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3. Maharshi Dhondo Keshav Karve

Maharshi Dhondo Keshav Karve was a preeminent Indian social reformer, especially in the field of
welfare of women. Apart from the appellation, ‘Maharshi’, meaning ‘a great sage’, he was also
affectionately called Anna Karve (‘father’ or an ‘elder brother’ in Marathi). Queen’s Road in Mumbai
(Bombay) was renamed as Maharshi Karve Road.
Born in a lower middle-class Chitpavan Brahmin family at Khed Taluka of Ratnagiri district in
Maharashtra on 18 April 1858, he received a bachelor’s degree in mathematics from the Elphinstone
College in Bombay.
Hindu social mores in those days discouraged education of girls; daughters often before puberty, were
routinely married off to young boys or at times even to grown-up widowers. Since widow remarriages
were frowned upon, they faced a bleak future, as lacking education, they ended up serving their late
husband’s relatives for life.
With extraordinary fortitude and perseverance he fought the harsh social mores against women and
promoted the education of women and freedom for widows to remarry. His inspiration was the works
of Pandita Ramabai, Pandit Vishnushāstri Chiplunkar, Pandit Iswar Chandra Vidyasagar and Herbert
Spencer, and he continued the pioneering work of Mahatma Phule and Savitribai Phule.
Karve’s parents had arranged his marriage when he was 14, to an 8-year-old girl named Radhabai. She
however, died in 1891 during childbirth at age 27. With extraordinary courage, he implemented his
own reformatory thoughts and two years later chose as his second wife, a widow – a 23 year old
named Godubai, widowed at eight years even before she knew what it was to be a wife, rather than an
unmarried girl.
In 1893, Karve founded ‘Vidhawa-Vivahottejak Mandali’, which, besides encouraging widow
marriages, also helped their needy children. Initially, he had to start it in a remote village because of
the ostracisation for his reformatory activities by the dominant orthodox Brahmin community in the
city. With his meagre resources, for many years Karve would walk several miles from Hingane to the
city of Pune to teach mathematics at Fergusson College (1891-1914) and also collect in his spare time
paltry donations from a few progressive donors, even as others openly hurled insulting epithets at him.
Karve’s visit to Japan in 1916 inspired him to establish in 1916 in Pune the first University for women
in India, with just five students. During 1917–1918, he established a Training College for Primary
School Teachers and another school for girls, named ‘Kanya Shala’.
In 1920, an industrialist and philanthropist from Mumbai, Sir Vithaldas Thackersey, donated 1.5
million Indian rupees and the University was then renamed as Shreemati Nathibai Damodar
Thackersey Indian Women’s University or SNDT Women’s University, which in 1936, moved its
headquarters to Mumbai.
In March 1929, Karve left for a tour in England and subsequently toured America and many countries
in Africa. The then-British colony of Kenya, on his 80th birthday, issued a postage stamp in his
honour. In 1958, the Government of India issued stamps commemorating his birth centenary, the first
time a “living person” was featured on stamps, after India’s Independence. The Government of India
even awarded him its highest civilian award, Bharat Ratna in 1958 (the year he completed 100 years of
life). All his four sons, Raghunath (from his first marriage), and Shankar, Dinkar, and Bhaskar, from
his second, rose to eminence in their own fields of work.
Karve wrote two autobiographical works: Ātmavrutta (1928) in Marathi, and Looking Back (1936) in
English. He chose poverty and walked the path strewn with criticism and opposition; he wiped others
tears and he brought education, equality, honour and joy into the lives of many people.

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4. Savitribai Phule

A great social reformer of 19th century, Savitribai Phule is hailed for her contribution in the field of
education. She was a crusader for women empowerment as she broke all hurdles and spent her life
spreading the noble cause of women’s education. Savitribai was a pioneer who is remembered for
advocating big changes in society too.
Born on January 3, 1831, in Naigaon Maharashtra, Savitribai was married off to activist and social-
reformer Jyotirao Phule, at a very young age. But with her husband’s support and motivation, she
learned to read and write. He not only helped her in attaining good education but also supported her in
achieving her dream of an India where women can live with their heads held high.
She set up India’s first women’s school from various castes in Bhidewada, Pune and became the first
woman teacher in the country. In her lifetime she built more than 20 such schools in the region. She
even gave scholarships to children for attending school in order to control the dropout rate.
At a time when India was plagued with women’s outraged modesty, she acted as a messiah for all
those women who were living a life of servitude. She set up India’s first women’s school. As female
education was not given importance that time, people were not in favour of her running a school for
girls. Especially, the upper castes strongly opposed Dalits education. To discourage her, they threw
cow dung and mud at her while she walks towards the school. But even after bearing such atrocities,
she was never deterred by failure and carried two sarees.
Education was considered to be a privileged only meant for the higher castes, but Savitribai
emphasised on secular education. She believed that the need for proper education was as basic as that
of the requirement of food, water and shelter. She preached the importance of getting an education for
both boys and girls. She was the reason thousands of women liberated and started living to fulfil their
dreams.
She vigorously fought and raised her voice against society’s ignorant, archaic and barbaric views with
regards to women.
Along with her husband, she also worked towards preventing female infanticide and set up a home,
Balhatya Pratibandhak Griha, to prevent the killing of widows. She also campaigned against child
marriage and sati pratha, which undermined the existence of women. As part of the Satyashodhak
Samaj, the Phule couple organised marriages without a priest, dowry, and at a minimal cost. The
wedding vows in these marriages were the pledges taken by both the bride and the bridegroom.
Rape victims were often ostracised during those times, but the couple not only helped them in
delivering their children but also taught them to begin a new life.
In order to control the school drop out rate, she gave stipends to children for attending school. She
believed that parents played a significant role in making their child understand the importance of
education and therefore used to conduct parent-teacher meetings, making parents understand the need
for the same.
Later on, to honour her contribution, the University of Pune was renamed as Savitribai Phule Pune
University.

5. Mahatma Phule

Jyotirao Govindrao Phule, more popular as ‘Jyotirao Phule’, was a thinker, activist, social
reformer, writer, philosopher, theologist, scholar and editor. He was also called ‘Mahatma Jyotiba
Phule’. Phule and his wife, Savitribai Phule were pioneers of women’s education in India. His great
contribution was prominent in the field of education, agriculture, caste system, women and widow

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upliftment and removal of untouchability. He is very popular for his efforts to educate women of the
lower caste as well as the masses.
Jyotirao Phule was born on 11th April, 1827 in Katgun, a village in Satara district of Maharashtra. His
father Govindrao worked as a vegetable vendor and his family belonged to the "Mali" caste,
considered inferior to the Brahmins. He attended primary school but left his studies to work in the
farms. However, his neighbours who recognized the child’s intelligence convinced his father to let him
continue his education. He got married to Savitribai at an early age of 13. Jyotirao Phule went to the
local Scottish Mission’s High School and passed out in 1847.
His life changed when he was insulted by one of his Brahmin friend and then he realized the caste
divide and discrimination present in the society. This event proved a turning point in his life. He began
to realize and observe various types of social evils being practiced in the society and decided to fight
against them. A book by the writer Thomas Paine, The Rights of Man, gave him further push to start a
movement against prevailing social evils such as caste system, untochability, women’s pathetic
condition, poor condition of peasants etc.
He was of the opinion that as children of God every person had equal status, irrespective of caste and
creed. He had a strong feeling that our society could not progress and prosper without the proper
spread of education, especially among women.
On 24th September 1873, Jyotirao Phule formed Satya Shodhak Samaj (Society of Seekers of Truth)
with the objective of liberating the Sudras to prevent their "exploitation" by Brahmins. He was the
first president and treasurer of Satya Shodhak Samaj.
Phule, through the organization refused to regard the Vedas as sacrosanct. He also opposed the idea
and even rejected the Caste system. This organization also propounded the spread of rational thinking
and refused the need for Brahmin priestly class as educational and religious leaders. He was also
against those particular Brahmins who were using religion and blind faith of masses for their own
monetary gains.
After educating his wife, Jyotirao Phule opened a school for girls in India in August 1948. He
supported widow remarriage and started a home for upper caste widows in 1854. In the same year, he
also started a home for new-born infants to prevent female infanticide.
Jyotirao Phule had devoted his 40 years of life to social service fighting for the rights of the
‘bahujans’. To mark this accomplishment, the bahujans, Satyashodhak leaders and workers decided to
felicitate Jyotirao Phule. Hence on 11th May 1888, he was honoured with the title of ‘Mahatma’ by
another social reformer from Mumbai, Rao Bahadur Vithalrao Krishnaji Vandekar.

Works and Social Reforms:

 His first and foremost work was in the field of women’s education; and his first disciple was his
wife herself who always shared his dreams and supported him all through life.

 To fulfill his ideals and aspirations of creating a just and equitable society, in 1848, Jyotiba opened
a school for girls; it was a first girls’ school ever in the country. His wife Savitribai taught there as
a teacher. But for trying to educate girls, a highly unthinkable act at that time, Jyotiba was forced
to leave his home. However such threats and pressures by the society would not deter him from
doing his work and he kept creating awareness among people about social evils.

 In 1851, he started a bigger and better school for girls which became very popular; there was no
discrimination on the lines of religion, caste or creed and everyone was welcomed to study there.

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 Jyotiba was also against child-marriages and was a great supporter of widow remarriage; he was
very sympathetic to the cause of distressed women and opened a home for such poor and exploited
women where they could be taken care off.

 Jyotiba was also actively involved in the emancipation of so-called lower castes and especially the
Untouchables; in fact he was perhaps the first person who gave untouchables the name Dalit as
signifying someone who is broken, depressed or exploited and is outside the so-called Varna
system.

 For uplifting the so-called lower caste people and untouchables, on 24 September 1873, he formed
the Satyashodhak Samaj (the Society of Truth Seekers); the main objective of the Samaj was to
create a just and equitable social order free of discrimination on the basis of caste, religion or
gender. Satyashodhak Samaj was also opposed to religious dogmas and superstitions such as
idolatry, need for priests and irrational rituals etc.

 Thus, Jyotiba Phule devoted his whole life for the weaker and depressed section of society; in his
thinking and works he was well ahead of his times.

11.3.3: Various reform movements before Independence

1. Act of Sati (abolish) 1829,
2. Hindu Widow Remarriage Act’ 1856,
3. The Child marriage Restriction Act, 1929,

1. Act of Sati (abolish) 1829:
Sati Pratha in India:

Sati literally means ‘a pure and virtuous woman’. Sati Pratha or tradition of widow burning at the
funeral pyre of her husband has been a shameful social evil and an age old practice in Indian society.
A widow was burned either with her silent consent or most of the times forcefully by her in-laws after
the death of her husband.
This practice shows a dark and evil side of Hindu society, especially of ancient and medieval India.
A widow who agreed to self-immolate herself at the funeral pyre of her husband was considered to be
very virtuous and attained to the status of Sati Mata or Sati Goddess.
We can still find Temples of Sati Mata in some States of India such as in Rajasthan and M P.

Raja Ram Mohan Roy

The real change occurred during the time of Governor-General Lord William Bentinck when he took
charge in 1828. He tried to tackle several social problems facing the society such as abolition
of Sati and destruction of infanticide and devastating the gangs of Criminals.
Several well-balanced and educated Indians also began to question this inhuman practice of Sati.
Prominent among them was Raja Ram Mohan Roy. Roy is rightly considered to be the first leader of
the Indian social enlightenment in the early Nineteenth century.
It was Raja Rammohan Roy who urged and pressed Bentinck to take necessary steps and declare the
practice of Sati illegal.
Due to his great efforts and work through publication of pamphlets and newspaper reports etc. he was
able to awaken the conscience of the masses. In December 1829, was issued by the Governor-General
declaring the practice of Sati or burning or burying alive of widows illegal and punishable by the
criminal courts as culpable homicide.

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In December 1829, Regulation No- XVII was issued by the Governor-General declaring the practice
of Sati or burning or burying alive of widows illegal and punishable by the criminal courts as culpable
homicide.
The Regulation of 1829 was initially applicable to Bengal Presidency alone but in 1830 it was
extended in different forms to Madras and Bombay Presidencies also.
Thus, after the Regulation of 1829, the inhuman practice of Sati was more or less abolished from the
customary practices of Hindu society; though opposition was made from some quarters of orthodox
Brahmins but overall the abolition proved successful.
In recent past one notable incidence came into light when in September 1987, in Rajasthan village of
Deorala, 17-year-old RoopKanwar, a bride of eight months immolated herself on her husband’s
funeral pyre. Thousands were present at the venue.
This shocking incident once again brought into light the fact that still in the sub-conscious memory of
traditional Hindu society people consider the practice of Sati as some kind of virtuous act.
But apart from this infamous exception no other such event came into light anywhere in the country.
Therefore, it can be said that the inhuman practice now has no place in the modern outlook of Twenty-
first-century society of India.

2. Hindu Widows Remarriage Act: 1856

In ancient India women enjoyed equal status with man in all fields of life, she received the same
education like man, many Hindu religious books like Vedas, Upanishads, Ramayana, and Mahabharata
have mentioned the names of several women who were great scholars, poets, philosophers of the time.
But in the medieval period, the status of women went down considerably. She was considered to be
inferior to man. Widows were not treated as human beings and were subjected to a lot of restrictions.
They were supposed to live a pious life after their husband died and were not allowed entry in any
celebration.
Their presence in any good work was considered to be a bad omen. Sometimes heads of widows were
also shaved down. They were not allowed to remarry. Any woman remarrying was looked down by
the society.
This cruelty on widows was one of the main reasons for the large number of women committing Sati.
In medieval India living as a Hindu widow was a sort of curse.
Calcutta, India, 1856: After successfully banning the practice of sati (widow-burning), the British
government in India has been mindful of the plight of higher-caste widows, forbidden to remarry,
deemed unlucky by their families, often poorly treated, and sometimes forced into beggary and
prostitution.
Many widows had been married at a very young age to elderly men; widowed as children, theirs was
the worst plight. The Hindu Widows' Remarriage Act XV of 1856 was passed which enabled widows
to marry again.
This gave a severe shock to the then conservative Hindu society. Later, in 1872, the Special Marriage
Act III of 1872 was passed which enabled one to marry out of her own caste.
However, overall, the movement was a failure. Only about 80 widows were remarried in Bengal over a
span of 20 years.
The Hindu Widow Remarriage Act was legalized on July 16th 1856 and was enacted on July 25th the
same year.
This cause was championed by Ishwar Chandra Vidyasagar, an important figure of the Bengal
Renaissance.

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Vidyasagar went ahead and provided legal safeguards ensuring that widows do not lose out on any
inheritance that they were entitled to by their deceased husbands.
However, according to the act, widows were to give up any such inheritance.
This act was particularly targeted at child widows whose husbands had died before the consummation
of the marriage.

3. The Child Marriage Restraint Act, 1929

It extends to the whole of India [except the State of Jammu and Kashmir] and it applies as also to all
citizens of India.
It came into force on the 1st day of April, 1930.
Parents of a child entering into a child marriage are often poor and use the marriage as a way to make
her future better, especially in areas with little economic opportunities.
Dowry is a practice in India where the bride's family transfers wealth to the groom; in many cases, it is
a demand and condition of marriage from the groom's family. Dowry is found among all religious
faiths in India, and the amount of dowry demanded and given by the bride's family has been correlated
to the age of girl. Nagi in 1993, suggested that the practice of dowry creates a fear and pressure to
avoid late marriages, and encourages early marriage.
Poverty in India has been cited as a cause of early marriages. Child marriages of girls are a way out of
desperate economic conditions, and way to reduce the expenses of a poor family.

