Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1694873291619.pdf (India)
‘GENDER EDUCATION FOR EQUALITY’ POSITION PAPER ON GENDER EDUCATION 3rd Draft Contents Introduction 4Background and context 11Way Forward Committee details Ms.Vani Periodi Freelance consultant Mangalore Chairperson Dr.R.
Indira Professor of Sociology and former Member Director, Center for Women’s Studies, Mysore–Member Ms.Shobha L. Kavoori Azim Premji Foundation Member Prof.(Dr.)Nandini Lakshmikanth Manipal Institute of Communications Member Manipal Dr.M.H Hebbal (Expert Transgender issues) Assistant Member professor GHG Gadag Dr.Renuka Amalajhari State Resource Person Lecturer DIET – Member Member Dr.Farita Veigus Principal St. Aloysius Institute of Member Education, Mangalore–Member Ms.Sharada H.S AMGHST halalu Mysore Member Shri.Krishnamurthy MV Senior Assistant Director, KTBSBengaluru Coordinator Introduction An educational experience is envisioned to empower individual and collective growth.
For the progress of a society, the positive effects of education must be experienced by all genders in an equitable manner.

Gender education is a process that aims to eliminate the current reality of deeply ingrained gender-based discrimination in society, and create a safe and harmonious environment for all individuals and groups.

It finds its basis in the constitutional values, especially “equality” for all people, including women, transgender and other gender identities.
operates on the principle of “equality for all people”, including women, men, and transgender persons (an inclusive term to include all genders across the spectrum).

Gender education reflects upon the nature of gender inequality that has permeated into all spheres of social, economic and political life because of the socialization process, and offers an enlightened perspective toward gender equality.
Despite some developments in the provision of equal opportunities in the education space, gender gaps and insensitivities continue to persist, and there is a need for an in-depth understanding and awareness of the issue.

Going beyond existing boundaries Gender is not just a women’s issue, but it is a people’s issue (Position Paper on Gender Issues in Education, NCERT, 2006).
Gender has an influence on lifestyle, assertiveness of self and one’s community, and choice-making; it has implications in all aspects of life.

Gender relations are power relations.

It impacts social and emotional negotiations in families, communities and the larger society as well.

Currently, identities are strictly classified in binaries - the male and the female.
In thought, there are traditional expectations and stereotypical traits attributed to these binaries, and considered innate to the male and female identity.

This, however, is scientifically baseless, and untrue.

Ideas of masculinity and femininity are closely associated with this misconception and further the gender divide, in an affective manner.
vÉseÉvÀÄÄr§AzÉqÉºÉuÉÚA§gÀÄ,«ÄÃ¸ÉPÁ¸É§AzÉqÉUÀAqÉA§gÀÄ,£ÀqÀÄvÉ¸ÀÄ½vÁvÀä ºÉtsÚC®èUÀAqÀsC®è,PÁuÁgÁvÀÄ£ÁxÁ “If you grow breasts, you are called female, and if you grow moustache, you are called a male.

But the soul that is in between is neither female nor male”, thus said Devara Dasimayya as early as in 11the century in his Vachana1.
“If I can cook, so can a man, because you don’t need a womb to cook,” said Kamala Bhasin, a social activist, implying that no work needs to be attributed to biological differences or gender specific.

Simone de Beauvoir, writer and feminist, said, “Girls are not born, they are made” to communicate how social processes create and solidify strongly bifurcated socialization processes create rigid female and male identities.
It is natural possible for someone born as a man to desire to be, and self- identify as a woman, and vice-versa, and many other identities of individuals to emerge differently from their assigned sex at birth.

Pioneering a change in perspective of binaries in educational spaces can set a precedent for other social institutions, and create a culture that enables us to look beyond social constructions of gender.
Social relationships and the relationship dynamics will only be substantiated with this change in outlook, that encourages all individuals and groups to be mutually respectful and caring.

Gender education can be a key lever in ensuring that everyone is able to question, ponder over and break free from traditional norms, and subsequent power relations accepted as “natural” - the one that views men as superior and other genders as inferior.
This will set the ball rolling for other aspects of education such as access, quality, inclusion, citizenship and so on.

1 Vachana = a form of rhythmic writing in Kannada from the 11th and 12th centuries.

1.1 Women’s Education and Development Many studies, schools of thought, and first-hand experiences clearly show that women’s education and societal development have a direct correlation.
Additionally, the National Education Policy 2020 recognizes the critical role that women play in societal functions and in shaping social mores; therefore, providing quality education to girls is an optimum way to begin improving the participation of the Socially Economically Disadvantaged Groups (SEDGs) in social, economic and political spheres, not just in the present but in the future as well (NEP 2020, 6.7).
Future generations can be empowered and social institutions of family, education, economics and politics can be improved by the enhanced educational levels achieved by girls.

According to the National Family Health Survey 2015-16 (NFHS4) analysis, women’s education has a direct impact on children’s health as states with better educated women have shown better health outcomes for children.
For example, in the five states with the highest under-5 mortality namely Uttar Pradesh, Madhya Pradesh, Chhattisgarh, Bihar and Assam, the percentage of women with more than 10 years of schooling was lower than the national average of 35.7%.

At the same time in states that fared lowest in the under-5 mortality rate, namely Kerala, Goa, Manipur, Tamil Nadu and Maharashtra, the percentage of women with more than 10 years of schooling was much higher than the national average.
Evident in the analysis is also that states with lowest under-5 mortality rates fared better on other women’s empowerment indicators too.

A research study conducted by Azim Premji Foundation in 2012 labelled, “Who drops out of school?

Evidence from an action research study in Yadgir district, Karnataka” indicated a strong correlation between mothers’ literacy and child enrolment in the school.

It revealed that if a mother is literate, it is nearly 2.5 times more likely that her child is in school.
This emphasizes the importance of educating women, as intrinsically valuable to educating a nation.

When women are empowered, society becomes healthier and stronger.

When education includes and benefits women, it undoubtedly benefits society as well.

1.2 Quantitative and qualitative dimensions : When we talk about women’s education, there are two dimensions that must be addressed.
Firstly, the necessity of increasing girls' enrollment and retention in school, as well as warranting the completion of their higher education.

Secondly, whether the educational experience is leading toa change in the status of women - it is important to see whether the education she has received has prepared her to take decisions about her life, question injustice and analyze gender discrimination.

When both aspects are addressed, gender education becomes a reality.
1.3 Historical Contribution of women and others to Women’s Empowerment : During the Vedic period, women like Gargi and Maitreyi were recognized for their wisdom, philosophies and critical thinking abilities.

From then to now, we have numerous examples of women demonstrating their ability in virtually every discipline.
Many streams of knowledge can be derived from a woman's life, including literature, music, agriculture, the environment, health, food diversity, food preservation, handicrafts, stitching, labour, and governance.
Numerous women like Sanchi Honnamma, Akka Mahadevi, Kiththuru Rani Chennamma, Sarojini Naidu, Kamaladevi Chattopadhyaya, Razia Sultana, Salu Marada Thimmakka, Manjamma Jogathi, MS Subbalakshmi, Gangubai Hanagal, Sudha Murthy, Tessy Thomas have made significant and inspiring contributions to various activities in society from the ancient times to the present.
Apart from the ones who have come to the fore, several thousands of unmentioned, unnoticed women have contributed to the shaping of our society, and continue to do so everyday.

Girls education and grassroots empowerment is incomplete without mentioning the work of Savitri Bai Phule and Jyotiba Phule, their distant relative Saguna Bai, as well as friend Fathima Sheikh.

Savitri Bai got married when she was 9 years old, her husband Jyotiba Phule became her teacher and taught her to read and write.
Savitri Bai finished teachers’ training when she was 17.

In 1849, they started their first school in Bhidevadi, Pune where Dalit and Muslim children were enrolled in large numbers.

In 1852, Savitri Bai was felicitated as a ‘model teacher’ by the education department.

However, the path was not without challenges.This was during a period of immense opposition for girls’ education, and Savitri Bai faced a lot of humiliation while going to school, but she was resilient.

People slung mud and dung at her.


Savitri bai faced all this with resilience.

She kept an extra saree in the bag and would change once she reached school.Her partner Jyotiba supported her in the worst of times and courageously, they strode forward in their movement for girls’ education(selected from Kannada Book–Kranthi Jyothi Savitribai Phule– H.S Anupama).

Pandita Ramabai is an exemplary icon of women’s education and liberation, and a historical role model for women in leadership.
She was one of the 10 women delegates of the Congress session of 1889, and founder of Arya Mahila Samaj, which promoted the cause of women’s education and the oppressive system of child marriage, at the mere age of 23.

Despite being a Sanskrit scholar, Ramabai converted to Christianity, and her marriage was one of inter-caste.
Such personal choices were revolutionary for women in that era; she was outspoken about the regressive patriarchal practice of questioning the character of women, and opposing their education, and addressed the same before the Hunter Commission as well.

She even suggested that female teachers be trained and women school inspectors be appointed.

Her book, the High Caste Hindu Woman speaks volumes of the oppression of women in British India, the practices of which continue to this day in certain regions.
Such emancipatory practices by the Phules, Fatima Sheikh and Pandita Ramabai, to name a few, lie at the intersection of gender and education.

Such movement didn’t limit itself to enabling literacy.

It dedicated itself towards elevating women's status as members of the society.

They chose relevant concerns of the day and acted upon them.Through their actions, they served as excellent role models for teachers.
Mahatma Gandhi’s Nai Talim, envisions an education that draws from the 3H’s - Head, Heart and Hand.

It conveys that education must involve intellectual, emotional as well as physical activity.

Such physical activity often comprises tasks that are usually viewed through a gendered lens, such as cooking and cleaning being a woman’s chore.

Not only did Nai Talim attempt to shatter such misbeliefs, but Gandhi himself participated in household chores which women do and showed respect for such work.
Baba Saheb Ambedkar’s name is prominent among leaders who advocated for women’s education.

“Any movement is incomplete if there is no women’s participation,” he stated, “Based on the development of women, I would decide the development of that society.” It was through the Hindu Code Bill that this conviction and concern for women came alive.

The good will, commitment, determination, and sensitivity of all such leaders act as strong motivators even today.
Along with this, we have our constitution that stands for justice,freedom, and equality, framed with the intent of reaching every individual in every corner of the country, without leaving anyone on the fringes of development.

The National Education Policy 2020 has initiated steps to achieve these milestones.
1.4 Key concepts related to gender : With the understanding that “gender” is not a binary concept, and that it is a socially constructed notion, gender education must acknowledge and accommodate individuals who self-identify across the gender spectrum.

Awareness of certain terminologies and concepts is necessary if we want to engage in gender education in a fair and respectful manner.
For example, Sex, Gender, Sexuality, Sexuality Minorities, Femininity, Masculinity, Gender Equality, Gender Sensitivity and so on.

We can see the usage of terms such as “transgender” or “third gender” in NEP, 2020.

However, the transgender community does not accept the usage of “third gender” and views “transgender” as limited in connotation.

LGBTQIA+ is the most inclusive and accepted term across the spectrum of identities and sexualities (LGBTQIA+ Inclusive Language Guide).
As per Karnataka State Transgender Policy 2017, transgender is the established terminology, and for all technical purposes, this position paper will use the same (Annexure 1: The key concepts related to gender).

However, it is pertinent to note that this terminology refers to the LGBTQIA+ community, and is not limited to transgender identity.
1.5 Elements of gender education in NEP 2020 “The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination with sound ethical moorings and values.

It aims at producing engaged, productive and contributing citizens for building an equitable, inclusive and plural society as envisaged by our constitution”.
This principle stated in NEP has serious implications for gender education.
The following elements may be seen related to this: ● Ensuring no regression in registration, no drop out at any stage and access to universal education for the girl child– inclusive of children of migrant labourers, girls with disabilities, transgenders (which includes all genders under the LGBTQIA+ umbrella) ● For achieving this, conducting research, and taking effective steps, providing basic facilities to all ● Constituting a gender inclusion fund for providing qualitative education for girls and transgender.
● Strengthening Kasturba Gandhi Balika Vidyalayas (KGBV): Kasturba Gandhi Balika Vidyalayas will be strengthened and expanded to increase the participation in quality schools (up to Grade 12) of girls from socio-economically disadvantaged backgrounds.
● Identifying gender sensitivity as a value, ensuring human values like - sense of equality and sensitivity in school culture, including respect for all, empathy, tolerance, human rights, gender equality, non-violence, universal citizenship – in school curriculum.

