helping hand in preparing the project.

Lastly, I am bound to express my heartfelt thanks to my husband

Mr. K. Islam for his moral and academic support.

Above all, I praise and thank god Almighty for giving me the
knowledge, wisdom, strength and perseverance to complete the project
successfully.

Dr. Sultana Rezia

Investigator of the Project
Assistant Professor
Deptt. Of Education
Sipajhar College

iii
 ABSTRACT

Women education has been a major preoccupation of both the

government and civil society as educated women can play a very
important role in the development of the country. Education is milestone
of women empowerment because it enables them to responds to the
challenges, to confront their traditional role and change their life. So,
nobody can neglect the importance of education in reference to women
empowerment. The growth of women‟s education in rural areas is very
slow. This obviously shows that still large womenfolk of our country are
illiterate, the weak and backward. Education is the most powerful tool to
change the position of women in society. Education also brings a
reduction in inequalities and functions as a means of improving their
status within the family.

Women empowerment can be viewed as a means of creating a

social environment in which one can make decisions and make choices
individually and collectively for social transformation. The status of
women in a society is a significant reflection of the level of social justice
in the society. So, this study is an attempt to investigate the trend and role
of education in the empowerment of women of Greater Sipajhar
Community Development Block under Darrang District of Assam.

iv
MAP OF ASSAM

iv
MAP OF DARRANG DISTRICT

iivi
MAP OF SIPAJHAR DEVELOPMENT BLOCK

iii
vii
 CONTENTS

Page No.

Declaration
Acknowledgement
List of Maps
List of Tables
List of Figure
Abstract

CHAPTER – 1: INTRODUCTION 1-20

1.1 Meaning of women empowerment 1
1.2 A brief History on status of women 3
1.2.1 Ancient Indian Women 3
1.2.2 Medieval Indian Women 4
1.2.3 Women‟s contribution to the economy 5
1.3 Significance of the study 6
1.4 Importance of women empowerment 6
1.5 Role of Education in empowerment of women 7
1.6 The study area 12
1.6.1 Geographical area of Sipajhar Development Block 16
1.6.2 Administrative set-up 17
1.6.3 Climate and Rainfall 17
1.6.4 Temperature 17
1.6.5 Family structure 17
1.6.6 Occupation 17
1.6.7 Religion 17
1.6.8 Surface communication 18
1.6.9 In-land communication 19
1.6.10 Air communication 19
1.6.11 Health and Hygiene 19
1.6.12 Educational Profile of the Block 20

CHAPTER – 2: REVIEW OF THE RELATED LITERATURE 21-29

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CHAPTER – 3: METHODOLOGY 30-36
3.1 Introduction 30
3.2 State of the problem 31
3.3 Objectives of the problem 31
3.4 Hypothesis of the problem 31
3.5 Importance of the study 32
3.6 Limitation of the problem 32
3.7 Interpretation of procedure (Data collection procedure) 32
3.8 Methods of the study 33
3.9 Tools of the study 33
3.10 Data collection 35
3.11 Data Analysis 36
3.12 Statistical Techniques 36
3.13 Conclusion 36

CHAPTER – 4: DISCUSSION (DATA COLLECTION AND

DATA ANALYSIS) 37-48
4.1 Introduction 37
4.2 Hypothesis 37
4.3 Data collection 37
4.4 Data Analysis 38

CHAPTER – 5: FINDINGS, SUGGESTION AND CONCLUSION 49-62

5.1 Findings 49
5.1.1 Main findings of the study 49
5.2 Future prospects of women empowerment through Education 52
5.3 Challenges of women 54
5.4 Suggestion to improvement of women empowerment through education 55
5.5 Conclusion 58
REFERENCES 63-66

Appendix – 1: Questionnaire to 100 women of study area 67-68

Appendix – II: Questionnaire to college/Schools 69

PHOTOGRAPHS 70-71

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 LIST OF TABLES

Table No. Title Page No.

1 GP and category wise population statement of Sipajhar Development 13
Block
2 GP wise literacy and illiteracy 14
3 GP wise Male and Female working population 15
4 Occupational distribution of population of surveyed area 16
5 Religion wise population of the block 18
6 Surface communication 18
7 In-land communication 19
8 List of Health services 19
9 Educational profile of the block 20
10 Social category 39
11 Economic category 41
12 Political category 43
13 Teaching and Learning 45

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 LIST OF GRAPHS

Graph No. Title Page No.

1 Social category 39
2 Economic category 41
3 Political category 43
4 Teaching and Learning 45

LIST OF MAPS

Maps Title Page No.

1 Map of Assam i
2 Map of Darrang ii
3 Map of Sipajhar Block iii

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 CHAPTER – 1

INTRODUCTION

1. Introduction

In India, women in general, are relatively powerless with low work

participation rate, little decision-making power and very little or no control over
resources. Often the decisions made by others affect their lives as women continue to
face difficulty in obtaining top jobs. Not only this, in India, women are having lower
heath status because the health care is associated with economic and cultural factors.
Literacy rate of Indian women is also found to be low as compared to males.
Moreover, women face more discrimination and ill treatment in the society. They
want voice and visibility. They went to move from the margin to the mainstream. So,
there is an urgent need to develop women who are treated as secondary citizen.

Women empowerment refers to the self-determination and self confidence that

allows them to play an action role in society. The taxonomy of empowerment of
women indicates the following characteristics amongst the empowered women.

 Courageous
 Self reliant
 Economically independent
 Ability to take right decision in regard to the age of marriage of girls,
education of children and property.
 Having awareness on human rights.
 Participation in political activities.
 Having control over their body and assets.
 To send her children (boys and girls) to school.
 Creating awareness amongst family members and neighbours about health and
hygiene and conservation of natural resources.
 Having lesser number of children and care for elderly persons.
 Engaging in gainful activities.
 Developing savings habit.

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  Cooperating with group members and sharing their views and contributing it
to the community welfare.
 Managing time and finances.
 To actively participate in educational programmes.
 Disseminate information above innovations in science and technology.
 Participate in social functions.
 Practice basic human values.
 Adopt eco-friendly practices.

Empowerment would become more relevant if women are educated, well

informed and take decisions. Women‟s equality in power sharing, decision making at
all levels will have to be ensured for the achievement of the goals of empowerment.
Women empowerment will not translate in reality till girls‟ education is given
predominance, because only an educated mother can built an educated nation. Is only
a combination of monitoring education campaigns and effective legal implementation
that the deep seated attitude and practices against female child can be eroded. In the
modern democratic society, women should be accepted as equal with equal rights and
privilages. She must be given genuine respect for her individuality. Women must
realize that life shrinks or expands in proportion to one‟s courage. The positive side of
the picture is that the „new India women‟ is emerging to claim traditional male space,
to excel at a level that would have been perceived as impossible a generation ago.
Within women, there is the power to create, nurture and transform. Women must not
accept, she must challenge. She must has been built up around her, she must
reverence that woman in her which struggles for expression.

1.1 Meaning of women empowerment

Empowerment is essentially a transition from the position of enforced

powerlessness to one of power. Thus, to empower women in the real sense is to
enable them to recognize and enhance their talents, abilities, capacity and real
identity. The process of empowerment liberates women from the age-old culture of
submission and subjugation to the Patriarchal forces. It enables them to develop self-
dignity and to raise a voice and fight against injustice, exploitation, abuse and
violence. Empowerment of women means developing them as more aware individuals
who are politically active, economically productive, independent and are able to make
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intelligent decisions in matters that affect them and their nation. In short,
empowerment of women means full realization of all human rights and fundamental
freedom, their full and equal participation in politics, civil, economic, social and
cultural life, and eradication of all forms of discrimination on the ground of sex.

The World Bank‟s Report on “Engendering Development” (2001) defines

right, resources and voice as the three critical components of gender equality/women
empowerment. UNICEF uses the women empowerment framework constructed by
Sara Longwe, which encompasses welfare, access to resources, awareness raising,
participation and control (UNICEF, 1994).

Empowerment has several dimensions. It needs to be studies along with the

following dimensions: economic, socio-cultural, familial/interpersonal, legal, political
and psychological. However, these dimensions are very broad in scope. Social
empowerment implies promotion of social capabilities such as education, health,
cultural aspects and women‟s honour. Economic empowerment means entitlement to
employment, income, property, productive resources and equal distribution of benefits
of development. Political empowerment means equal rate in decision-making process
in the power structure from grass root level to rational level. Legal empowerment
means equal rights for women and equal treatment and no discrimination on the
ground of sex.

1.2 A Brief History on Status of women

1.2.1. Ancient Indian women

The worth of civilization can be judged by the place given to women in the
society. One of the several factors that justify the greatness of India‟s ancient culture
is the honourable place granted to women. Why only do we talk of equal status, when
our scriptures have already gone ahead by recognizing the women as the sacred
JANANI (the mother). Manu, the great law-maker, said long ago, “where women are
honoured, there resides the gods”. Similarly Guru Nanak has warned those who
assigns a second place to the women. “It is she who gives birth to the kings.” In the
Hindu scriptures, she is looked upon or considered as DEVI and SHAKTI, the most
cherished symbol of love and creation. She is said to be the power, behind the plough,
the force behind the machine and the creative inspiration for the poet and the artist.

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The religious rite can be performed with perfection by a man without the participation
of his wife. Wife‟s participation is essential to any religious rite. Married men along
with their wives are allowed to perform sacred rites on the occasion of various
important festivals. Wives are thus befittingly called “Ardhangini” (better half). They
are not only given an important role but an equal position too along with men. In fact,
it is the woman who has been the pervasive urge behind the creation.

1.2.2. Medieval Indian women

Medieval India was not the women‟s age but was supposed to be the “dark
age” for them. Medieval India saw many foreign conquests, which resulted in the
decline of women‟s status. In the later period the position of women went on
deteriorating due to the influence of the Muslim culture. During the Muslim period of
history, they were deprived of their rights of equality with men. They were compelled
to stay indoors, within the four walls of their houses with a long veil on their face.
This was definitely due to Islamic influence. Even, now in India, the Muslim women
are far more backward then the Hindu, Christian and Sikha counterparts. It was a
natural outcome of the Muslim subjugation of India that women was relegated to a
plaything for a man, an ornament to decorate the drawing room. Serving, knitting,
painting and music were her pastimes and cooking and cleaning her business. In order
to protect them, Indian women started using „Purdah‟, which covers the body. Due to
this reason their freedom was effected. They were not allowed to move freely and this
lead to further deterioration of their status. These problems related with women
resulted in the changed mindset of the people. Now they began to consider a girl as
misery and a burden, which has to be shielded from the eyes of intruders and needs
extra care. Whereas a boy child will not need such extra care and instead will be
helpful as an earning hand. Thus a vicious cycle started where women were at the
receiving end. All this gave rise to some new social evils such as child marriage, sati
and restriction on girl education.

The social evils were present in medieval Indian society and were mainly
confined to Hindu society. A compared to Hindu society, other societies of other
religious such as Buddhism, Jainism and Christians were a bit lenient women in those
societies enjoyed far more freedom. They had easy access to education and were
more liberal in their approach. According to these religious gender was not the issue

4
in allowing salvation. During the time of king Ashoka women took part in religious
preaching. According to Hiuen Tsang, the famous traveler at that time, Rajyashri, the
sister of Harshavardhana was a distinguished scholar of her time. Another such
example is the daughter of King Ashoka, Sanghamitra. She along with her brother
Mahendra went to Sri Lanka to preach Buddhism.

The status of women in modern India is a sort of a paradox. Sometimes, on

one hand, she is at the peak of the ladder of success, and on the other hand she is
mutely suffering the violence afflicted on her by her own family members. Compared
to the past, women in modern times have achieved a lot but in reality, they have to
still travel a long way. Their path is full off roadblocks. The women have left the
secured domain of their home and are now in the battlefield of life, fully armored with
their talent. They have proven themselves. But in India, they are yet to get their dues.
The sex ratio off India shows that the Indian society is still prejudiced against the
female gender. There are 940 females per 1000 males in India according to the census
of 2011. There are many problems which women in India have to go through daily.
These problems have some the part and parcel of life of Indian women and some of
them have accepted them as their fate.