Punishment for male adult below twenty-one years of age marrying a child-

Whoever, being a male above eighteen years of age and belowtwenty-one, contracts a child marriage
shall be punishable with simple imprisonment which may extend to fifteen days, or with fine which
may extend to one thousand rupees, or with both.

Punishment for male adult above twenty-one years of age marrying a child-

Whoever, being a male above twenty-one years of age, contracts a child marriage shall be punishable
with simple imprisonment which may extend to three months and shall also be liable to fine.

Punishment for solemnizing a child marriage- Whoever performs, conducts or directs any

child marriage shall be punishable with simple imprisonment which may extend to three months and
also be liable to fine, unless he proves that he had reason to believe that the marriage was not a child
marriage.

Punishment for parent or guardian concerned in a child marriage. Where a minor

contracts a child marriage, any person having charge of theminor, whether as parent or guardian or in
any other capacity, lawful or solemnized, or negligently fails to prevent it from being solemnized,
shall be punishable with simple imprisonment which may extend to three months and shall also be
liable to fine.

Other Measures to Prevent Child Marriages;

Apart from the implementation of the Child Marriage Restraint Act, the Department has taken the
following measures to prevent Child Marriages:
 All the Programme Officers (ICDS) in the districts have been given instructions to keep a watch

on child marriages and report such cases to District Administration and appropriate authorities for
taking action as per Child Marriage Restraint Act.
 Director Panchayats, State Women Commission all the Deputy
Commissioners and Superintendents of Police and Programme Officers have been circulated
instructions received from National Commission for women to launch Bal VivahVirodhAbhiyan.

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 NGOs are being involved by organizing vocational / cultural activities for children through
Education Department.

 Awareness against child marriages is being created through Public Relations Department, Haryana
and Haryana State Social Welfare Advisory Board.

11.3.4: Reform movements after independence:

1. The Hindu Marriage Act, 1955 (regarding the age for marriage, monogamy and
guardianship of the mother )

2. Hindu Adoptions and Maintenance Act, 1956(adoption by unmarried women, widow or
divorcee of sound mind )

3. Dowry Prohibition Act of 1961

1. The Hindu Marriage Act, 1955

Introduction:

The Hindu Marriage Act, 1955 provides guidance for Hindus to be in a systematic marriage bond. It
gives meaning to marriage, cohabiting rights for both the bride and groom, and a safety for their
family and children so that they do not suffer from their parental issues.
Section 5 of The Hindu Marriage Act specifies that conditions must be met for a marriage to be able to
take place. If a ceremony takes place, but the conditions are not met, the marriage is either void by
default, or voidable.

Void marriages:

A marriage may be declared void (invalid) if it disregards any of the following:
 Either party is under age.The bridegroom should be of 21 years of age and the bride of 18 years.
 Either party is not of a Hindu religion.Both the groom and the bride should be of the Hindu

religion at the time of marriage.
 Either party is already married. The Act expressively prohibits polygamy. A marriage can only be

solemnized if neither party has a living spouse at the time of marriage.

Voidable marriages (illegal marriage by law):

A marriage may later be voidable (cancelled) if it disobeys any of the following:
 Either party is impotent, unable to consummate the marriage, or otherwise unfit for the procreation

of children.
 One party did not willingly consent. In order to consent, both parties must be sound of mind and

capable of understanding the implications of marriage. If either party suffers from a mental
disorder or recurrent attacks of insanity or epilepsy, then that may indicate that consent was not (or
could not be) given. Likewise, if consent was forced or obtained fraudulently, then the marriage
may be voidable.
 The bride was pregnant by another man other than the bridegroom at the time of the marriage.

 Age to the parties (Sec 5 Clause (3)

At the time of marriage the bridegroom has completed the age of 21 years and the bride the age of 18
years .If a marriage is solemnized in contravention of this condition is neither void nor voidable.

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Punishment:- By Section 18 of the Act ,anyone who procures a marriage in violation of the condition
is liable to be punished with simple imprisonment which may extent up to 15 days or with fine which
may extend uptoRs. 1000/- or with both.

 Monogamy (Sec 5 Clause (1))

This provision Prohibits bigamy. The marriage should be monogamous. Under the Hindu Law a
person can validly marry if he or she is either unmarried or divorced or a widow or a widower. If at the
time of the performance of the marriage rites and ceremonies either party has a spouse living or the
earlier marriage had not already been set aside, the later marriage is void. A bigamous marriage is null
and void and is made punishable.

 (Child custody and Guardianship in Hindu law)

The Hindu law of guardianship has been codified and reformed by the Hindu Minority and
guardianship Act,1956.

 Guardianship of person of minors

Under the Hindu Minority and Guardianship Act, 1956, minor means a person who has not completed
the age of eighteen years. A minor is considered to be a person who is physically and intellectually
imperfect and immature and hence need someone’s protection.
Guardians may be of the following 3 types:
1. Natural guardians
2. Testamentary guardians
3. Guardians appointed or declared by the court.

Natural guardians are of two types:

a. Father- a father is the natural guardian of his minor legitimate children, sons and daughters. A father
cannot be deprived of the natural guardianship of his minor children unless he has been found unfit. In
case the father is incapable, or fails or refuses to perform the functions the mother can be the guardian.

b. Mother – the mother is the guardian of the minor illegitimate children even if the father is alive.
Mother’s right to guardianship stays even if she has converted her religion. The position also remains
the same even if the child is an adopted child and not a natural born child.
The father can appoint a testamentary guardian on his own will. If the father does not appoint, the
mother’s appointee will resume the responsibility of the guardian.
Guardians appointed by the court are the guardians appointed by the virtue of the courts
empowerment. The district court on its own decision appoints any person whenever it thinks it to be
better for the welfare of the child.

2. The Hindu Adoption and Maintenance Act, 1956

The Hindu Adoptions and Maintenance Act was enacted in India in 1956 as part of the Hindu Code
Bills. The other legislations enacted during this time include the Hindu Marriage Act (1955), the
Hindu Succession Act (1956), and the Hindu Minority and Guardianship Act (1956). All of these acts
were put forth under the leadership of Jawaharlal Nehru, and were meant to codify and standardise the
current Hindu legal tradition. The Adoptions and Maintenance Act of 1956 dealt specifically with the
legal process of adopting children by a Hindu adult, and with the legal obligations of a Hindu to
provide "maintenance" to various family members including their wife or wives, parents, and in-laws.

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The Hindu Adoption and Maintenance Act, 1956 extends to only the Hindus, which are defined under
Section-2 of the Act and include any person, who is a Hindu by religion, including a Virashaiva, a
Lingayat or a follower of the Brahmo, Prarthana or Arya Samaj,or a Buddhist, Jaina or Sikh by
religion, to any other person who is not a Muslim, Christian, Parsi or Jew by religion. It also includes
any legitimate or illegitimate child who has been abandoned both by his father and mother or whose
parentage is not known and who in either case is brought up as a Hindu, Buddhist, Jaina or Sikh.
Adoption is recognized by the Hindus and is not recognized by Muslims, Christian and Parsis.
Adoption in the Hindus is covered by The Hindu Adoptions Act and after the coming of this Act all
adoptions can be made in accordance with this Act. It came into effect from 21st December, 1956.
Prior to this Act only a male could be adopted, but the Act makes a provision that a female may also
be adopted. This Act extends to the whole of India except the state of Jammu and Kashmir. It applies
to Hindus, Buddhists, Jainas and Sikhs and to any other person who is not a Muslim, Christian, Parsi
by religion.
It is a right to get necessities which are reasonable. Section 3(b) of the Hindu Adoptions and
Maintenance Act, 1956 defines maintenance. According to this section Maintenance include;
(i) in all cases, provision for food, clothing, residence, education and medical attendance and
treatment, (ii) in the case of an unmarried daughter, also the reasonable expenses of an incident to her
marriage, (c) “minor” means a person who has not completed his or her age of eighteen years.

Capacity of a male Hindu to take in adoption:

Any male Hindu who is of sound mind and is not a minor (has completed the age of 18 years) has the
capacity to take a son or a daughter in adoption. Provided that, if he has a wife living, he shall not
adopt except with the consent of his wife unless the wife has completely and finally renounced the
world or has ceased to be a Hindu or has been declared by a court of competent jurisdiction to be of
unsound mind. Where a declaration of judicial separation has been passed between husband and wife,
the consent of the wife would be necessary for the husband to adopt a child, because the declaration of
judicial separation did not bring the marriage to an end. In case of void marriage no consent of the
wife is needed as she is not a lawfully wedded wife and as such does not enjoy any legal status and
rights. When the wife has participated in the ceremony of adoption without any objection then her
consent shall be implied.

Capacity of a female Hindu to take in adoption:

Any female Hindu
a. who is of sound mind
b. who is not a minor, and
c. who is not married, or if married, whose marriage has been dissolved or whose husband is dead or
has completely and finally renounced the world or has ceased to be a Hindu, or has been declared by a
court of competent jurisdiction to be of unsound mind, has the capacity to take a son or daughter in
adoption. Where the woman is married it is the husband who has the right to take in adoption with the
consent of the wife.

The person giving a child in adoption has the capacity/right to do so;

a. No person except the father or mother or guardian of the child shall have the capacity to give the
child in adoption.

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b. The father alone if he is alive shall have the right to give in adoption, but such right shall not be
exercised except with the consent of the mother unless the mother has completely and finally
renounced the world or has ceased to be a Hindu, or has been declared by a court of competent
jurisdiction to be of unsound mind.

c. The mother may give the child in adoption if the father is dead or has completely and finally
renounced the world or has ceased to be a Hindu, or has been declared by a court of competent
jurisdiction to be of unsound mind.

d. Where both the father and mother are dead or have completely and finally renounced the world or
have abandoned the child or have been declared by a court of competent jurisdiction to be of
unsound mind or where the parentage of the child is unknown - the guardian of the child may give
the child in adoption with the previous permission of the court. The court while granting
permission shall be satisfied that the adoption is for the welfare of the child and due consideration
will be given to the wishes of the child having regard for the age and understanding of the child.

Maintenance of wife:

Subject to the provisions of this section, a Hindu wife, whether married before or after the
commencement of this Act, shall be entitled to be maintained by her husband during her lifetime.
1. A Hindu wife shall be entitled to live separately from her husband without paying her claim to
maintenance-
(a) if he is guilty of desertion, that is to say, of leaving her without reasonable cause and without her

consent or against her wish, or of wilfully neglecting her;
(b) if he has treated her with such cruelty as to cause a reasonable fear in her mind that it will be

harmful or injurious to live with her husband;
(c) if he is suffering from a virulent form of leprosy;
(d) if he has any other wife living;
(e) if he keeps a concubine in the same house in which his wife is living or habitually resides with a

concubine elsewhere;
(f) if he has stopped to be a Hindu by conversion to another religion;
(g) if there is any other cause justifying her living separately.

Capacity of a female Hindu to take in adoption-

Any female Hindu (a) who is of sound mind, (b) who is not a minor, and (c) who is not married, or if
married, whose marriage has been dissolved or whose husband is dead or has completely and finally
renounced the world or has ceased to be a Hindu or has been declared by a court of competent
jurisdiction to be of unsound mind, has the capacity to take a son or daughter in adoption.

Persons who may be adopted-

No person shall be capable of being taken in adoption unless the following conditions are fulfilled,
namely
(i) he or she is a Hindu;
(ii) he or she has not already been adopted;
(iii) he or she has not been married, unless there is a custom or usage applicable to the parties which

permits persons who are married being taken in adoption;

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(iv) he or she has not completed the age of fifteen years, unless there is a custom or usage applicable
to the parties which permits persons who have completed the age of fifteen years being taken in
adoption.

3. Dowry Prohibition Act of 1961

An Act to prohibit the giving or taking of dowry
Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows:
1. Short title, extent and commencement.
(1) This Act may be called the Dowry Prohibition Act, 1961. It extends to the whole of India except
the State of Jammu and Kashmir. It shall come into force on such date as the Central Government
may, by notification in the official Gazette, appoint.
2. Definition of `dowry’.
In this act, `dowry’ means any property or valuable security given or agreed to be given either directly
or indirectly:
a. by one party to a marriage to the other party to the marriage; or
b. by the parents of either party to a marriage or by any other person, to either party to the marriage

or to any other person;at or before or any time after the marriage in connection with the marriage
of said parties but does not include dower or mahr in the case of persons to whom the Muslim
Personal Law (Shariat) applies.
3. Penalty for giving or taking dowry.-
If any person, after the commencement of this Act, gives or takes or abets the giving or taking of
dowry, he shall be punishable with imprisonment for a term which shall not be less than five years,
and with the fine which shall not be less than fifteen thousand rupees or the amount of the value of
such dowry, whichever is more:
Penalty for demanding dowry.-
If any person demands directly or indirectly, from the parents or other relatives or guardian of a bride
or bridegroom as the case may be, any dowry, he shall be punishable with imprisonment for a term
which shall not be less than six months but which may extend to two years and with fine which may
extend to ten thousand rupees:
Provided that the Court may, for adequate and special reasons to be mentioned in the judgment,
impose a sentence of imprisonment for a term of less than six months.
Agreement for giving or taking dowry to be void: Any agreement for the giving or taking of dowry
shall be void.

11.3.5: Provisions in the Constitution of India
Article 14:

The Constitution which ensures that every citizen shall be likewise protected by the laws of the
country. It means that the State will not distinguish any of the Indian citizens on the basis of their
gender, caste, faith, religion or even the place of birth. The doctrine that all persons, regardless of
wealth, social status, gender or the political power wielded by them, are to be treated the same before
the law.
Equality before Law-The state cannot refuse equality before the law and equal defense of the law to
any person within the territory of India. In other words, this means that no person or groups of people

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can demand for any special privileges. This right not only applies to the citizens of India but also to all
the people within the territory of India.
1. All persons shall be equal before the courts and judge.
2. Everyone charged with a criminal offence shall have the right to be accepted innocent until proved

guilty according to law.
3. In the determination of any criminal charge against him, everyone shall be entitled to the following

minimum guarantees, in full equality:
(a) To be informed promptly and in detail in a language which he understands of the nature and

cause of the charge against him
(b) To have adequate time and facilities for the preparation of his defence and to communicate

with counsel of his own choosing
(c) To have the free assistance of an interpreter if he cannot understand or speak the language

used in court.
(d) Not to be compelled to testify against himself or to confess guilt.
4. In the case of juvenile persons, the procedure shall be such as will take account of their age and the
desirability of promoting their rehabilitation.
5. When a person has by a final decision been convicted of a criminal offence and when subsequently
his conviction has been reversed or he has been pardoned on the ground that a new or newly
discovered fact shows conclusively that there has been a miscarriage of justice, the person who
has suffered punishment as a result of such conviction shall be compensated according to law,
unless it is proved that the non-disclosure of the unknown fact in time is wholly or partly
attributable to him.

Article 15:

Prohibition of discrimination ongrounds of religion, race, caste, sex or place of birth.
(1) The State shall not discriminate against any citizen on grounds only of religion, race, caste, sex,

place of birth or any of them.
(2) No citizen shall, on grounds only of religion, race, caste, sex, place of birth or any of them, be

subject to any disability, liability, restriction or condition with regard to—
(a) access to shops, public restaurants, hotels and places of public entertainment; or
(b) the use of wells, tanks, bathing ghats, roads and places of public resort maintained wholly or

partly out of State funds or dedicated to the use of the general public.