● Attending adolescence issues like substance abuse, violence, discrimination, and abuse; ensuring safety and rights of all children/adolescents, especially girls and other non-binary genders.
As cited above, concern for the girl child is visible in many places of the document.

Also, all the opportunities meant for SEDG students are applicable to girls and transgender children.

Inclusion of transgender in NEP is a positive development.

Gender includes girls, transgender, and boys.

If gender equality is to be realised, provisionsfor girls alone will not suffice; boys mustoperate with“gender sensitivity”.
Gender sensitivity is mentioned in NEP 2020, and it must be expanded to include other gender-related systemslike patriarchy, feminism, femininity, masculinity, and so on(Annexure 2 : The elements of gender education in NEP 2020).

Background and context 2.1 Different policies and projects Special attention has been paid to women’s education from different perspectives and dimensions.
A study conducted specifically on university education by the University Education Commission in 1948-49 highlighted the need for providing college programmes that are designed to enable women as equal citizens in the society and emphasized the values of courtesy and social responsibility for men in mixed colleges.

It also raised concerns ofcommon facilities for men and women, equal pay, educational opportunities and guidance for women in colleges, and the need for equal status of women.
The National Committee on Women’s Education made many recommendations in its report of 1959.

It recommended taking all measures to ensure bridging the gap between boys’ and girls’ education by universal admission of girls into formal schools, offering short term courses, opening technical education institutions, and providing special facilities and scholarships to girls.
Further, in 1964, itgave suggestions to the Government on women’s education.the Hansa Mehta Committee recommended that there be no discrimination in early childhood education, suggested that mixed primary schools be made functional and that the number of female teachers in schools be increased.This Committee also encouraged the education of the general public to overcome traditional prejudices about girls and women.
The Bhaktavatsalam Committee of 1963 investigated the lack of public support for girls education, particularly in rural areas, and suggested various measures to popularize girls’ education as well as garner public cooperation.

The Committee recommended establishment of pre-primary schools for girls that would be linked to primary schools,attractive school tasks and induction of more female teachers.
The Kothari Commission of 1964-66 stressed upon the fact that girls’ education must be an integral part of all programmes and at all stages.

Due to the continuous efforts through the above initiatives, the National Education Policy of 1986 clearly stressed upon girls’ education.

“The National Policy of Education, 1986 put specific emphasis on women’s education.

It states that education will be used as an agent of basic change in the status of women.
To neutralize accumulated distortions of the past, there will be a well-conceived edge in the favour of women.

The National Education System will play apositive interventionist role in the empowerment of women”.

It had a clear intention of bringing about a transformation in women’s status through education.

Due to this policy, apart from institutionalized education many creative initiatives like Mahila Samakhya were set up.
Mahila Samakhya creates awareness of rights and builds skills in women so that they can affect change in their lives and others.

The District Primary Education Programme prioritized universalization of education for all girls and boys in 1994.

Later, it continued as ‘Sarva-Shiksha Abhiyan’.

Efforts were made to bring back drop- out children to school through Chinnara-Mela, Chinnara-Angala.
Under the Sarva Shiksha Abhiyan, extensive training programmes for adolescent girls were attempts to consciously initiate cognitive processes towards equality.

All of these initiatives were later strengthened by the Rashtriya Madhyamika Shiksha Abhiyan and are presently being bolstered by Samagra Shiksha.
The mid-day meal scheme, establishment of KGBV, provision of cycles to girl children, the Beti-Bachao-Beti- Padhao Mission of 2015, Sukanya-Samruddhi-Yojana, Balika-Samruddhi-Yojana, Mukhya-Mantri- Ladli-Project, Bhagyashree-Programme are all positive developments.

The Sainik School Kerala, which offered admission to girls in 2020-21, and thereafter admission to girls in the National Defense Academy, as well as implemented the idea of unisex uniforms, are encouraging steps.
Karnataka State Transgender Policy - 2017 recognized that fundamental rights are available to all non-binary genders in the same manner as they are to males and females.

Further, non-recognition of third gender in both criminal and civil statutes such as those relating to marriage, adoption, divorce, etc., is discriminatory to the third gender.

The Court maintained that discrimination based on sexual orientation and gender identity is violation of fundamental rights.
The matter of safety and security of children of all genders is a necessary precursor to their The matter of safety and security of children of all genders is a necessary precursor to their The matter of safety and security of children of all genders is a necessary precursor to their participation in educational activity.
Karnataka State Child Protection Policy recognizes Child Rights l activity.Karnataka State Child Protection Policy recognizes Child Rights and upholds Child Rights as vital to t ation’s development and progress.

It stresses upon legal as vital to the nation’s development and progress.

It stresses upon legal provision for protection of children.

Every child in the State, irrespective of his/her of gender, provision for protection of children.
Every child in the State, irrespective of provision for protection of children.
Every child in the State, irrespective of citizenship, religion, caste, or economic, social, political, cultural, or geographical background must citizenship, religion, caste, or economic, social, political, cultural, or geographical background must citizenship, religion, caste, or economic, social, political, cultural, or geographical background must have access to protection at all times, from all forms of violence, abuse, neglect and exploitation; it have access to protection at all times, from all forms of violence, abuse, neglect and exploitation have access to protection at all times, from all forms of violence, abuse, neglect and exploitation enables access to child protection services across all social sectors especially social welfare, ction services across all social sectors– especially social welfare, education, health, security and justice.
2.2 Headways in Girls and Women’s Education : Headways in Girls and Women’s Education : Headways in Girls and Women’s Education : Policies, schemes and programs towards universal access to education, and specific efforts towards Policies, schemes and programs towards universal access to education, and specific efforts towards Policies, schemes and programs towards universal access to education, and specific efforts towards inclusion of SDEGs, including girls have been the bedrock for the improvement of participation of inclusion of SDEGs, including girls have been the bedrock for the improvement of participation of inclusion of SDEGs, including girls have been the bedrock for the improvement of participation of girls and women in the education system.
In Karnataka, the literacy rate of the female population girls and women in the education system.

In Karnataka, the literacy rate of the female population girls and women in the education system.

In Karnataka, the literacy rate of the female population grew from 33.2% to 57.5% in 20 years, starting from 1981 (Indiastat).
grew from 33.2% to 57.5% in 20 years, starting from 1981 (In The gender parity index for enrolment in school education is as below : The gender parity index for enrolment in school education is as below : An index of 1 and above indicates that girls were able to access school education with the same An index of 1 and above indicates that girls were able to access school education with the same An index of 1 and above indicates that girls were able to access school education with the same advantage as boys (Source : School Education in Karnataka 2018 is an improvement from Source : School Education in Karnataka 2018-19).
This is an improvement from the gender parity index from 10 years ago, which fell right below 1, indicating the advantage boys the gender parity index from 10 years ago, which fell right below 1, indicating the advantage boys the gender parity index from 10 years ago, which fell right below 1, indicating the advantage boys had over girls (state average was 0.95 for Grade 1 to 5 in the 2007-08 report).
had over girls (state average was 0.95 for Grade 1 to 5 in the 2007 r of female teachers in the state as well.

The There have been significant improvements in the number of female teachers in the state as well.
The There have been significant improvements in the numbe following chart indicates the number of female primary school teachers per 100 male teachers in the following chart indicates the number of female primary school teachers per 100 male teachers in the following chart indicates the number of female primary school teachers per 100 male teachers in the state, in a span of 5 years from 2006 to 2011. state, in a span of 5 years from 2006 to 2011. teachers in 10 years, as indicated There has been an increase in the number of female secondary teachers in 10 years, as indicated There has been an increase in the number of female secondary below : In the higher education space, out of the 17 Universities exclusive to women in India, two are situated In the higher education space, out of the 17 Universities exclusive to women in India, two are situated In the higher education space, out of the 17 Universities exclusive to women in India, two are situated in Karnataka.
Karnataka is also amongst the top 6 states with the greater percentage of student in Karnataka.

Karnataka is also amongst the top 6 states with the greater percentage of student in Karnataka.

Karnataka is also amongst the top 6 states with the greater percentage of student in India, with the female to male ratio being ~1:1 (AISHE Report 2020).

enrolment in India, with the female to male ratio being ~1:1 (AISHE Report 2020).

in India, with the female to male ratio being ~1:1 (AISHE Report 2020).
2.3 Observation of the present context: Current Realities and Observation of the present context: Current Realities and Observation of the present context: Current Realities and Areas of Improvement : When we glance at the above indicators in the context of all these policies, projects, and programmes, When we glance at the above indicators in the context of all these policies, projects, and progra When we glance at the above indicators in the context of all these policies, projects, and progra we may conclude that progress in gender education has been satisfactory.
However, further scrutiny we may conclude that progress in gender education has been satisfactory.

However, further scrutiny we may conclude that progress in gender education has been satisfactory.

However, further scrutiny and observations reveal that more concentrated effort is required in this direction.

and observations reveal that more concentrated effort is required in this direction.
rate in 2011 was 82.8% while it was If fundamental literacy data is considered, the male literacy rate in 2011 was 82.8% while it was If fundamental literacy data is considered, the male literacy 68.1% for females and it was 83.4% and 70.5% for males and females respectively in 2021.

This 68.1% for females and it was 83.4% and 70.5% for males and females respectively in 2021.

This 68.1% for females and it was 83.4% and 70.5% for males and females respectively in 2021.
This indicates that the gap between the literacy rates of females and males still exists and remains almost indicates that the gap between the literacy rates of females and males still exists and remains almost indicates that the gap between the literacy rates of females and males still exists and remains almost years.

It indicates that progress in this direction is very slow and that much the same even after ten years.

It indicates that progress in this direction is very slow and that much years.
It indicates that progress in this direction is very slow and that much more effort needs to be put in to completely eradicate illiteracy in an equitable manner.

more effort needs to be put in to completely eradicate illiteracy in an equitable manner.

more effort needs to be put in to completely eradicate illiteracy in an equitable manner.
Corresponding information on the retention and transition (from one school level to next) indicates a Corresponding information on the retention and transition (from one school level to n Corresponding information on the retention and transition (from one school level to n drop from primary, where the transition of both boys and girls in ~100%, to the secondary level drop from primary, where the transition of both boys and girls in ~100%, to the secondary level drop from primary, where the transition of both boys and girls in ~100%, to the secondary level Source : School Education in Karnataka 2018-2019).
(Source : School Education in Karnataka 2018 are needed to understand the specific issues concerning girls in public schools in Further studies are needed to understand the specific issues concerning girls in public schools in are needed to understand the specific issues concerning girls in public schools in Karnataka with respect to their enrolment, retention, learning levels and learning conditions at home, Karnataka with respect to their enrolment, retention, learning levels and learning conditions at home, Karnataka with respect to their enrolment, retention, learning levels and learning conditions at home, school and community.
Despite improvements in the presence of female teachers in Karnataka, they make up 57% of elementary school teachers.

However, just 36% of female teachers work in secondary schools.

We need to increase women's participation in secondary school education, to enable a conducive environment for girls to continue their education.

It is also crucial to note the lack of data on the number of headmistresses, female school principals and women in other leadership and managerial positions in the education system.
The NFHS provides a snapshot of the current situation in Karnataka.

According to the survey : ● The proportion of girls above 6 going to school was 70.7% during 2015-16 while the same was 73.0% in 2019-20.

In Raichur and Yadgir districts this is as low as 60%, which again indicates slow progress in this region.

The progress in the rate of school-going girl children is at a snail’space.

● The children’s attendance in pre-school education is just 40%.

This is something to investigate.