1.2.3 Women’s contribution to the Economy

Although most women in India work and contribute to the economy in one
form or another, much of their work is not documented or accounted for official
statistics. Women plow fields and harvest crops. They also work in farms, weave and
make handicrafts. They not only work in household industries but also sell food and
gather wood while working in the normal sector. Additionally, women are
traditionally responsible for the daily household chores (eg. Cooking, fetching water
and looking after children). Since Indian culture hinders women‟s access to jobs in
stores, factories and the public sector, the informal and the public sector, the informal
sector is particularly important for women. There are estimates that over 90 percent of
working women are involved in the informal sector.

The informal sector includes jobs such as domestic servant, small trader,
artisans, or field laborer on a family form. Most of these jobs are unskilled and low
paying and do not provide benefits to the worker. More importantly, however, cultural

5
practices vary from region to region. Women have now, not only found their place in
work places, but are also party to governance. In recent years, there has been explicit
moves to increase women‟s political participation. Women have been given
representation in the Panchayat Raj system as a sign of political empowerment. There
are many elected women representatives at the village council level. At the central
and state levels too, women are progressively making a difference. The women‟s
reservation policy bill is stated to further strengthen political participation.

1.3 Significance of the study

Women empowerment is a crucial issue facing women as a whole. Today they

themselves have become better aware of the need and they struggle to reaffirm their
indigenous identity, rights, values and dignity as human being and have become
determined to stand against the threat to their existence perpetrated by ideologies of
sexism, colonialism, materialism and individualism.

Thus, for the empowerment of women, the struggle for gender equality is to be
launched not only within the confines of the home and the community but also at the
state and national arenas.

1.4 Importance of women empowerment

At present, we have seen different Acts and Schemes of the central as well as
state governments to empower the women in India. But it is seen that women are
discriminated and marginalized at every level of the society, whether it is in social
participation, political participation, economic participation, access to education and
also reproductive Health care. Women are found to be economically very poor all
over the India. A few number of women are engaged in services and other activities.
So, they need other economic power to stand on their own legs on per with them. On
the other hand, it has been observed that women are found to be less literate than men.
According to 2011 census, rate of literacy among men in India is found to be 82.14%
whereas it is only 65.46% among women. Thus, increasing education among women
is of very important in empowering women. It is also noticed that some women are
too weak to work. They consume less food but work more. Therefore from the health
point of view, women folk who are to be weaker are to be made stronger. Work place
harassment is another problem of women. There are so many cases of rape,

6
kidnapping of girl, dowry harassment and so on. For these reasons the women require
empowerment of all kinds in order to protect themselves and to secure their purity and
dignity.

1.5 Role of Education in empowerment of women

The world declaration on Education of All in 1990 stated that the most urgent
priority is to ensure access to, and improve the quality of education of girls and
women and to remove every obstacle that hampers their active participation.
Education opens the door to opportunity and choice for women. It is the key to
overcoming oppressive customs and traditions that have relegated girls and women to
the status of „second class citizens‟ in their families and in their societies, said Dr.
Natis Sadik, executive director of the UNFPA. Beyond being the basic human right,
the education of women is perhaps the most critical factor in reducing fertility levels
and infant mortality.

Pillai (1995) quoted empowerment as an active, multidimensional process,

which enables women to realize their full identity and powers in all spheres of life.

The International women‟s conference defined empowerment as a

redistribution of social power and control of resources in favour of women. Power has
to be acquired, exercised, sustained and preserved. Research indicates that each
additional year a young girl stays in school translates into a 10 to 20 percent increase
in wages. Studies in India confirms that women who had completed high school
earned one and half times more than those without any education, and women with
technical training earned three times more than illiterate women.

Women‟s Education has a linkage with population control. Empirical evidence

exists showing the relationship between women‟s education and a slowdown of
population growth. Educating girls is three times more likely to lower family size than
educating boys. Girls with eight years of education marry later, have a preference for
smaller family. Educated mothers are more likely to follow sound hygienic and
nutritional practices and seek medical help when their children are ill. Literate
mothers with less than six years of education have an average infant mortality rate of
100 whereas the children of illiterate mothers have mortality rate upto 170 per 1000
live births.

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 The concept of women empowerment was introduced at the international
women conference at NAIROBI in 1985. Education is milestone of women
empowerment because it enables them to responds to the challenges, to confront their
traditional role and change their life, So that we can't neglect the importance of
education in reference to women empowerment. India is poised to becoming
superpower, a developed country by 2020. This can became reality only when the
women of this nation became empowerment. India presently account for the largest
number no of illiterates in the world. Literacy rate in India have risen sharply from
18.3% in 1951 to 74.04% in 2011 in which enrolment of women in education have
also risen sharply 7% to 65.46%. Within the framework of a democratic polity, our
laws, development policies, plan and programmes have aimed at women's
advancement in difference spheres. From the fifth five year plan (1974-78) onwards
has been a marked shift in the approach to women's issues from welfare to
development. In recent years, the empowerment of women has been recognized as the
central issue in determining the status of women. The National Commission of
Women was set up by an Act of Parliament in 1990 to safeguard the right and legal
entitlements of women. The 73rd and 74th Amendments (1993) to the constitution of
India have provided for reservation of seats in the local bodies of Panchayats and
Municipalities for women, laying a strong foundation for their participation in
decision making at the local level.

Empowerment through education implies -

1. Prompting self-recognition, a positive self-image and self-actualisation.

2. Stimulating critical thinking.
3. Deepening understanding of the gendered structures of power, including
gender.
4. Enabling access to resources, especially to an expanding framework of
information and knowledge.
5. Developing the ability to analyse the options available, and to facilitate the
possibility of making informed choices, and
6. Reinforcing the agency of women to challenge gendered structures of power
and take control of their lives.

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 The national focus group on Gender issues in Education for the development
of the National Curricular Framework, 2005 have made several recommendations,
some of which are -

 Access to education for all girls

 Ensuring retention and quality of girls' education.
 Establish gender as a critical marker of transformation and an organising
Principle.
 Establish that gender is not a women's issue - it is a people's issue.
 Critical and proactive approach to equality and empowerment of girls and
women.
 Open human minds to the capacity for rational critique and enable them to
envision new possibilities.

Education will bring women's empowerment by enhancing selfesteem, self

confidence building a positive image of women by recognizing their contribution to
the society, polity and economy developing ability to think critically. The process of
women empowerment passes through five successive stages (Longwe, 1990).

i. Welfare- Basic needs of women must be satisfied.

ii. Access to Education, Land and Credit.
iii. Conscientization- Action to fill up gender gap and discrimination.
iv. Participation- Organising themselves, working collectively for decision
making.
v. Control-Make decision, play active role in development process.

Education itself is the basic requirement of women. It is essential for

empowerment. Access to education paves the way for educating. It is education that
brings conscientization and helps in participation and control of resources of the
world. The Government of India had declared the year 2001 as the year of women‟s
empowerment with the following aims –

(i) To create and raise large scale awareness of women.

(ii) To initiate and accelerate action to improve access and control of resources
by women.

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 (iii) To create an environment to enhance self confidence and autonomy of
women. Education helps in participation and control of resources for the
world. Education forum (26-28 April, 2000) made a commitment to the
attainment of the following goals.
(iv) Ensuring that by 2015 all children (Girls) belonging to minorities have
access to free and compulsory primary education of good quality.
(v) Achieving a 50% empowerment in Adult literacy by 2015 for women.
(vi) Equal access to basic and compulsory Education for all.
(vii) Eliminating adult gender disparity in Primary, Secondary education by
2015.
(viii) Achieving gender equality in education by 2015.

Targets / Goals of vision 2010

- 5 years universal primary education (I – V) to be achieved by 2007

- Eight years of universal elementary (I – VIII) to be achieved by 2010.
- Twelve years of basic education (Secondary and higher) to be achieved by
2020, and
- Achieving 75% literacy with at least 60% female literacy by the end of 2005
and universal literacy by 2010.

The following steps are taken by the government of India for women –

Constitutional provision –

(1) Education in the concurrent list (42nd constitutional Amendment, 1976)

(2) Equality before law (Article 14)
(3) Education as a fundamental right (Article 21A) (93rd Amendment)
(4) Discrimination against any citizen (Article 15(i))
(5) Equality of opportunity in employment (Article 16)
(6) Adequate means of livelihood (Article 39(a))
(7) Equal pay for equal work (Article 39(d))
(8) Free legal aid (Article 39 A)
(9) Maternity relief (Article 42)
(10) Standard of living and nutrition (Article 47)
(11) Protect the dignity of women (Article 51 A(e))

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 (12) 1/3 of seats to be filled by direct election to be reserved for women (Article
243 D(3))

Educational provision –

- NPE (1986) and revised document (1992) emphasized the promotion of

women‟s education.
- The National Commission for women was set up in 1990.
- The government is working on the formulation of National policy on women.
- The National Resource Center for women is prosed to be set up.
- Literacy has been a priority on the national agenda as a tool for social change.

What the government have done for women so far:-

(1) Dowry Prohibition Act is passed in 1961.

(2) Medical Termination of Pregnancy Act is passed in 1971.
(3) Child Marriage Restrict Act – 1976
(4) Equal Remuneration Act – 1976
(5) Immoral Traffic (Prevention Act, Indecent Representation of women
(Prohibition) Act are passed in 1986.
(6) Commission of Sati, Prevention Act is passed in 1987.
(7) Prenatal Diagnostic Techniques (Regulation and Prevention of Misuse) Act
was passed in 1992.

Specific provisions have been incorporated in the constitution of India through

the 73 , 74th and 84th amendment Act with a view to empower and extend and
rd

enhance representation of women in Zilla Parishad, Block (Panchayat Samiti), village

(Gram Panchayat) and Municipality/NAC, levels and in House of people in
Parliament and in State Legislative Assemblies.

Other policies which advocates women‟s concern – National plan of Action

for women, 1976. National Perspective plan for women (1980-2000). National policy
for the empowerment of women (Draft) plan of action to combat commercial sexual
exploitation of women and children. Both the central and state government have set
up Department of women and child Development after 1985.

11
 Indira Mahila Yozana (IMY) hostels for working women, Mahila Samrudhi
Yojana (MSY). Support to Training and Employment Programme (STEP) for women,
Central Social Welfare Board (CSWB) , 1953.

National Institute of Public Co-operation and Child Development (NIPCCD),

National commission for women (NCW) is a statutory Body set up under a Central
Act in 1992.

The commission strives for achieving equality and justice, through

intervention in cases of violation of equality, deprivation and women‟s rights.

1.6 The Study Area

The study area in regard to any topic covers Sipajhar Development Block of
Darrang District. Sipajhar Development Block is located on the extreme west of
Darrang District founded by Kamrup District. The block is located in the northern
bank of Brahmaputra river. The block is surrounded on the North by a part of
Udalguri District and the east by a part of Mangaldoi subdivision. One perennial
tributary of Brahmaputra – “Bar-nadi” marks the western boundaries of the block area
and separates it from Kamrup District. Again a part of Kamrup district and the river
Brahmaputra from the southern boundary. The Block consists of two revenue circles,
namely – Sipajhar and Patharighat and two police stations – Sipajhar and Patharighat.
The area of Sipajhar Development Block is 477.51 sq. kilometer. As per 2011 census,
the total population of the block is 2,19,824 with 1,12,281 male and 1,07,543 female
population. The Block has 25 Gaon Panchayat, 178 villages and 46,751 number of
households. The sex ratio of the block is 1000 : 966.