Article 15 (3) makes a special provision enabling the State to make positive
discriminations in favour of women:

Moreover, the government can pass special laws in favour of women.

Acts for the benefit of women

Several Acts have been passed for the improving the condition of women from time to time.

1. Dowry Prohibition Act 1961
2. Contract Labour Act 1970 as well as Factories Act 1948 provides that women cannot be employed

in the night between 9 PM to 6 AM. Women cannot be required to work more than 9 hours.
3. Equal Remuneration Act 1976
4. The Commission of Sati (Prevention) Act 1987

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5. Protection of Women from Domestic Violence Act 2005
6. Maternity Benefits Act 1961
7. Child Marriage Prohibition Act 1929
After independence there has been quite a lot of work done towards the benefit of women. In initial 5
yr plans, the focus was on welfare of women. Later on the focus shifted to development and currently
the focus is on empowerment.
In 2001, National Policy for Women Empowerment was adopted. It main points are -
1. To create an environment so that women feel involved in the making of economic and social

policies.
2. To give equal share in social, economic, and political aspects.
3. To remove discrimination against women by enacting various laws.
4. To encourage equal treatment of women in the society.

Article 42 of the Constitution of India also directs the State to make provisions for
maternity relief for women.

Maternity benefits (time during or after pregnancy) – A mode of dignifying
motherhood

Over the decades, factors like education, economic development and others have contributed to the
progress of the society by positively changing its attitude. Owing to this, women today have become
more independent and liberal than their counterparts of earlier times. It has also led to an increase in
the female work force. This is true for both the organized and the unorganized sector. Under our
Constitutional group, multiple rights and benefits are guaranteed to women.
Salient Features of the Act:
1. Maternity leave available to the working women to be increased from 12 weeks to 26 weeks for

the first two children.
2. Maternity leave for children beyond the first two will continue to be 12 weeks.
3. Maternity leave of 12 weeks to be available to mothers adopting a child below the age of three

months as well as to the “commissioning mothers”. The commissioning mother has been defined
as biological mother who uses her egg to create an embryo plant in any other woman.
4. Every establishment with more than 50 employees to provide for crèche facilities for working
mothers and such mothers will be permitted to make four visits during working hours to look after
and feed the child in the crèche.
5. The employer may permit a woman to work from home if it is possible to do so.
6. Every establishment will be required to make these benefits available to the women from the time
of her appointment.

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Course 11: Gender, School and Society

Module 4: Education for Gender Equality and Women Empowerment

11.4.1: Role of School: Provision of Secure and Encouraging Environment, Sufficient Light,

Internal Security, Separate Washrooms, Cleanliness, Identity cards for entry in the institute,
Display of telephone help lines for women, Hostel facilities, Transport facility, Regular medical

checkup, Proper implementation of government welfare schemes for girls, Regular parent-
teacher meetings, Women grievance cell, Redressing sexual harassment cases

Role of School:

The most important part of a student’s life is spent at school. During this period students learn almost
all the good things that they should acquire. School is the training ground for all virtues that make a
good human being. Safety plays an important role in schools. Ensuring student safety is an integral
part of the school framework. School provides various facilities such as- provision of secure and
encouraging environment, sufficient light, internal security, separate washrooms, cleanliness, and
identity card for entry in the institute, display of telephone helpline for women.

1. Provision of Secure and Encouraging Environment:
Safe classroom: A safe classroom environment is one where learners feel physically, emotionally,

and socially comfortable. The most important thing teachers can do to promote learning is to create
classroom environments where students feel protected by caring and thoughtful teachers and members
of their community. Creating a classroom that is organized makes it a lot easier to teach effectively.
Students need to feel safe in order to learn. They need to feel secure in order to want to participate.

Physical safety: Another important factor resulting to secure environment is providing physical

safety in the classroom. The teacher should ensure that the classroom is neat, tidy and inviting.

Emotional safety: The teacher must know that emotionally safe children are better learners

because they are happier and more comfortable.
The teacher should follow the following tips to create an emotionally safe environment:
a. Giving students language for describing emotions.
b. Arranging for school counselor for helping students deal with hard emotional situations
c. Building time in the day for resolving conflicts amongst the classroom.
d. The teacher should also arrange for open discussion where the students are free for expressing their

feelings.

2. Sufficient Lights:

Good quality of light plays a significant role in the psychological and biological development of
students. In schools, sufficient lights ensure safety of the students as well as staff. Apart from
classrooms, other places which require efficient lighting are corridors, toilets, parking area, staircase,
auditorium, inventory room, sick room, etc. Sufficient lighting not only helps students and staff to
navigate easily through the school but also helps in identification of hazards. The easier it is to see a
hazard, the more easily it is avoided. Improper lighting in school also leads to various health issues
such as eye strain, migraine, lethargy, irritability, headaches, and poor concentration.

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3. Internal Security:

Indian schools are low on security and many schools across the country are yet to install world class
security arrangements. Many crimes relating to children are occurring and criminals find it easy to
kidnap children from schools using several different strategys. However, in recent times schools have
realized the importance of having a proper security arrangement and this is being put into place,
although a little slowly.
 In a school children spend most of the time alone with teachers, one cannot be sure whether

children are being ill treated. Schools must ensure that they run a background check on all staff
and this includes, both teaching and non teaching staff.
 In case of a residential school that are meant for girls must employ women staff for teaching and
the warden should also women.
 Schools must have security personnel stationed at the gate who are usually hired from a security
agency. Schools must ensure that the security agency is trustworthy and parents can check this
aspect before admitting their children in a school.
 Schools should have constant patrolling of the school premises and also make it mandatory to
register the names and phone numbers of the person who entered the school premises. Schools
should also monitor the performance of the security guards.

4. Separate Washrooms:

Children have a right to basic facilities such as school toilets, safe drinking water, clean surroundings
and basic information on hygiene. Water, sanitation and hygiene in schools create an enabling
environment which secures children’s dignity, safety, health and attendance in classes.
To ensure the safety of the students, Supreme Court has ruled that all schools must have separate
washrooms for boys, girls and staff members. It is been found that 50 percent of students are being
harassed or assaulted in common public washrooms. In order to ensure child safety, the school must:
 Working CCTV cameras in all parts of the school to prevent unauthorized personnel from coming

near kids
 More security personnel around the school
 Educating kids about good and bad touch
 Strict multi-layer background checks with police verification and character references for all

teaching and support staff in the school.
 No guards or sanitation workers should be allowed on the school premises after duty hours and

they cannot be provided lodging on school grounds.
 Unused washrooms should be kept locked and checked before and after school hours.
 Creating programs to educate students about child sexual abuse.

5. Cleanliness:

School is a place where one can learn so many things. It helps the students to grow up into a
responsible person. Every day the students spend a lot of time in school for learning and playing.
When a school is kept clean and well-maintained, students are more likely to keep it that way.
Students must be taught about cleanliness through lessons on:
 Hand washing before handling food and after using washroom.
 Safe handling of drinking water.
 Use of toilets.

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 Menstrual hygiene in upper primary school students.
 Education and access to sanitary napkins, toilets with cleaning and disposal facilities.
 Garbage disposal – activity-based education where children actually manage the garbage disposal

in the school.
 Hand washing facility available close to eating area.
 Daily cleaning of school restrooms.
 Emptying the trash can on regular basis, restocking toilet paper, paper towels and soap,

disinfecting sinks, wash basins.
 Keeping clean and disinfect toilets and urinals.
 Regularly mopping the floor.

6. Identity Cards for Entry in the School Campus:

Increasing security in schools is becoming more and more critical for student and staff safety. With
hundreds, even thousands of students, staff and visitors entering and exiting a school each day wearing
an Identity Card must be made mandatory on school campus.
As schools are the most vulnerable place which faces the ongoing threats from violence, terrorism,
assaults, drugs, etc, an identity card issued by the school authorities helps to identify at a glance that is
authorized to enter the school premises. The identity card should be easily seen and presented to any
school staff member or person of authority seeking identification. Identity cards meant for students
and staff us also ensures their safety outside the school campus.
In case of an unfavorable situation or emergency, an identity card helps in identifying the students
easily. The use of a student ID badge authorizes a student to be on campus, increasing site security
while swiftly detecting unauthorized visitors.

7. Display of Telephone Helpline for Women:

Education is a human right and a powerful tool of empowerment, and schools are important spaces in
which to build respectful relationships between boys and girls. Violence against girls, sexual assaults,
etc, in school campus keeps girls from going to school. Girls experience violence at the hands of
fellow students, teachers, school administrators and others. They may face sexual harassment,
bullying, cyber violence or may be asked for sexual favors in exchange. To avoid such problems the
school should display of emergency numbers which will be highly beneficial for students and staff
members. These should include the contact numbers of the local police station, school principal, PTA
authority, ambulance service, etc. A list of emergency numbers and women helpline numbers should
be displayed on various places around the school campus like playgrounds, washrooms, library, school
buses, etc which can be easily viewed by the students.

8. Hostel Facilities:

In India after the proposal of Free Universal and Compulsory education, it is quite natural Schools
should be located in villages and towns. Thus it is necessary that school wherever it is located should
fulfill the requirements of the students of its surroundings. If the school is Far from Village or town the
children of that place would feel difficulty in daily up-down from home to school. Thus school
management should arrange properly for their lodging and boarding. This sort of arrangement may be
done only in a school hostel.
Besides the students who do not find a healthy and appropriate atmosphere at home can have pleasant,
healthy and appropriate atmosphere in a hostel.

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a. Need for a School hostel: School should provide the arrangement for boarding and lodging in

the form of a hostel. There are children whose parents are frequently transferred from one place to
another leading to a secure to a serious disruption of their studies. For such children hostel is very
necessary. Schools having hostel facilities are of great value to the parents who do not find good
schools in the neighborhood and are anxious that their children should get good education.

b. Rules and Regulations for students: Parents/guardians are not permitted to meet the

Students, without the permission of the Principal. They are allowed to meet the students only on
prescribed days. During school times, parents/guardians are not supposed to visit their wards. They
can meet the students only in the reception area. Boys and Girls hostel are maintained in separate
building under the premises of warden and School principal. Students shall not remain absent from
their hostels during night without permission of warden. Room’s furniture and electric fitting are required to
be maintained by the inmates in good condition. Electrical gadgets like heaters, kettles, irons or any such
appliances like, mobiles, radios, TV, CD- players, i-pods, razors, blades, electric/electronic shaving
machine or any other electronic, electric or computer devices not approved by the school are not allowed in
the hostel. Only those persons will be allowed to meet the students, whose complete particulars and
photograph are submitted by the parents at the time of admission. No one except the guardian or parents can
take the student with him/her. This can be done only with the written permission of the competent authority.
Surprise check will be made by the competent authority appointed by the Principal. Extra items,
other than those permitted by the school will be confiscated. A report to this effect will be recorded
in the discipline register and the checking officer, as well as the student, must sign the same.

c. Some Important point related to girls Hostel: The most important problem of girl’s

hostel is their security. The person who come to see them take permission from the warden of
girl’s hostel.
It does not seem proper to allow girls alone for purchasing things from the market. For this lady
warden she should go with them. Girl’s students are advised not to wear costly jewellery items. Male
visitors are not allowed to enter the girl’s hostel without permission of the respective warden. The
girl’s student must make entry in/out register kept at the hostel.

Conclusion: A good hostel plays an important role in education. In a hostel the students avail those

facilities for aspect which are generally not found in homes in hostel, self-reliance and self-confidence
like qualities also develop and children learn to lead a disciplined and self-controlled life easily. Thus
hostel plays an important and essential part of an institution.

9. Transport Facility:

The need for safe travel of each child to school and back home is the responsibility of school. To
ensure safe travel the school has its own fleet of school buses designed as per trained drivers.
Providing a comfortable and safe transportation facility is just as important as ensuring top quality
education. This is why schools should pay equal attention to school bus transportation.
School Transport facilities are providing following facilities such as: - GPS Trackers, Education about
Safety, Driver training, Crossing Gates and Emergency Evacuation program. These are the facilities
for providing for students.

a. GPS Trackers: A school bus GPS tracking system is used more often than not in the school

buses of today. This assists both parents and schools to keep an eye on the school buses and kids.
A school bus GPS helps track school bus routes in real-time and notify in case of any
discrepancies. It also helps to optimize routes thereby helping bus fleets to conserve fuel and
reduce the cost of maintenance. With a GPS tracker app, parents can be updated about their kids

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and school buses. They can also get instant alerts in case of any disparity.

b. Education about Safety: Besides providing the best facilities for a safe and secure journey,

schools must also take the responsibility of educating the students about safety. The dos and don’ts
to be followed both in and out of a school bus must be taught to the students, especially to those
who are new to travelling in a school bus. By teaching students to take up the responsibility of
safety, they feel empowered and do their bit in making school buses safe.

c. Driver Training: Anyone can drive a vehicle, but to handle buses that carry around 50

children, a person with a sound mind and quick decision making skill is vital. He must be trained
to take care of the various situations that might arise during the course of a journey. He must also
be trained to handle the needs of the students aboard the bus. A school bus driver has the sole
responsibility of student safety outside of a school campus.

d. Crossing Gates: All buses should be equipped with a stop arm placed at the front of the buses

that is activated when the bus is stopped. This acts as a guide for students crossing in front of
school buses and ensures that students are the required 3 meters ahead of the bus when crossing.

e. Emergency Evacuation program: All schools are required to provide training in

emergency evacuation of a school bus to all its users should an emergency arise. There should be
constant research on the various emergencies that may ascend during a school bus journey. The
school bus driver and teachers using buses can take up critical roles during an emergency.

Conclusion: Transport service is a service facilitated and outsourced by the school for the

convenience of its students. School management and school principal shall no way with the decision
taken by Transport department. It is important that any change to the usual pick up routine is intimated
to the transport in charge a day in advance. Transport service for the students play very important and
comfortable for students.

10. Regular Medical Check-Up:

The school organized a medical health check-up camp for all the students every year. A team of
doctors from Hospital conducted the camp which included General Physical examination, Blood
Pressure check-up, BMI check-up, Dental Check-up, Eye Check-up, Blood Sugar check-up,
Hemoglobin Check-up. Necessary medical advice and precautionary measures were given to the
students.
Health check-ups in school are important as they help:
 To assess normal development of the child
 To keep track of immunization schedule
 Early detection of disease / abnormalities, which when treated in time, allows the child to lead a

normal life
 This preventive check-up data becomes the baseline for future reference

Advantages of ‘School Health Check-up’ program:

1. Makes complete medical records available to a child/ parent/ doctor/ school administration
anytime, anywhere, at the click of a mouse.

2. Becomes a central repository for medical data of all students of the school which can be life
saving during medical emergencies.

3. Keeps the school safe from medico-legal view point.
4. Can be integrated with the annual medical check-up of students so as to capture all information

immediately.

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5. Gives parents access to their child’s medical records on a real-time basis.

The ‘School Health Check-up’ program undertakes detailed health check-ups, by
qualified experts, of school children:

 Physical examination
 Dental examination
 Eye examination
 Lung function test by qualified experts
Their health records are stored electronically on Personal Health Record (PHR) accounts. All records
should be maintained at school offices.

Conclusion: The health of children is a product of complex, dynamic processes produced by the

interaction of external influences, such as children’s family, social, and physical environments, and
their genes, biology, and behaviors. Because children are rapidly changing and developing in response
to these interactions, the developmental process plays an important role in shaping and determining
their health. Hence every school should have to organize medical-check-up regularly.