The lack of pre-school education might have adverse effects in the development of foundational competencies.

Hence more attention is given to pre-school education in NEP 2020 (1.1to1.9) and gender equality must be an operational value for the same.

● Teenage pregnancy rate is around 5%.

But the age at which the girl gets pregnant has increased from 17 to 19.

Teenage pregnancy is more so in the case of children not going to school than in school-going children.
This emphasises the importance of keeping children in school till they complete grade XII.

● The number of females to 1000 males in 2015-16 was 979 while it was 1034 females to 1000 males in 2019-20.

This is significant progress compared to the earlier statistics; a glimmer of hope at this moment comes from the sex ratio.
But the number of females is still lower in districts such as Koppal, Haveri, Davanagere, Bijapur and Bengaluru rural(according to the report by Times of India, September 19, 2020, sex ratio at birth is 938 to 1000).

● In the 15-to-49-year age group of women, only 41% had a job in the 12 months previous to this survey.

● Around 59% women could decide what they do with the money they earned.

66% of women own homes in their own names or as joint owners.
54% percent of women own or have joint ownership of land.

● Around 72% women and 81 % men still defend domestic violence with one or the other reason.

This is a matter of great concern and also indicates the need to have a gender sensitized curriculum in schools.

● As many as 47% of women in the age group of 18 to 49 years have experienced one or the other form of physical or sexual abuse.
There is a significant lack of data on the participation of transgender community, and steps must be taken to accomodate them into the analysis of gender parity, retention, quality, and equality.

The data presented here would help in formulating future steps.

While acknowledging progress in enrolment to the education system, the data presented here is indicative of curricular, pedagogic and contextual improvements that the system must work towards.
This begins with educational endeavours that are gender sensitive, which will introduce into the society a population that operates with empathy, respect and care for all genders.

The following section elaborates on the crucial need for gender sensitization through a dip-stick study.

Violence against women damages their dignity and promotes a culture where women are considered inferior to men.

This is even more so for transgenders, who are considered inimical to society.
Educational experiences must enable the abilities and mindsets to prevent such biased attitudes.

2.4 Study : Attitudes and Perceptions towards Gender – A Dip-Stick To understand the attitude and perception towards gender of the stakeholdersin the educationsystem, especiallyteachers, students, and parents, a Google form survey consisting of 20 questions was circulated.

1070 teachers, 404 parents, and 221 students participated in the survey.
Though it is not an in-depth study, it helped in understanding the pulse of the people in their perception of gender and provided certain insights in framing the recommendations for gender education.

Main highlights of the study One aspect of the study was an attempt to understand whether the parents hold gender stereotypes or think alternatively.
For example, certain questions were regarding the characteristics of girls that society expects them to have, the roles and responsibilities of men and women, gender specific professions, participation of girls and boys, and their educational achievements.

The study indicated that a majority of the parents have begun thinking beyondstereotypes.

This indicates a change in the thinking pattern of the parents.
However, the parents do feel that nurturing and looking after the children is the basic responsibility of women; they also feel that women tolerate violence for the good of the familyand agree that it is the girls who understand them better than boys.

This reinforces the idea that it is the responsibility of women alone to raise their children and care for their families, and that women are the symbols of sacrifice and compassion.
Parents shared that they believe that mothers play an important role in providing sex education for their children and that they discuss sexuality with their children.

This indicates that there appears to be less taboo now around discussing sex and sexuality.

The parents feel that person belonging to any gender can be sexually harassed and majority of the parents feel that the girls should have freedom to dress in the way they like.
But 34% of the parents feel that the behavior and the dressing style of the girls is the main cause for sexual abuse.

This is reflective of society’s perception that women are responsible for the harassment that occurs to them.

Few questions were asked to understand whether the teachers accept gender stereotypes or think differently.

For example, distribution of roles and responsibilities amongst the teachers, gender specific professions, participation of girls and boys and their education achievements.
It is heartening to see that most of the teachers have started thinking differently from the set patterns.

As for teachers, 45% of them feel that they should not conduct special classes for girls after5pm.

This projects the stereotypical concern that girls should reach home before dusk.

Around 40% of the teachers do agree that they assign tasks related to decoration to girls and tangible physical tasks to boys.
This strongly suggests that when it comes to the distribution of roles and responsibilities, teachers must go beyond the framework of gendered roles.

Teachers agree that people belonging to any gender can be sexually abused.

Nearly 35% of the teachers feel that the behavior and the dressing style of girls is the main cause for sexual abuse.
As individuals who facilitate learning experiences for students, it is problematic that such beliefs are held strongly and perhaps reproduced in the processes of a classroom and school.

Such beliefs from both parents and teachers can further the disrespect with which women, and their rights and freedoms are approached.

There was a question on transgenders, and it is evident from the response of the teachers that they have some confusion in this regard(Annexure-3).
Students largely have presumed and internalized gender-based roles and responsibilities in their environments; for games, participation in school events etc.

students have an agreed understanding of what goes for girls and what for boys.

This not only emphasizes the need to enable students in identifying stereotypes and questioning them, but also indicates how gender stereotypes are reproduced through the functions of school and society.
68% of students agree that schools should have the same uniform for girls and boys.

51% of students do not appreciate boysexhibiting behaviours that are considered “feminine” and discussing the physical changes occurring in their bodies.

This showcases a great necessityto create awareness on gender sensitivity among students.

39.4% students also agree that it is the behavior and dressing style which leads to sexual harassment of girls.
This confirms that there is a crucial need to develop mutual respect and concern amongst the student community.

2.5 Impact of COVID-19 Pandemic : The shift from physical class to virtual classes during the pandemic has impacted girls more than boys because of access to mobile phones or internet issues.
Lack of internet connection has hampered participation in online classes; on the other hand, having adequate internet access has resulted in mobile addiction to the point of forgetting books and pens, which is another concern.

Teachers share that it is upsetting to witness youngsters suffer from mental and emotional trauma.

However, this is lesser of the long list of concerns that have emerged that are more serious issues that recent studies have shown.
Increase in dropout, early marriages, invisible and visible forms of violence have had an obvious negative impact on girls’ education (Source : Interrogating COVID-19 from Gender Lens: The Pandemic as a Silent Killer of Educational Aspirations and Achievements of Girls – R.Indira).

A study by the Centre for Budget and Policy studies found 71% girls reported spending time on chores, care work and household duties compared to just 38% of boys.
This meant girls spent less time on education and leisure activities compared to boys.

As per the report, 79% boys spent time on leisure activities compared to just 60% of girls.

Besides household chores, the study revealed that most children suffered because of technology gaps and girls have it worse.

It said that in 77% of households, phones belonged to a male member and only 30% children could access them whenever they wanted.

Among them, boys had slightly higher access to phones and the internet.
While 37% boys said they could always access a phone, only 26% girls could access one.

The damage/loss/harm/deprivation is far worse in the case of children from Dalit and Muslim families, a study by Action Aid Association and Slum Mahila Sanghatane reveals.

Girls were prevented from pursuing education, on the grounds of traditions, leading to further gender gaps in education.
The pandemic only furthered gender-based discrimination to the access to education, which is disparate to the constitutional value of equality, and that could be avoided or mitigated by the presence of gender sensitive and neutral perspectives.

2.6 Need for Gender Sensitivity : Gender-based discrimination is deeply rooted in our society, both urban and rural, and it percolates every aspect of an individual’s life.
The social constructs around gender, which have been present for several generations, have put humans in rigid social boundaries and have established gender-based stereotypes.

Experiences occurring within these boundaries intensely affect the personal, social, cultural and professional life of an individual.
Stigmas such as women are responsible for the harassment that befalls them (as recorded in the dip-stick study) arise in the framework of these social constructs and unwittingly lead to choices, behaviours and actions that are detrimental to the society at large.

These boundaries tell us how men and women should act and behave, and it provides a stereotype on the ‘ideal’ man and woman, even if that can be detrimental to society.
Teachers and parents come from this very society and have undergone a socialization process through schooling, personal experience and social interaction wherein they end up imbibing the existing thought culture and stereotypes around gender.

The teaching community has been intrinsic to perpetuating gender bias, as indicated with a vignette below.
With achievements in enrolment numbers of girls at various levels of education, and affirmative actions to ensure transition between school levels, it is necessary to focus our attention on improving school cultures and building a better environment for all gender identities to ensure that the progress is sustained and incremented.

This can be accomplished by addressing the attitudes and behaviours of the people involved, towards ones that operate with a gender equitable lens.
Gender education milestones must definitely address the obstacles arising from the current lack of perspective.

Although we have been discussing gender sensitivity and gender equality for many years, it has simply remained in text and conversation rather than bringing any attitudinal and behavioural changes in the educational realm that can create and sustain an equitable space for all human identities.

This is a primary obstacle to gender education.


Vignette: a group discussion involving youths At a farewell party for an MBA batch, a senior professor said, “You might be worried about your career as you all have finished your studies.

Boys have a tough time ahead since a job is very important in their lives, but it is not the same for girls.

They don’t have the same pressure as boys do.

They would anyway get married and move to their husband's home.
So, they don’t have to make decisions about their careers.” On the face of it, it may appear as a picture of reality.

But it sends a clear message that girls’ education and career is not important.

Such dialogue only furthers stereotypes and legitimizes them, when it comes from a person considered as a facilitator of knowledge.
Perhaps the professor is unaware that it is not only detrimental to women, but to men as well who may perceive that their life partners/sisters/female friends' careers are unimportant.

It also reinforces an unnecessary pressure on men to achieve.

The professor may be a true subject matter expert who genuinely cares about his or her students.

However, lack of gender sensitivity leads to such responses and results in perpetuating the same attitude in students.
This kind of mindset can be found in the teaching community in various forms.

It must be acknowledged that some new and progressive mindsets can be found in the system as well.

A rural high school teacher during a training session on menstrual cycle said, “Our girls are hesitant to discuss issues related to menstruation.

It is a natural process and I wish that day comes when it is possible for our girls to speak about it openly.” This is a sign of progress in the teacher’s perspective.
The experience of transgender people is quite different when compared to boys and girls.

Transgender people are deeply stigmatized and face many hurdles in continuing their education.

Respectful inclusion of the transgender community does not occur in educational spaces and otherwise.

While having a conversation with representatives from the transgender community, many insights were gained.

During the developing phase, many students experience confusionbetween their identity and the assigned sex.
Most of the time they are bullied by others by being called ‘eunuchs’.

They face difficulties in using washrooms in schools, which discourages them from continuing in school.

All these experiences, which lead to “othering”, keeps them away from the school and eventually away from their homes as well.

There are recorded instances where many commit suicide due to the frustrations and emotional turmoil associated with being othered from the society.
So, it is essential to treat them with respect and sensitivity, and assure them of their dignity, rights and freedoms at least in a teaching-learning environment.

When parents come across the realities of their children’s identity being different from their assigned sex, they typically find it difficult to accept and accommodate into their family life.
Instead, steps are taken to dissuade the child from exploring and establishing themselves; some families even go on to dispel the child from its fold.Social institutions of family and school are a child’s primary means of social interaction and therefore they must be inclusive of transgender identities.

Schools can take a pioneering role with this as an institution prescribed to enable change in the society and uphold the pillars of democracy.

Currently, this has remained a huge challenge.


Additionally, the school culture must be sensitive to the existence, needs and ambitions of transgenders; this includes peers, teachers, school leaders, and so on.

Teachers must take parents into confidence to include transgender people in schools.

To deal with such instances, one needs to have special abilities as well as gender sensitivity.
2.7 Gender sensitivity and Textbooks : Textbooks are an important curricular medium most used in the transaction of knowledge in the school.

Gender-sensitive content in textbooks has been discussed for several years and has shown improvement in its design.