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 Table No. 1

G.P. & Category wise population statement of Sipajhar Dev. Block

Sl. Name of G.P. SC ST Minority Others Total Remarks

No.
1 Barampur 575 2 2225 5192 7994
2 Bazana Pathar 925 0 13711 3428 18064
3 Bonmajha 114 23 3441 5163 8741
4 Borduulguri 15 0 2597 6061 8673
5 Burha 269 236 2392 9569 12466
6 Burhinagar 567 59 388 7380 8394
7 Byaspara 0 1 1115 3736 4852
8 Chengeliajhar 11 0 6779 1197 7987
9 Debananda 191 0 0 6463 6654
10 Deomornoi 286 55 809 7287 8437
11 Dipila 234 8 772 6953 7967
12 Dumunichowki 262 59 6906 1219 8446
13 Duni 416 19 1686 7247 9367
14 Ganeshkuari 988 732 3190 3899 8809
15 Garukhuti 125 0 2390 4439 6954
16 Ghorabandha 29 2 3185 4778 7994
17 Hazarika para 482 2 0 6800 7284
18 Kurua 445 6 0 4319 4770
19 Lokrai 45 4 925 8333 9307
20 Maroi 1128 0 5307 2849 9284
21 Patharighat 16 0 1782 4161 5959
22 Sanowa 103 0 18937 0 19040
23 Sarabari 102 61 2533 4706 7402
24 Sipajhar 591 9 1298 6336 8234
25 Turai 0 0 5724 1010 6734
Total 7919 1278 88092 122525 219814

Source – Block Office, Sipajhar Development Block

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 Table No. 2

G.P. wise literacy and illiteracy

(as per 2011 census)

Sl. Name of G.P. Total Total Male Female Total Male Female
No. population literacy literate literate illiteracy illiterate illiterate
1 Barampur 7994 6165 3421 2744 1829 757 1072
2 Bazana Pathar 18064 5963 3360 2603 12101 5862 6239
3 Bonmajha 8741 6643 3619 3024 2098 832 1266
4 Bordulguri 8673 6715 3590 3125 1958 813 1145
5 Burha 12466 9281 4998 4283 3185 1285 1900
6 Burhinagar 8394 6479 3538 2941 1915 729 1186
7 Byaspara 4852 3825 2065 1758 1029 379 650
8 Chengeliajhar 7987 5898 3232 2666 2089 889 1200
9 Debananda 6654 4819 2675 2144 1835 718 1117
10 Deomornoi 8437 6629 3592 3037 1808 690 1118
11 Dipila 7967 6187 3406 2781 1780 716 1064
12 Dumunichowki 8446 6173 3380 2793 2273 928 1345
13 Duni 9368 7148 3903 3245 2220 882 1338
14 Ganeshkuari 8809 6120 3318 2802 2689 1153 1536
15 Garukhuti 6954 4997 2803 2194 1957 774 1183
16 Ghorabandha 7994 6457 3483 2974 1537 594 943
17 Hazarika para 7284 5852 3110 2742 1432 583 849
18 Kurua 4770 3387 1869 1518 1383 575 808
19 Lokrai 9307 6956 3797 3159 2351 936 1415
20 Maroi 9294 6713 3681 3032 2581 1069 1512
21 Patharighat 5959 4652 2567 2085 1307 524 783
22 Sanowa 19040 6514 3574 2940 12526 6082 6444
23 Sarabari 7402 5704 3085 2619 1698 699 999
24 Sipajhar 8234 6585 3555 3030 1649 670 979
25 Turai 6734 5347 2956 2391 1387 565 822

Source – Block Office, Sipajhar development Block

14
 The above table shows the Gaon Panchayat wise literacy and illiteracy rate.
From the table it is seen that in every Gaon Panchayat the rate of male literacy is more
than female literacy. As a whole the females are backward in case of literacy rate than
male in every Gaon Panchayat.

It, it shows a great discrimination in case of female education at present time

also in my study area (Sipajhar Development Block). It is seen that according to 2011
census average literacy rate is 72.68% where male average is 77.64% and female
average is 67.52%.

Table No. 3

G.P. wise Male and Female working population

Sl. Name of G.P. Total working Male working Female working

No. population population population
1 Barampur 3765 2430 1335
2 Bazana Pathar 5404 4096 1308
3 Bonmajha 2928 2378 550
4 Bordulguri 3095 2522 573
5 Burha 4669 3432 1237
6 Burhinagar 3993 2467 1526
7 Byaspara 2071 1253 818
8 Chengeliajhar 2792 2147 645
9 Debananda 2085 1769 316
10 Deomornoi 4143 2492 1651
11 Dipila 3194 2298 896
12 Dumunichowki 2544 2178 366
13 Duni 3872 2608 1264
14 Ganeshkuari 3277 2530 747
15 Garukhuti 3215 2187 1028
16 Ghorabandha 2644 2125 519
17 Hazarika para 2787 2125 662
18 Kurua 2120 1508 612
19 Lokrai 3706 2558 1148
20 Maroi 3097 2513 584
21 Patharighat 2702 1786 916
22 Sanowa 6689 4543 2146
23 Sarabari 3423 2193 1230
24 Sipajhar 3045 2325 720
25 Turai 3249 2073 1176

Source – Bloc Office, Sipajhar Development Block

15
 The above table shows the Gaon Panchayat wise total working population
alongwith Male and Female working population. The table shows that there is no any
single Gaon Panchayat of my study area where the female working population is more
than male working population. It is a significant factor which signifies that women are
not economically more empowered than men.

In Sipajhar circle, 74% of workers describe their work as Main work

(Employment or Earning more than 6 months) while 26% were involved in Marginal
activity providing livelihood for less than 6 months.

Table No. 4

Occupational distribution of population of surveyed area

Total Male Female

Main workers 32538 28230 4308

Cultivators 19720 17963 1757

Agriculture labour 2566 1844 722

Household industries 703 378 325

Other workers 9549 8045 1504

Marginal workers 11453 4640 6813

Non working 79507 29962 49545

1.6.1 Geographical area of Sipajhar Development Block

The development block has a total geographical area of 477.51 sq. kilometer
with population of 2,19,824 as per census report of 2011.

16
1.6.2 Administration set up

The Block is consists of two revenue circle – Sipajhar and Patharighat. Under
the block there are 25 Gaon Panchayats and 178 villages.

1.6.3 Climate and Rainfall

The climate of the district is very damp and humid due to heavy rain and high
temperature. June and July are the month with the highest rainfall. Generally the
period from may end to October is considered as the flood season.

1.6.4 Temperature

The temperature in the region begins to increase from the end of February and
reaches the highest point during June and July. January is the coldest month of the
year.

1.6.5 Family Structure

There are both joint and nuclear family in the villages of the Block. The
quantity of nuclear family is more than Joint family. The educated youth of new
generation are willing in nuclear family system, which compelled to change the
pattern of family.

1.6.6 Occupation

The people of the Block are mostly into farming. Some people are into
contract works and others have sound business relating to hotels and restaurants.
Carpentary/Handloom/Crafting is more or less a subsidiary occupation of the district.
Some educated youths used to join themselves in Horticulture/Fishiculture/Veterinary
etc.

1.6.7 Religion (Caste and creed)

The religious life of the people had been moulded mainly by three principal
religious Hinduism, Islam and Christianity. There are few Sikhs and one Jain family
also found in the study area. It is significant that some tribal people and low-caste

17
Hindu have been converting themselves to Christianity. It is also significant that an
Assamese Muslim family also converted into Christianity.

Table No. 5

Religion wise population of the Block (Survey area)

Religion Total Male Female

Hindu 66143 (53.66%) 33468 32675

Muslim 57099 (46.23%) 29235 27864

Christian 135 (.11%) 65 70

Sikh 14 (.01%) 4 5

Jain 1 (0%) 0 1

Other religion 0 (0%) 0 0

No religion specified 97 (.08%) 49 48

Religion wise population of the block shows that it is a place, where the people of all
kinds lives here.

1.6.8 Surface communication are as follows-

Table No. 6

Sl. No. Name of the circle Name of the road Means

1 Sipajhar NH52, SH & MDR ODR, ASTC Bus, Cruiser,

VR Tata Sumo, Private
vehicle

2 Patharighat NH52, SH & MDR ODR, ASTC Bus, Cruiser,

VR Tata Sumo, Private
vehicle

18
1.6.9 In-land communication

Table No. 7

Sl. No. Name of the circle Name of the River Means

1 Sipajhar Nanoi, Saktola, Barnadi Country Boat

2 Patharighat Nonoi Country Boat

1.6.10 Air communication –

There is no permanent airport in the development block. But for emergency use
Government use as Helipad in Sipajhar, Patharighat, Dumunichowki etc.

1.6.11 Health and Hygiene

The general health condition of the common people is good. But people suffer
from water generated diseases. In Assam archanic problem is found in various places,
but in my study area no archanic problem is found.

Table No. 8

List of Health Services

Sl. No. Medical facility No. Location

1 PHC 02 Sipajhar, Patharighat, Hengalpara, Bajana

Pathar

2 CHC 01 Sipajhar

3 State Dispensary 04 Kuruwa, Chengeliajhar, Dumunichowki,

Sarabari

19
1.6.12 Educational profile of the Block

Table No. 9

Sl. No. Educational Institution Nos.

1 No. of Pre primary and primary schools 357

2 No. of middle school 98

3 No. of High school 79

4 No. of Private High School 50

5 Private Junior College 03

6 No. of colleges (Junior) 07

7 No. of colleges (Senior) 02

20
 CHAPTER – 2

REVIEW OF THE RELATED LITERATURE

Review of literature is the base for deciding the research problems, selecting
objectives and formulating hypothesis. It can never be undertaken in isolation of the
work that has already been done on the problem which is directly or indirectly related
to a study proposed by the researcher.

A review of the previous works related to the topic sometimes becomes very
useful in fixing the objectives and selecting the methodology and to analyze the data
with proofs. The works did already provide some information on the section of
methodology and the suitable findings for discussion for the purpose. A survey of past
studies also can help the investigator for rethinking on the topic to generate new ideas.
So, review of the related literature is important.

The declaration of the year 2001 as “Women empowerment year by the

government of India is a recognition of the fact that greater participation of women in
the process of all kinds of development is a necessary condition to realize its full
potential. It also emphasizes the fact that in the process of development women have
lagged behind and that the fruits of economic development have not reached them
proportionally. This has been universal recognized that women are an integral part in
the socio-economic life of any country. Inspite of this they are lagging behind
socially, politically and economically in the society. The women‟s position in
employment, earnings, education, health status and decision making is not up to the
mark. To study the level of women empowerment various studies have been reviewed
in this chapter.

1. A study i.e., “Empowerment women: self Autonomy and Responsibility”

conducted by Serdar and Shea (1991) highlighted that gaining access to equal
legal and constitutional rights, and gaining admission to previous male-dominated
arenas is not the equivalent of empowerment for women in the liberal society. The
author described that there is a continuing presence of barriers, prejudices and
discrimination and inequality existing in the liberal society and there is a
powerlessness/helpless dependency of women which is mainly due to traditional

21
 authoritarian family structure. The author suggested that overcoming helpless
dependency and reclaiming the self realm, at present, is a necessary first step
towards women empowerment. And finally, as more and more women become
empowered their personal and political choices will require changes in men‟s lives
and in the policies which structure the liberal society.

2. Colman (1992) in the book “Towards Empowerment: Women empowerment and

Politics in India” analyzed women‟s empowerment in India. The author explored
the political and structural crisis that has inspired the women movement in India
and also explored the issues of what in developing countries world can have to
achieve through women participation. The author tried to find out the reasons for
the failure of women‟s movement in India as well as in other countries of the
world. Inspite of various movements launched by them in the past, their position
has not been improved much in the society. Women in India as elsewhere are
particularly poor and illiterate. The situation is more dramatic in rural areas. Only
30% women are literate in rural areas as compared to 87.38% women in urban
areas. Author felt that political organization of women should draw attention of
decision-makers to solve the problem of women in India.

