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A Study on Gender Gap in Higher Education in Assam (India)

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A Study on Gender Gap in Higher Education in Assam (India) Compliance Engineering Journal ISSN NO: 0898-3577 A study on Gender Gap in Higher Education in Assam (India). RAHIN CHANDRA DAS; Assistant Professor; Dept. of Economics; Bongaigaon College, Bongaigaon; Assam; Email id: [email protected] Abstract Education is the process of acquiring knowledge, skills, belief, values and habits. It improves quality of life such that, attaining education one becomes more aware about socio-economic obstacles. Higher education is a most powerful tool to upgrade one’s efficiency to handle social, economic, moral and cultural issues. Education empowers women to overcome social, mental and economic barriers faced by them. In India, the “Right to Education” is for free and compulsory education to the children of the age group 6 to 14 years. But higher education is yet to achieve such a governmental facility. Gender Gap or Gender Inequality in education is being considered as an obstacle to Human Development. Absence of gender gap in education enhances legal, social and economic security for the women. This study is an attempt to investigate the nature of gender gape in higher education on the basis of secondary information collected for Assam. Assam is a state of North-East India where people of different castes and tribes are considered as aborigines. Gender gape in higher education in Assam is found in different kinds. Percentage of women enrolment, Gross Enrolment Ratio (GER) and Gender Parity Index (GPI) are found different not only at courses levels but also found different at cast and community basis. However, gender gap in higher education is found as gradually as narrowing in Assam compared to some other states of India. Keywords: Higher education, socio-economic obstacles, women empowerment, Right to Education, Gender Gap, Human Development, Gross Enrolment Ratio and Gender Parity Index. 1. INTRODUCTION Education is the process of acquiring knowledge, skills, belief, values and habits. It improves quality of life such that, attaining education one becomes more aware about socio-economic obstacles. Higher education is a most powerful tool to upgrade one’s efficiency to handle social, economic, moral and cultural issues. It discourages discrimination based on gender, beliefs, religion and social class and encourages democratic governance (Isani & Virk, 2000, Kramarae, 2000; McClelland & Evans, 1992). Education empowers women to overcome social, mental and economic barriers faced by them. Education enhances legal, social and economic security for the women. In India, the “Right to Education” is for free and compulsory education to the children of the age group 6 to 14 years. But higher education is yet to achieve such a governmental facility. According to census 2011, female literacy rate in India is 65.46% which is far behind male literacy rate 82.14%. Female literacy rate 65.46% of India is too lower than world’s female literacy rate 79.7% and China’s female literacy rate of 82.7%. Even disparity is found in women education among the states in India. Highest female literacy rate is 92.07 1 Volume 10, Issue 10, 2019 Page No: 175 Compliance Engineering Journal ISSN NO: 0898-3577 % for Kerala and lowest is 51.5% for Bihar. In Assam, female literacy rate is 66.27% and male literacy rate is 77.85%. Regarding higher education in India, Gross Enrolment Ratio (GER) is 25.8% which is calculated for 18-23 years of age group. GER for female is 25.4% and it is less than GER for male 26.3% (AISHE Report-2017-18). Although India aims at attain a GER of 30% by 2020, it’s still much behind countries like China, which, currently, boasts an enrolment ratio of 43.39%. USA’s GER is 85.8%. According to All India Survey on Higher Education (AISHE) report 2017-18, student enrolment at Under Graduate level has 51.9% male and 48.1% female. Diploma has a skewed distribution with 68% males and 32% females. Ph.D. level has 57.4% male and 42.6% female. Integrated levels have 58.4% male and 41.6% female. PG Diploma student enrolment is 54% for male students and 46% for female students. It is confirmed that there is gender gap in higher education in India. Particularly, Assam’s GER 18.2% in the year 2017-18 is extremely lower than the highest state level GER 56.4% achieved by Chandigarh. In Assam, GER for male is 18.6% and that is for female is 17.8%. Highest male GER is 49.1% (Tamil Nadu) and highest female GER is 67.7% (Chandigarh) in India. It proves that Assam’s GER is lower compared to other states of India. Similar to the most of the states of India, state of Assam also has gender gap in higher education. Objectives: Two objectives have been taken in this study, a. To study the enrolment trend in higher education in Assam. b. To study the nature of gender gap in higher