11.Implementation of Government welfare scheme for girls:

Education is the most important for social, economic and political transformation. A well-
educated population, equipped with the relevant knowledge attitudes and skills is essential for
economic and social development. Every citizen has equal right for education. However in reality
girls are victims of this inequality. There is great difference between male and Female literacy
rates. The drop-out rates are higher in case of girls on education.
Therefore Government of India introduced various scheme for the welfare for girls Scheme are as
follows:-
 National scheme of incentives to girls for secondary Education
 Kasturba Gandhi Balika vidyalaya (KGBV)
 Balika Samriddhi Yojana(BSY)

1. National scheme of incentives to girls for secondary Education: To promote

enrolment of girl child in the age group of 14-18 at secondary stage, especially those who passed
Class VIII and to encourage the secondary education of such girls, the Centrally Sponsored
Scheme. National Scheme of Incentives to Girls for Secondary Education was launched in May,
2008.

The Scheme covers:

 All SC/ST girls who pass class VIII
 Girls, who pass class VIII examination from Kastrurba Gandhi Balika Vidyalayas

(irrespective of whether they belong to Scheduled Castes or Tribes) and enroll for class IX in
State/UT Government, Government-aided or local body schools.
 Girls should be below 16 years of age ( as on 31st March) on joining class IX
Married girls, girls studying in private un-aided schools and enrolled in schools run by Central
Government like KVS, NVS and CBS affiliated Schools are excluded

Review of a Scheme: This scheme will be evaluated after two years through appropriate

independent agencies in order to further improve the same in future.

2. Kasturba Gandhi Balika vidyalaya (KGBV): The Kasturba Gandhi Balika Vidyalaya

scheme was introduced by the Government of India in August 2004, then integrated in the Sarva
Shiksha Abhiyan program, to provide educational facilities for girls belonging to

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Scheduled Castes, Scheduled Tribes, Other Backward Classes, minority communities and
families below the poverty line in Educationally Backward Blocks.

The Scheme Covers:

 Free Text-Books.
 Free Uniforms.
 Monthly Scholarship for girls.
 Physical and self –defence training to girl’s students.
 A reservation of 75% of the seats for girls belonging to SC, ST, OBC or minority communities.

Review of a Scheme: This scheme is for setting up one residential school with boarding

facilities at elementary level as well as secondary education level for girls belonging
predominantly to ST/SC/OBC and minorities in difficult area.

3. Balika Samriddhi Yojana (BSY): The Balika Samridhi Yojana is the scheme started by

central government (Ministry of Women and Child Development) in 1997. The Balika Samridhi
Yojana is an important initiative of the government to raise the status of a girl child. The main aim
of the scheme is to change the negative attitude of families and communities towards the girl child,
to increase enrollment and retention of girl’s school, to raise the mirage age of girl and increase
income opportunities and activities, to help the lady to perform successful actions, to provide
scholarships for good education. BSY provides benefits to both from rural and urban areas in all
over India.

The Scheme Covers:

 A post-birth grant amount of Rs.500/.
 When the girl child born on or after 15/8/1997 and covered under BSY starts attending the

school, she will become entitled to annual scholarships as under for each successfully
completed year of schooling.
 Class amount of annual scholarship.

Review of a Scheme: The scheme will be announced by the concerned State

Government/Union Territory Administration well in time, by giving advertisements in the leading
language newspapers local dailies and by using other suitable publicity media.

Conclusion: Government introduced this all schemes for the welfare of girl’s education. Education

is a key component of human development which is an essential tool for country’s growth. Literacy
for girls has very far reaching implications both for society as well as the recipient girl. Literacy for
girls is a crucial input for developing/preserving human resource development, which in the ultimate
analysis is a national asset. As far the individual recipient girl, literacy/education equips her to enjoy
the fruits of social justice, social culture and of social, political and economic rights.

12.Parents Teacher Meetings:

This is a meeting between parent and the teacher to talk about child learning and progress. They might
be called parent-teacher meeting. Most meeting takes place without the presence of the students whose
progress is being discussed, although there is evidence that their inclusion increases the productivity of
the meetings. The meetings are generally led by teachers who take a more active role in information
sharing, with parents relegated mostly to the role of listeners.

Parent-teacher meeting can be:

 One-on-one meetings between a parent and a teacher. This type is used when different subjects are
taught by different teachers and parents meet the teachers for all different subjects individually.

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The type offers most confidentiality and allows the discussion of information specific to a student
in a particular subject. The downside of the type is that the meetings are hard to schedule because
they require multiple time slots and meeting places.
 Many-to-one meeting is a meeting between multiple parents and one teacher. Usually the students
whose parents attend the meeting are in the same class/year and the teacher is either the teacher of
a particular subject or the assigned class teacher. This type is common in elementary
schools. It is relatively easy to schedule but lacks privacy for discussing the progress of particular
students.
 One-to-many meeting between one parent and multiple teachers. This type can be used if a child
has problems in multiple subjects or when a parent comes to school outside the regularly
scheduled parent-teacher conference time to meet several teachers at once.
 Many-to-many meetings between multiple parents and multiple teachers. This type of meeting is
easy to use for electing board members or disseminating general information about school,
calendar of events, changes in common regulations, etc. It is inefficient for discussing issues that
are specific of particular students and lacks needed privacy.

Objectives of Parent-teacher meeting:

1. To promote the co-operation of parents and teachers for improving the education facilities and
programmes of the education in general.

2. To hold seminars, workshops, discussions and cultural activities and to arrange meetings of
parents and teachers.

3. To encourage the staff and students of the School through incentives and awards etc.
4. To promote understanding and co-operation between members of the School and community

regarding school life, work and social service.
5. To maintain harmonious relationship between parents and teachers for betterment of the students.

Conclusion: Parent teacher meeting play an important role in students, teacher and parents life.

To identify the weakness and strength of student by teacher to the parents. All students, but especially
those in middle and high school, would benefit if schools support parents in helping children at home
and in guiding their educational career. Studies that look at high-achieving students of all backgrounds
found that their parents encourage them, talk with them about school, help them plan for higher
education, and keep them focused on learning and homework. The continuity that this constant support
provides helps students through changes of school, program, and grade level. So, Every school should
conduct parent-teacher meeting every year.

13.Women Grievance Cell:

In order to maintain safety and security to the girls and women, a cell has been constituted of
grievances. Women grievance cell stays alert all the time to prevent any sexual abuse towards the
students and female workers. If the student faces any harassment from the staff or workers, then they
can complain at our woman grievance cell. The members will look into the issues, gather the evidence,
and take the necessary action against the guilty. We also focus on preventing this kind of harassment
by using monitoring services which keep a keen eye on the entire campus.

Objectives:

The Main objectives of the women's cell is to enhance the participation of senior women members the
institution in response to the recognition of the extent to which women, both academic an
administrative, were under represented at senior levels.

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Responsibilities:

The Responsibilities are as follows:
1. To determine a sense of direction and build a shared identity in order to move forward with action

and resolve.
2. To design meaningful strategies to address challenging perspectives considering complexities of

social inequality.
3. To achieve the following by strategic planning.
4. To address structural and procedural issues.
5. To identify, select and implement effective communication strategies.
6. To identify potential education and professional development activities to inform and educate

women employees across the institutions.
7. To analyze and collect a variety of information to gain a more complete and valid assessment of

the status of women in the institution.

Functions:

The Functions are as follows:
 To create an effective organizational structure for improving the status of women in the institution.
 The committee would be responsible for maintaining communication with and advising the

institutions Administration and the governing body in planning and monitoring progress for
women personnel and students. The committee shall advise the management about a broad range
of issues and concerns that influence women's work lives and status in the institution at all levels
and in every aspect of operations and educational programs.

Conclusion: This cell is meant for maintaining the records of grievances, actions taken there on and

settlement of grievances. The cell is headed by the principal, consisting of administrative officer and
six lady faculty members. The grievance box is placed in the girl’s waiting rooms where students have
to drop their grievances, if any. The box is opened once in a month and checked. Any grievance found
in it is scrutinized and necessary actions are immediately taken by the cell. In case of emergency, the
principal calla a meeting and addresses the problem immediately.

14.Redressing Sexual Harassment Case:

Sexual harassment of students is a real and serious problem in education at all levels, including
elementary and secondary schools as well as colleges and universities. It can affect any student,
regardless of sex, race, or age. Sexual harassment can threaten a student's physical or emotional well-
being, influence how well a student does in school, and make it difficult for a student to achieve his or
her career goals. Therefore Preventing and remedying sexual harassment in schools is essential to
ensure non-discriminatory, safe environments in which students can learn.
 Since harassing behaviour is perceived differently by men and women and few people actually

witness such behaviour when it occurs, proceedings against a harasser and his or her employer
raise issues of proof and credibility.
 The burden of proof lies with the person who files the complaint: he or she must prove in civil
court, on the balance of probabilities, that the behaviour constitutes harassment. However, the
complainant does not have to convince the decision maker beyond a reasonable doubt.

Redressing Sexual Harassment:

While educating parents, teachers, about issues around sexual harassment and creating preparedness
for dealing with sexual harassment are indeed laudable moves, getting drenched with talk about
awareness on sexual harassment within a disabling environment at the helm remains a concern.

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It has either not reconstituted its own Committee for prevention and redressal of grievances of sexual
harassment, under the Sexual Harassment of Women at the Workplace (Prevention, Prohibition and
Redressal Act), 2013, or has rendered it dysfunctional by not calling meetings. This itself speaks of the
attitude of the Department. That too on an issue which impedes the child’s very right to education. It
runs contrary to the very grain of the Right to Education Act, 2005.

Policy for prevention, prohibition and redressal of sexual harassment at school:-

 No Student shall be subjected to Sexual Harassment at any School. If an Student is being sexually
harassed he/she should:

 Tell the Respondent that his / her behaviour is unwelcome and ask him/her to stop;
 Make, in writing, a Complaint to the Internal Complaints Committee within a period of three

months from the date of last incident in accordance with the terms of the Policy.

Conclusion: In Every School there should have committee for redressing so every student who

facing sexual harassment in school by peers teachers can also register complaint to the committee .The
committee can take serious issue on the incident. But every committee in the school should maintain
confidentiality among them. Every students in school should be protected and treat equally. School
have are responsibility for student to look after problem and solve them.

11.4.2: Curriculum Development

a. Messages of Gender Equality,
b. Dimensions of Women Empowerment and Awareness of Laws Relating to the

Protection of Women/Human Rights through Different School Subjects,
c. Contribution of Women in Various Fields of Life

Introduction:

Gender equality continues to be a prevalent issue in society today due to the persistent gap in terms of
access to opportunities for women and men. Gender equality is a fundamental human right that every
human being is entitled to regardless of their race, ethnicity, sexuality or religion.
The roles men and women play in society are socially determined and as a result the gender gap is
wide. Stereotypically, women are known as the ones to stay home and cook and clean while the men
are at their jobs earning money. However, gender roles in society are constantly changing. Although
much has changed since the 20th century and we are closer than ever to achieving gender equality
between men and women, there are underlying issues and societal norms that prevent this from being
accomplished.

a. Messages of Gender Equality:

Gender equality is not a women’s issue. It is a human issue which affects us all.
Gender equality is the state of equal ease of access to resources and opportunities regardless of
gender, including education, economic participation and decision-making. It does not mean that
women and men have to become the same, but that their rights, responsibilities and opportunities will
not depend on whether they are born male or female. Gender equity means fairness of treatment for
women and men, according to their respective needs. Gender equality can be learnt and taught to the
students in schools with the help of the curriculum that is followed by the school. The term
curriculum refers to the lessons and academic content taught in a school or in a specific course or
program.
The slogan “Education for All (EFA) means enrolling and retaining all girls and boys in school. It is
also about ensuring that girls and boys of all ages develop their potential through education and are

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able to ensure their full and equal participation in building a better world. Children will want to come
to school and will enjoy the experience of learning if schools implement good-quality gender-equality
curricula, and ways of teaching. Governments have a responsibility to develop gender-equitable
education policies for children’s learning, as well as for their long-term well- being. Gender equality
can be seen in most of the schools as they are co-educational schools wherein both boys and girls are
studying together taking part in all scholastic and co scholastic activities. The teacher should portray
such telling of gender equality and promote them through core curriculum activities, group songs,
annual day functions, sports events, field visits, various inter and intra school competitions where
equal opportunities are given to boys as well as girls. Removal of gender bias in the curriculum is also
something that has to be consciously done in different ways all the time.

b. Women Empowerment:

Empowerment is the authority or power given to someone to do something. It is the process of
becoming stronger and more confident, especially in one’s life and claiming one’s rights. Women
empowerment refers to the creation of an environment for women where they can make decision of
their own for their benefits. It also refers to ensuring equal rights to women and makes them confident.
Why we talk about women empowerment only and not men empowerment? Why women need
empowerment and not men? Women make almost 50% of the total population of the world. Then why
this substantial section of the society needs empowerment? They are not in minority so as to require
special treatment. Then the question arises on the topic of ‘Women Empowerment’.

Why We Need Women Empowerment?

Need for empowerment arose due to centuries of domination and discrimination done by men over
women; women are the suppressed lot. They are the target of varied types of violence and
discriminatory practices done by men all over the world. India is no different. India is a complex
country. We have, through centuries, developed various types of customs, traditions and practices.
These customs and traditions, good as well as bad, have become a part of our society’s collective
consciousness.
To eliminate these ill practices and discrimination against women various constitutional and legal
rights are there but in reality there are a lot to be done. Several self-help groups and NGOs are
working in this direction; also women themselves are breaking the societal barriers and achieving
great heights in all dimensions: political, social and economic.
The concept of women empowerment not only focuses on giving women strength and skills to rise
above from their miserable situation but at the same time it also stresses on the need to educate men
regarding women issues and inculcating a sense of respect and duty towards women as equals.
Education is the most important instrument for human development. Education of girls therefore,
occupies top priority amongst various measures taken to improve the status of the girl child.

Empowerment through Education and Attaining the Different Dimensions of
Empowerment:

1) Education helps men and women claim their rights and realize their potential in economic, political
and social area. It is also the single most powerful way to lift people out poverty. Education plays a
particularly important role as a foundation for girl’s development towards adult life.

2) Women can be empowered only through education. Various subjects taught in school have topics
which tell us about various successful women in different fields and how they reached their goal
facing all the difficulties in life. When students learn about these successful women they get
inspired and motivated to dream and also to achieve their goals in life.

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3) For example in English, Hindi and Marathi we read biographies of different women personalities
like Kalpana Chawla, Malala Yousufzai, Mother Theresa, Sarojini Naidu and Indira Gandhi which
inspire girls to empower themselves. In History we learn about brave women like Rani Laxmibai,
Sarojini Naidu and Aruna Asaf Ali who fought fearlessly for the country which can also inspire
them to do something for their country.

4) Subjects like civics helps the girls to learn about the different laws and rights which will help them
in attaining empowerment. Other subjects like Physical education, Art and craft, Scout and guide
etc help the girls in empowering themselves.

5) The education given and the initiatives taken in school results in overall development of the
women and also help them in attaining the different dimension of empowerment.

Individual Empowerment: Individual empowerment involves developing the confidence and

strength to set realistic goals and fulfill your potential which can be achieved through education.

Economic Empowerment: Economic Empowerment is making women aware about their role or

importance in economic development and financial independence.

Social Empowerment: Social empowerment includes better status in family, right to property,

social mobility, social freedom, family welfare and gender equity.