3. Tibandebage (1995) in the study entitled “In search of improved women‟s status
in Tazania: Determinants at the Household level” has conducted a survey of 183
purposely sampled married women living in Salaam city, Tanzania. The findings
of the study show that the wife‟s educational level and her income contribution to
household expenses significantly increase the participation in household decision
making and increase her husband‟s participation in domestic work. Further the
husband‟s orientation to traditional sex role attitude is found to significantly
decrease the wife‟s decision making power and to increase her domestic work
load. The results show the necessity for continued government efforts to
restructure the education system and encouraging women to engage in income
earning activities. The study also stress the need for gender awareness programme
to sensitize men, and inform the community on the practical implication of the
women‟s subordinate position and double workday.

22
4. Siddique (1998) in a study on “Gender issues in Poverty Alleviation: A case
study of Bangladesh” found that women in urban areas had more opportunities for
education and job and also found less opposite for girls‟ education as compared to
the rural area‟ women in the rural area have to face more difficulties and cross
many cultural barriers for the attainment of education. So, it can be concluded that
women in urban setting, enjoy better authority that has been inculcated by
education as compared to their counterparts in rural setting.

5. Ramchandran (2000) in an article “Women empowerment as international

showbiz highlighted women development programme (WDP) of Rajasthan, which
was slowly killed by successive government of Rajasthan. Women development
programme as it is popularly known, was a pioneering programme that focused on
empowering women by enacting their esteem self-confidence and their collective
and individual bargaining power and principal aim of the WDP was to empower
women through communication, information, education and training to enable
them to recognize and improve their social and economic status.

6. Analil (2002) in an article entitled “Role of Education in Economic Development

and Empowerment of women” analysed that the status of women is intimately
connected with their economic position which depends on opportunities for
participation in economic activities. The participation of economic activities of
women is now accepted as an indication of development of society. Economic
empowerment is the single most important need for improving the position of
women.

7. Lillykutty (2003) in an article “Education and Empowerment of women in

Enhances Quality of Life” highlighted the women‟s education in the current
scenario, impact of women education, governmental programmes to promote
education and quality of life. The study described the adult literacy rate and
primary education in 14 countries including India in 1990 and the trend of literacy
rate in India from 1951 to 1990. The study examined the expenditure on adult
education from First Five year plan to 8th five year plan. The study stated that
education improves women‟s empowerment and it enhances women status in the
community decision making.

23
8. Ahmad and Sultan (2004) developed a positive relation between education and
women‟s empowerment by using the data set of the survey conducted by National
Institute of Population studies (NIPS) on status of women, reproductive health and
family planning in Pakistan. In the analysis, the author used three dependent
variables, namely: empowerment, mobility and sharing/communication with
husband by deriving composite indices for these variables. Comparison of means
of dependent variable at various levels of education, determined that mean value
of empowerment, mobility and sharing/communication with husband were low at
lower level of education and values of these valuables were high at higher level of
education. Therefore, education was strong predictor of women‟s empowerment
and other related dependent variables.

9. Gaur (2004) in the paper entitled “Social Empowerment: A comparison between

working and non working women” analysed that women‟s empowerment status is
assessed by their economic, education and health status, participation in household
decision-making process, political awareness and psychological strength.
Education and economic independence play a vital role in changing mind sets and
attitudes. Education increases women‟s awareness and leads to their overall
development thereby helping the nation to prosper.

10. Furuta and Salway (2006) in their analysis based on 2001 National Demographic
and Health Survey found significant association between education and women‟s
decision making ability. This study also supported the view point that education is
prerequisite for improving the women position within the household and enables
them to control the environment. In a parallel study conducted in two districts of
Bangladesh, Rahman et al. (2008) investigated a significant relationship between
education of women and their empowerment study also indicated that education
enhances understanding and awareness of the surrounding as well as develop their
cognitive and psychological realm of empowerment.

11. Khan et al (2010) in the chapter entitled “Determinants of women Empowerment:

A case study from District Rawalpindi, Punjab, Pakistan” highlighted that
majority of women in Pakistan are not authorized to make decision about their
own life. Study concluded that education, political participation and working for
paid job of women are important determinants of women empowerment in the
24
 Punjab Province. Women also improve their empowerment status with increase in
their conjugal age and cooperation of husbands.

12. Dhamija, Neelam (2006) studied on “women Empowerment through Education:

Role of Universities”. From the study it was revealed that educating women
benefits the whole society and on the basis of this education they enjoy their status
in our society. It has a more significant impact on poverty and development than
men‟s education. It is also one of the most influential factors in improving child
health and reducing infant mortality.

13. Das, Jonali (2011) made a study on “Women empowerment and tribal
community”. From the study it was found that – (i) to achieve the goal of
universal primary education as early as possible. (ii) In tribal areas girls schools
and girls college should be promoted. (iii) In every schools and colleges specially
which are in rural areas, toilet with proper facilities for ladies should be provided.

14. Hazarika, Himadri and Devi Runusri (2011) made a study on “Problem of
girls‟ education at secondary level under Sipajhar Block with special reference to
Darrang District”. The findings of the study were –

(a) Economic backwardness, illiteracy and ignorance effect the education of girls.
(b) Girls are engaged in household work.
(c) 20% of the families unable to bear the expenditure of their girls.
(d) Parents education and guidance are important factor for educating girls as the
study reveals. 20% parents are unable to give proper guidance.

15. Jamir S.C., (2005) made a study on “Empowerment of socially and economically
weaker section of the society through university”. From the study it was found
that apart from the economic and social inequalities, another forms of inequality
that is deeply entrenched in our country that is the one based on “Gender”.
Universities can play a transformation role in empowering women, making them
aware of their rights and enabling them to show as enlightened and confident
women.

25
16. Jonaki D, (2006) in his study “Empowerment of women through Education: 150
years of University Education in India found that Education will be used as an
agent of basic change in the status of women. The concept of equality, opportunity
and education touches every aspects of women‟s lives social, political and
economic.

17. Ojo James A, (2011) made a study on “Education: A catalyst for women
Empowerment in Nigeria”. This study examines the place of education as a
catalyst for women empowerment in Nigeria. It was seen that inspite of all the
laudable goals and objectives of education, Nigetrian women still suffer a lot of
contrains and inhibitions which militate against both personal and national
development. This paper recommends more involvement of women in educational
policy formulation and encourages the women to organize themselves to meet the
challenges for personal and national emancipation.

18. Pandy, Sushma & Singh Ramya (2003) revealed “Women empowerment and
future orientation in family planning behavior”. The researchers conducted the
following findings by their research studies – (a) Gender empowerment and future
orientation were seen among urban adopters. (b) A close relationship was
observed between women empowerment, future orientation, family planning
attitude, behavior and health status.

19. Subha. I and Reddy MSN, (2001) finds “Education for quality and
empowerment of women”. The investigators investigates that education is an
effective means to achieve social and economic development.

20. Semim. Akila, (2011) made a study on “Women empowerment through

Panchayatraj – A political study of Barpeta District of Assam.” The findings of
the study were that - women can do many things than men. In present situation
there is an urgent need to adopt fast measures to train these newly elected female
Panchayatraj leaders to make them understand about their duties and
responsibilities.

21. Sharma. Santosh, (2004) Psuedo Gender Equality and the empowerment of
women reveals from the study that (i) There is urgent need for women‟s

26
 education, though it is a basic human right. (ii) Women are in fact a vital part of
human resource of a country. (iii) Education is the most effective instrument to
channelize these resources for the national development. (iv) Education is
considered a key instrument for this change to abolish the evil of gender
discrimination (v) Education liberates from ignorance and enhances her self-
esteem.

22. Saviota. B and Polepeddi Jyoti, (2011) made a study on “Financial Access and
women empowerment”. The Research paper seeks to prove the awareness level of
women to banking service in rural and urban areas of Andhra Pradesh. It speaks to
provide an insight into how financial inclusion can improve women‟s access to
finance and serve as an empowering and effective social tool.

23. According to Kabeer (2001) empowerment refers to the expansion of people‟s

ability to make strategic life choices in a context where this ability was previously
denied to them. She has analyzed the concept of women empowerment based on
three dimensions namely, Resources, Agency and Achievements. Resources
occupied by the individual can be materials, social or human which have been
treatment as conditions of empowerment. The second dimension of empowerment
relates to Agency which acts as the process of empowerment. According to her
agency encompasses a wider range of purposive actions, including bargaining,
negotiation, deception, manipulation, resistance and cognition process of
reflection and analysis. Resources and agency together which Kabeer (2001)
refers to as outcome of empowerment, constitutes the potential that people have
for livings the life they want. To measure the achievement dimension of women‟s
empowerment Kabeer has pointed out that one needs to segregate between gender
differentiated achievements which signal differences in values and preferences
and those which draw attention to inequalities in the ability to make choices. She
has explained that many of the resources, form of agency and achievements of
women‟s empowerment are integral to the broader development goals. This study
has insisted us to study the women‟s empowerment in two ways. On the one way
we study the resource and agency dimensions of empowerment by which we shall
construct the empowerment index. On the other hand to realize the achievement

27
 dimension which assesses the impact of empowerment index on some selected
indicators of family welfare.

24. The study of Agarwal (2003) has suggested a technological model for
empowering rural women. Women‟s employments through technological
improvement and participatory approach are needed to improve their lives. This
would ensure a sustainable future for rural India. Technology model described
how scientifically and technical interventions could improve the quality of life of
women in rural areas. This also shows that the following factors are crucial for
women‟s empowerment in rural area.

 Proper reorganization of the productive and domestic roles of women.

 Improvement of women‟s empowerment needs facilities like drinking water,
health, sanitation, nutrition, family planning, education and security.
 Gender integrated participatory technology development is required.
 Improvement of local women motivator as active “change agent” of
technology, through talks and audio visuals, awareness build up through
demonstration and hands on the job training in relevant field.

This study has explained that technological development model alongwith

education, employment, reduction of socially traditional attitudes i.e. religion, family
structure etc. are responsible factors of women empowerment.

25. Chatterjee (2008) has examined the impacts of SHGs on income, employment
and empowerment status of women in Khejuri block of Purba Midnapur district,
West Bengal. This study has shown that SHGs generate income and employment
of women members at an admirable level. In order to assess the role of SHGs in
empowering women he has considered six elements of empowerment, namely,
importance of family, role in deciding the number of children, decision making
power in family matters, increase in self-dependence, securing the respect of
husband and in-laws and decrease in domestic violence. The findings of the study
are as follows –

28
 As the women earn through SHGs, the importance of them in family increases
compared to unemployed. Self-employed women have more freedom in deciding the
number of children, taking decision on different matters such as savings and
expenditure in the family, education of children, pattern of consumption Economic
emancipation and engagement in broader social system have reduced domestic
violence against women. SHG have inculcated conscious in women regarding health
and education for their children. Almost all the respondents have completed the
immunization package or been continuing this in due course.

26. Jumani, Usha (1991) conducted a study to analyze the status of self-employed
women in rural areas. Economic activities through which the income of the
women will be increased have to be identified with great care.

27. Kalita, Sri Gangeswar (2011) made a study on “Participation of women in

politics in Goalpara District of Assam”. The findings of the study were that, lack
of literacy facility, Natural inconveniences, poverty stricken difficulties,
communication inconveniences, averse topological conditions, heterogeneous land
conditions, the people of Goalpara District particularly women community is
marching upward in different field, particularly in politics is hopeful.

28. Rae Lesser Blumberg (2005) viewed that economic empowerment of women
was the key to achieve gender equality as well as wealth and well being of nation.
The author opined that financial autonomy would enhance women‟s capacity of
decision making in various arenas of life. Moreover, it would lead to less
corruption, less armed conflict and less violence against female in the long run.