However, the organisation of the textbook, its content and graphics still include ideas that are associated with preconceived notions about gender roles in the society, and reproduce what are falsely considered gender norms.
Some observations noted during a gleaning of the Karnataka State Textbooksanalysis of the Karnataka State Textbooks are as follows : ● A third-grade mathematics textbook contains written material that highlights the male in working roles - “Sommanna earns”, “Shyamanna and Ramanna’s shop”, “farmer Mallappa”, “Rama’s Garden”, “Basavaraju grows potato in his garden”, “Rangappa’s garden” and so on.
Both the narrative and pictures in the text book show male figures engaged in business and physical work, giving the students a hidden message that only men are capable of working.

● A third-grade English textbook shows a similar bias - while both male and female figures are shown giving speeches, traders and farmers are depicted as men.
Again, in the language used, one can see sentences with preconceived notions of male and female roles, like “Name the tools father uses at home”, “Name the tools mother uses in the kitchen”, “man is greater than the tools he invents”, “a wise man without a book is like a workman without tools” etc.

● In the third-grade Kannada textbook, one can see pictures of male and female working together, an old lady giving information to children, both boy and girl on the stage.
All these pictures give a new perspective.

But the farmer and trader remain male figures.

Environmental science textbooks describe all relations by keeping the male figure as the basis.

Professionals (Characters) that readers come across in textbooks such as a doctor, potter, driver, and tailor are all shown to be men.

While explaining sensory organs in the science textbook, the figure is still a male.

But in a picture creating awareness on cleaning, both men and women are found.
Environment science textbookhas more male figures than females and a word commonly used in textbooks is ‘man-made’ things.

● This pattern continues in fifth-grade textbooks as well, while the Kannada textbook surprisingly has an old woman running a shop.

Other than that, (you come across) most are male characters – like farmers and traders in the mathematics textbooks.

Even in family pictures one can see male superiority.
● The fifth-grade Kannada textbook has text by just two female authors; and in the eighth-grade textbook committee, there are just two women among a total of 27 members.

Similarly, Kannada language textbook committee has only one woman in a team of 13 people.

Finally, the most telling is that fact that the textbook review committee comprises 18 members and there is not a single woman member.

There are very few women as part of the text-book committees across boards.
Inclusion of women can increase the chances for female narrative to be discussed and deliberated in the content of textbooks.

However, mere inclusion without adequate opportunity to reflect on one’s own biases and experiences of discrimination may prove to be insufficient.

However, there is no guarantee that if you include more women in textbook designing, gender sensitivity in content would necessarily increase.

But participation would increase the chances to some extent.
 Largely, men are depicted mostly in the roles of farmers and traders, whereas women are seen as caretakers of children.

Men are portrayed in adventurous roles more often.

Men are shown in activities like bathing, swimming, and playing games.

Patriarchal basiscan beclearly observed in the depiction of family.

At first glance, they may appear like the reflection of the society as it is.

It is obvious that one may find men in the field of business.

In agriculture, men’s work is more visible.


In the choice of nouns and pronouns also (case of languages), ‘man’, ‘he’, ‘him’ appears extremely natural.
In primary school, a little girl asked, “There are so many instances in history where it says ‘he’ did this, ‘he’ did that, what was ‘she’ doing at the time?” In science, one learns about “man- made” materials, referencing only one gender identity and insinuating the efforts of the male alone in societal development.These are serious questions that need to be looked at.

All these are reproductions of existing gender stereotypes in the society.
There is a need to re-examine the textual content of textbooks.

  One may think that most successful farmers and traders are men, but statistics show that around 80% of farming tasks are performed by women, but unfortunately their work is invisible.

Historically, women have played an important role in the invention of agriculture (Matheyaru Manyaragiddaga–Deviprasad Chattopadhyay).
In the unorganized sector, women's contribution is completely unrecognized – the street vendors, domestic workers, daily wagers, etc.

Women are making slow, but strong strides in disciplines such as politics, mathematics, science and technology, military, sports which were previously recognized as men’s domain.

Textbooks should reflect the developments that are taking place in society.

Similarly, men should be shown sharing the household chores traditionally assigned to women.
With gender-sensitized textual content, one can develop the ability to question and critically examine the deeply rooted gender stereotypes in the society.

2.6 Gender Sensitivity, Pedagogic Approaches and School Culture : Apart from the formal curriculum taught in schools, children pick up a lot of habits and ideas through other aspects of the school environment.

Children observe, perceive and unconsciously imbibe everyday experiences, happenings, behaviours, and conversations in the school.
These are the unintended outcomes of any educational experience.This is called the 'hidden curriculum’ (Position paper 3.2 National Focus Group on Gender Issues in Education).

When examined with the gender lens, one can see how gender prejudices, gender discriminatory attitudes, gendered division of labour and gender-based roles are expressed through teaching-learning as well as other school activities, and perpetuate gender discriminatory attitudes.
Unintended outcomes can be positive and negative, and gets transacted through the various organisational arrangements.
It includes and is not limited to : ● Arrangement of physical spaces within the classroom and the school based on gender ● Assignment of tasks to boys and girls ● Routines, rituals, and practices followed in everyday school activities ● Disciplining of boys and girls through different strategies ● Systems of rewards and punishments ● Teacher’s labelling patterns that are gender biased ● Teacher-student and student-student interactions Aforementioned narratives and mediums of these narratives undoubtedly demonstrate further areas of improvement necessary toward gender awareness among multiple stakeholders in school education.
It is necessary to acknowledge and understand the nature of all these concerns and challenges.

Based on this, future courses of action must be developed.

Creating awareness in every one very conscientiously is the first step.

Way Forward 3.1 A Universal Good : Gender is an extensive, all-pervading subject; intertwined at all levels with different dimensions of life.

Living with gender sensitivity translates to co-existence and equality among all.
In an educational space, students are learning and developing their personalities through various experiences offered to them.

If students inculcate values of gender sensitivity as well, it becomes the norm with which they will operate as adults and social beings.

Gender education is a delicate area that is often challenging to articulate.
As soon as conversations around gender equality and sensitivity begin, the most common questions that arise are - ‘Is it anti- men?Does it intend to exchange the roles of men and women?’ Firstly, it is important to be aware of the fact that ideas around gender are not a criticism of an individual or a group of individuals, rather it is against the inequality inherent in the social system.

What is essential is to understand the system without blaming or othering particular individuals or groups.
Role reversal is not its objective.

Rather, it advocates that specific roles and characteristics need not be imposed on any gender.

At the end, everyone must be able to understand that inculcating gender equality and sensitivity is a way to come out of the shackles surrounding oneself irrespective of one’s gender may be - male, female, or transgender.

One must move forward with the belief that this is a process for the universal good.
3.2 Diverse Backgrounds and Social Intersections : When we talk about girls and transgenderswomen, one should remember that it is not a homogeneous community.

They have diverse backgrounds and identities.

It can comprise people with disabilities/physical challenges, girls from low socio-economic status, tribes, or even different religions.

Various intersections of socially constructed identities like gender, religion, community and class provide a unique set of challenges.
Tremendous will-power and a variety of support structures are required to address the specific needs and challenges that arise with the diversity of social intersections, and to ensure that no one is left behind to achieve the primary goals of universal, quality education.

For example, a girl from the adivasi community decides to pursue higher education in an urban college.

When she reachesher final semester, the COVID-19 outbreak sends her back home from the hostel.
Since the family is financially weak, it becomes imperative for her to earn a living.

She does not attend classes even when colleges are reopened.

Her teachers tried to contact her, but she could not return.

She has got a small job which keeps her afloat for the time being.

This is her immediate need.

Even though there was a possibility of getting a job with better prospects if she completed her education, she lost her opportunity to complete her graduation.
In tribal areas and other backward places, the situation is such that teachers wish for students to just attend classes and retain the enrolments.

Furthermore, it is important to pay special attention to women’s issues at a regional level.

For example, in many districts of Karnataka, maternal mortality, anemia, child marriage, devadasi system, female foeticide, malnutrition, and dowry are challenges specific to the female gender, and have placed women and girls in acute adversity.
In such places, education must encompass these issues too.

Women, men and transgenders must be aware about the issues and their responsibilities in finding the solutions.

3.3 Is there a need for a separate curriculum or should it be integrated into the curriculum?

Gender education involves a cultural and attitudinal shift, and not only subject-specific or procedural knowledge, which may not occur when taught as a separate curriculum.
As the challenges pertaining to gender are pervasive in the operations of the society and mindset of an individual, school curriculum must be inclusive; this includes the daily teaching-learning textual content and pedagogy, school norms, events and other interactions that the school arena provides.
The awareness of gender identity as male/female/transgender, gender equality and mutual respect, dignity of labour, compassion, acceptance, and tolerance should all be instilled as a belief and a cultural norm, then it would inevitably initiate gender equality.

An ultimate goal is to create an environment that normalizes notions of non-binary identities and habits.

Therefore, the task of designing curriculum, syllabus, and textbooks must be done with great attention.
Gender education must be integrated into the curriculum in all the stages of formal education(5+3+3+4).

Themes around gender awareness can be looked at via the experiences of women even while teaching disciplines such as Science, Mathematics and Social Sciences at all grade levels.

Acknowledging the involvement of knowledge and skills coming from all these subjects in roles that women undertake (for example, as a mother) would increment the dignity and respect attached to those tasks.
For instance, while talking about family in social sciences, it is necessary to revisit the concept of ‘head’ of the family.

Instead of portraying the male as the head of the household, it is preferable to envision the home as a democratic environment that includes all family members.

According to an NFHS 2020 survey, women are the head of 23% of families.

There are matrilineal and matriarchal cultures present historically in Indian society.
Such possibilities can be highlighted to do away with the patriarchal superiority that is currently present.Women’s contribution to ecology and environment, and their knowledge in the field must be recognized.

Children may be familiarized with specialized knowledge from tribal women regarding forests, forest products, farming, medicine, birds and animals (Life of Soligas by G S Jayadev), as they impart crucial values on harmonious living with nature.
Activities that enable children to express themselves openly on the issues around gender and related concepts must be designed.
For example, discussion and self-articulation of ideas on the restriction of girls during menstruation, the cause for sex determination, collection of data on sex ratio and interpretation, poster making on social evils such as dowry, child marriage, substance abuse etc., (Information on integrating gender in different disciplines could be obtained in NISHTHA 2.0, Course 7) can inspire thought movements against gender inequality.
Examples of ideals moving beyond the existing gender stereotypical framework should be incorporated in the subject matter.

Sports, art and theatre provide rich and diverse experiences to the mind and body.

It approaches mind and body as sites of empowerment by enabling a platform to be body-positive, creative and collaborative.

Engaging all children at all grade levels, especially secondary school, in such activities promotes their holistic development.
Children should be encouraged to indulge in their areas of interest without hesitation or fear of judgement.

Inclusive attitudes must be developed towards all body types, by approaching it from “health” criteria, rather than “beauty” criteria.

In secondary and higher education, gender can be discussed specifically as students at this age group are typically capable of higher order thinking skills, reflection and critical inquiry.
If the curriculum includes topics such as gender, patriarchy, socialization, consent,rights, policies, laws, legal remedies, it would be extremely effective in creating a culture of care and accountability.

The pedagogy around this must be discussion oriented and dialogic.

Additional reading, activities, assignments, and projects might be devised creatively to supplement this.
School norms and processes of participation in school activities must not operate on gendered assumptions of masculinity and femininity.

Conversations and activities that align girls with creative pursuits such as the humanities, home economics and such, and boys with technical pursuits such as mechanics, leadership roles and such must be avoided.
It is healthy to provide opportunities to tasks and events in a participatory manner, where students are able to make the choice and attempt various activities as per their interest and not their gender.

Recognition of specific skills and due encouragement must occur in a gender blind manner.

The usage of gender-neutral language should be encouraged.
Introducing women and transgender achievers from different fields and discussing their contributions would be a source of inspiration for girls, and provides exposure at school level to their contributions in societal development.

Values of cooperation and deliberation must be encouraged at all school levels to ensure a gender just environment, and to emphasize on the strength of the collective in creating a safe and comfortable environment for all genders.
Teachers are an integral part of the processes of a school environment.

