Syllabus
GS Paper 1 Role of women and women’s organization, Social empowerment.
GS Paper 2 Issues relating to development and management of Social Sector/Services relating to Health, Education, Human Resources.
Applications where to apply?
When asked about
– Government policies and schemes targeted at promoting girls’ education and women’s empowerment in STEM fields
– Status of STEM education in India
– Significance of STEM education for rural development.
– Social Justice and Gender Gap in Education.
Context
Mismatch between aspirations and stream choices has been validated with ASER report findings. Low enrollment of rural girls in STEM related courses is a cause of concern.
Source
The Hindu | Editorial dated 18- January 2024
Rural girls want to be engineers, doctors but choose arts
The ASER 2023 ‘Beyond Basics’ survey was conducted in 28 districts across 26 states, reaching a total of 34,745 youth in the age group 14-18 years. One rural district has been surveyed in each major state.
ASER Report 2023
Key findings for the sample as a whole are summarised below:
- Overall, 86.8% of 14-18-year-olds are enrolled in an educational institution.
- Older youth are more likely to be not enrolled.
- The percentage of youth not enrolled is 3.9% for 14-year-old youth and is 32.6% for 18-yearolds.
- Most of the young people in this age group were enrolled in the Arts/Humanities stream.
- In Std XI or higher, more than half are enrolled in the Arts/Humanities stream (55.7%), followed by STEM (31.7%) and Commerce (9.4%).
- Females are less likely to be enrolled in the STEM stream (28.1%) than males (36.3%).
- Number of girls aspiring to get into these professions is marginally higher than boys, However, their roles reverse when it comes to choosing a stream for higher studies.
- Only 5.6% of surveyed youth report taking vocational training or other related courses currently.
- Youth at the college level are the most likely to be taking vocational training (16.2%). Most youth are taking short duration courses (of 6 months or less).
- Many students who chose STEM courses in XI and XII ended up switching to arts and humanities during undergraduation
- A higher percentage of males (40.3%) than females (28%) report doing work other than household work for at least 15 days during the preceding month.
- Among both males and females, most youth who are working in activities other than household work tend to be working on family farms
Challenges faced by rural women to pursue STEM
Women in rural India face numerous challenges accessing and pursuing STEM education, hindering their participation in these crucial fields. Here are some key hindrances:
Socio-cultural barriers:
- Gender stereotypes: Traditionally, girls are often expected to prioritize domestic roles over education, particularly STEM fields perceived as “masculine.”
- Early marriage and childbearing: Early marriage and family pressures can force girls to drop out of school before even reaching higher levels of STEM education.
- Limited social mobility: Societal expectations and restrictions can discourage girls from pursuing careers outside the traditional norms, including STEM.
- Regional disparity: Students of different states in India had different career aspirations. A high share of students hailing from districts in the South, aspired to become doctors or engineers.
Educational Challenges:
- Inequality in access to quality education: Rural schools often lack qualified teachers, adequate infrastructure, and proper STEM resources, impacting the quality of education available to girls.
- Limited awareness and exposure: Lack of role models and knowledge about STEM career options can limit girls’ aspirations and understanding of their potential in these fields.
- Intense competition to enter such courses.
- Digital divide due to lack of access to gadgets and digital illiteracy.
Economic hindrances:
- Financial constraints: Poverty and the need to contribute to family income can force girls to prioritize work over education, limiting their ability to pursue higher studies in STEM.
- Lack of scholarships and financial assistance: Limited access to scholarships and financial aid specifically for girls in STEM can further restrict their educational opportunities.
- Cost of STEM education: Higher education and specialized training in STEM fields can be expensive, creating a financial barrier for many girls in rural areas.
Government Measures to promote STEM
- Vigyan Jyoti Scheme:
- It is launched by the Department of Science & Technology (DST). Intended to create a level-playing field for the meritorious girls in high school to pursue Science, Technology, Engineering, and Mathematics (STEM) in their higher education. It also offers exposure for girl students from the rural background to help to plan their journey from school to a job of their choice in the field of science.
- GATI Scheme:
- The Gender Advancement for Transforming Institutions (GATI) will develop a comprehensive Charter and a framework for assessing Gender Equality in STEM.
- Knowledge Involvement Research Advancement through Nurturing (KIRAN):
- The scheme provides opportunities for women scientists in moving up the academic and administrative ladder.
- Women Scientist Scheme provides career opportunities to unemployed women scientists and technologists, especially those who had a breakin their career
- Consolidation of University Research for Innovation and Excellence (CURIE) initiative, provides support to women universities in improving their Research & Development (R&D) facilities.
Recommendations to promote STEM
Promoting STEM (Science, Technology, Engineering, and Mathematics) courses in rural India requires a multi-pronged approach addressing both access and awareness. Here are some key strategies:
Access:
- Improve rural education infrastructure: Equip schools with well-equipped science labs, libraries, and computer labs.
- Train science teachers: Provide targeted training and incentives for science teachers in rural areas, ensuring qualified and passionate educators.
- Develop relevant curriculum: Adapt the curriculum to address local needs and contexts, making STEM education more relatable and practical for rural students.
- Bridge the digital divide: Increase access to computers and internet in rural areas, facilitating online learning resources and digital skill development.
- Offer scholarships and financial aid: Support underprivileged students through scholarships and financial aid specifically for pursuing STEM studies.
Awareness:
- Organize STEM outreach programs: Host workshops, science fairs, and career guidance sessions in rural communities, showcasing the diverse and exciting career options in STEM fields.
- Highlight successful role models: Showcase successful female and rural STEM professionals, inspiring young people to pursue similar paths.
- Utilize local media and communication channels: Engage with local radio, television, and community leaders to spread awareness about the benefits of STEM education.
Additional Strategies:
- Focus on practical applications: Emphasize the relevance of STEM knowledge to solving real-world problems in agriculture, healthcare, and environmental sustainability.
- Promote rural entrepreneurship in STEM: Encourage and support local startups and innovative ventures in STEM fields that address rural needs and create employment opportunities.
- Utilize technology for learning and skill development: Leverage online platforms and digital tools to bridge the gap in access to quality STEM education and resources.
- Develop mentorship programs: Connect rural students with mentors and role models in STEM fields for guidance and support.
Conclusion
Empowering rural women in STEM is not just about gender equality; it is about unlocking India’s full potential for innovation and development. By addressing the challenges and implementing effective strategies, we can create a future where rural women thrive in STEM fields, contributing significantly to the nation’s progress.
RELATED TOPICS
ASER Report
The Annual Status of Education Report (ASER) is a flagship publication in India that provides a snapshot of children’s schooling and learning in rural India. ASER is a nationwide household survey conducted by the ASER Centre, an independent non-profit organization. The ASER Centre, established in 2005 by Pratham, an NGO working on education, publishes the report.
It is conducted every two years, providing valuable data and insights for policymakers, researchers, and educators. The survey itself is conducted by a network of trained volunteers, often local community members.
ASER uses simple but rigorous methods to collect data, including reading assessments, basic arithmetic tests, and questions about school enrollment and attendance. Over the years, ASER has documented significant improvements in enrollment rates, with most children in rural India now attending school. ASER has become a crucial tool for holding the government accountable for its education commitments and ensuring that all children, especially those in rural areas, have access to quality education.
References
https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1694537
https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1857175
https://asercentre.org/wp-content/uploads/2022/12/ASER-2023-Report-1.pdf
Practice Question
Discuss the critical factors hindering the participation of rural women in STEM and propose effective strategies to bridge the gender and rural-urban gap in these crucial sectors. [250 words]