29. Kurukshetra (January 2008), a journal of rural development focused mainly on

women‟s empowerment and opined that although women were the active agents
for sustainable development, and their empowerment was very important for the
process of development, they had not actively participated in their own
emancipation mainly due to low economic independence.

29
 CHAPTER – 3

METHODOLOGY

3.1 Introduction:

Methodology of research refers to the plan of action that examines the

research problem from various possible angles, so that the objectives of the study
could be accomplished. The meaning of methodology is the set of methods used in a
particular area of activity. It may be understood as a science of studying how the
research is undertaken based on logical derived empirical evidences from the
environment. Methodology is a systematic segment, which helps us to proceed in a
right path. In scientific language, the term method is used to designate the road that
must be followed to lead to the discovery of truth. The prime necessity of the research
is not only to follow all the steps of research methods on techniques, but also to
consider its methodology carefully. Thus the Research methodology includes research
designs and statistical designs. The logic behind these designs used by the researcher
must be relevant to his or her study. In any Research project of any discipline,
research method plays a very important role. Success of any type of research work
depends mainly upon the selection of appropriate methods and tools for the study.
Research is considered to be systematic and intensive process of carrying on a
scientific method of analysis.

Survey method intends to find out what is existing at present in a particular

context. This facility gathers data from a relatively large number of cases at a
particular time. Thus, it is not concerned with a single individual or few individuals.
This method is, therefore, cross sectional by nature and necessity as opposed to
longitudinal where the same individual is situated over a period of years. A
descriptive survey is intended to describe a specific set of phenomenon and
themselves. The rationale for the purely survey is the fact that the information
provided is in itself the answer to the research question proposed. In Educational
research there are two conditions which occur together suggest and justify the
descriptive survey. Firstly, there is an absence of information about a problem of
educational significance and secondly the situation which could generate that
information do exist and are accessible to the researcher.

30
 The present research work was designed to study and the evaluate “Women
Empowerment through Education – a micro study on problems, prospects and
challenges with special reference to Greater Sipajhar Community Development
Block”.

3.2 Statement of the Problem:

A good statement of a problem must clarify exactly what is to be determined

or solved. It must restrict the scope of the study to specific and workable research
questions. In stating a problem, the researcher should see that it is neither stated in so
general terms as to become vague, with no clear indications of the direction the study
is to take, nor specific so narrowly as to become insignificant and trivial. Considering
the above the topic of the investigation was taken as “Women empowerment through
education – a micro study on problem prospects and challenges with special reference
to Sipajhar Community Development Block.”

In the present study the topic is not too vague or too broad in scope. It is
limited on the Sipajhar Development Block, it also confines certain areas like
problems, prospects and challenges etc.

3.3 Objectives of the Problems:

(i) To study the importance of education in empowering women.

(ii) To study the problems that stand against the empowerment of women.
(iii) To study the prospects in respect of women empowerment.
(iv) To study the challenges of women empowerment.
(v) To find out the facilities and provisions of education for women
empowerment.

3.4 Hypothesis of the Problem:

(i) Socio-economic condition is responsible for improvement of women

empowerment.
(ii) Parents consciousness about women empowerment is not satisfactory.
(iii) Poor economic condition is major hindrance for women empowerment.
(iv) Teaching-Learning process is not appropriate.

31
3.5 Importance of the study:

The governments of Assam have introduced various measures for empowering

women covering all development block. But all these measures have no yield proper
results due to various short comings related to their implementation. So, there is a
depth study in this respect is needed. The proposed study would seek to obtain the
empowerment of women through education in study area. It would also investigate
various measures for empowering women to find out their short comings and attempt
to find out their solutions. So, this study would be beneficial for future research works
of researcher‟s and policy makers.

3.6 Limitation of the Problem:

(i) As it is a dissertation for MRP the study should be presented in the

common pattern of forms., style and structure which have been devised by
the professional workers and institutions and conventional in the academic
circles.
(ii) It is a study for the empowerment of women through education in certain
area. Hence the study should be detailed informative, factual and should
also deal with the local problems putting hindrances in the why of
empowerment of women.
(iii) Within a limited time span the study has to be completed. So, the
investigation is experienced the time constraints.
(iv) The area that is undertaken for study is small.

3.7 Interpretation of Procedure (Data collection procedure)

The task of data collection begins after a research problem has been defined
and research design chalked out by the researcher. The important thing to be kept in
mind while deciding the method of data collection is the types or sources of data. The
data gathered by the researcher for the study are of two types-primary and secondary.
The method used for the present study is descriptive survey method. Both primary and
secondary data are used for the study. The primary data are those, which are collected
by the researcher for the first time. The method of primary data collection generally
happens to be either observation or interview or questionnaire or opinion or schedule

32
or some other projected techniques. In the present study primary data are collected
through questionnaire and interview.

The secondary data on the other hand are those which are already been
available or collected for records. Secondary data are collected from different books,
journals, newspapers, concern reports etc.

3.8 Methods of Study:

The present research work was designed the study and to evaluate “Women
empowerment through education – a micro study on problem, prospects and
challenges with special reference to Sipajhar Community Development Block”.
Descriptive survey method of research was used for the present study.

3.9 Tools of the Study:

The major data gathering tools of research may be classified broadly into the
following categories.

(i) Psychological tests

(ii) Inquiry forms
(iii) Observation
(iv) Interview
(v) Socio-metric techniques.

Inquiry Forms – The term inquiry forms are a general classification of data gathering
methods. Inquiry forms may be different types.

(i) Questionnaire
(ii) Schedule
(iii) Opinionnaire.

A questionnaire is a device consisting of a series of questions dealing with

some psychological, social, educational or a group of individuals with the object of
obtaining data with regard to some problems under some investigation.

33
 When the form is filled up in the presence of the investigation, it is referred to
as a schedule and when it is mailed to the respondents to get the answer, it is referred
to as a questionnaire. When the purpose is to know the opinion of the respondent, in
that case it is known as opinionnaire or Attitude scale.

In both the schedule and questionnaire there are a number of questions printed
or typed to collect data. The questions may be structured or unstructured. Structured
questions are those questions in which there are definite, concrete and predetermined
questions. The form of the questions may be closed or restricted type and open or
unrestricted type. When the responses are wanted in a list of suggested responses, it is
known as closed or restricted type of questionnaire calls for a free response in the
respondents own word. Though structural close type of questionnaire is easy to fill out
and also easy to tabulate and analyze, to search new facts, open, restricted
questionnaire is more useful.

Observation Method – Observation method has occupied an important place in

descriptive educational research. It is oldest and most commonly used instrument of
studying the real life situation. The element of restriction imposed in questionnaire or
interview are missing in observation method. It naturally records the behavior of the
individual as shown by them.

Observation may be participant or non-participant. In the participant

observation, the observer becomes more or less one with the group under observation.
In such situation the observer will be insight of the person being observed and may
actually take part in some activity with the observed individual or group.

On the other hand in the non-participated observation, the observer takes a

position, where his presence is not disturbing the group. He may follow in detail the
behavior of one individual or may describe one or two behavioral characteristics of
dozen or more individuals.

Interview Schedule – The interview is a process of communication or interaction in

which the subject or interviewee gives the needed information verbally in a face to
face situation. It is in a sense, of oral questionnaire. Instead of writing the response,
the interview supplies the needed information orally. As a data gathering device, the

34
interview is often superior to other device, because people are usually more willing to
talk than to write.

After the interviewer established a friendly relationship with the interviewer it

is possible to bring out some confidential information also, the information that is
difficult to obtain in written form. In interview, interviewer can acquire much
information from the incidental comments of the interviewee facial and bodily
expressions, true of voice, gesture, reactions etc. that would not be conveyed in any
other way.

Interview may be classified according to the purpose for which they are used
and according to their design or structure, as Research, interview, clinical interview
and individual interview etc.

For the purpose of research, interview may be used as a tool for gathering data
required by the researcher to test hypothesis or solve his problem of historical,
experimental, survey or clinical type of research. This type of interview is called
“Research interview.”

In the present study the following tools are used for data collection.

(i) Questionnaire to the women of age group –

In the present investigation, data are collected by questionnaire schedules which give
a correct picture of women empowerment. Two questionnaires are prepared.

3.10 Data Collection:

The task of data collection begins after a research problem has been defined
and research design chalked out by the researcher. The important thing should be kept
in mind while deciding the method of data collection is the type or sources of data.
The data gathered by the researcher for the study are of two types – primary and
secondary.

The method used for the present study is descriptive survey method. Both
primary and secondary data are used for the study. The primary data and those, which
are collected by the researcher for the first time. The method of primary data

35
collection generally happens to be either observation or interview or questionnaire or
opinion or schedule or some other projected techniques. In the present study primary
data are collected through questionnaire and interview.

The secondary data on the other hand are those which are already been
available or collected for records. Secondary data are collected from different books,
journals, newspapers, census report etc for the present study.

3.11 Data Analysis:

Analysis of data means studying the organized material in order to discover

inherent facts. The data are studied from as many angles as possible to explore the
new facts. Analysis requires an alert, flexible and open minded. It is worthwhile
prepare a plan of analysis before the actual collection of data. Here, in the present
study data are analysed quantitatively and qualitatively.

3.12 Statistical Techniques:

The investigator has used questionnaire schedule for collecting the data. In this
techniques, quantification of data obtained is generally achieved through tabulation
and counting. Presentation of results is in tabular form, in totals, percentages or an
average is invariably required. Statistical Techniques particularly chi-square test were
applied for analysis of the data.

3.13 Conclusion:

Method is the important task of any research study. Generally on the basis of
the objective of the study, methods are usually selected for investigation. With the
help of appropriate tools and techniques the requisite data are collected by the
researcher. The purpose of data analysis is to organize, provide structured and elicited
meaning from research data. Here data collection and data analysis usually occur
simultaneously rather than after data are collected. The search for important things
and concept begins from the moment data collection gets underway.

36
 CHAPTER-4

DISCUSSION (DATA COLLECTION AND DATA ANALYSIS)

4.1 Introduction

Data collection is essentially an important part of the research process so that

the inferences, hypothesis or generalizations tentatively held may be identified as
valid, verified as correct, or rejected as untenable. In order to collect the requisite
data for any research problem, the researcher has to sample the population concerned,
since it is not possible to encompass the entire population, to devise appropriate tools
for measuring the attributes concern and to administer these tools.

4.2 Hypotheses
(i) Socio-economic condition is responsible for improvement of women
empowerment.

(ii) Parents consciousness about women empowerment is not satisfactory

(iii) Poor economic condition is major hindrance for women empowerment

(iv) Teaching-Learning process is not appropriate.

4.3 Data collection

Data collection is essentially an important part of the research process. The

task of data collection begins after a research problem has been defined and research
design chalk out while deciding about the method of data collection to be used for the
study. The researcher should keep in mind two types of data that is primary and
secondary data.

The primary data are those which are collected afresh for the first time, and
thus happens to be original in character.

The secondary data are those which already been collected by someone else
and which has already been passed through the statistical process. Therefore, the
researcher would have to decide which sort of data he/she would be using for his/her

37
studies and accordingly he/she will have selected on or the other method of data
collection.

4.4 Data Analysis

Analysis of data means studying the tabulated material in order to determine

the inherent facts or meanings. It involves breaking down existing complex factors
into simpler parts and putting the parts together in new arrangement for purpose of
interpretation. Interaction by no means a mechanical process. It calls for a critical
examination of the results of one‟s analysis in the light of all the limitations of his
data gatherings.

Analysis of data based on questionnaire given to the women of different

workplace

The investigator has taken the sample of 100 women living in Sipajhar
community development Block and a questionnaire which consisted of 20 (Twenty)
questions was distributed among the women for collection of data. The questions are
divided into 4 categories namely Social, Economic, Political and Teaching and
Learning.

The main purpose of responses of these questions is to find out the problems
that stand against women empowerment. So, the investigator distributed the
questionnaire and asked them to make responses.