Teachers at any grade level must be given the flexibility to create spaces to discuss and understand gender issues through thematic lessons.
For instance, a teacher can use literature (stories, plays, poetry), and concepts of work and labour from social sciences to facilitate dialogue around student’s experiences of gender as they see it around them, and encourage questions around what is it about a particular gender that makes them fit/unfit for a particular kind of work (such as house-hold chores).

Textual content must be designed to support such investigations, as well as learn the concepts of the discipline.
Teachers must also create a welcome, unbiased space for students to voice their intimate realities, if need be, and deliberate the larger social narratives around gender.

Peer interaction must be observed and leveraged to initiate open dialogue, critical inquiry and negotiation and to operationalize a sustained impact of gender sensitized curriculum.

Teacher training programs must accommodate these to enable them to implement the curriculum in a conducive manner.
Along with this, it is important to introduce gender concepts through textual materials at high school level as well as in higher studies.

Gender education has vast content.

Preparation of text material with gender, patriarchy, socialization, women’s struggles, Acts, etc., might be effective.

Projects, assignments, and reading must supplement these.
3.4 Role of the Male Sex in Gender Education As far as gender discrimination is concerned, it is important to work with boys just as intensively as with girls.

Boys must not only be looked at as responsible for bringing about these changes but also as beneficiaries of the changes.

Boys are typically indifferent when it comes to gender discussions since they are socialized to believe it is a topic that does not concern them.
An immediate response often observed is to comedize the subject or defend their position.

Sometimes they make fun of the subject or try to defend themselves.

It's important to note that this emerges because of certain socialized beliefs.

In such instances it becomes impossible for them to accept gender aspects with an unbiased, open mind.

To achieve meaningful change, they must own and absorb gender concerns as well.
In this regard, when gender issues are discussed boys must not be put in an ‘accusatory position’ nor must the conversation adopt an “us” versus “them” principle.

Gender issues must be put forth in such a way that boys realize that they are also victims of gender biases and socialisation, and gender just society is the result of collaborative effort.

Let us take the following example to understand the above point.

Jameela is studying in 8th standard.

She gets a cycle from the school.


She has never touched a cycle before.

She brings it home with her friend's help.

Her joy knows no bounds.

Though she does not know how to ride yet she is delighted and hopes to ride it soon.

She cleans her cycle and in the silence of the night dreams of cycling.

She wakes up in the morning and searches for her cycle only to find her younger brother riding her cycle in front of the neighbour’s yard.

Jameela is angry and cries her heart out.


When she calls him out he makes fun of her while riding on her bicycle.Her mother consoles her saying “Why do you need to know?

Go sweep the front yard.

Get ready for school.” Such instances and occurrences from real-life can be used as a tool for investigating and reflecting upon social conventions and expectations around gender, and uncovering one’s own biases.
An educator can use this seemingly commonplace incident to ask questions such as ‘was it fair/unfair?’, ‘why did it happen in the way it did?’, ‘what was the mother's response and why?’, ‘what could the boy have done and why?’, ‘what would happen if the roles were reversed (boy and jameela)?’ These questions help uncover socialized biases through co-constructed thought by the student and teacher.
3.5 Community Collaboration : Strong support systems are required to bring transformational changes in the sphere of education.

Especially gender education cannot happen in the silos of schooling alone.

The community should join hands with the people who are closely associated with the educational system to deal with the challenges in the community.

A fundamental attitude of sensitivity, accountability and self-awareness is a necessary precursor to sustaining the progress achieved at school.
Keeping surveillance on school dropouts, preventing child marriage, attempting to overcome any contextual obstacles to attending school (if any exist),resource mobilization, designing creative programmes, providing career opportunities in the local sector for students of all genders are some of the initiatives that the community can take up along with teachers.
The community can also make effective use of the programmes such as nammashale-nammoorashaleand shalege banni shanivara.Specific individuals or civil society organizations can be invited to conduct workshops or talks with students, teachers and school leaders.

Women and transgender role models within the community can be encouraged to interact with children.

Samudayatta Shaale must engage in dialogue on the progress and gaps that the community experiences towards the goal of gender equality.
It can also accommodate fears, concerns, questions and arguments around the role of women, transgenders and other gender-related topics, and deliberate on them in a healthy and solution-oriented manner.

Quality of education and school culture must be continuously reviewed to ensure that the processes of teaching-learning, social interactions within school and the physical environment are conducive to accommodating and developing gender sensitized individuals.
This space can also be leveraged to conduct programs for parents, youth of the community, community leaders and other adults present in the students’ lives, to provide students with gender just, gender equal and safe spaces outside school as well.
School development and management committee (SDMC) can play a constructive role in mitigating violence against girls and women, enrolment and retention, quality infrastructure, and initiate appropriate and necessary gender education programs for the collective growth of the community.

SDMC must work closely with the police, child rights and protection committees and panchayats to eradicate gender-based abuse and ostracization.
Necessary programs must be implemented for gender sensitization of SDMC members to enable this with the objective of creating a socially, economically and politically empowered community.

Shaala Siddhi can include parameters of gender sensitization while evaluating inclusion, health and safety, and productive community participation, that go beyond identifying the inclusion of girls but also transgenders.
3.6 Learning Outcomes In each stage of formal education, it is necessary to establish clear learning outcomes pertaining to gender education.

However, being more of a mindset shift, it is quite a challenge to identify learning outcomes and assess them in disciplines such as gender education and value education.

Cognitive outcomes can be assessed whereas attitudinal and behavioural changes are difficult to assess.

Expected learning outcomes identified for different stages are listed here.
Each stage includes different grades and learning outcomes which must be assessed as relevant; it is important to bear in mind that these learning outcomes cannot be achieved all at once.

The following is an attempt to list as many learning outcomes as feasible.

3.6.1 Foundational Stage (Grades 1 and 2, approximately up to 8 years of age) 1.

Identify similarities and differences between male and female body structures 2.
Recognize that there are no ‘rules’ about who performs household chores and accept reversals in stereotyped roles of men and women 3.

Of all genders, can express themselves with no feeling of inferiority and discrimination 4.

Participate in assignments/project works, activities, and sports without any hesitation irrespective of their gender 5.

Adopt habits of maintaining personal hygiene and help maintain cleanliness in school and at home 6.
Awareness of good touch and bad touch and can recognize any type of abuse 7.

Agree to monitoring and supervision by an adult during online activities 8.

Express and share mental or emotional issues if any, without fear 9.

Use simple immediate self-defense techniques like screaming, running away etc., seek help, and can access helpline numbers, if confronted with a dangerous situation.

3.6.2 Preparatory Stage (Grades 3–5, approximately up to 11 years of age) 1.
Discuss existing practises that reinforce the notion of male superiority and begin to see that all genders are equal 2.

Recognize that there are no ‘rules’ about who performs household chores and accept reversals in stereotyped roles of men and women 3.

Raise questions about stereotypical practices observed in different contexts 4.

Awareness of child labour, child marriage, school dropout etc.

as societal problems, and share their opinion with adults 5.
Operate with respect and fairness, and begin to reason their actions on these values 6.

Of all genders, particularly girls and transgender, assume leadership responsibilities/roles confidently 7.

Participate in assignments/project works, activities, and sports without any hesitation irrespective of their gender 8.

Know of vocational possibilities without gender stereotyping and can identify their own interests 9.

Exhibit awareness of different body types within male and female sexes.

10.
10.

All genders, especially girls develop confidence to ask questions during classroom activities 11.

Awareness of cyber safety measures and agree to be monitored by an adult during online activities 12.

Express and share mental or emotional issues if any, without fear and are ready to take counselling 13.

Awareness about reproductive system of all genders-body structure, development, and changes during this age 14.
Adopt habits of maintaining personal hygiene and help maintain cleanliness in school and at home 15.

Awareness of good touch and bad touch and can recognize any type of abuse 16.

Use self-defense techniques, can access helpline numbers, and other support systems if confronted with a dangerous situation 17.

Awareness of children’s rights and articulate them in simple terms 3.6.3 Middle stage (Grades 6 –8, approximately up to 14 years of age) 1.
Raise questions about gender related stereotypical practices observed in various contexts and try to seek solutions 2.

Awareness that household chores could be performed by any gender and that there is no specific rules to do work; respect dignity of labour and all genders share household work 3.

Identify and use appropriate gender-neutral language 4.

Awareness of and adopt gender equality and respect for all genders 5.

Awareness of child labour, child marriage, school dropout, child trafficking etc.
as societal problems, and share their opinion with adults 6.

Modify their own behaviour by understanding that eve-teasing and bullying are unacceptable 7.

Of all genders, girls, and transgender particularly, assume leadership responsibilities/roles confidently; accept a leader irrespective of the person’s gender 8.

Play actively in mixed groups; participate in all activities irrespective of their gender; share responsibilities 9.
Identify their vocational skills and abilities, and explore available opportunities without gender stereotyping 10.

Avail all opportunities confidently that are made available to them, irrespective of their gender Example : Pratibha Karanji, Sports, or those within the classroom- assignments/projects and other activities 11.

Awareness of children’s rights and state them to some extent 12.

Awareness of sexuality and human reproduction 13.


Adopt habits of maintaining personal hygiene and help maintain cleanliness in school and at home 14.

Identify and can share identity-related issues about self with appropriate authority/counsellor 15.

Awareness of and can identify any type of abuse 16.

Awareness of cyber-crime and the necessary safety measures 17.

Readily opt for counselling in case of any mental or emotional problems 18.
Use self-defence techniques, can access helpline numbers, and other support systems if confronted with a dangerous situation they are aware of provisions of the POCSO Act 3.6.4 Secondary Stage (Grades 9–12, approximately upto 18 years of age) 1.

Recognize, accept, and share their identities as men, women, and/or transgender people 2.

Develop team spirit, mutual respect, sensitivity, decision making skills, self-esteem, self- confidence and stress management 3.
Modify their own behavior by understanding that eve-teasing and bullying are unacceptable 4.

Identify and use appropriate gender-neutral language 5.

Awareness that household chores could be performed by any gender and there is no specific rules to do the work.

They respect dignity of labour and do the household works themselves 6.

Raise questions critically about stereotypical practices observed in various contexts and try to seek solutions 7.
Identify their vocational skills and abilities, explore available opportunities without hesitation that is based on gender stereotyping and make informed choices 8.

Of all genders, particularly girls and transgender, assume leadership responsibilities/roles confidently; accept a leader irrespective of the person’s gender 9.

Play actively in mixed groups; participate in activities; share responsibilities irrespective of gender 10.
Avail all opportunities confidently that are made available to them irrespective of their gender Example: Kalothsava, Sports, or those within the classroom-assignments/projects and other activities 11.

Awareness of child rights and seek it when needed 12.
Identify and speak to relevant persons for support and any action when they want to raise their voice against issues such as child labor, child marriage, school dropout, child trafficking, sexual abuse, sexual offences, etc., in their immediate environment 13.

Identify any type of abuse and share problems related to the same and are aware of the importance of consent in sexual relations 14.

Awareness of cyber-crime and necessary safety measures 15.
Readily opt for counselling in case of any mental or emotional problems 16.

Use self-defence techniques, can access helpline numbers, and other support systems if confronted with a dangerous situation they are aware of provisions of the POCSO Act 17.

Awareness of human reproduction, reproductive health and basic practices for safe motherhood/parenthood 18.
Adopt habits of maintaining personal hygiene and maintain cleanliness in school and at home Recommendations and Strategies 4.1 The Need to be implemented Several attempts have been made to incorporate gender equality and sensitivity to schooling.

Some of them are NCF 2005, Karnataka Child Protection Policy, Karnataka Transgender policy, NISHTHA training modules, research related to women and development and Sustainable Development Goals (SDGs) by the UN – all with analysis and clear goals.
At this point, it's vital to remember SDG5, which focuses on gender equality, as well as the nine targets that go along with it.
● End discrimination against women and girls ● End all violence against and exploitation of women and girls ● Eliminate forced marriages and genital mutilation ● Value unpaid care and promote shared domestic responsibilities ● Ensure full participation in leadership and decision making ● Universal access to reproductive rights and health ● Equal rights to economic resources, property ownership and financial services ● Promote empowerment of women through technology ● Adopt and strengthen policies and enforceable legislation 4.2 A System in Place for School Admission and Continuity in Education Without any Barrier : It cannot be said that school admission and continuity of education has become totally smooth.
Special efforts are needed from all sides.