Political Empowerment: Political Empowerment includes political reservations. Political

participation and political leadership. It includes the right to vote, right to contest, their role as
campaigners, members and involvement in the decision making process.

Psychological Empowerment: Psychological empowerment enhances the abilities of self-

awareness, self-esteem, self-confidence, courage, understanding about own rights, the power to face
challenges of daily life and also to lead a happy life.

Physical Empowerment: The physical empowerment includes food, nutrition, health sanitation

and growth. Woman should possess the ability to defend herself with other traits like greater
confidence and sense of self value.

Awareness of Law Relating to the Protection of Women or Human Rights through
Different School Subjects:

1) Human rights are the result of humanity's increasing and persistent demand for dignity, respect,
justice, protection and freedom--all needed for a decent human existence.

2) Many women and girls are not aware of laws on violence against women, of their legal rights, or
how to exercise these rights. “Legal Awareness” is necessary for women in all nations so that they
can affirmatively claim their rights.

3) Each and every girl or women in the society should be aware of the rights and laws relating to their
protection and their rights. The awareness about the laws like certain Acts passed by Parliament
can empower women with legal rights - An Equal Remuneration Act 1976, Dowry Stop Act
1961, Unethical Trade (Prevention) Act 1956, Medical Termination of Pregnancy Act 1987,
Child Marriage Prevention Act 2006 , Gender Testing Techniques (Prevention of Controller
and Misuse) Act 1994, Women's Sexual Abuse Act 2013 at Work and rights like right to
equality, right to freedom, right to exploitation, right to freedom of religion, cultural and
educational rights, and right to privacy can be made through subjects like civics and political
science which are taught to them in schools.

4) Awareness can also be given in to the students in the form of different workshops and seminars
conducted by Non-Government organizations who can use different case studies to do the same.

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5) The objectives to make the girls or women aware of human rights or law relating to the protection
of women are:
 To remove dependence of women on others.
 To create awareness of rights and capacities of women.
 To make students aware of evils of dowry system.
 To wipe out the image of women, of girls as weak and dependent.
 To share equal responsibility of the members in home management.
 To create awareness regarding human rights.
 To eradicate gender-based discrimination against women and girls that remains prevalent in
many societies.

c. Contribution of Women in Various Fields of Life:

1) Women are an important element of our Society. Women who were the most dormant segment of
India population have now become active participants in all walks of life. Till now, they were only
unit of the family organization. Now, women are becoming not only a significant unit of the
society but also influencing the course of social change in society.

2) The status of women in India has been subject to many changes over the past few millennia. In
modern India, women have held high offices including that of the President, Prime Minister,
Speaker of Lok Sabha, Leader of the Opposition, Union Ministers, Chief Ministers and Governors.

3) A woman today no longer lags behind the man in the most occupations. She plays the games of
football, cricket, hockey, boxing, wrestling etc.

4) From Jhansi ki Rani, Malala Yousufzai to Irom Sharmila have always stood up for their rights and
fought their battles despite restrictions and limitations. They are the shining beacons of hope and
have displayed exemplary dedication in their respective fields.

5) Girls can be inspired and motivated to stand up for their rights and fight their battles by making
them read about these brave and great women in school. Days dedicated to women like Mother’s
day, Women’s day are celebrated in many schools. Birthdays of various famous women
personalities are celebrated by conducting social class assemblies to make the students aware on
how they fought their battles despite restrictions and limitations and emerged successful in their
life.

6) Some of the successful women in various fields of life are;
 Vijayalakshmi Pandit – First women president of United Nations General Assembly. She was
the first Indian woman to hold a cabinet post in pre-independent India.
 Savitribai Phule – Social reformer and poet. Along with her husband, Jyotirao Phule, she
played an important role in improving women's rights in India during British rule.
 Medha Patkar – An Indian social activist working on various crucial political and economical
issues raised by Tribals, Dalits, Farmers, labourers and Women facing injustice in India.
 Kiran Bedi – First women IPS officer, social activist and a politician who is the current
Lieutenant Governor of Puducherry.
 Arundhati Roy – Author of THE GOD OF SMALL THINGS which won her the Man Booker
prize for fiction. She is also a political activist involved in human rights and environmental
causes.
 Irom Sharmila – A civil rights and political activist also known as the Iron Lady of Manipur.
 Lakshmi Agarwal – An Indian campaigner with Stop Acid Attacks and a TV host. She is an
acid attack survivor and speaks for the rights of acid attack victims.

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 Mother Teresa - Founded the Missionaries of Charity and who devoted her life to serving the
poor and destitute around the world.

 Bollywood actresses and other women who work in entertainment industry.
 Mary Kom – A five-time World Amateur Boxing champion, and the only woman boxer to

have won a medal in each one of the six world championships.
There are several others who have helped bring about a change to the Indian society. We salute the
Indian women; however, the struggle is still on. As Oprah Winfrey once said, “You get in life what
you have the courage to ask for”.

Conclusion: Gender equality is not a question up for debate. It is something that should be adopted

as a way of life. Women still face inadequate representation politically, and in many regions, it is hard
for women to come by legal help. It is important to understand that differences between the two sexes
are not a basis for holding one on a pedestal and trampling on the other. Men and women are both
human, and deserve the same treatment in the same circumstance.

11.4.3: Textbooks and Learning Material: Attention to Gender/Human Rights
Issues Especially Violence against Women through Textbook

Meaning:

A textbook is a book containing facts about a particular subject that is used by people studying that
subject. If you say that something is a textbook case or example, you are emphasizing that it provides
a clear example of a type of situation or event.

Introduction:

A textbook usually consisting of text and/or illustrations-reviews, structures and renders accessible
the state of knowledge in a given subject for a given age group in order to lay the foundations for
standard learning. It thus transmits a society’s cultural capital to its youngest citizens at a particular
moment. TB has proved to be a vital teaching aid. A number of studies have shown that a greater
supply of educational materials, especially textbooks, is the most cost-effective way of improving the
quality of education. TB allows access to all sorts of information. Not only do they develop the ability
to read and write but they also encourage critical thinking, independence and creativity. For many
pupils and their families, TB is the only introduction to the written word in homes where there are no
books. Because the poorest children do not have access to teaching aids, they often face the greatest
difficulties in learning. Thus access to TB is usually one of the first recommendations made by policy-
makers. For teachers, TB have been the basic teaching resource, since TB contain the general
components of the curriculum, structure the teaching sequence and form the basis of assessment.
Following are the gender biases found after going through the TB:
1. TB often explain about the male gender. In book the most popular personality found is mostly

male. Female related personalities who have done great work in context of nation and society are
not explained much. The main emphasis is on male personality.
2. Most of the TB are written, putting male in the mind. It seems, there is no work process for
females.
3. Physical education books often contain the explanation of a male body and their pictures.
4. Women related explanation and views are always little in the TB. It mostly emphasizes on male
personality.
5. If we look at the history book, most of the part is full of explanation of great personalities from

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male community and it is full of their stories.
6. Book explains man’s personality and their work in such a way that the female group or individual

personalities are covered under the described stories of male. These kinds of several gender biases
are seen in the TBs.
Tb writers made visible the achievements of women without any thought to how the very concept of
writing accounts of great men’s lives needed rethinking. Therefore, women fought great battles like
men. Children read equally masculine, militaristic accounts of women’s lives. Rani Durgavati, Razia
Sultan found their place not just in history but in language TB.
The key forms of identified bias in TB are:
1. Exclusion or invisibility of girls and women from TB
2. Sex-role stereotyping,
3. Subordination of girls or women to boys and men in text and pictures, and lack of female figures in
history.
4. These biases in the curricular material relate often not only to women but also to all minority
groups. TB analysis continues to show the existence of these biases in Indian TB.
Gender inequalities and wider social, political and economic inequalities can influence the access
that girls and boys have to different parts of the curriculum and TB. Teacher’s awareness in
teaching and learning are crucial if gender equitable education is to be achieved.

Role of a Textbook Violence against Woman:

(Let’s see the first, what is violence against woman?)
The term violence against women has been used to describe a wide range of acts, including murder,
rape and sexual assault, physical assault, emotional abuse, battering, stalking, prostitution, genital
mutilation, sexual harassment, and pornography. There is little consensus in the still evolving field on
exactly how to define violence against women. The major contention concerns whether to strictly
define the word ''violence" or to think of the phrase "violence against women" more broadly as
aggressive behaviors that adversely and disproportionately affect women.

Role of a Textbook:

The difference between men & woman is clearly depicted in Textbook also, by showing that men are
used to read a book, and women’s are used to do all her house hold work, like cleaning, cooking, and
taking care of the house. Such discrimination between to genders spared a Wrong message to the
society. Whatever the kids will see in their Tb they will learn the same. Textbook plays a vital role in
student’s life to mold their thoughts, towards the woman, so no such images should be given in the
textbook which create wrong thinking about the woman in the minds of students. We have seen in
many Textbooks that women are given less importance as compare to men which create a gender
inequality. If we talk about the story book, will get the same gender problem where mother use cook,
father will be reading a news paper girl child might be helping her mother, and a male child will be
playing, which is a negative part of a women life where they are not getting a equal amount of care
and love from the family and had to suffer at every step of her life.

Conclusion: Women are playing multiple roles in the society, simultaneously somewhere she is

mother, sister, daughter, wife etc. By observing the above, we can see that she is playing the critical
role however her presentation in the society gender specific, which needs to improve to give her the
equal opportunity in the society.

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11.4.4: Teacher’s Role as an Agent of Change

a. Deliberate Efforts about Gender Sensitization and Women Empowerment through
Curriculum Transaction,

b. Encouraging Participation of Girls in Curricular and Co-Curricular Activities,
c. Preventive Supervision against Teasing and Sexual Harassment,
d. Establishing Rapport with Girl Students,
e. Research on Gender Issues and Remedies,
f. Inculcating Gender Equality through Group Discussions, Organizing Guest Lecturers,

Projects, Visits, Films Life Sketches, News Etc.

Teacher’s Role as an Agent of Change:
Introduction:

As one of the most fundamental aspects of self, gender impacts everybody. All of us can point to a
time in our lives when we were burdened by unfair limitations or expectations because of others’
beliefs about our gender. Regardless of a student’s age, gender impacts a child’s experience at school
across the grades. As a primary socializing agent, schools have a tremendous opportunity and
responsibility to be inclusive of all students, regardless of their Gender identity or expression. School
is the place where our children should be exploring ideas and discovering new skills.

a. Deliberate Efforts about Gender Sensitization And Women Empowerment
Through Curriculum Transaction:

 The true purpose of education
Education or schooling is a process through which society creates the kind of individuals we wish
to see in the world. Hence, it’s imperative that school curriculum lays strong emphasis on
inculcating values of equality and diversity, all of which are essential for building a healthy
society.

 Change must begin from a young age
In a patriarchal country like India, where properly defined genders play their roles, open gender
discrimination and devaluation of women and girls is fixed into our daily lives. It is extremely
important to identify and address this problem from a very young age. Boys and girls start
developing their gendered identities from birth. The upbringing at home also influences them.

 Change has to start from the grassroots
In many families, in both rural and urban areas, while boys are encouraged to study and have a
career, girls are taught to concentrate on household chores. Only when both boys and girls learn to
question this typical gender bias at school, will the situation at home also change for the better.
To have a national policy addressing gender equality is not sufficient. At a more local level, we
need clear directives to understand and address specific gender norms through the schooling
process.

How can we pass gender biases to our kids?

Change must begin from us, and as families are the most basic unit of a society, we must begin gender
sensitization from our homes.
Here are 5 things that we all can do to start practicing Gender Sensitivity at home, and help build a
society that treats and respects all gender equally.
1. Start by making our language free of gender bias - Refrain from using gender-specific

statements like, “boys will be boys”, "don’t be such a girl" or "man-up".

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2. Change the way we look at gender roles - Every day, encourage yourself and your child to do
one task that is not associated with your genders.

3. Change the age-old gender constructs that compartmentalize people - Tell them that boys too
can cry, and teach girls how to defend themselves

4. Break free from gender-based social expectations - Tell them that both men and women are
strong and independent. Show them role models of both genders and help them see that greatness
does not depend on genders.

5. Raise children to be independent, irrespective of their genders - Teach both boys and girls to
cook, clean and look after themselves

6. Stand up for gender justice - Be intolerant against gender-based harassment and crimes, and
show them the importance of standing up for others.

7. Inequality need to unlearn. Equality needs teaching - Unknowingly, children are being taught
gender inequality and trapped in gender-related menaces and crimes. We have to work for our
country’s children and to make a safer nation.
Only when children are gender sensitized from an early age, will it reflect back in our society.
Gender sensitization must starts from the schools which will help to move in correct direction.

Gender Sensitization in School Curriculum

1. Gender sensitization in schools is one of the most important steps. Efforts are being made to
incorporate gender sensitivity programmes in the education system and strong demands are being
raised to make it a compulsory subject in the school curriculum.

2. The Central Board of Secondary Education (CBSE) plans to train teachers in skills and
methodologies to help develop attitudes that promote gender equality. Schools are expected to
create inclusive environments where both boys and girls are able to participate in the learning
process without any gender-based prejudice. Many schools, affiliated to the CBSE, follow
guidelines mentioned in the Protection of Children from Sexual Offences (POCSO) Act, 2012, to
create awareness about sexual abuse and exploitation among school-going children. Also, with
assistance from government, women rights groups, voluntary organizations and several civic
groups, many schools conduct gender sensitization workshops and related activities.

3. Gender disparities are deep-rooted and negative gender stereotyping is reflected in our day-to-day
lives. When stereotypes or the prejudices are internalized, they become part of our thought-
process. Gender sensitization seeks aims to make people develop a sense of empathy and
acceptance towards the other gender. It is all about triggering a behavioral change and enabling
people examine their own perceptions and attitudes which ultimately help in shaping a just and
unprejudiced society.

4. However, making educational institutes gender-sensitive and incorporating gender sensitization in
the school curriculum help change prejudice perceptions that the young students develop over a
period of time. Girls and boys are able to see each other as responsible and equal partners in the
socio-economic development as they are able to identify areas and instances of gender bias. They
also learn to be more expressive as well as assertive as they realize that their abilities are not
defined by their gender. They learn to critically question and examine established codes and norms
that give rise to rigid gender divisions or roles.

5. Children who have learnt to respect both genders equally have the potential to become instruments
of social change. A gender-sensitized person makes a conscious effort to make the environment
favourable for everyone to flourish and prosper. Sexist barriers to personal progress are reduced
and individual potential and abilities are respected and given opportunities to thrive in such an

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environment.
6. Pedagogic strategies to promote gender sensitization through education

 Participation in society for healthy nation
 Recognizing difference that society made for gender
 Reading against the gender disparities
 Acknowledging the power of youth and women
 The teacher as facilitator

b. Encouraging Participation of Girls in Curricular and Co-Curricular Activities

Just like our homes, even schools are our training ground — a place where the future gives shape. Like
Parents at home, Teachers at schools can become a role model of gender equality, BUT by gender
equality we do not mean, male bashing. However, the vital difference between curricular and co-curricular
activities is that the latter helps to supplement and complement the curricular teaching.
Why is it necessary to encourage girl students???
Because …
1. It’s not only about numbers: Gender equality in schools is not only about equal numbers of girls

and boys in classrooms, it is also about equal opportunities and avenues available to both resulting
in equal participation and achievements.
2. Gender role stereotyping: Schools should avoid negative gender role stereotyping in any form
and should promote both girls and boys for all types of sports, vocational courses and subjects.
3. Integrating Life Skills and gender equality: Age relevant gender and life skills orientation for
both girls and boys, helps in building emotional resilience, emotional intelligence, decision
making, mutual respect, assertive skills and leadership skills.
4. Safety and security: Schools need to promote and nurture safe and secure environment especially
for girls so that they can exercise their constitutional right to education.
5. Gender equitable print rich environment in schools: Recognizing, promoting and displaying
the contribution of both women and men in nation building, art, culture, science, sports and various
fields by means of equal display of pictures and information on both women and men achievers
and contributors. This also helps girls in understanding that there are women role models at par in
our society and that girls should also dream big and achieve high.
6. Gender responsive text books and libraries: Parity in the number of books on women and men
achievers and on themes around positive gender roles should make up the library. Schools can do a
“Gender Audit” of their libraries to see how they promote gender equality through books. Text
books should be reviewed from a gender lens to ensure that they promote positive gender role and
messages of equality and mutual respect.
7. Teachers- the torch bearers of gender equality: Teachers should promote equal participation
and motivation of girls and boys in classroom activities, raising personal aspiration for a career
among girls and their parents. Developing and nurturing leadership and initiative among children,
especially girls so that they can prevent gender based violence and promote gender equity in their
own lives.