On the „Social Category” there are five questions. A sample of 100 women
made responses. They are summarized and tabulated as the following.

Table No.10

38
 Social Category

Sl Questions Yes No Significance level

No.
1. Women cannot take part in domestic 60 40 .05
decision making
2. The female literacy rate is very low 70 30 .01
3 Priority is given on Male education 70 30 .01
in comparison to female education
4 Ignorance and Traditional thoughts 60 40 .05
play a negative role in educating
female child
5 Society is not completely free from 70 30 .01
superstition

70
60
50
40
30
20
Yes
10
No
0
Women cannot The female Priority is given Ignorance and Society is not
take part in literacy rate is on Male Traditional completely free
domestic very low education in thoughts play a from
decision making comparison to negative role in superstition
female educating
education female child

1 2 3 4 5

Graph No.1

Table No.10 and Graph No. 1 shows that in the question “ women cannot take
part in domestic decision making “ 60% women made responses as „Yes‟ and 40%
women made responses as „No‟. The square value 1.00 with df 1 is smaller than table

39
value at .05 level of significance, but the probability is between .50 and .30. The null
hypothesis is not rejected. The equal distribution of hypothesis is accepted. It signifies
that majority women cannot take part in domestic decision making.

In the second question “the female literacy rate is low”, 70% responded as
„Yes‟ and 30% responded as „no‟. It clarifies that due to low literacy rate the women
are unable to go forward. The third question “ Priority is given on Male education in
comparison to female education” was „Yes‟ responded by 70% woman and „No‟
responded by 30% women. The priority given to the male seems to be the hindrance
of women empowerment through education. The fourth question that “Ignorance and
traditional thoughts play a negative role in educating female child” was responded
as „Yes‟ by 60% and „No‟ by 40% persons. The last question that “Society is not
completely free from superstition” was „Yes” responded by 70% and „No‟ responded
by 30% women. The chi square vale is found to be significant at .05 level. It shows
that due to superstitions women cannot go forward and make them empowered.

Under the Social category it is found that No decision making power, low
literacy, priority of male education, ignorance and traditional thoughts and
superstitious are the main problems of women empowerment.

The second category is named as “Economic category”. Here also five

questions are forwarded to the interviewed women and asked them to make their
comment as „Yes‟ or „No‟. They are tabulated as the following –

Table No. 11
Economic Category
Sl. No. Questions Yes (P) No (P) Significance
level
40
 01 Most of the women are not economically 80% 20% .05
independent
02 Parents poverty is the major hindrance of 70% 30% .05
women education
03 The poor parents consider the education of 70% 30% .05
their girls to be a meaningless expenditure
04 Female child are engaged in traditional 60% 40% 1.00
work place for improving the economy of
parents even now
05 For the improvement of societal status of 70% 30% .05
women, economic empowerment is
needed.

90%

80%

70%

60%

50%

40%
Yes
30%
No
20%

10%

0%
Most of the women Parents poverty is The poor parents Female child are For the
are not the major consider the engaged in improvement of
economically hindrance of education of their traditional work societal status of
independent women education girls to be a place for improving women, economic
meaningless the economy of empowerment is
expenditure parents even now needed.

Graph No. 2

Table No. 11 and Graph No. 2 shows that in the first question 80% responded as „yes‟
and 20% responded as „No‟. The question was “Most of the women are not
economically independent”. The chi square value is found to be significant at .05

41
level of significance. The results exhibit that economically dependency is one of the
main problems of women empowerment.

In the second question “Parents poverty is the major hindrance of women

education”. 70% people responded as „yes‟ and 30% people responded as „No‟. Here
chi square value is found to be significant at .05 level of significance. Observing the
result it can be said that it is a major problem of women education.

The third question was “The poor parents consider the education of their girls
to be a meaningless expenditure.” Here 60% women responded as „yes‟ and 40%
women responded as „No‟. The chi square value is .05 level of significance. It
highlights that the society is not conscious for educating the girls even today.

The fourth question was “Female child are engaged in traditional work
place for improving the economy of parents”. Here 60% responded as „Yes‟ and 60%
were responded as „No‟. The chi square value if smaller than the table value, however
probability in between .50 and .30. There it may be said that engagement in the
traditional work place is another problem of women poor parents engage their child in
traditional work place for economic self sufficiency.

The fifth question was “For the improvement of societal status of women,
economic empowerment is needed”. Here 70% responded as „Yes‟ and 30%
respondent as „No‟. The chi square value is .05 level of significance. It highlights that
economic empowerment is very important for the societal status of women.

Under the „Economic‟ category Economic dependency, parents, poverty,

engagement of the child in the traditional work place, education of girl child
considered as meaningless expenditure, lack of economic empowerment are found to
be the major problem of women empowerment.

Table No. 12
Political Category
Sl. Questions Yes (P) No (P) Significance level

42
No.
01 Women are not politically conscious 60% 40% .05
02 A little women are directly involved in 75% 25% .01
politics
03 Parents and society have not providing 65% 35% .05
encouragement political involvement
of the female child
04 Women are not conscious about 70% 30% .01
constitutional rights
05 Maximum women have not proper 80% 20% .05
knowledge about Right to Education
Act 2009

90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Parents and Maximum
society have women have
A little women Women are not
Women are not not providing not proper
are directly conscious about
politically encouragement knowledge
involved in constitutional
conscious political about Right to
politics rights
involvement of Education Act
the female child 2009
Yes (P) 60% 75% 65% 70% 80%
No (P) 40% 25% 35% 30% 20%

Graph No. 3

Table No. 12 and Graph No. 3 shows that in the first question “Women are not
politically conscious” was „Yes‟ responded by 60% women and „No‟ responded by
40% women. The chi-square value is .05 level of significance. It signifies that women

43
are not politically conscious. It is seen that this is a very important problem from past
to present.

The second question “A little women are directly involved in politics” was
responded as „Yes‟ by 75% women and „No‟ by 25% women. The chi-square value is
.01 level of significance. It clarifies that women are not directly involved in politics
expect a little of them.

The third question “Parents and society have not providing encouragement for
political involvement of the female child” was responded as „Yes‟ by 65% women
and „No‟ by 35% women. Here chi square value is significant at .05 level. It indicates
that there is lack of encouragement from the parents and society to the girls to take
action part in politics.

The fourth question “Women are not conscious about constitutional rights”
was responded as „Yes‟ by 70% and „No‟ by 30% women. Here significance level is
.01. It proves that women cannot think that they must be conscious about the rights of
constitution.

The fifth question “Women have not proper knowledge about Right to
Education Act 2009” was responded as „Yes‟ by 80% and „No‟ by 20% women. The
chi-square value is significant at .05 level. It shows that maximum women are not
aware about Right to Education Act 2009.

Table No. 13
Teaching and Learning
Sl. Questions Yes (P) No (P) Significance level

44
No.
01 No psychological method of teaching 80% 20% .05
and learning is adopted
02 Female learners needs are not 70% 30% .01
considered for receiving education
03 No motivation is done by the parents 60% 40% .05
teachers and members of the society
for education of the female learners
04 The female child sometimes faced 60% 40% 1.0
problems of adjustment in the school
environment
05 No any procedure is adopted to make 80% 20% .05
female child interested towards
receiving education

80%
70%
60%
50%
40%
30%
20%
10%
0%
No Female learners No motivation The female No any
psychological needs are not is done by the child procedure is
method of considered for parents sometimes adopted to
teaching and receiving teachers and faced problems make female
learning is education members of the of adjustment child interested
adopted society for in the school towards
education of environment receiving
the female education
learners
Yes (P) 80% 70% 60% 60% 80%
No (P) 20% 30% 40% 40% 20%

Graph No. 4

Table No. 13 and Graph No. 4 shows that in the first question “No
psychological method of teaching and learning is adopted” were responded „Yes‟ by
80% and 20% responded as „No‟. The chi square value is significant at .05 level of

45
significance. The result indicates that no psychological method of teaching and
learning is adopted. It shows that it is one of the major problem of learning situation.

The second question “Female learners needs are not considered for receiving
education” was „Yes‟ responded by 70% and „No‟ responded by 30% women. The
obtained chi square value is significant at .01 level of significance. The result shows
that female child learners needs were not considered to be important. For fruitful
learning learners needs must be fulfilled. The percentage of responders shows that at
present time also less importance is provided on the interest of learners.

The third questions “No motivation is done by the parents, teachers and
members of the society for education of the female learners”, was responded as „Yes‟
by 60% and responded as „No‟ by 40% women. The chi square value is smaller than
the table value, but probability is between .05 and .03. The equal distribution
hypothesis is accepted. The chi square value of question No. 3 under teaching
learning category is smaller than the table value, but the probability is between .05
and .03. Responses shows that it is a major problem.

The fourth question “The female child sometimes faced problems of

adjustment in the school environment” was responded as „Yes‟ by 60% and responded
as „No‟ by 40% women. Responses show that it is a major problem at present also.

The fifth question “No any procedure is adopted to make female child
interested towards receiving education” was responded 80% as „yes‟ and 20% as
„No‟. The chi square value is significant at .05 level of significance. The results
indicate that no procedure is adopted to make girls education interesting. It shows that
it is a major problem.

Under the category of teaching learning no psychological methods adopted, no

motivational process adopted, female learners considered problems of adjustment, no
procedure is adopted for creating interest of the female child may be considered as the
problem of development of girls education.

Analysis of Data based on questionnaire given to the schools and colleges

46
 In the present study the responses of the questionnaire secured from
Principals/Headmasters of schools and colleges were classified, analysed and
interpreted.

1. Maximum schools and colleges had no Martial art classes like NCC, NSS, Scouts
and Guides, Kerate etc. Martial Art is very essential for the girl students for their
self defence. From the data found from the schools and colleges it can be imagine
that there is no any self defencing programme for the girls.

2. A few number of colleges/schools have physical education classes, physical

education is needed to the female students for their physical, mental, educational
and social development. But all colleges/schools could not provide these facilities
to the students. As a result female students cannot be empowered in this section.

3. There is no any sex based discrimination in any school of my study area.

4. There is no any girls club functioning in any school among my sample schools of
the study area.

5. No any school of my sample conduct any special training programme for the girls.

6. It has been found that most of the schools have not pure drinking water which is
most essential for sound health of the students.

7. It is found that a few schools have computer classes, so maximum students cannot
acquire the knowledge of computer education, which is very essential at present.

8. It is found that most of the schools have separate toilet facility for the girls in the
school.
9. There is no any separate counselor for girls in any school of my study area. As a
result female students could not get proper counseling at the time of difficulties. It
is known to all that in any situation the girls face some different problems than
male which can be easily understand by the female counselor. At the adolescences
period, the girls have some difficulties, for which they are unable to make
adjustment to some situation. At that time the role of a counselor is most
important.

47
Conclusion:

Data collection and data analysis is the heart of the research work. The
collected data are analyzed quantitatively and qualitatively by using statistical
techniques. In the present study chi square test are used by the investigator to find out
the problems of women empowerment.

48
 CHAPTER – 5

FINDINGS, SUGGESTION AND CONCLUSION

5.1 Findings

In the present investigation, data are collected by questionnaire schedules

which give a correct picture of women empowerment. Two questionnaires were
prepared, one for the women (100) residing in the study area and another for 50
sample schools and colleges situated in Sipajhar Development Block. A sample of
questionnaire has been shown in Appendix-1 and Appendix-2.

5.1.1 Main findings of the study

From the investigation through questionnaire the following problems of

women empowerment are found.