As mentioned earlier the challenges are not the same for all girls and transgenders; there is a lot of diversity present as well due to caste, geography, religion, class and disabilities.

It is critical to identify impediments specific to the community, as well as the special collaboration required for admission to the school and continued education(NEP 2020, 6.9).
4.3 Training Programmes for Stakeholders : Students, teachers, principals/head teachers, non-teaching staff, management committee members, officers, parents and community are all the stakeholders of the education system.

They are members of the society and have been socialized into certain gendered notions about the human collective and the social order.
As a result, they have gender biased attitudes.Addressing the human component, i.e., the stakeholders’ perspectives and biases, plays a crucial role in ensuring that the school environment is gender sensitive, gender equitable, and gender inclusive.

It is important to note that if the stakeholdersare sensitized towards the needs and methods of gender sensitivity, there can be a positive paradigm shift.

In this context, extensive trainings are required for all the stakeholders.
However, internalizing all components of gender in a single training is challenging.

As a result, it is better to design training programmes progressively and with iteration, or conduct a core training programme followed by refresher programmes.

These trainings must be structured in a way that is both reflective and meaningful.

They should be given a handbook that has all of the information about gender education.
All of these trainings should help stakeholders in performing their roles effectively, but they should never become an undueburden.

The purpose of such training must be communicated appropriately.

The training should ensure that larger social issues around gender are discussed through a dialogic consensus, certain topics must be explored in detail to have an impactful and intimate experience, that the stakeholders can apply and function with, in their daily role.
4.3.1 Components to be included in the teachers training Integration of gender in curriculum, Design of activities to promote gender equality, Unintended Learnings, Methods/Programmes to create gender awareness, Critical thinking on gender stereotypes, Areas with increased women participation, Contribution of women in different fields, Changes and reforms taking place in the society, Adolescent issues and solutions, Brief information of counseling and career guidance, Sexuality education, Child rights, Policies and Laws related to children, Sexual abuse, Gender equal practices, Characteristics of transgender, Cyber-crimes (Consider these components in accordance with the stages of teaching-learning) 4.3.2 Components to be included in the principal/head teachers’ training In addition to the components of teachers training, few other aspects have to be included in the standpoint of administration and leadership.
They are – Community collaboration, Organizing training programmes for staff members, Allocation of roles and responsibilities inline with gender equality, Effective leadership, Gender auditing, Building safe and secured atmosphere in schools, Access to appropriate physical facilities to all the students, Zero tolerance policy, Gender friendly/inclusive school environment, Monitoring and supervision of gender issues 4.3.3 Components to be included in the training of parents and community Gender equal practices at home, Equal distribution of household chores, Dignity of labour, The significance of women’s education, Characteristics of transgender and the opportunities to them, Supporting children’s interests without taking gender stereotypes into account, Gender sensitive school atmosphere, Parenting, Dealing with adolescents, Gender fair career opportunities, Child rights, Women's policies and legislation, Child sexual abuse, Monitoring internet usage 4.3.4 The components to be included in the children’s training This training should not be confined to girls; it should also involve boys and transgender students.
Self-awareness, Self-defense, Gender identity, Mutual respect and concern, Equal participation in curricular and co-curricular activities, Participation in household chores without gender discrimination, Identifying their interests, Sharing their problems openly, Recognizing and questioning gender stereotypes, Life skills, Child rights, Awareness on sexual abuse and harassment, Support systems, Social issues and evils, Sexuality and sex education, Consent, Career counseling and guidance, Importance of education, The advantages and disadvantages of internet, Cyber safety ( Present these components in accordance with the age of children).
4.4 Gender equal opportunities : 4.4.1.

The school should provide leadership roles to students without considering gender as a mark of ability.

Such initiatives should be distinctly observed while forming students' councils.

The openness to include gender will not only provide more opportunities to students but will also enable them to identify and inculcate leadership qualities in children.

It will also include diverse voices from the student community for equitable school improvement.
Instead of a select few being identified as leaders of schools, such initiatives will broaden the leadership base and bring in diverse perspectives and voices in the school arena.

4.4.2.

The school premises should be a place to conduct all activities without gender discrimination.

All types of skilled work should be open for any gender.
For example, assigning decorative and handicraft work only to girls and not allowing boys to participate and enjoy the same, assigning the tasks of lifting and outdoor works only toboys, showing an attitude that girls are not meant for electric work, plumbing or carpentry.

All of these tasks should not be forcefully imposed onchildren; rather children should be able to choose as per their interest and enjoy the activity.
It is by virtue of demonstration, that the child will learn to respect every work and there is no work that is gender specific.

Care should be taken to bring in change as a natural process without any pressure of compulsion.

Teachers and head teachers should keep a close eye on this.

4.4.3.

Care should also be taken to display work of people belonging to various strata of life while displaying the educative charts in the school premises.

4.4.4.
4.4.4.

It is important to teach the children the essence of friendship irrespective of their gender.

Based on their age distinction between friendships, love, lust, attraction should be elaborated along with the need to maintain a healthy mindset while building relationships with others.

4.4.5.

As the uniforms designed for girls is often not suitable for sports and activities that involve physical work, schools could also consider unisex uniforms.

4.4.6.
4.4.6.

Opportunities must be open during career counselling and guidance so that everyone, especially girls, can make well-informed choices.

Care should be taken during counselling sessions so that children are not deprived of higher education.

4.5 Facilities to encourage gender friendly atmosphere in schools : 4.5.1 Toilets and rest-rooms: Gender friendly and safe toilets should be available to meet the needs of boys, girls and transgender students.
Restrooms must be accessed in stressful situations involving health and mental concerns so that children can rest and relax.

Appropriate infrastructure such as water and electricity must be necessarily provided for safe and hygienic use of these spaces.

4.5.2 Provision of sanitary napkins: Sanitary napkin vending machines and an appropriate disposal system should be made available for the benefit of girl children.
4.5.3 Good library facilities: NEP provides scope for cultivating reading habits among children (NEP 2020, 21.9).

The school library must include books that sensitize children on gender.There should be a clear demarcation of books for different age groups.

Books should be chosen with care and with help of experts.

In primary schools, thereading corners must be well utilized.
In secondary school, a library should be available, and children should be educated to recognise depictions of gender equality/bias and critically discuss them.

Apart from this it is also suggested that the library should house books on gender education that are suitable for teachers as well.

4.5.4 Gender-Inclusion Fund: The fund can be utilized in assisting female and transgender children in gaining access to education (NEP 2020, 6.8).
Awareness campaigns and incentives for SEDG children etc., could be organized.

The funds can be utilized to enable quality infrastructure that are aforementioned.

4.6 School as a safe space : Sexual abuse/harassment, eve teasing, bullying, and body shaming should never be allowed to happen to any child, regardless of gender.

A safe environment should be established in and around the school.

Safe space must be created so that children could share their problems.
Adequate spaces should be created such as open forums, student led clubs, etc., to ensure that there is a culture within each school for children to share their problems.

Children must be helped in availing help line numbers and other support systems (child protection committee, Teachers, Counsellors...) when required.

Necessary information should be provided about internet usage and security.

A suitable surveillance system must be put in place.
Zero tolerance policy must be followed in case of abuse and transgressions leading to unsafe practices 4.7 Support system in schools : 4.7.1 Counselling facility: The schools should provide counselling facilities from trained counsellors(NEP 2020, 12.9).

If this is not possible in the immediate future, a counsellor should be available in the school complex.

They should visit the tagged schools regularly.

It is important to ensure that children do not feel inferior for availing counselling services.
Everyone should feel that counselling is a natural process.

As per the need, counselling rooms that ensure privacy should be established.

4.7.2 Child Protection Committee: Ensure that every school has established a ‘child protection committee’ consisting of parents, childrenand teachers (Karnataka ChildProtection Policy).

This committee should identify problems especially like sexual abuse, bullying, body shaming and take necessary actions to resolve.
4.7.3 Self Defence Techniques: Self-defence techniques should be taught to children according to their age to protect themselves from unexpected and dangerous situations.

4.7.4 Support system for transgender to obtain certificates: It Is important to note there is no provision to identify a person as transgender till she/he attains 18 years of age.

However, by that time the child would have completed the secondary stage.

For instance, a girl named Navya could be a transman.
But school records show that Navya’s sex to be female.

If there is no scope for changing the gender the child is subject to confusion, exclusion and other technical problems in further education.

It is suggested that there should be a support system in the schools to make necessary changes in the records for the benefit of such children.
4.8 Gender awareness programmes in schools : 4.8.1 Gender clubs should be created and everyone should be encouraged to participate in the activities without any gender barrier.

4.8.2 Gender sensitive songs, stories, plays, posters, art, group discussion, mock parliament, excursions, kishori/kishora mela must be regularly organized.

Student initiative must be encouraged to ideate and organize the same.
4.8.3 As far as possible, ensure equal representation of men, women and transgender people while inviting them to school as resource persons.

Children must interact with these people regardless of gender.

4.8.4 As much as possible, all genders should be represented equally during stage programmes.

4.9 Evaluation of gender sensitivity in schools : 4.9.1 Gender equality should not exist solely for the sake of being there.

There should be a gender policy in each school.


The state should provide the framework.

Based on this approach, schools should redefine policies to meet the needs of students of their context.

4.9.2 Assessment tools must be designed based on gender policy and gender auditing should take place on a regular basis.

Are all children treated equally?

Is it possible for everyone to have access to basic amenities?

Is there a gender division of labour in schools?


Is there an equitable distribution of involvement in various activities?

Is there any violence in the school premises?

Gender audits should include things such as this.

Gender auditing should take place twice a year in various levels in the field of education.

4.9.3 There should be a system in place where children may provide feedback on discrimination, violence, mental turbulence, etc., to manage the situation, a committee should be constituted.
This committee can include mothers, children, and youth representatives.

Action plans must be designed and implemented based on the feedback of students.
4.10 Community participation : 4.10.1 SDMC members and parents should ensure that there is gender sensitive atmosphere in school; also should support teaching community in bringing gender equal practices 4.10.2 Should monitor and ensure that every child,irrespective of gender, is able to avail and access education and its facilities 4.10.3 Should take care to create gender equal space in their own houses; should know about child rights and have idea about different government schemes 4.11 Inclusion of gender in curriculum : 4.11.1 Women’s contribution in fields like maths, science, environment, social sciences, language should be highlighted and similarly men who have made a mark in fields that are stereotyped as only for women such as arts, cooking, hospitality etc should be highlighted.
4.11.2 Should create new models by breaking stereotypical models which has been formed in the society.

Learning to say ‘NO’, supporting each others’ individuality, sharing circles to discuss and deliberate gender-specific experiences, open conversations about menstruation, sexuality and gender identity, and asking questions are some student behaviours that can be representative of a gender just, gender equal and safe community.
4.11.3 Importance should be given in introducingwomen/transgender/differently-abled achievers from different field.

4.11.4 Reflect the concept of dignity of labour in text books and understand various ideas of work (domestic, manual, skilled) from a gender blind lens.
4.11.5 Life skills education should be part of curriculum 4.11.6 All gender people should be provided with diverse vocational courses; project case studies of women who did some achievement in areas reserved for women and vice versa 4.11.7 Child rights, juvenile justice act, POCSO act, Karnataka state child protection policy etc should be introduced wherever possible.
4.11.8 Curriculum should carry the aspiration of building a healthy society devoid of gender based violence, exploitation 4.11.9 Every subject should have some innovative activities for involving everyone in gender related issues 4.12 Collaboration with Gram Panchayats/Municipal Bodies : 4.12.1 With the help of Gram Panchayats – parents meeting, mothers’ meeting, girls children meeting should be organsied and discussion should be held on the problems of girl child, transgender child and their safety concerns.
Gender education should be ensured; children's gram sabha should be arranged and feedback can be taken from children on a regular basis.