Role of a teacher in encouraging girls in participation in curricular and
co curricular activities:

As discussed above, TEACHER’S
1. Should not differentiate between girls and boys.
2. Should imbibe general life skills and values on self belief.

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3. Should boost their self confidence by honouring them whenever they participate.
4. Should give them live examples on real life women achievers.
5. Should allow girls equally in male specific tasks and activities as followed by the society.
6. Should tell girls about the power of women by telling the mythological stories on Durga, Parvati,

Draupadi, etc.
7. Should show online motivational videos on women empowerment.
8. Should arrange workshops and seminars where guest speaker speaks on gender equality and

women empowerment and also invite parents along with students.
9. Should have to perform multi-dimensional functions in organizing and executing activities.
10. Should take the responsibility how activities should proceed further.
11. Can be a planner, leader, innovator, director, organizer, manager, recorder, advisor, motivator,

communicator or coordinator.
While executing such activities, the teacher will face lots of difficulties but he/she should not be
discouraged and complete the assignment after consultation with seniors and school administrator.

c. Preventive Supervision against Teasing and Sexual Harassment:
What is teasing?

Teasing is defined as making fun of or attempt to provoke (a person or animal) in a playful way.

What is Sexual Harassment?

Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other
verbal or physical conduct of a sexual nature when either:
 The conduct is made as a term or condition of an individual's employment, education, living

environment or participation in a University community.
 The acceptance or refusal of such conduct is used as the basis or a factor in decisions affecting an

individual's employment, education, living environment, or participation in a University
community.
 The conduct unreasonably impacts an individual's employment or academic performance or creates
an intimidating, hostile or offensive environment for that individual's employment, education,
living environment, or participation in a University community.

How to train the students and let them know about Sexual Harassment:

Sexual harassment is a sensitive topic. Merely providing students, parents, and staff with information
about the school’s sexual harassment policy is insufficient. Schools must provide positive, proactive
behavioral supports, ongoing training, and discussions as part of the daily school routine rather than
relying solely on disciplinary consequences for inappropriate behavior and language.
Furthermore, administrators, teachers, students, and parents must nurture an inclusive, supportive, and
respectful environment in their efforts to decrease and eliminate sexual harassment.

Preventive Supervision against Sexual Harassment:

Preventing sexual harassment must be an ongoing priority. All school staff should receive training to
help them identify and respond appropriately to sexual harassment and to understand their role in
creating supportive and respectful school environments. Training that occurs over time and across
settings and includes the entire faculty, staff, and all administrative personnel will be more effective
than a onetime session. For students, classes covering civil rights, diversity, or tolerance can include
the topic of sexual harassment and provide opportunities for ongoing discussion about respectful
behavior. In addition to integrating this topic with existing coursework, specific materials about sexual
harassment should be available for classroom use. Although a short video about sexual harassment

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may be appropriate to start a discussion, a video in isolation is not as effective as a discussion about
changing student attitudes and behavior. Students prefer to talk with adults and peers about their
observations, feelings, and experiences. Preventing sexual harassment requires establishing an
effective school policy and providing training to staff and students.

Elimination of Sexual Harassment:

 Make the elimination of sexual harassment a top priority. Empower teachers to take a stand against
inappropriate name-calling and sexual comments. Talk about the problem, hold in-services, and
bring in guest speakers to show the entire staff that this issue is important and that harassment is
not acceptable adolescent behavior. Elicit staff participation in developing and implementing a
plan to educate themselves, the students, and the parents about sexual harassment.

 Educate students about sexual harassment. Students must be taught the difference between friendly
teasing and bullying, between flirting and harassment. Behavior expectations must be clearly
defined and explained; fair and consistent consequences need to be outlined and reinforced.

 Get parents involved. Parental involvement is critical to long-term behavior modification. In many
cases, parents will need to be educated about sexual harassment and its harmful effects in order to
help them identify harassment and respond appropriately. When harassment occurs, parents of
victims and perpetrators need to be informed of the details so that the emotional and
developmental needs of both parties can be addressed. Family involvement and possibly outside
counseling may be needed to avoid long-term emotional damage and to modify inappropriate
behavior.

 If harassment continues, students need to seek help from teachers, counselors, and administrators.
Students are often embarrassed to report sexual harassment because of its degrading nature. They
need to know that the harassment is not their fault, nor is it a reflection on them. They need to keep
asking for help until the harassment stops; it may take two or three interventions before the
behavior is modified. That students continue to seek help is in the best interests of all: unresolved
conflicts can emotionally damage the victim, harden the consciousness of the perpetrator, and
possibly lead to lawsuits for the school system.

d. Establishing Rapport with Girl Students:

Successful teachers are those that have the ability to maximize the learning potential of all students in
their class. Developing positive relationships between a teacher and student is a fundamental aspect of
quality teaching and student learning.
Positive teacher-student relationships promote a sense of school belonging and encourage students to
participate cooperatively. Students develop confidence to experiment and succeed in an environment
where they are not restricted by the fear of failure. Teachers are able to assist students with motivation
and goal setting, and students can turn to them for advice and guidance.
For teachers, building rapport with students is a component that takes teaching to the next level.
Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even
months to establish a healthy student-teacher relationship. Teachers will tell you that once you have
earned the trust and respect of your students, everything else becomes much easier. When students
look forward to coming to your class, you look forward to coming to work each day.

Ways to build a Positive Teacher-Student Relationship:

There are many different ways teachers can build positive relationships with their students.
1. Let students know how much you are looking forward to have them in your class – that is

assign them work for which they need to attend school daily. When a student is sick or misses

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school, personally call or text the student or their parents to check on them.
2. They provide structure - The majority of students respond positively to a structured environment.

Teachers should explain clear expectations to their students. Rules and regulations must be
sensible and constantly reinforced. In these situations, a student’s trust in their teacher will
increase and they will understand that their teacher has their best interests at heart.
3. They show interest in them and know their interest - They show an interest in your student’s
lives outside the classroom. Teachers should take a genuine interest in the wellbeing of their
students. Conduct a student interest survey and then find ways to incorporate their interests into
your lessons throughout the year.
4. They treat students with respect - A teacher who respects their students will experience
reciprocal respect from their students. Ensure that each student believes that they are important to
you and that they matter to you.
5. They create a secure and safe environment for students – Do not dismiss a student or their
suggestions or ideas for any reason. Hear them out. Listen to them intently. There may be some
validity to what they have to say. If at all any student / any person misbehaves with them or any
other student make them aware about the culprit and make them known to them. Should support
the student rather than shouting and yelling at them and check the whole scenario and take an
action against it and report the officials.
6. They make learning fun - The creation of an enjoyable learning environment encourages student
attendance and participation. The student is able to speak out and say what they want to say.
7. They teach with enthusiasm and passion - Utilize humor in your classroom. Do not be afraid to
laugh at yourself or mistakes that you make.
8. Share personal experiences through teaching - Incorporate personal stories and experiences
within your lessons.
9. They display a positive attitude - Support your students in their extra-curricular endeavors.
10. Be fair and consistent when it comes to student discipline. Students will remember how you
handled previous situations
11. Never demeanor berates a student in front of their peers. Address them individually in the hall or
immediately after class.
12. Build relationships with the parents of your students. When you have a good rapport with the
parents, you typically have a good rapport with their children.
13. Developing positive teacher-student relationships takes significant time and effort; however, the
benefit on both the teacher and student is immeasurable.

e. Research on Gender Issues and Remedies:

Research is done by Ms. Smriti Shah, student from United Nation University and published an article
on her research work –
Discrimination against women and girls is a pervasive and long-running phenomenon that
characterises Indian society at every level.
India’s progress towards gender equality, measured by its position on rankings such as the Gender
Development Index has been disappointing, despite fairly rapid rates of economic growth.
In the past decade, while Indian GDP has grown by around 6%, there has been a large decline in
female labour force participation from 34% to 27%. The male-female wage gap has been stagnant at
50% (a recent survey finds a 27% gender pay gap in white-collar jobs).
Crimes against women show an upward trend, in particular brutal crimes such as rapes, dowry deaths,

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and honour killings. These trends are disturbing as a natural prediction would be that with growth
comes education and prosperity, and a possible decline in adherence to traditional institutions and
socially prescribed gender roles that hold women back.
Another Research paper was published by Ms PritiJha and Ms. Niti Nagar in The International
Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 2, Issue 3.
Abstract of the article: This study considers the gender inequality that exists among every region,
social class and prevents the growth of Indian economy from improving the lives of Indian people.
The reality of gender inequality in India is very complex and diversified, because it exists in every
field like education, employment opportunities, income, health, cultural issues, social issues, economic
issues etc. An attempt has been made to find out those factors which are responsible for this problem
in India. So, this paper highlights the multi-dimensional context of gender inequalities prevalent in
India. Overall, the study indicates the inequality in economic, social, cultural and legal biasness which
are of a great challenge for policy-makers and social scientists to establish proper equality in the entire
social field. The researchers have tried to suggest some relevant strategies and policies implication for
reducing this gender inequality and to promote the dignified position for Indian women.

Suggestions & Remedies: There is a solution of every problem. For reducing gender inequality

in India, we should offer high level of education to girls and increase women empowerment. We
should also give them opportunity in active politics & social activities so that social integration in
Indian society can be made. Government should make policies & strategies regarding stopping the sex
identification & abortions. In context of above NGOs can also play an important role to eradicate
Gender Inequality. Politicians should frame out policies for increasing social welfare development
regarding this issue. The Campaign of our Prime Minister Mr. Narender Modi “Beti Bachao Beti
Padhao” can be successful, when the mind-set of Indian society will be changed towards women.

f. Inculcating Gender Equality through Group Discussions, Organizing Guest
Lecturers, Projects, Visits, Films Life Sketches, News Etc.:

In the context of gender, engaging children in discussions, problem solving, multifarious activities and
voicing their doubts and experiences are ways of breaking gender barriers related to caste, class,
region and location.

Inculcating gender equality through group discussions

Group Discussion is one way through which exchange of ideas can take place. Generating a thought
process is very vital for the young generation. In the classroom an effort must be made to integrate
boys and girls and not separate them in the seating arrangements. Teachers may have to call on the
girls consciously to participate and take leadership roles in classroom discussions. In the organization
of group discussions, there must be a mix of the genders rather than segregating them. One interesting
group discussion topic can be about domestic chores and how children help their parents in certain
tasks. Teacher can raise discussion activities in which everyone participates. The school creates an
environment through adolescent education programme and life skill programme, which forms a
platform to initiate thinking about the issues. The debate club brings up recent issues, which raised in
visual and print media on gender related problems and submits it for discussion, the students stand up
to the role they take. This can be one methodology in eliminating the patriarchal norms. The equality
status and women empowerment when openly discussed creates a wonderful vibe amongst students
and they come up with solutions. These young minds when used in a productive way can bring laurels
to the place they live. The future society should respect each other's feelings and respect each other by
their individuality.

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Inculcating gender equality through organizing guest lecturers

Guest speakers have become an important part of the educational experience for students. They expose
students to real-world life experiences from the position of someone who has been there. Students get
to see the insight and perspective of the guest speaker’s particular field. The main aim of the guest
lecture at school is to talk about gender equality, give head start to those who suffered, securing
women at workplace and colleges to compete at par, and to help shift from existing gender stereo
types. Students are informed about how gender sensitization takes place in the society, such as
socialization, which includes family and society, education, media and language. This leads them to
think how much a person’s upbringing may affect a person’s thought process. It has to be made sure to
make the session interactive. Guest lectures are learning and interactive session for the students as well
as faculty members where guest will answer all the queries put up by the students to their full
satisfaction.

Inculcating gender equality through projects

Involvement of students in group projects or group activities in which projects like below mentioned
can be undertaken –
1. Men's work or women's work? Identifying and analysing traditional gender roles in the workplace
2. What differences does a name make? Analysing gender and race language bias
3. Exploring student opinions about sexual harassment facts and myths
4. Project work can be given on analysing government of India’s budget and its sectoral allocation for

the last five years with the gender lens.
5. You can prepare a project on eminent women in the field of language and literature.
6. Thoughts of eminent Indian thinkers on women can be collected and translated in different

languages.
7. Poems of saint poets of India can be compiled and translated.
8. In language classes you should attempt to use gender inclusive words such as them, them, us, us,

you, him / her, him / her.
9. Act like person of the opposite sex and prepare a drama or dialogue on the same
10. You may ask children to write essay on gender equality.
11. Try activity that is non-traditional for your gender Read non-sexist stories to children

Inculcating gender equality through visits

1. Visit a women's college
2. Take youngsters to a women's athletic event
3. Schedule a meeting with a principal, president or CEO to talk about gender equity
4. Visit your Boys and Girls Club to learn about their gender inclusive programs
5. Organize a walk, race, or athletic event for equity

Inculcating gender equality through films on gender identity or stereotyping

1. Cinema can play a powerful role in instilling gender sensitivity among our boys. Meaningful
cinema can go a long way in building respect for women.

2. Create a videotape on gender equity.
3. Use examples of sexism or rigid gender roles currently in the media, news stories, advertising,

television or film as prompts for discussion
4. Make extensive use of electronic and print media, visual, radio, theatres, folk singers, and short

documentary films, short (2-3 minute) video clips, etc. in organizing TV.

Inculcating gender equality through life sketches

Drawing is not something that should be confined to art lessons – it’s a skill that can play a role in

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many different subject areas in school education, and later on in the workplace. It’s been proven that
early exposure to visual art, music, or drama promotes activity in the brain. Art helps children
understand other subjects much more clearly—from math and science, to language arts and geography.
Art nurtures inventiveness as it engages children in a process that aids in the development of self-
esteem, self-discipline, cooperation, and self-motivation. Participating in art activities helps children to
gain the tools necessary for understanding human experience, adapting to and respecting others’ ways
of working and thinking, developing creative problem-solving skills, and communicating thoughts and
ideas in a variety of ways.
1. Develop posters that promote equity.
2. Work out possible solutions, also sketch out the actions involved in the solving the problems of

gender equality.
3. Organise poster making competition on the topics related to gender equality.
4. Display charts and posters in the class related to gender equality.

Inculcation of gender equality through news should include

1. First and foremost all the students do not have an access to personal computers and the internet,
but the newspapers reach everyone.

2. Students are short of time and should therefore avoid gossip columns and crime news which is of
no immediate concern to them.