1. Majority women cannot take part in domestic decision making.

2. The literacy rate of female is low.
3. More importance is given on male education in comparison to female education.
4. Ignorance and traditional thoughts seems to be the problems of women
empowerment.
5. Most of the women are not economically independent.
6. Poverty of parents is the major hindrance of women empowerment.
7. Engagement of girls in the traditional workplace is another hindrance of women
empowerment.
8. Negligence of parents is another problem of girls‟ education.
9. Women are not politically conscious.
10. Most women are not willing to involve directly in political field.
11. Females are not encouraged for political involvement by their parents.
12. Women are not conscious about the constitutional rights.
13. Maximum women have not any knowledge about Right to Education Act, 2009.
14. No psychological method of teaching and learning is adopted to motive the female
students to the educational institutions.
15. Female learner‟s needs are not considered to be important for receiving education.
It is a major distraction for receiving education for women empowerment.

49
16. No any procedure is adopted to make the females interested for receiving
education, which is very essential for women empowerment.

For primary data collection, the investigator visited various Gaon Panchayat
offices, block office, statistical department and talked with the Panchayat officials and
some women of the Panchayat. From the interview, the investigator was able to
collect some information about the problems of women empowerment. The problems
which are found from face to face interview with some selected women of my study
area can be described as the following.

1. Marriage poses a critical problem for women‟s participation in higher education

specially in the rural area of my study field girls cannot get the chances to get a
suitable mate because the groom invariably to be better educated than the bride
and higher the level of education of the bridegroom, higher is the expectation in
terms of dowry. Inspite of the laws against dowry practice the stark reality is
transparent and this often makes parents unwilling to send their girls for higher
education although they might have shown necessary aptitude and competence.
2. The sex-role ideology directed by the traditional norm of patriarchy is another
hindrance to the higher rate of women participation in higher education. Most of
them think if a girl wants higher education to enhance her opportunities for a full-
time career than family and children must be neglected for her. It is the general
view of the common man that women education has no return value with respect
to economic aspect of their family.
3. From the interview with the women it was found that there are various obstacles
ensuring women empowerment.
(i) The social obstacles are - Tradition ridden social costumes, Gender
stereotyping and conservatism of parents.
(ii) The economic obstacles are – Poverty, higher of the burden of dowry
and engagement of girls in otherwise way.
(iii) The physical obstacles are – Poor transport facility, lack of physical
facilities and regional disparities.
(iv) The administration obstacles are – Lack of dissemination of proper
knowledge, lack of enthusiasms and interest of the official incharge of
education and lack of appreciation of the need for women education.

50
 (v) The educational obstacles are – illiteracy, limited employment
opportunities and non attractive formal learning institution.
(vi) Lack of residential facilities for girl students.
4. There are several factors that contribute to the problem of women education in the
study area. The factors are as follows – poor economic and social status of parents
particularly in unorganized and informal sectors pressurizing young girls to earn
at an early stage in
(i) Agricultural occupations
(ii) Home based industry – Handloom weaving, and fishing.
(iii) Assisting mothers by working as domestic help in middle class homes.
(iv) Helping parents in paddy field and selling domestic materials etc, and
(v) Taking care of siblings at home.
5. Absence of counseling for discipline and career options, role model etc.
6. Restrictive practices, conservative attitude and violence against women.
7. Discriminatory attitude of teachers and administrators.
8. Education of girls being perceived as unproductive and irrelevant for
development.
9. Owing to cultural and social heritage, parents and reluctant to send girls to co-
education schools particularly from middle level and above.

Both the secondary Education commission (1953) and National Committee on

women‟s education (1958) recommended the establishment of separate institutions for
girls with a view to promote education amongst them. But the percentage of girls‟
institutions to total number of major types of educational institutions still works out to
be 10 to 15, as against their enrolment proportion of 35. In case of middle and
secondary schools, the proportion of girls‟ school is in the range of 10 to 14 percent as
against their enrolment proportion of 34 and 25 percent respectively. Although the
movement of co-education has gained ground and finds favour with the educational
administrators and planners from the point of view of economy and standards of
education, there is a still a great necessity of establishing separate institutions for
girls, because quite a large number of girls prefer to study in separate institutions,
provided, facilities for all courses are available and some standards are maintained in
comparison to boys institution.

51
10. One of the factors hindering the progress of women‟s education has been the
inadequacy of the women teachers in educational institutions.
11. There is a good deal of wastage and stagnation in women‟s education. Many
social and economic reasons are responsible for it. Because of this wastage and
stagnation the workers in the field of women education, feel discouraged.

5.2 Future prospects of women empowerment through Education

The destiny of Nation is moulded and fashioned through education and it is

true that, the education of women has a strategic importance. Women are the most
reliable indicates of a country‟s character. The most urgent priority is to ensure access
to, improve the quality of education for girls and women. Education for women and
girls has positive effects on family welfare. It is usually women who take the lead in
matters of nutrition in making the world intelligible to the child and in socializing
children into the family and community. Improving early childhood care is dependent
on the better education of women and girls. If we want the world to be a better place
to live in, we must treat women at par with men, as a bird cannot fly on one wing or
unequal wings. The realization though had been there but it had been on more or less
on individual basis, like Swami Vivekananda said, “Educate your women first and
leave them to themselves, than they will tell you that reforms are necessary for them.”
An effort at global level is seen in the decade (1975-85) being declared as
“International Decade of women” to work for equality development and peace by the
United Nations at an international conference on women in Mexico city in 1975.

An educated mother learns to protect children from exposure to health risks,

and thus supports sound physical and mental development. Intelligence needs early
stimulation which an educated mother provides. Education is the factor that plays the
most crucial role in development of the status of women. All possible steps like the
Central Governments new initiative i.e. Sarva Shiksha Abhiyan the programme which
aims at universalisation of education helps to the girl students to achieve their
economic, social, cultural and political growth and welfare.

The empowerment of women is that a reaction to lit back at the system and
reversing. The gender discrimination is a systematic approach to increase meaningful
participation in the process of development. For this endeavor, education is the most
effective tool. Education will bring women‟s empowerment by enhancing self-esteem,
52
self confidence building positive image of women by recognizing their contribution to
the society, polity and economy developing ability to think critically, speeding up
decision making and actions through collective process enhancing access to legal
literacy regarding rights, opportunities, encouraging economic independence and most
important is ensuring equal participation in development process.

Empowering women socio-economically through increased awareness of their

rights and duties as well as to resources is a decisive step towards greater security for
them. It means equal status to the women, opportunity and freedom to develop
themselves.

The Government of India had declared the year 2001 as the year of women‟s
Empowerment with the following aims –

(1) To create and raise large scale awareness of women.

(2) To initiate and accelerate action to improve access to and control of resources
by women.
(3) To create an environment to enhance self confidence and autonomy of women.

The National policy on Empowerment of women suggested the following

objectives for development of women education.

(1) Creating an environment through positive economic and social policies for
women development and enable them to realize their full potential.
(2) To provide opportunities to women to enjoy all human rights and freedom in
political, social, economic, cultural spheres as men.
(3) Equal access to participation and decision making of women in social,
political and economic life of the nation.
(4) Equal access to women to health care, quality education, carrier and
vocational guidance, employment, equal remuneration, occupational health
and safety, social security and public office etc.
(5) Elimination of all forms of discrimination against women.
(6) Changing societal attitude and community practices by active participation
and involvement of both men and women.
(7) Mainstreaming a gender perspective in the development process.

53
5.3 Challenges of women

The women constitute nearly half of India‟s population. But in each and every
walk of life they are lagging behind the progress of male population. Female
oppression caused by family, community and religion is one of the root reasons of
low literacy among females. Discrimination and gender bias were found in relation to
nutrition, nourishment, child rearing practices and education of female children in
comparison to male children. It is the ground reality in the Indian context that men
have dominated each and every field of knowledge and work to meet the existing
challenges of equity of men and women the National policy for empowerment of
women 2001 envisages introduction of a gender perspective in the budgeting process
as an operational strategy. In this context, the Ninth Plan document (1997-2002)
incorporated women component plan (WCP) directing both the central and state
government to ensure the not less than 30 percent of the funds/benefits are earmarked
for women related sectors. The Tents plan documents (2002-2007) reinforces
commitment to gender budgeting to establish gender differential impact and to
translate gender commitments into budgetary commitments. The Tenth plan proposes
that both women component plan and gender budgeting should play a complementary
role and ensure through both preventive and post facto action, that women receive
their rightful share from all women related general development sectors.

The UNDP Report (1997) reveals that Indian women get only 25% of the
share in the earned income. Work burden on them is extreme as they work 69 hours a
week while men work 59 hours. The Report observes that Indian women suffer on
two sides (i) because of an impoverished society, (ii) because they are women. The
heinous factors like gender bias, age old prejudice, blind discrimination against
female children, prioritizing male children have led to female feticides and female
infanticide. To give an instance the rank of India‟s “missing women” and 1.2 million
lives were snuffed out either abortion or pest natal murder according to estimation
during the decade 1981-91 (Rajasthan, Haryana). No doubt, the violence against
women is an ever-existing phenomenon in almost all the societies either in overt or
covert form. Concerted efforts by the researchers, women organizations, academics,
social workers and Journalists have brought to time light the women issues like wife
abuse, dowry victimization, divorce, raping, burning and killing of women,

54
community oppression on women, opposing schooling of female children, low female
literacy in rural and tribal areas as the burning social problems during last three
decades (Supreme court Judgement Bill in the Parliament).

Progressive thinkers across the ideological spectrum agree that education is

one of the most significant factors of bring a paradigm shift in the status of women.
The skewed sex ratio and the high infant mortality are such a cause as an effect of the
gender disparity in educational opportunity. It is recognized that in rural India, out of
every 100 girls enrolled in class-1 only six entered class-XII. In urban areas, the
situation is also similarly alarming where only fourteen girls of every 100 make it to
class-XII. In rural areas a majority of girls drop out at primary level. Out of the 100
who enroll in class-1 only 40 join class-V. The dropout rate is much higher among the
disadvantages groups, the scheduled castes and the scheduled tribes.

5.4 Suggestion for improvement of women empowerment through Education

Although education is essential for everyone but in case of women it is

particularly significant. Education not only opens up vast avenues and opportunities
for growth but affect families and future generations as well. It is therefore realized
that women have to be provided with the vital educational inputs, if they are to
become a powerful force in the society and gain a foot hold in the developmental
process. So, giving education to women will reduce their dependency and enhance
their status. It will also –

- Reduce fertility and slow population growth.

- Improve child survival.
- Increase the share of family income allocated to food and health care for
children.
- Raise household income, especially in families below the poverty line and
ensure gender equality etc.

The policy of the government of India for empowerment and development of

women lays emphasis on removal of women‟s illiteracy and obstacle inhibiting their
access to elementary education, women‟s participation in vocational, technical and
professional education at different levels. Sarba Siksha Abhijan, Mid-day meal
schemes, Mahila Samukhya are being implemented for their improvement. Ministry

55
of social Justice and empowerment is also implementing schemes of residential
schools, Kanyasharmas for the SC and ST girls. The following steps should be taken
for the empowerment of women.

1. Voluntary agencies should be involved in a big way for imparting non-formal

education and vocational training to rural women and for their self employment.
2. Rural women should be empowered through literacy measures and vocational
training.
3. Involvement of local leaders, village committees, voluntary agencies and
women‟s groups is also necessary. An incentive scheme should be introduced to
ensure 100% enrolment of girls in their respective village.
4. The existing Rural development programme, National Rural Employment
Programme, Development of women and children in rural areas, training of youth
and self employment programme should be guaranteed.
5. Women‟s participation must be encouraged in the conservation of the
environment and the control of environment degradation. Environmental
education should be encouraged towards women in rural areas.
6. Empowerment of rural women should be the priority area of non-formal, adult and
continuing education programme.
7. To study the problems relating to women‟s education a thorough research should
be taken up.
8. Close co-operation with activities of women social workers, state council of girls‟
education and district organizations, Radio, press, Films, posters, Parent-Teacher
Associations, Adequate literature for popular reading of rural people should be
available.
9. A large number of training institutions should be provided for women.
10. Condensed courses should be started.
11. Opening adult literacy classes in large number, teaching of simple skills like
sewing, knitting, handicraft and knowledge of basic principles of health and food
habits should be imparted.
12. Development of positive attitudes towards community living, family planning,
superstitious, castes etc should be made.
13. The sanitary facilities should be adequately provided in co-educational primary
schools.