These programs should be visualized innovatively and people should participate with interest.

4.12.2 All the departments – women and child, rural literacy and health programs, education – should work hand in hand to address the concerned issues.

As we currently understand, problems require multi-sectoral approaches in order to solve them.
It is only when departments across the various sectors come together with a united purpose on specific themes, such as gender equality in educational matters, will we be able to accomplish the desired goals.

Concluding Remarks The aspirations of NEP and our Constitution have to be realised to ensure progress towards a society which is not only gender sensitive, equitable, inclusive and safe but also goes beyond the demarcations of gender in functioning as a social system.
The following aspects must be considered primarily towards the same - ● All girls from all backgrounds should have access to education.

● The school atmosphere should be open to transgender community in away that they are able to pursue education without (any) hesitation and have learning opportunities.

● Gender sensitive environment should flourish.


● From early childhood, one should be made aware that nurturing, tolerance, inclusivity, compassion, sharing, love and affection are the foundation to a healthy and harmonious society; all should move in the path of equity and friendship.

To make this dream a reality, all stakeholders in the field of education need to be deeply committed to the above goals.
They must understand that they have a greater responsibility, and along with teaching they should be open to continuous learning.

They need to unlearn the set norms and be open to new ideas.

They have to be passionate about their work and be self- reflective.

They must realize that these elements are vital for building a beautiful and dignified life for our children.
xxxxxxxxxxxxx References ● ● ● ● ● ● Position paper 3.2, National Focus Group ON–GENDER ISSUES IN EDUCATION NISHTHA–Integrating gender in Schooling Processes New Education Policy 2020 Karnataka Transgender Policy 2017 Karnataka Child Protection Policy Marginalization of Marginalized –M.H.Hebbal, Asst.Professor of Sociology, Govt First Grade college, Haveri ● ● ● ● - .

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- LGBTIQ INCLUSIVE LANGUAGE GUIDE Interrogating COVID-19 from Gender Lens: The Pandemic as a Silent Killer of Educational Aspirations and Achievements of Girls–R.Indira ● Inclusion of Transgender Children in School Education: Concerns and Roadmap - Department of Gender Studies, NCERT Annexure 5.1 Key concepts related to gender Sex and Gender: Sex refers to the biological and physiological characteristics that define men and women.
Gender refers to socially constructed roles, behaviors, activities and attributes that a given society considers appropriate for men and women.

Sexual minorities/Transgender: Sexual minorities are individuals who do not identify as menor women and have their own sexual identity.

LGBTQ is the more commonly used term in the community; possibly because it is more users friendly.

This initialism and the various terms are constantly evolving.
Lesbian, Gay, Bisexual, Transgender, and Queer are all terms used to describe this group.

Sexual minorities are those who reject heterosexuality as an ideal sexual relationship.

People often use LGBTQ+ to mean all the communities included in the LGBTTTQQIAA.
Gender Identity: Gender identity is psychological awareness or sense of being male, female or being transgender and one of the most obvious and important aspects of our self- concept.Genderidentityissaidtobeinfluencedbybothbiologicalandpsychosocialfactors.

Masculinity and Femininity: Sex/Gender differences raise issues of male- female and masculine and feminine with male being associated with masculinity and female with femininity.
With each construction biological differences between men and women get translated in to social terms and descriptions.

For example, pink and blue are gendered colours, former regarded as feminine and the latter as masculine.

To be strong and tough is masculine, being weak and soft are feminine.

Patriarchy: It just means male dominations or more simply male power.

In simple terminology it means the absolute role of the father or the eldest male member over his family.
Literally patriarchy means rule by the male head of a social unit.

Patriarchy automatically privileges men Over women such that women have little or no claims to material, sexual and intellectual resources of the society.

Gender Equality: Article 15 of the Indian constitution declares that all people are equal and prohibits gender discrimination.

Equality is a constitutional right for all gender groups, and no group should be excluded from any opportunity.
Gender Equity: Gender equity is the provision of an appropriate environment, facilities, and opportunities in order to achieve gender equality.

Equality is a goal, whereas equity is a way of life.

Gender Bias: Gender bias is the behavior that shows favoritism towards one gender over another.

Most often gender bias is the act of favoring men and/or boys over women and/or girls/transgender.
Prejudice actions or thoughts are based on the gender-based perception that women are not equal to men in rights and dignity.

The most common grounds of expression of gender bias are found in our social institutions – family, education, economy, politics and health.

Gender Stereotype: A gender stereotype is a generalized view or preconception about attributes or characteristics or the roles that are or ought to be possessed by or performed by women and men.
Few illustrations are-’women always cry and are weak’,‘ Women are incapable of performing hard tasks’, ‘Men are adventurous’, etc.

Gender based Socialization: When a child is born, it is merely a biological organism.

Socialization is the processs by which a biological child develops into a social organism by internalizing social norms and ideologies of society as it grows.

Gender Inclusion: Inclusivity, in its very definition means to be opened to everyone and not limited to certain people.
It’s the notion that all services, opportunities and establishment are opened to all people and that male and female Stereotypes do not define societal roles and expectations.

Gender Justice: Gender justice is a human right; it is a condition were every woman and girls are entitled to live in dignity and in freedom, without any fear.

It includes sharing of power and responsibility between women and men at home, in the workplace and in the wider national and international communities.
Gender Division of Labour: Gender division of labour refers to the allocation of different jobs or types of work to women and men.

The division of labour between men and women makes a major contribution to the material and social inequalities associated with gender.
It has a dual aspect in that first, most women still retain the primary responsibility for carrying and domestic work(which is usually unpaid), and second, women (in aggregate) do not gain the same level of reward from participation in paid employment as do main men (in aggregate).

Gender sensitivity: The ability to perceive, examine, and challenge the numerous facets of gender inequities in society's various institutions.
Gender sensitivity also includes promoting gender equality in one's personal and professional life.

Sexuality: Sexuality is a word we used to talk about how we understand our body and how we understand our relationships.

Sexuality is about an individual’s sexual feelings, thoughts, attractions and behaviors towards other people.

Sexuality is an important part of one’s identity.

Feminism: Feminism at its core is about equality about men and women.
The issue here is about equal rights and equal access to opportunities.

Empowerment: Empowerment refers to the Process of gaining control–over self, over resources and over decision making.

5.2 The elements of gender education in National Education Policy 2020 Various aspects of gender education can be seen in national education policy 2020.
The current policy is guided by the following principles._ ‘The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values.

It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution’.
The principles mentioned here are all-inclusive and they are applicable to gender education as well.
The credibility of Government schools shall be re-established and this will be attained by upgrading and enlarging the schools that already exist, building additional quality schools in areas where they do not exist, and providing safe and practical conveyances and/or hostels, especially for the girl children, so that all children have the opportunity to attend a quality school and learn at the appropriate level.
(3.2) For providing equitable and quality education from the Foundational Stage through Grade 12 to all children up to the age of 18, suitable facilitating systems shall be put in place.

Counsellors or well- trained social workers connected to schools/school complexes and teachers will continuously work with students and their parents and will travel through and engage with communities to ensure that all school-age children are attending and learning in school.
(3.3) Once infrastructure and participation are in place, ensuring quality will be the key in retention of students, so that they (particularly, girls and students from other socio-economically disadvantaged groups)do not lose interest in attending school.
(3.4) To facilitate learning for all students, with special emphasis on Socio-Economically Disadvantaged Groups (SEDGs), the scope of school education will be broadened to facilitate multiple pathways to learning involving both formal and non-formal education modes.
(3.5) ……….As consequences of such basic ethical reasoning, traditional Indian values and all basic human and Constitutional values (such as seva, ahimsa, swachchhata, satya, nishkam karma, shanti, sacrifice, tolerance, diversity, pluralism, righteous conduct, gender sensitivity, respect for elders, respect for all people and the itinerant capabilities regardless of background, respect for environment, helpfulness, courtesy, patience, forgiveness, empathy, compassion, patriotism, democratic outlook, integrity, responsibility, justice, liberty, equality, and fraternity)will be developed in all students.
(4.28) In rural areas, special merit-based scholarships will be established that also include preferential employment in their local areas upon successful completion of their B.Ed.

programmes.

Such scholarships will provide local job opportunities to local students, especially female students, so that these students serve as local-area role models and as highly qualified teachers who speak the local language.
(5.2) Adequate and safe infrastructure, including working toilets, clean drinking water, clean and attractive spaces, electricity, computing devices, internet, libraries, and sports and recreational resources will be provided to all schools to ensure that teachers and students, including children of all genders and children with disabilities, receive a safe, inclusive, and effective learning environment and are comfortable and inspired to teach and learn in their schools.
(5.9) The education system must aim to benefit India’s children so that no child loses any opportunity to learn and excel because of circumstances of birth or background.
(6.1) While the Indian education system and successive government policies have made steady progress towards bridging gender and social category gaps in all levels of school education, large disparities still remain-especially at the secondary level-particularly for socio-economically disadvantaged groups that have been historically underrepresented in education.
(6.2) According to U-DISE 2016-17 data, about 19.6% of students belong to Scheduled Castes at the primary level, but this fraction falls to 17.3% at the higher secondary level.

These enrolment drop- offs are more severe for Scheduled Tribes students (10.6% to 6.8%), and differently-abled children (1.1% to 0.25%), with even greater declines for female students within each of these categories.

The decline in enrolment in higher education is even steeper.
(6.2.1) A multiplicity of factors, including lack of access to quality schools, poverty, social mores &customs, and language have had a detrimental effect on rates of enrolment and retention among the Scheduled Castes.
(6.2.2) In addition, there have been various successful policies and schemes such as targeted scholarships, conditional cash transfers to incentivize parents to send their children to school, providing bicycles for transport, etc., that have significantly increased participation of SEDGs in the schooling system in certain areas.

These successful policies and schemes must be significantly strengthened across the country.
(6.4) It will also be essential to take into account research that ascertains which measures are particularly effective for certain SEDGs.

For example, providing bicycles and organizing cycling and walking groups to provide access to school have been shown to be particularly powerful methods in increasing participation of female students - even at lesser distances - because of the safety benefits and comfort to parents that they provide.
(6.5) It must be noted that women cut across all underrepresented groups, making up about half of all SEDGs.

Unfortunately, the exclusion and inequity that SEDGs face is only amplified for the women in these SEDGs.

The policy additionally recognizes the special and critical role that women play in society and in shaping social mores; therefore, providing a quality education to girls is the best way to increase the education levels for these SEDGs, not just in the present but also in future generations.
The policy thus recommends that the policies and schemes designed to include students from SEDGs should be especially targeted towards girls in these SEDGs.

(6.7) In addition, the Government of India will constitute a ‘Gender-Inclusion Fund’ to build the nation’s capacity to provide equitable quality education for all girls as well as transgender students.
The fund will be available to States to implement priorities determined by the Central government critical for assisting female and transgender children in gaining access to education (such as the provisions of sanitation and toilets, bicycles, conditional cash transfers, etc.

); funds will also enable States to support and scale effective community-based interventions that address local context-specific barriers to female and transgender children’s access to and participation in education.
(6.8) Free boarding facilities will be built- matching the standard of Jawahar Navodaya Vidyalayas -in school locations where students may have to come from far, and particularly for students who from socio-economically disadvantaged backgrounds, with suitable arrangements for the safety of all children, especially girls.
Kasturba Gandhi Balika Vidyalayas will be strengthened and expanded to increase the participation in quality schools (up to Grade 12) of girls fromsocio-economically disadvantaged backgrounds.

