Gender Inequality PPT

University: University of NORTHAMPTON

STUDENT NAME: BINNU ANTONY

STUDENT ID: 23849272

GENDER INEQUALITY IN EDUCATION IN INDIA

INTRODUCTION
THE INDIAN EDUCATION SYSTEM
MAIN BENEFITS OF QUALITY FOCUSED EDUCATION
EVIDENCE OF SUCCESS IN INDIAN SCHOOLS
INTERNATIONAL COMPARISON: SHORT ANALYSIS OF STATES OF THE OTHER PARTS OF THE WORLD AND HOW THEY COMPARE TO INDIA.
CONCLUSION
REFERENCE

CONTENTS

indian education maintains gender inequalities due to social and cultural norms.

addressing the gender disparity in education goes above equal chances to promote equitable growth and abolish gender inequality in india (Walker et al., 2019).

comprehensive education in india fosters academic excellence, innovative thinking, creativity, and practical skills.

INTRODUCTION

Recent improvement has not eliminated gender enrollment gaps, especially in rural regions.

Girls enrol in school less than boys due to cultural and economic restrictions.

In female-dominated schools, girls often face poor infrastructure and resources.

Gender stereotypes can hinder girls' education and reinforce conventional roles in the curriculum.

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The Indian education system is comprehensive and high-quality.

The region's many leading institutions promote academic achievement and creative research. Prioritising STEM topics strengthens these professions (Walker et al., 2019).

The IITs and IIMs show India's commitment to high-quality postsecondary education.

India strives to deliver a wide, high-quality education. The system prepares students for a fast changing global context with a broad curriculum, top universities, STEM education, and inclusion.

The indian education system

A quality-focused Indian education system offers several benefits. The dynamic and engaged learning environment enables teachers to educate and adapt to new ways.

A devoted quality education system in India benefits academics, students, and the economy.

Students have several skills due to high academic requirements and a comprehensive approach.

Prioritising educational quality ensures graduates have the skills employers seek, closing the gap between academia and the workforce (Rhew et al., 2019).

main benefits of quality focused education in india

Evidence of success in indian schools

The dynamic and engaged learning environment enables teachers to educate and adapt to new ways.

Quality education gives children from diverse socioeconomic origins equitable educational opportunities, promoting social mobility (Choudhuri and Desai, 2020).

High-quality educators are inspired by their beneficial influence on students.

Students develop critical thinking, problem-solving, and communication skills that increase global competitiveness.

Quality education drives economic progress. Well-educated workers support economic growth through innovation and productivity.

INternational comparison

Finland and Singapore, renowned for excellent education systems, encourage growth and critical thinking, resulting in academic achievement.

Quality education is limited in Sub-Saharan Africa, reducing literacy.

Middle Eastern countries struggle with gender disparity in education despite advances.

India succeeds in its broad education system and competes globally.

Cultural norms in India promote gender inequity. Education remains difficult for girls despite recent gains.

Policy initiatives are needed to remove impediments to females' education.

Addressing these difficulties requires policy changes and a social shift towards females' education. India can enhance its population's social and economic prosperity by removing gender-based schooling barriers.

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Comprehensive changes should address enrolment and education quality to create an inclusive and empowered learning environment.

conclusion

REFERENCE LIST

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Choudhuri, P. and Desai, S., 2020. Gender inequalities and household fuel choice in India. Journal of cleaner production, 265, p.121487.

Klasen, S., 2020. From ‘MeToo’to Boko Haram: A survey of levels and trends of gender inequality in the world. World Development, 128,

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Rhew, N.D., Black, J.A. and Keels, J.K., 2019. Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities. Industry and Higher Education, 33(6), pp.362-369.

Thelwall, M., Bailey, C., Makita, M., Sud, P. and Madalli, D.P., 2019. Gender and research publishing in India: Uniformly high inequality?. Journal of informetrics, 13(1), pp.118-131.

Tilak, J.B. and Choudhury, P.K., 2021. Inequality in access to higher education in India between the poor and the rich: Empirical evidence from NSSO data.

Tonga, F.E., Eryiğit, S., Yalçın, F.A. and Erden, F.T., 2022. Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China. Professional Development in Education, 48(1), pp.88-104.

Walker, J., Pearce, C., Boe, K. and Lawson, M., 2019. The Power of Education to Fight Inequality: How increasing educational equality and quality is crucial to fighting economic and gender inequality. Oxfam.