education in Assam. Hypothesis: Considering the above two objectives this study has taken two hypothesis, a. Status of higher education in Assam is poor. b. There is gender gap in higher education in Assam. Methodology: Basis of the investigation is on secondary sources of information taken from AISHE Report-2017-18, Statistical Hand Book of Assam, Economic Survey of India and Global Data Lab (https://globaldatalab.org). At the time of analysis of finding, different tables of numerical information and graphical presentations are done. The study area Assam is one of the eight states of Northeast India. She is situated south of the eastern Himalayas along the Brahmaputra and Barak River valleys. Assam covers an area of 78,438 km2 (30,285 sq mi). This state is bordered by Bhutan and Arunachal Pradesh to the north; Nagaland and Manipur to the east; Meghalaya, Tripura, Mizoram and Bangladesh to the south; and West Bengal to the west. Assam is connected to the rest of India via the Siliguri Corridor, a 22 kilometres (14 mi) strip of land. According to Census 2011, population of Assam is 31205576 with 51.08 % male population and 48.92% female population. The percentage of rural population is 85.90% and that of urban population is 14.10% only. Literacy rate for Assam is 72.19% out of which Urban literacy rate is 88.47% and rural literacy rate is 69.34%. 2. Review of Literature Several studies have been carried out by the researchers on existing gender gaps in the higher education in international, national or local level. Singh (2008) found that the 2 Volume 10, Issue 10, 2019 Page No: 176 Compliance Engineering Journal ISSN NO: 0898-3577 overall gender distribution of academic staff above senior lecturer level, 25.3% were women compared to 74.7% men in 2006 in the Association of Commonwealth Universities (ACU). Even in higher posts, only 9.8% of executive heads were women in Commonwealth Higher Education Institutions in the same year 2006. Morley (2006) found that women face gender bias and discrimination treatment at their workplaces as per personal narratives and experiences conveyed by many women academics. Stiver, Barnes and Harding (1994), found the gender gap in the university were two dimensions status and power differentials among faculties and administrators. Women face biasness in choosing subject and career during their student life due to which there is an under representation of women at high level positions. The proportions of women are largely dependent on their enrolment and completion of higher education to secure academic positions. Assié-Lumumba (2007), Gaidzanwa (2007), Meena (2007) and Odora-Hoppers (2007) viewed that the cause of not adoption of any policies on gender equity in the older institutions and the some of the recent ones in Africa until recently. According to them, the causes may be due to the Europeans who were instrumental to the establishment of the institutions at that time had not adopted any gender-equality policies in access, output, and outcome in their own countries. Mlama (1998) identified indicators of the unwelcoming atmosphere for female students in the higher education. This unwelcoming atmosphere is characterized by its 'maleness', sexual harassment and some shortcomings of the lecturers in hitherto male-dominated subjects make practically impossible for female students to benefit fully from their learning experience. In such atmosphere, the few enrolled female students bound to feel loneliness due to lack of support from fellow female students. In Indian studies, Tilak (2015) observed that during the post- independence period, there was a significant improvement in women’s participation in higher education in India. Ghara (2016) found that the women participation in higher education was increasing in almost all states in India since 1970-71 till 2015-16. The women enrolment in higher education was also increasing. The rate of increase was slow in almost all the states of India. According to him, female enrolment in higher education is dependent on women teachers. The expectation is still to achieve. Thus, establishment of higher educational institutes for women especially in rural areas were still in dearth and women enrolment was still low as compared men enrolment. 3. Higher Education in Assam Assam is a backward state with poor educational infrastructure. In case of higher education, Assam has limited number of educational institutions. According to the All India Survey on Higher Education (AISHE) Report 2017-18, AISHE portal registered number of higher education institution is 604, out of which universities are 21, degree colleges are 512 and state-alone institutions (not affiliated universities) are 71. Out of the total 21 universities, general universities are 12, agricultural university is 1, cultural studies is 1, law university is 1, medical university is 1 and technical universities are 4.
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