3. Avoid going through unnecessary advertisements.
4. Avoid even political news of little national importance and which can mislead the youth. Ignore

news about superstitions and magic formulas promising success without hard work.
5. Include news about and for women
6. Make sure women occupy all roles in the newsroom, including senior positions.
7. Encourage gender equality in the newsroom and the community as a whole, resulting in less

gender bias in media and a fairer society for all.

11.4.5: Training about Gender/Human Rights, Gender Awareness and
Empowerment to Teachers, Concerned Officials, Staff, Students and Parents

The influence of teachers and educators on gender roles of their students immensely impacts their
educational outcomes as well as their roles in contemporary society. In an attempt to address the same
Aga Khan University, Working Group for Women (AKU-WGW) designed and carried out a teacher
training program with the support of Global Fund for Women. The objective of the training was to
raise the awareness of teachers and train them to address prevailing gender and social issues in
academic settings and in the society at large. Moreover it was to try and change teachers’ frame of
their own context to address gender and social issues in educational settings. The method of the
training was interactive and included teacher awareness sessions, workshops, video clippings,
activities, and case studies. The training resulted in providing gender education to teachers, gender
sensitizing them, increasing their capacity to conduct gender analysis of curriculum material, teaching
and learning practices and school structures and culture. This gender sensitivity of teachers will
hopefully produce a rippling effect in the school manifesto. Gender encompasses socially constructed
and culturally based roles of women and men with a view to understand how unequal power relations
between them are shaped and operate.
Gender and its accompanying power relations are built in all institutions of society be it family,
educational institutions, work place, religious systems, beliefs, norms etc. behaviors and attitudes
especially in educational institutions and academic settings are a further set back to gender equity and

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equality concerns thereby promoting gender based discrimination in the overall processes and
performance of educational institutions.“Teachers and educators influence the gender roles of their
students thus impacting their educational outcomes “Gender is determined socially; it is the societal
meaning assigned to male and female. Each society emphasizes particular roles that each sex should
play, although there is wide latitude in acceptable behaviors for each gender”. “It is evident that
children are socialized to behave according to gender stereotypes from a very young age. It is also
clear however that when a child enters school he or she is still developing their gender role identity
and will continue to do so throughout their education” as in Schools and homes are the basic sources
of development of the understanding of gender and gender relations. The influence of teachers and
educators as change agents in this area cannot be underestimated. Gender issues are prevailing in
society in all areas of life. To minimize these gender issues we need to start changing the mindsets of
the younger generation of society as they are those who can bring about further change in society, with
their innovative ideas, thoughts and practices. To do this we need good educated teachers who have a
sound knowledge regarding gender issues. Teachers play a very important part in the early upbringing
of the child and their ideas and beliefs can change the thought patterns of young students. A teacher
must therefore constantly be aware of the fact that his or her
actions/attitude/behavior/perspective/approach/manner/outlook/mind-set will help to shape a child’s
gender role. He / she may use multiple strategies and interventions to ensure that students have equal
opportunities to both create and obtain their goals. Studies have shown gender differences to have a
direct relationship to preferential treatment, classroom dynamics and academic success. Training for
gender equality is a transformative process that aims to provide knowledge, techniques and tools to
develop skills and changes in attitudes and behaviours. It is a continuous and long-term process that
requires political will and commitment of all parties in order to create inclusive societies that
recognize the need to promote gender equality.
Training is a tool, strategy, and means to effect individual and collective transformation towards
gender equality by raising awareness and encouraging learning, knowledge-building and skills
development. It helps women and men to understand the role gender plays and to acquire the
knowledge and skills necessary for advancing gender equality in their daily lives and work. Training
for gender equality is part and parcel of delivering our commitments to equal human rights for all.

For parents

1) Create a supportive family environment require respect within the family Express love and support
for your child.

2) Maintain open and honest communication with your child
3) Gender refers to culturally and socially constructed differences between the male sex and female

sex.

11.4.6: Special Training to Girl Students: Adolescence Education, Life Skills
Education, Self Defense

Adolescence Education to Girls:

An adolescent girl, sitting on the edge of womanhood, faces a period of confusion. Sudden physical
changes, peer pressure and decision-making that can impact her whole future can be overwhelming
and bewildering. However, it can also be a time of excitement and independence. A time to question
authority, test the boundaries and determine her identity. Armed with the right tools and skills during
this period, she can step into womanhood with self-confidence and ambition. Education is one of these

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tools. Indeed, education can be the most important weapon in an adolescent girl life. The ability to
read and write, add and subtract, be creative, use technology and know about the world beyond her
home and community can open up a world of opportunity and help develop the self-esteem and
ambition needed to turn opportunities into reality.

International Day of the Girl Child celebrates The Power of the Adolescent Girl: Vision for

2030. It is a day that recognizes her potential to positively change her life and the lives of those around
her. It is also a day that recognizes the challenges she faces – and the fact that if she lives in one of the
poorest, conflict-affected or remote areas of the world, she faces greater challenges than others.
Not least, she often does not have access to school and a good quality education which would help her
to overcome these challenges.

Promote Adolescent Education:
1. Foundational skills in literacy and numeracy, especially for those who need

remedial support

 Introducing varied curricula and new methods for teaching foundational skills.
 Working with local education authorities to improve classrooms and teaching materials, making

them more inclusive and girl-friendly
 Working with migrant populations to enable girls affected by conflict to continue their education
 Offering adolescent girls who cannot attend school opportunities to study through non-formal

education

2. Teachers who have appropriate skills, positive attitudes and who have continued
supported to improve

 Supporting schools to introduce new teaching methods and boost teachers’ confidence through
training

 Trialling and promoting non-violent forms of discipline.
 Peer-to-peer mentoring

3. Increase self-esteem so that girls are empowered and supported by their peers,
parents, teachers and communities and improve their participation in school

 Increasing parental and community awareness about the value of girls’ education, strategies to
provide resources for girls’ education, and freeing girls from household and income-generating
responsibilities

 Providing mentoring and access to role models.
 Teaching sexual health and reproduction to adolescent girls at schools through the use of media

and drama.
 Using the media to communicate messages about the importance of foundational skills for girls.
 Employing careful, confidence building interactions to help girls to share their experiences of

violence, and referring them to appropriate services.

4. Economic support for communities, parents and girls themselves

 Providing financial and in-kind support to encourage parents to enrol out-of-school girls, and keep
girls from dropping out

 Supporting parents to generate additional income, while talking to them about the importance of
investing in girls’ education

 Supporting particularly vulnerable girls with transport to and from school
 Assisting girls to help them cope with disability.

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Life Skill Education:
The generic life skills, which need to be taught at the school level especially to
adolescents, are as follows:

 Critical thinking and creative thinking: During this stage of womanhood it is very essential to
train a girl to get more involved in critical and creative thinking for whatever situation that arises
in their life so as to tackle it in a matured way.

 Decision making and problem solving: Along with critical thinking comes the next most
important aspect which includes proper decision making and problem solving of a given situation
which should be inculcated among the adolescent girls at the earliest stage.

 Communication skills and interpersonal relations: The ability to convey or share ideas and
feelings effectively. The importance to interact well with other people are some of the major
feelings and attitudes which needs to be made aware to the students for their journey of
adolescence.

 Coping with emotions and stress: An adolescent girl, sitting on the cusp of womanhood, faces a
period of disorientation. Sudden physical changes, peer pressure and decision-making can impact
her whole future which may result in more stress and pressure on woman. Thus, it is very essential
to train women to cope with their emotions and stress which will help them in better decision
making and problem solving.

 Self-awareness and empathy: Self-awareness is an essential component in the development of
empathy. “Self-awareness is when someone is in touch with and recognizes who they are, what
their strengths and weaknesses are, and what they like or dislike. Being self-aware helps you to
recognize when you feel stressed or are under too much pressure. It is also needed for effective
communication and interpersonal relationships, and is important for developing sympathy and
empathy for others.’ Thus, it is very important to train the adolescent girls to develop their self-
awareness and empathy.

 Self-defence, especially for women, is of utmost importance in the kind of the world we live in today.
Women, usually referred as the weaker sex, are considered easier targets. In a country like India where the
cases of gender violence are on rise, out of which many go unreported, self-defence for women has become
a necessity more than ever.

Self Defense Education:
Possible measures that women should take to safely steer away from danger:

1. Note down the number of the cab when travelling alone.
2. Enroll themselves for self-defence classes and learn several techniques to physically fight the

attacker.
3. Opt for trainings in basic karate, kickboxing, Israeli krav-maga, and traditional stick fighting

(using lathi).

Institutes in India Developing Awareness for Self-defense among Women:

Several institutes like DARE (Defense against rape and eve teasers) by Institute of Martial Science in
Mumbai, Smile Foundation and Blank Noise work towards women self-defence awareness. Stressful
situations evoke a fight, flight or freeze response. Self-defence skills prepare you to fight rather than
freeze and such organisations are the place to learn how to put up an impressive fight against the
attacker. Most of these organisations host workshops, road events and demonstrations to increase
awareness about street violence.

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 The schools and colleges can make self-defence a part of their curriculum and provide activities
like training for karate, martial arts, gymnastics etc.

 Special lectures should be arranged by the schools and colleges which should be conducted by the
experts of the respective fields.

 The CBSE board has now made self-defence mandatory to be a part of their curriculum and the
school has to compulsorily follow the given guidelines and make the necessary provisions in the
institutions. The provision such as training of Martial arts, karate, yoga, gymnasium, skating etc.

11.4.7: Counseling Centre for Adolescents for Pre-Marital Counseling and Health
Problems, Career Counseling

Adolescent Counselling:

Adolescent Counselling is aimed at helping young people make sense of their feelings, thoughts and
behaviours. This can entail traditional talking therapy, or can use other techniques which draw on the
expressive nature of young people- such as art therapy. These proactive and creative strategies can
help an adolescent to thrive in a counselling environment.
Unfortunately about 4 in 10 teenagers become seriously depressed each year. That alone is a shocking
figure, but in light of developmental changes and the numerous pressures on young people, those
affected and in need of therapy can be much higher, hence the need for counselling aimed towards
adolescents.

 Pre-Marital Counselling

1) Premarital counseling is a type of therapy that helps couples prepare for marriage.
2) Premarital counseling can help ensure that you and your partner have a strong, healthy relationship

— giving you a better chance for a stable and satisfying marriage.
3) Premarital counseling can also help you identify weaknesses that could become problems during

marriage.
4) Premarital counseling is often provided by licensed therapists known as marriage and family

therapists. These therapists have graduate or postgraduate degrees — and many choose to become
credentialed by the American Association for Marriage and Family Therapy (AAMFT).
5) Premarital counseling might be offered through religious institutions as well. In fact, some spiritual
leaders require premarital counseling before conducting a marriage ceremony.

Why is it done?

Premarital counseling can help couples improve their relationships before marriage.
Through premarital counseling, couples are encouraged to discuss topics related to marriage, such as:
 Finances
 Communication
 Beliefs and values
 Roles in marriage
 Affection and sex
 Children and parenting
 Family relationships
 Decision-making
 Dealing with anger
 Time spent together

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Premarital counseling helps partners improve their ability to communicate, set realistic expectations
for marriage and develop conflict-resolution skills. In addition, premarital counseling can help couples
establish a positive attitude about seeking help down the road.

What is expected in pre-marital counselling.

1) Often in premarital counseling, each partner is asked to separately answer a written questionnaire
to assess their perspectives of one another and their relationship. These questionnaires can also
help identify a couple's strengths, weaknesses and potential problem areas.

2) The aim is to foster awareness and encourage couples to address concerns proactively. Your
counselor can help you interpret your results together, encourage you to discuss areas of common
unhappiness or disagreement, and set goals to help you overcome challenges.

3) Even, counselor might ask partner questions to find out your unique visions for your marriage and
clarify what you can do to make positive changes in your relationship.

 Career Counseling:

Choosing a career is not a serious affair until 12th grade. However, once you are done with 12th, it is
necessary to choose a definite career and decide a career goal. Choosing the right career option
keeping the market in mind is necessary. In addition to this, selecting the right education institution is
equally important. Unfortunately, not many students are able to discover their potentials and interests
at the stage and this is when pressure starts building.
In this scenario, seeking the help of an experienced and qualified career counselor becomes necessary
who can assist in discovering your potential and aptitude and accordingly suggest the right course.
Career counselor usually employ through testing of three factors – aptitude, interest and personality.
These aspects help these counselors in deciding the right career path for a student. With an increase in
the number of opportunities in the market, the importance of career counseling has also increased
manifold. People have begun to realize the fact that not all can become engineers or doctors and
started exploring other fields depending on their talent and interest in alternate domains.

Benefits of career counseling

Approaching a career counselor is essential when you are not sure about choosing a suitable career
option. Selecting a career option determines your course of life. While a good decision at the right
point of time can make your life pleasant, a wrong one can ruin it. Remember that these decisions are
irreversible. In case of dilemma, it is also better to take professional help. Career counseling is
probably the best option in this case.

Benefits of career counseling is as follows-

 Helps in determining a student’s true potential: There are students who are clear as to what
they want to become. On the other hand, there are others who are either confused or have no idea
about their career preferences. Regular aptitude tests and counseling sessions conduct by career
counselors can help students in finding out the right career options and the fields that interest them.
On the basis on these counseling results, students make the right choice regarding what course they
want to enroll into in order to accomplish their career goals.

 Clear doubts: Despite having a clear idea of what they want to achieve in life, some students do
not know the career path they need to follow to have the requisite academic qualification to join a
particular course. Career counseling can help students clear these doubts by giving them a clear cut
view of what they can expect from various educational courses. Some students might also have
preconceived beliefs about certain fields. Career counseling also helps students overcome these by
knowing the true facts.

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 Support and motivation: A career counselor also provides essential support and boosts the
morale of a student by understanding the kind of requirements. Building the motivational level of a
student is necessary for long term success. This aids in improving overall performance of a
student. In addition to this, career counseling also teaches how to expand your network which in
turn enhances emotional support.

 To conclude, the crux of career counseling is to provide the necessary guidance that would help the
student in making the right choice regarding their career.

 Counselling for Health Problems:

Assessment of health status and health problems is the first requisite for any planned effort to develop
health care services. The data required for the analysis of health situation and health problems
comprise of mortality, morbidity, demographic conditions, socio- economic factors etc. Health
problem is a state in which we are unable to function normally (State of ill health, umhealthiness).
As a nation we face increasing healthcare costs, due to the increased prevalence of preventable
illnesses. Given the current and anticipated ongoing constraints on health spending, it is vital to invest
now in effective prevention
The role of counselling in improving the public’s health and wellbeing
1. Current challenges to public health: Ensuring good mental health and wellbeing is an essential

ingredient to improving public health. There are three key public health challenges on which
mental health and wellbeing have a significant impact, these are: chronic illness, co- morbidity and
medically unexplained symptoms (MUS).
2. Promoting good health: Mental health is a central strand in the role of counselling. It is rightly
said ‘No health without mental health’’ There has to be collaboration across government
departments in developing strategies that promote good health by addressing the multiple factors
that influence health and wellbeing. To ensure effective implementation of such strategies, local
collaboration is also needed.
3. The contribution of counselling in public health delivery: Counselling contribute to public
health through service delivery in a wide range of settings outside the formal health and social care
arenas, such as education establishments, employers, faith groups, the third sector and the private
sector.
4. Evidence: Research is vital in providing evidence for the general and specific effectiveness of
counselling. Without research evidence, it is difficult for practitioners and service providers to
justify to commissioners and clients the benefits of what they offer compared with the available
alternatives. Research is not only important for the justification of services, but also as a means of
identifying and evaluating areas of service improvement and development.