56
14. Steps should be taken to improve the instruction of home economics, teaching of
music and fine arts and financial assistance to these courses.
15. At the secondary and college stage there should be full freedom to the
managements and parents either to evolve common institutions or to establish
separate ones for girls.
16. By reserving seats for women students in different disciplines, the parents will
certainly motivate to send their girls for higher education.
17. Courses like interior decoration, fashion designing/technology, beauticians,
guidance and counseling, script writing for media programmes, computer
hardware and software, technical know-how of electronic gadgets etc can enable
the women participation for jobs in offices and self-employment.
18. Women from the lower social classes still graduate only in general courses,
nursing, social work etc. Some deliberate measures are to be taken to encourage
professional education among girls of lower socio-economic class so that women
do not continue to cluster around a few occupations like teaching etc.
19. It is suggested that adequate reservation may be provided to women in admission
to professional and other courses in higher education. Such a reservation can be a
motivating factor only when it is linked to future benefits like women employment
and economic independence. This can be facilitate women to think of alternate life
style and their perception towards the life.
20. Incentives should be given to women and women institutions by way of free
education and liberal grants.
21. The following strategies of education should be undertaken for the empowerment
of women.
(i) Community awareness programme, parent education programme.
(ii) Active and positive involvement of educational institutions of the study
area.
(iii) Training and orientation off teachers, other education, personnel, decision
maker administrators.
(iv) Requirements of more lady teachers.
(v) Common core-curriculum.
(vi) Reorientation of text books.
(vii) Availability of funds.
(viii) Universalisation of education.
57
 (ix) Social schemes, plans made by autonomous bodies of Government like
UGC, NCERT, SCERT, AICTE, NIEPA.
(x) Support service to rural girls
(xi) Village education committee/Mahila samiti.
(xii) Adult education, non-formal education.
(xiii) National Literacy Mission.
(xiv) Technical and vocational education.
(xv) Higher education.
(xvi) Role of NGO.
22. Co-education should be made popular at primary stage.
23. Vocational training for women should be planned.
24. Women study should be organized at different levels of education.
25. All teachers and instructors should be trained as agents of women‟s
empowerment.
26. Special efforts should be made by the central and state planners and administrators
to encourage participation of girls at all levels.
27. National and International organizations should extend their help for the
development of women education.
28. Traditional bars should be removed on entry of women to particular branches,
occupations and levels of education.
29. The capabilities of women should be recognized and then fully developed and
utilized them.
30. Advancing knowledge by expanding the information base with the help of
application of information technology.

5.5 Conclusion

The development of a country or a society is not depended on male section of

the society alone. Without women section, we cannot think of a bright future of the
country. The position of women in the society is the true index of its cultural and
spiritual attainment and their active role is proved to be an essential part in the
evolution of values. No country can prosper in which women‟s potential is left
unrealizing. In most of the developing country women have a low social and
economic status. In such countries empowerment of women is essential. The word
“Women empowerment” means many things to many people due to ideology or

58
preconceived notions. Empowerment is a process which covers social, political and
economic aspects. It aims at creating the balance between the two sexes so to get a
more equitable distribution of power in society.

It is universally acknowledge that knowledge generates self worth, confidence

and self-esteem. Therefore, education is placed at the centre of all strategies for
women‟s empowerment. Education accelerates effective participation of women at all
levels of national development. As the education of girls in India is influenced by
several factors and forces like social class, caste, ethnic group, residence in a rural or
urban area etc. serious efforts were started to encourage education for women.
Education for girls has become a national goal. Considering education as an essential
instrument of nation-building process in the Nehruvianera University Education
commission was established headed by Dr. S. Radhakrishnan. Radhakrishnan
Commission submitted its report in 1949 with a full chapter on women‟s education. It
is mentioned there that here cannot be educated people without educated women. The
first five years plan puts that general purpose and objectives of women‟s education
cannot be different from those of men‟s education. The National committee on
women‟s Education, 1956 shifted its focus from higher education to school education.
According to the recommendation of this committee of council of women‟s Education
was also set up. In 1962 the committee of Hansa Mehta on Differentiation on
curricula for boys and girls took an unequivocal stand against differentiation. It
recommended co-education at the elementary and secondary stages. In 1964-66,
Kotheri commission observed, “In the modern world, the role of women goes much
beyond the home and the bringing up of children. She is now adopting a career of her
own and sharing equality with men the responsibility for the development of society
in all its aspects.”

Women of India have made considerable progress in the last 58 years of

independence. There is hardly any sphere of life in which Indian women have not
taken part and shown their worth. Women‟s contribution in politics and social
services has also been quite significant. But still the Indian women‟s literacy rate is
65.46% (According to 2011 census). Unfortunately education still cannot liberate
women from their own psychological and sociological constraints created by a
patriarchal social and value order. Instead of so many declarations of the constitution

59
and lots of commissions and policies, our country continues to be plagued by low
level of women‟s literacy, early drop out off girls‟ from school, dowry, domestic
violence, lack of accessible legal aid, lack of political involvement and so on. With all
the above mention guarantees, we still have got alarming news of dowry deaths,
kidnapping girls, molestation, rape and amniocentesis. The National policy for the
empowerment of women (2001) rightly states that there still exists a wide gap
between the goals enunciated in the constitution, legislation, policies, plans,
programmes and related mechanisms on one hand and the situational reality of the
status of women in India, on the other.

In Indian mythology, women are divine, holy and pure. Goddess Saraswati is
the bestowed of knowledge and Parvati is the goddess of power and Lakshmi is – the
endower of wealth. Though the position of women in Vedas and Upanishads was put
on a high pedestal, yet there are still huge chasms to bridge when it comes to women
empowerment in India. Despite the fact that India has a strong written constitution
proclaiming laws for equality and welfare of women, barbaric and cruel practices still
continue to haunt women in the form of female feticide, female infanticide, child
labour, child marriage, dowry deaths, molestation, sexual harassment, rape, gender
inequality, eve-teasing, domestic violence and denial of widow remarriages. Women
are maimed, disfigured and burnt alive by dowry seekers. It seems as if humanity is
dead and does not exist at all. Status of men and women is equal in the eyes of law,
but millions of women work with low wages and subjugated to harassment.
According to a report by the National commission for women (NWC) and the
women‟s Rights commission, crime graph against women is increasing at an alarming
rate. Cases of kidnapping and abduction have risen to a great extent. From womb to
tomb, still a large section of women face increasingly violent form of gender bias.
Perhaps the highest form of violence against the women is to deny life on gender
basis.

Statistics show that there is still a very high preference for a male child. A
major step towards solution of the problem is to make the young generation highly
aware of the current demographic trends and causes of female feticide which India is
facing and looking for methods to curb and control. The Act pertaining to the banning
of sex selection should be made more stringent. Extensive lectures and programmes

60
should be conducted to make the students aware regarding female feticide and every
effort should be made to raise the status of women in our country. Female feticide is
an extreme manifestation of violence against women. It is not just a women‟s issue
but rather an issue that involves the whole society. Mindset at house is required to be
changed so that children do not grow up seeing any sort of discrimination and social
gap that exists in the society between a man and a woman. The society must raise and
revolt against the male child which has given rise to the gender syndrome. Women
will have to take the initiative to create a new social order.

A handful of people alone would not be able to build the foundation for
women‟s emancipation. Women themselves have to their forward and unite in their
march towards empowerment irrespective of their class, caste, creed or religion.

The woman‟s movement is United States aimed at equal rights with men and
also to change the mind set or the male attitude towards women. Elizabeth Cady
Stanton had begun the modern women‟s right movement which provided a motivation
that created penchant for equality of rights in the hearts of millions of women all over
the world.

Education is the light that annihilates the darkness of ignorance. The need of
the hour is to improve female literacy as education holds the key to development.
Education is essential for ameliorating the present condition of women in India. The
National policy on education (1986) and its revised version in 1992 gave support to
universal elementary education and bringing equality between sexes. Sarva Shiksha
Abhiyan was launched to bring all children of age groups 6-14 years to school.
National programme for Education of girls at Elementary level and Kasturba Gandhi
Balika Vidyalayas are making a positive difference towards girls education. In spite
of all endeavors made for promoting the education of girls today, the situation is still
far from satisfactory. This is also due to a member of hurdles and handicaps in the
way leading to the fact that the girls‟ education in the present society has been
unsatisfactory. There is an urgent need to promote the same as a challenging task
which requires multi-prolonged efforts for a solution. It has also been felt that
empowerment of women can contribute immensely to the success or universalisation
of Elementary Education (UEE). Such empowerment not only promotes girls
education but also boosts their morale through liberty and equality of sex. Education

61
and change of attitude towards the girl child will help in the emancipation of women.
Women‟s education is extremely important intrinsically as it is their human right and
is required for the flourishing of many of their capacities. When a girl is educated the
entire family is benefited.

We must remember that girls are indispensable part of our society and an asset
to our family and nation. We need to constructively work against the outdated
traditions, prejudices, practices, superstitious and customs which lower the status of
the women. Seminars and mass campaigns in favour of women related issues will
strengthen the cause of women empowerment. Economic, social and political
empowerment can be achieved to a great extent through education and enlightenment.

62
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 APPENDIX – I

Questionnaire given to the women of different workplace (100 women)

1. Name:
2. Designation (if any):
3. Age:
4. Educational qualification:

Social Category
1 Women cannot take part in domestic decision making Yes/No
2 The female literacy rate is very low Yes/No
3 Priority is given on male education in comparison to female education Yes/No
4 Ignorance and traditional thoughts play a negative role in educating Yes/No
female child
5 Society is not completely free from superstition Yes/No

Economic Category
1 Most of the women are not economically independent Yes/No
2 Parents poverty is the major hindrance of women education Yes/No
3 The poor parents consider the education of their girls to be a Yes/No
meaningless expenditure
4 Female child are engaged in traditional workplace for improving the Yes/No
economy of parents even now.
5 For the improvement of societal status of women, economic Yes/No
empowerment is needed

Political Category
1 Women are not politically conscious Yes/No
2 A little women are directly involved in politics Yes/No
3 Parents and society have not providing encouragement of political Yes/No
involvement of the female child
4 Women are not conscious about constitutional rights Yes/No
5 Maximum women have not proper knowledge about right to Education Yes/No
Act 2009

67
Teaching and Learning
1 No psychological method of teaching and learning is adopted Yes/No
2 Female learners need are not considered for receiving education Yes/No
3 No motivation is done by the parents, teachers and members of the Yes/No
society for education of the female learners
4 The female child sometimes faced problems of adjustment in the Yes/No
school environment
5 No any procedure is adopted to make female child interested towards Yes/No
receiving education

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 APPENDIX – II

Questionnaire to the Principal/Headmasters of 50 sample schools/colleges

Name of the school/college:

Year of establishment:

1. Do you have Martial Art classes in your school?

a) Yes b) No
2. If yes, what is the Martial art class?
a) NCC b) NSS c) Scouts and Guides d) Kerate
3. Do you have physical education classes in your school?
a) Yes b) No
4. Is there is any counselor for girls in your school?
a) Yes b) No
5. Is there any sex based discrimination in your school?
a) Yes b) No
6. Is there any girls club functioning in your school?
a) Yes b) No
7. Does your school conduct any special training programme for the girls?
a) Yes b) No
8. Does your school have separate toilet facility?
a) Yes b) No

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 PHOTOGRAPHS

INTERVIEW WITH SENIOR WOMEN, WOMEN & COLLEGE GIRLS

OF MY STUDY AREA

70
VISIT TO SIPAJHAR CIRCLE OFFICE DEVELOPMENT BLOCK &
SOME G.P. OFFICES OF MY STUDY AREA

71