Additional Jawahar Navodaya Vidyalayas and Kendriya Vidyalayas will be built around the country, especially in aspirational districts, Special Education Zones, and other disadvantaged areas, to increase high-quality educational opportunities.
Pre-school sections covering at least one year of early childhood care and education will be added to Kendriya Vidyalayas and other primary schools around the nation, particularly in disadvantaged areas.
(6.9) The awareness and knowledge of how to teach children with specific disabilities (including learning disabilities) will be an integral part of all teacher education programmes, along with gender sensitization and sensitization towards all underrepresented groups in order to reverse their underrepresentation.
(6.14) Asapartoftheeffortstoenhanceparticipationinschooleducation,special hostels in dedicated regions, bridge courses, and financial assistance through fee waivers and scholarships will be offered to talented and meritorious students from all SEDGs on a larger scale, especially at the secondary stage of education, to facilitate their entry into higher education.
(6.16) Under the aegis of the Ministry of Defence, State Governments may encourage opening NCC wings in their secondary and higher secondary schools, including those located in tribal dominated areas.

This will enable harnessing of the natural talent and unique potential of students, which in turn would help them to aspire to a successful career in the defence forces.
(6.17) …………What is also required is a change in school culture .All participants in the school education system, including teachers, principals, administrators, counselors, and students, will be sensitized to the requirements of all students, the notions of inclusion and equity, and the respect, dignity, and privacy of all persons.
Such an educational culture will provide the best pathway to help students become empowered individuals who, in turn, will enable society to transform into one that is responsible towards its most vulnerable citizens.

(6.19) Students will be sensitized through this new school culture, brought in by teachers, trained social workers and counsellors as well as through corresponding changes to bring in an inclusive school curriculum.
The school curriculum will include, early on, material on human values such as respect for all persons, empathy, tolerance, human rights, gender equality, non-violence, global citizenship, inclusion, and equity.

It would also include more detailed knowledge of various cultures, religions, languages, gender identities, etc.

to sensitize and develop respect for diversity.


Any biases and stereotypes in school curriculum will be removed, and more material will be included that is relevant and relatable to all communities.

(6.20) Finally, the children and adolescents enrolled in schools must not be forgotten in this whole process; after all, the school system is designed for them.
Careful attention must be paid to their safety and rights-particularly girl children-and the various difficult issues faced by adolescents, such as substance or drug abuse and forms of discrimination and harassment including violence, with clear, safe, and efficient mechanisms for reporting and for due process on any infractions against children’s/adolescents’ rights or safety.

The development of such mechanisms that are effective, timely, and well-known to all students will be accorded high priority.
(8.11) This Policy envisions ensuring equitable access to quality education to all students, with a special emphasis on SEDGs.

(14.1) 14.4.1.
(14.1) 14.4.1.

Steps to be taken by Governments (a) (b) (c) (d) Earmark suitable Government funds for the education of SEDGs Set clear targets for higher GER for SEDGs Enhance gender balance in admissions to HEIs Enhance access by establishing more high-quality HEIs in aspirational districts and Special Education Zones containing larger numbers of SEDGs (e) Develop and support high-quality HEIs that teach in local/Indian languages or bilingually (f) HEIs…….
Provide more financial assistance and scholarships to SEDGs in both public and private 14.4.2.

Steps to be taken by all HEIs ……….

(k)Ensure sensitization Of Faculty, counsellor, and students on gender-identity issueand its inclusion in all aspects of the HEI, including curricula (l)Strictly enforce all no-discrimination and anti-harassment rules…….

5.3 The attitude and perception on Gender among the stakeholders of education system – A small study.
To understand the attitude and perception of the stake holders of education system especially Teachers, students, and parents on Gender, a Google form survey was conducted with 20questions.

1070 teachers, 404 parents, and 221 students participated in the survey.

Though it is not an in-depth study, it helped in understanding the pulse of the people on their perception of gender and gave insight in framing of the recommendations for gender education.
Following are the consolidated form of responses from the stakeholders.

Parents ● Among the parents who participated in the survey nearly 46.8 % are female.

52.7 % are male.

So, the perceptions captured in this survey has almost equal representation from both.

The data provides some interesting details contradicting the traditional beliefs.

Some of the important highlights are presented here: 1.

It is believed that parents expect a drastic change in the behavior of girls once they attain puberty.
As many as 54.7 % of the parents Disagree and 38% of the respondents agree that the girls should obey parents especially once the girls attain their puberty.

2.

A majority of 83% of the parents do not agree that education for boys is more essential as it will enable them to secure a good job and support their family.

3.

More than 89% of the parents disagree that investment on girls’ education is a waste as they will be eventually married off.

The data provides a positive and strong development.

4.
4.

92.3 % of the Parents agree that both girls and boys should do all types of household work.

● 80% of the respondents disagree that only men should take the responsibility of taking decisions and only 13% of the respondents agree.They are unable to come out of the structured thoughts.

Some of the observations are highlighted in the following points.
● Nearly 91 percent of the respondents disagree that it is not just woman who should take the responsibility of parenting and more than 89% of the respondents agree that men can also take care of the house.

● However, data available from the survey also informs us that family care continues to be considered as primary responsibility of women.

Nearly 50.5% of the respondents agree and 41% of the respondents disagree with the concept.
Though the data at the outset provides an indication that there is a paradigm shift in the mindset, the data also strengthens the contradictions that continue to exist in the mindset of people.

Nearly60.4 % of the respondents agree that it is woman who tolerates violence against her for the welfare of her family when compared to men strengthens our observations further.
● Nearly 39 percent of the respondents agree homosexuality as a natural phenomenon, although 40% of the respondents are not sure of accepting.

● Nearly 74% of the Parents disagree about gender specific employment.

● It is interesting to note that 88% of the respondents disagree that women are not capable of taking decisions and people accept them as leaders.
● Nearly 48% of the respondents disagree to accept any connection between dressing style and sexual abuse and 66.3% of the respondents agreed that girls should be allowed to dress according to their choice, while only 21 % of the respondents disagreed.

● 74 % agreed that the girls are more sensitive towards family problems when compared to boys.
● The data provided clear indication about the role of parents especially mother in sensitizing a child towards gender awareness ● To a question regarding developing sensitivity towards good touch and bad touch among children and the role of mother as the prime source of information nearly 62% of the respondents agreed that it is the responsibility of the mother to create awareness regarding good touch and bad touch and 29% disagreed.
● Providing orientation towards sexuality is the primary responsibility of parenting.

However, considering the subject is considered a taboo, to a question asked about this, 79% the respondents agreed parents play an important in educating the children.

● Accepting their children if their behavior provided signs of the fact that they belonging to another gender is a challenge, nearly 61% agreed and 15% of the respondents disagreed.
Nearly 20% of the respondents were not in the position to decide the same.

● Nearly 74% of the respondents agreed and 13% of the respondents were not able to decide if the children were exposed to sexual abuse.

Students ● Out of the total 221 responses received 57% of the respondents are female and 45%are male.

From this we can say that it is the girls’ opinion that is largely projected in the observation.
● Nearly 65% of the respondents agree that boys are good at outdoor work and can manage works like driving, adventure sports better.

This provides an indication that girls still hesitate to come out of stereotyped roles.

● Nearly 77% of the respondents do not accept that it is girls alone who should keep the classroom clean in the school.
● Nearly 71% of the respondents agree that during functions held at school, girls manage tasks like rangoli designing, makeup for artists and welcoming of guests with bouquets.

Nearly 16% of the respondents disagree and 13% of the respondents are not sure.

The results indicate that the respondents have accepted the stereotyped roles.

● The respondents were asked about their perception towards various sports they play.
The intention was to understand gender centric concepts that are embedded in the young minds.

Interestingly nearly 52% of the respondents did not agree that sports can be gender specific, while 41% of the respondents agreed.

Remaining respondents were not able to take decisions.

● The detail providing an indication towards changing mindset of children.
● Regarding the implementation of unisex uniforms, 68% of the respondents agreed that the school should implement unisex uniform and 20% of the respondents disagreed.

Nearly 12% of the respondents were not able to take the decision.

Probably this reflects the experience faced by the respondents.

Unisex uniform can be a tough decision once the girls attain menarche.

However, it is important to provide them a dress code that makes girls feel comfortable.
● Nearly 35% of the respondents agreed and 59% of the respondents disagreed ● That only girls should be soft spoken, gentle and should not laugh loudly.

Similarly, to a question on another stereotypical belief that boys should never ● cry, 48% of the respondents disagreed and 39% agreed.

Nearly 13% of the respondents are not able to take decision.

● During assembly usually girls and boys are made to stand in separate rows.

From the data we understand that 84%agree with this and 8.1% do not agree.
● Nearly 72% of the respondent express their sensitivity towards accepting students belonging to different genders in group activities conducted by the school.

The respondents feel the group activities should include not only boys but also girls and Transgenders.

● Nearly 58% of the respondents agree that professions are gender specific and 29% disagree.

As many as 12% of the respondents are not able to decide.
● As many as 66% of the respondents do not agree and 27% of the respondents agree that education will enable only boys to secure a good job and provide security to their family.

● Nearly 83% of the respondents agree teachers provide them equal opportunities to all students and this maps the mind set of teachers.

Teachers ● Out of the total 1070 responses received 45.5 % of the respondents were male and54.5% of the respondents were female.
The data provides an indication teaching has been accepted as suitable profession for woman.

The observations are presented in a nutshell here: ● Administrative tasks are assigned to teachers.

The data provides details regarding the perception of respondents, administrative work being gender specific.

66 % of the respondents do not agree with the concept and 27.8% agree that administrative works are largely given to male staff members.
Among the tasks providing midday meals to children has been an initiative of the government in which many children are provided with lunch.

In majority of the schools the responsibility of managing ● The midday meals is given to male faculty.

Keeping this in mind a question was asked among the respondents.

Nearly 77 % of the respondents disagree and 18 % agree.

● Nearly 90 % of the teachers are confident of mentoring physical, mental, intellectual and emotional development challenges of students.
● All the teachers agree that they teach their students to respect all genders ● Nearly 93 % of the respondents who are teachers disagree that it is mostly boys who ask questions to clarify their doubts.

● 90% of respondents, noted that girls are also good in mathematics and science subjects.

● We have noticed that teachers are also mentoring.

Nearly 82% of the respondents disagree that they suggest girls to take up courses suitable for them.
● 76% of the teachers disagree and only 18.4 % of the respondents agree that they follow different disciplining methods for girls and boys.

● 44% of the teachers said they will not consider taking special classes for girls after 5PM.

● Nearly 95 % of the respondents agree that they will come forward to stop child marriage ● More than 75% of the respondents agree that they are able to spread gender sensitivity.

Nearly 14 % of the respondents are not sure of the sensitivity.
Gender sensitivity is the prime concern in the society today.

● 91% the respondents include all students in the school activities irrespective of their gender in school activities and 95% of the respondents provide chance for leadership irrespective of gender of the student.

● A school conducts variety of activities which are largely conducted under the supervision of teachers.

Activities include variety of responsibilities.


Whileentrusting responsibilities to the children 54.7 % of the respondents do not agree with the concept of entrusting boys with physical tasks and girls with decoration and art related work.

Nearly 40% of the respondents agree.

● Providing awareness and bringing in the sensitivity of accepting transgender socially is also an important step.
Nearly 47% of the respondents disagreed that the present education system is not sensitive towards transgender while 25% agreed.

It is interesting to note nearly 27% of the respondents are not able to decide about the issue.

This provides an indication that more than half of the respondents are not aware towards sensitivity of the issues related to transgender.

● All respondents agree that the school should be sensitive regarding the challenges of menarche period.
They strongly felt that the school should ensure the availability of sanitary napkins, and appropriate disposal of the same.

● All the respondents agreed that they counsel parents whenever girls share their problems of being discriminated against, at their homes.

All the respondents also agreed that the school should conduct frequent programs that create awareness towards gender equality.
● It was important to understand the mindset of teachers regarding their perception towards dressing method of girls/women as a factor in sexual abuse.

From the data we observe that nearly 50.2 % of the respondents do not agree if the dressing sense has any influence on sexual abuse.

However nearly 35% of the respondents agreed and good number of respondents expressed their inability to take decision.
● Nearly 79 % of the respondents agree that children belonging to any gender can become prone to sexual abuse.

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