Conclusion: It is essential that ’evaluations of counselling include an economic dimension, and

that individual therapists are in a position to explain how a particular approach can not only
improve the wellbeing of the patient but also have economic benefits. We should identify the need
for a multidisciplinary effort in order to ensure evaluations are robust, asserting the urgent need for
research which will enable counselling and psychotherapy to be funded at levels that allow them
‘to achieve their potential in making meaningful contributions to improved health and quality of
life.

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Course 12: Guidance and Counseling
Module 1: Concept, Meaning and Process of Guidance

12.1.1: Concept, Meaning, Nature, Need, Scope and Functions of Guidance,
Limitations of Guidance Services

Concept of Guidance:

Guidance is an educational service designed to help students make more effective use of the school
training programme – Educational point of view
Guidance is concerned with the optimal development of the individual for educational, vocational,
personal, social, moral, physical both for his own satisfaction and for the benefit of the society.

Definitions of Guidance:

1. Guidance is a process through with an individual is able to solve their problems and pursue a path
suited to their abilities and aspirations. (JM Brewer)

2. Guidance is an aspect of educational programme which is concerned especially with helping the
pupil to become adjusted to her present situation and to plan his future in line with her interests,
abilities and social needs. (Hamrin and Erikson)

Meaning of Guidance:

Guidance is all round assistance to individual in all aspect of his or her development. It makes use of
the science of psychology to determine the attitude, interest, intelligence, personality and the discipline
of the education for providing right and suitable assistance.
1. Guidance is a personal assistance.
2. Guidance is a process by which individual solves his problems by his own efforts.
3. Guidance focuses on the attention of the welfare of the individual.

Characteristic / Nature of:-

1. It is a process of helping or assisting an individual to solve their problems. It helps them to identify
where to go, what to do and how to do for post accomplishment of their goals.

2. It is a continuous process which starts right from childhood, adolescence and continues over in old
age.

3. It is assistance to the individual in the process of development rather than direction of that
development.

4. It is a service meant for all: its regular service which is required for every student, not only for
abnormal students.

5. Guidance is an organized service not in incidental activity of the school.
6. Guidance is more an art than science.
7. Guidance is center around the needs and aspiration of students.

Functions of Guidance and Counselling:

Guidance and counselling have three fold functions namely adjust-mental, orientation-al and
development.

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1. Adjust-mental: They help the student in making the best possible adjustment to the current

situation in the educational institution in the home and the community. It enable the student to
accept the things which they cannot change in life and differentiate what they can change and
cannot change in life.

2. Orientation-al: They orient the student in the problem of cancer planning, educational

programming and direction towards long term personal aims and values.

3. Developmental: It is concerned with helping the people to achieve self development and self

realization.

Need of Guidance:

The need for guidance can be summarize as
1. To help is the total development of the students.
2. To arise students in leading a healthy life by abstaining from whatever is danger to health.
3. To help the proper selection of educational programme.
4. To select career according to their interest and abilities.
5. To help students in vocational development.
6. To develop readiness for change and to face challenges.
7. To identify and motivate students of the weaker society.
8. To help the students to overcome the period of turmoil and confusions.
9. Ensure proper utilization of time –spend outside the class.
10. To help in tackling problems arising out of student exploration and co-education.
11. To minimize the indiscipline.
12. To motivate youth for self employment.

Scope of Guidance:

The scope of guidance is too wide. In the words of Crow and Crow, “Guidance touches every aspect
of an individual’s personality- physical, mental, emotional and social. It is concerned with all aspects
of an individual’s attitudes and behaviour patterns. It seeks to help the individual to integrate all of his
activities in terms of his basic potentialities and environmental opportunities.”
Any needy person can be guided. This can include the persons of different age, different interests,
various characteristics and persons of different nature. Hence, we cannot draw boundaries around the
process of guidance.
The following factors are responsible for the expansion of the scope of guidance.

1. Complex nature of personality. Industrialisation brings with it a number of tensions such as

adjustment with the job, with the place of work, with the physical and social environment, and also
with the advancements of technology and modernisation. To cope with all these, guidance is essential.
So the scope of guidance in the field of adjustment with almost all spheres of life has increased.

2. Complexity of Occupation. In the process of industrialisation, automation and cybernetics, many

new occupations are coming up and a few old occupations are dying. In U.S.A., an average man
changes seven occupation through his life. The trend is bound to effect as the process of development
will need very complex sophisticated and complicated occupations for which higher educational
background and intensive training will be necessary. This complexity is bound to increase the scope of
guidance in so many ways.

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3. Complexity of Training. For the new jobs, new type of training, new courses of studies, use of

new types of machines and above all to prepare oneself for employment in the changing world are
some of the problems which will have to be tackled in an effective way, with the help of guidance. The
scope of guidance will be to put right man in the right job.

4. Increasing Areas. With the passing of time and complexity of circumstances, scholars like Brewer

have prepared about 10 areas of guidance i.e., educational, vocational, religious, home relationship,
citizenship, leisure time and recreation, personal well-being, right doing, cooperation and cultural
action. The fact remain that more complex the society, more will be the need for guidance.

5. Migration. Because of industrialisation process, people move from one state to other states. In

India, the states are quite different in their religion, culture, mode of living, dress, eating habits and
marriages. When they move from one social set up to another one, the problem of adjustment becomes
serious for which guidance is needed. The similar types of adjustment problems are found when the
people from one country migrate to another country for employment, education or training, for which
guidance if required.

6. The Expansion of Education. The days are gone when only a few privileged were to be

educated. Now, education has become asset for the nation and right placement of persons need a lot of
guidance.

7. Areas of guidance. The Scope of guidance is classified into several areas where and individual

needs guidance. These areas can be classified into educational guidance, vocational guidance, personal
guidance, social guidance, vocational guidance and Health guidance.
Thus guidance is a continuous, complex, dynamic and comprehensive process. Guidance is concerned
with educational, vocational and other problems along with personal problems. Guidance work can
occur anywhere and can be provided even through magazines, books and correspondence.

Limitation of Guidance:

1. Multiple Guidance service for a single client.
2. Getting guidance from peers which are not experts.
3. Lack of Time management.
4. Lack of proper qualitative and quantitative tools.
5. Lack of implementation of guidance service offered to client.
6. Poor availability of guidance services in India.
7. Complex society conditions which offered unwanted time to time guidance.
8. Guidance service or programme doesn’t come under the scope of evaluation or examinations

of pupils because of this teacher aren’t interested to carry out such work without any reward.
9. In most schools teachers aren’t trained in guidance
10. Majority of our secondary schools don’t have any organized programme of guidance.

12.1.2: Basic Principles and Process of Guidance

The principles of guidance generally accepted are the ones given by Crow and Crow. They are:
1. Principle of all-round development of the individual. Guidance must take into account the all-

round development of the individual when bringing about desirable adjustment in any particular
area of his personality.

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2. The principle of human uniqueness. No two individuals are alike. Individuals differ in their
physical, mental, social and emotional development. Guidance service must recognise these
differences and guide each individual according to their specific need.

3. Principle of holistic development. Guidance has to be imparted in the context of total
development of personality. The child grows as a whole and even if one aspect of personality is in
focus, the other areas of development which are indirectly influencing the personality have also to
be kept in mind.

4. The principle of cooperation. No individual can be forced into guidance. The consent and
cooperation of the individual is a pre-requisite for providing guidance.

5. The principle of continuity. Guidance should be regarded as a continuous process of service to an
individual in different stages of his life.

6. The principle of extension. Guidance service should not be limited to a few persons, who give
observable evidence of its need, but it should be extended to all persons of all ages, who can
benefit from it directly or indirectly.

7. The principle of elaboration. Curriculum materials and teaching procedures should be elaborated
according to the view point of guidance.

8. The principle of adjustment. While it is true that guidance touches every aspect of an
individual’s life, it is chiefly concerned with an individual’s physical or mental health, with his
adjustment at home, school, society and vocation.

9. Principle of individual needs. The individual and his needs are of utmost significance.
Recognition of individual freedom, worth, respect and dignity is the hallmark of guidance.
Freedom to make a choice and take a decision needs to be respected and encouraged.

10. The principle of expert opinion. Specific and serious guidance problems should be referred to
persons who are trained to deal with particular area of adjustment for their expert opinion.

Process of Guidance:

The phases (Process) of guidance: -
Guidance and counselling process is divided in five phases:
1. Attending
2. Exploring
3. Understanding/goal setting
4. Intervention
5. Finalisation.

According to Ruth Strang:

1. Self image: - It is the process of gaining understanding of one’s self.
2. Relationships in society: - It is a process of gaining understanding of one’s relationship to other

people.
3. Making Solution by own: - It is a process of gaining understanding of solving personal problems
4. Deciding own path: - It is a process of gaining understanding of making own decision.

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12.1.3: Foundations of guidance: Philosophical, psychological and socio-
cultural

Foundation of Guidance Philosophy:

Since the inception of this world man has been constantly trying to know the truth. This “knowing” is
philosophy. It is philosophy, which has interpreted man and his activity in general. Human life cannot
properly be understood without philosophy. There is close relationship between philosophy and life.
Conception of life originates from philosophy. Philosophy gives self-consciousness and develops a
spirit of enquiry after truth. Life and education are inseparably connected. One cannot be separated
from the other. Hence life has a philosophical base and so education also has a philosophical base.

Philosophical Foundation of Guidance:

The Preamble of the Constitution of our country bears testimony to our commitment to the individual.
Respect and dignity for each individual is shown in the ‘Fundamental Rights’. We must provide each
individual the freedom to choose and equal opportunity. Freedom involves awareness of the
alternatives to choose from, which education must provide for, which students learn by operating in a
truly democratic atmosphere and an inward state of mind, where individuals refuse to act under fear,
pressure or any machine-like habit of mind.
School must create an environment and provide facilities to let the individual blossom out to be
creative. The students should go out of schools with understanding of life with intellectual and
spiritual assurances and with understanding of themselves. This is possible through guidance – as all
guidance is suggested upon freedom of choice. Guidance is intended to enable an individual to help
him understand himself.

Psychological Foundations of Guidance:

Researchers have established the fact that no two individuals are alike. Individuals differ from one
another in body and mind, in taste and temperament. There is need for analysis of individual traits for
the purposes of education. We should know that what type of differences will lead to what result.
Some scientific basis for the allocation of courses and occupations has to be evolved. A secondary
school student demands from his educator’s more than formal instruction and group evaluation,
sympathetic understanding and individual attention by virtue (good quality) of the odd characteristics,
manifest in his growing upness. Guidance is to help us to apply new psychological insights into the
nature of the individual.

Sociology/ Socio-Cultural Foundation of Guidance:

Increased industrialisation has changed the entire social pattern. Various kinds of explosion i.e.,
population explosion, knowledge explosion, technological explosion and explosion of rising
expectations have given rise to unprecedented problems of adjustments which are of a very delicate
nature. These problems are grave causes of maladjustment among various sections of society. These
problems must be solved satisfactorily. Guidance is needed for bringing about proper adjustment.
Since home and community are inadequate to meet the challenges of new times, educational
institutions must come forward for equipping the youth properly and adequately. All these factors
necessitate the need for expert guidance to help young men in the difficult art of social adjustment.

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12.1.4: Type of Guidance: Educational, Vocational and Personal Guidance
with special reference to secondary and higher secondary level

In order to solve various types of problems we need different types of guidance services.
‘Paterson” has suggested five types of Guidance. 1. Educational Guidance. 2. Vocational Guidance. 3.
Personal Guidance. 4. Economic Guidance. 5. Health Guidance.

1. Educational Guidance:
Meaning and Definition of Educational Guidance

The most important to various types of guidance is EDUCATION GUAIDANCE. Educational
Guidance is directly concerned with the pupil. In the student’s life, this guidance is very important.
The chief aim of educational guidance is to develop the 11 ability of co-ordinating with the school
environment in the pupils to create necessary awareness and sensitivity, so that they may select
themselves proper learning objectives, devices and situations.
Students often encounter difficulties in understanding what is taught in the classroom, laboratories and
workshops. Expected change in behaviour is not fully achieved. Failures in examinations and tests,
poor standards or assignments, unsatisfactory involvement in the academic work by students are some
of the often noticed problems. The problems need to be solved to the maximum extent by assisting
them.
According to Jones, “Educational Guidance is concerned with assistance to be provided to the pupils
which is expected for their adjustments in the schools, selection of curricula and school like.” It is also
defined as a conscious growth of individual. This has to do with knowing his interest, selection of his
subjects, form of his study habits and making his progress in those subjects and activities and passing
the examination.

Objectives of Educational Guidance

The following are some of the objectives of educational guidance:
• To monitor the academic progress of the students.
• To acquaint the students with the prescribed curriculum.
• To identify the academically gifted, backward, creative and other category of special learners.
• To assist students in getting information about further education.
• To diagnose the learning difficulties of students and help them overcome the same.

Educational Guidance at Different Levels
Secondary Stage: At this stage the child in the need of proper educational guidance. It should be

as specialized service at this stage. All schools must provide this service, as educational guidance
mostly at this stage is given by illiterate parents, neighbours and unrealistic ambitions of the child.
Educational guidance is all the more required at this stage because the child can think and is aware of
the surrounding. The important functions of educational guidance at this stage are: ™
1. To help the students to select right and flexible curriculum.
2. To keep them motivated, so that they may progress in their studies.

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2. Vocational Guidance:

Vocational guidance is the assistance given to students in choosing and preparing for a suitable
vocation. It is concerned primarily with helping individuals make decision and choices involved in
planning future and a career decision and choices necessary in effecting satisfactory vocational
adjustment.
1. What shall I do in life?
2. What can I best fitted for?
3. How shall I find out my abilities and capacities?
4. Who can guide me in selection of a career?
Vocational guidance would assist an individual in solving these problems. Vocational guidance is
sometimes described as the process of “fitting round pegs in round holes and square page in square
holes.”
According to ‘Crow and Crow’ “Vocational Guidance usually is interpreted as the assistance given
to the learners to choose, prepare for and progress in an occupation.”
According to ‘Myers’ “Vocational Guidance is the process of assisting the individual to do for
himself certain definite things pertaining to his vocation.”

Secondary School Stage:

Definite guidance invocations can be given at this stage, eg:
i) The child should be helped to know himself. Entire vocational guidance depends upon it.
ii) The child should be helped to make right choice.
iii) Familiarity about the world of work can be given.
iv) The child can be placed during high school in a suitable job.
v) Whether the child will go to college or remain in a job can be also decided.

At Higher Secondary Level:

Some of the specific functions of college guidance programmes may be stated as under.
i) Assisting students to relate their studies to the vocations that would be open to them at the end of

their college career.
ii) Assisting them to make a detailed study of the careers, which they would like to pursue.
iii) Assisting them to acquaint themselves with different avenues of work.
iv) Assisting them to acquaint themselves with avenues of higher studies.
v) Assisting them to know about the various programmes of financial assistance scholarships,

fellowships for improving their prospects.

3. Personal Guidance:

Personal guidance assists the individual to adjust with psychological & social environment. It is to
solve the emotional & psychological problems. Educational & vocational guidance also can called
personal guidance.
Personal guidance may be defined as the assistance offered to the individual to solve this emotional,
social ethical and moral as well as health problems. Thus personal guidance deals with all those
problems of life which are not covered under educational and vocational guidance.

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