“Role of Women in Indian Higher Education – Opportunities and
Challenges”
Santhosh.CH, Research Scholar, Dept. of P.G. Studies in Commerce, Karnatak University
Dharwad
Abstract:
“When girls are educated, their countries become stronger and more prosperous”.
Indian Higher Education has crossed many Historical Milestones. Women Enrollment in all
important segments equalized and disparity between Women and Men reduced to the maximum extent.
Higher education in India has witnessed a phenomenal – both in Quantitative and Qualitative terms,
since Independence. The Government has been steadily increasing the budgetary allocation for Higher
Education and for the development of Women. Education is key yardstick by which the growth and
development of a country can be delineated and as such it has occupied on honored place in the society.
In this paper the author had tried to highlight on a present scenario of Higher Education in India and
participation of Women in it. Detailed statistical survey has been done in 4 reputed Colleges, two from
Dakshina Kannada District and two from Mysore District. Final effort has been made to interpret,
conclude and suggest for the actualization of real meaning of Women Empowerment. Present paper
would be used by researchers, post graduate students and other readers to explore and exploit further
modified research opportunities in this field.
Keywords: Higher Education, Infrastructure, Government Initiative, Women Empowerment,
Women Enrolment.
“Role of Women in Indian Higher Education – Opportunities and
Challenges”
Santhosh.CH, Research Scholar, Dept. of P.G. Studies in Commerce, Karnatak University
Dharwad
Introduction:
Women constitute 48.16% of India’s population. They are a valuable Human resource. Women
empowerment means emancipation of women from vicious grips of social, economical and political,
caste and gender-based discrimination. It means granting women the freedom to make life choices.
Women empowerment does not mean ‘deifying women’ rather it means replacing patriarchy with parity.
The term empowerment indicates a process of giving to developing conditions for generating power
within. Therefore conceptually the term empowerment has multi-dimensional focus and can be
discussed as a process wherein a group or individuals are ambled to enhance their status in the society
on the hand and overall participation and growth in the other. Empowerment is an active multi-
dimensional process which enables a woman to realize their identity, position and power in all spheres
of life. Empowerment provides greater making process at home and in matters concerning society and
freedom from customs, beliefs and practices. Or in other words, Women empowerment is empowering
the women to take their own decisions for their personal dependent. Empowering women is to make
them independent in all aspect from mind, thought, rights, decisions, etc., by leaving all the social and
family limitations. It is to bring equality in the society for both male and female in all areas. Women
empowerment is very necessary to make the bright future of the family, society and country. Women
need clean and more capable environment so that they can take their own right decisions in every area
whether for themselves, family, society or country. In order to make the country fully developed
country, women empowerment is an essential tool to get the goal of development.
Education is the most important and indispensable tool for women empowerment. It makes
women aware of their rights and responsibilities.The value of women’s education has received a global
recognition over the past two decades with the mounting awareness, in the drive towards women’s
equality. Educational achievements of a woman can have ripple effects for the family and across
generations. Education is a milestone for women empowerment because it enables them to respond to
opportunities to challenge their traditional roles and to change their lives. Educating women benefits the
whole society. It has a more significant impact on poverty and development then men’s education.
Education plays an important role in removing economic poverty by opening various job avenues for her
for that she can work hand in hand with man and give support to the family, which in long run
strengthens the economy.
The institutions of higher learning in India fall into the following broad categories; (i) central and
state universities; (ii) deemed to be Universities (given deemed to be university status by the Central
Government on the recommendation of the University Grants Commission); (iii) private Universities
(established by various State governments through their own legislation); (iv) Institutes of National
Importance (declared as such by the Government of India by an Act of Parliament and are empowered to
award degrees); and (v) Premier Institutes of Management (set up by the Central Government and are
outside the formal university system. They offer Post- Graduate Diploma Programs equivalent to
Master’s Degree Programs in management). India has now a system of higher education with 460 plus
degree awarding institutions apart from thousands of Diploma awarding establishments. In addition,
there are colleges, which are affiliated to universities and provide undergraduate education. Some
colleges also undertake post-graduate teaching and research. The affiliating universities oversee the
standards of the affiliated colleges and hold examinations and award degrees to successful candidates.
The college sector is managed both by the Government and Private bodies. There are some constituent
colleges that are established and managed by a particular university. The UGC, on the recommendation
of an Expert Committee and in consultation with the State Government and the University concerned,
confers the autonomous status on colleges. Such institutions have the capability to design their own
curriculum, evolve innovative teaching and testing strategies. Approximately 22% of the enrolment in
higher education was attributed to be institutions covered under distance education programs. Indira
Gandhi National Open University (IGNOU) established in 1985 is the apex body for imparting and
monitoring the distance-learning program in India. A number of developments have taken place
regarding private initiatives in higher education: (i). Establishment of private universities by various
governments through their own legislation, which vary from State to State, and also within the State. (ii)
Establishment of deemed to be universities including DE novo category, involving particularly private
institutions imparting technical, medical and other professional education, and (iii) Conceptualization of
virtual universities for entry of foreign universities in different kinds of collaboration. Today there are a
significant number of private universities & colleges in various states and the numbers are growing very
rapidly.
Literature Review:
There are numerous researches conducted on women empowerment and higher education. Most
of the researches guided that in urban area women empowerment issues found very rarely but its burning
issue on all angles in rural areas. Even percentage of education level in rural and urban area as got huge
variations in urban and rural area. But there are very less number of researches made in this respect i.e.,
“on girls enrolment in higher education (post graduate Studies) and there by women empowerment”.
Here authors tried to make an effort to find relationship between directions of girls opting post graduate
courses and changing the meaning of women empowerment in this regard on comparative study.
Need for Study:
Since last decade women enrolment in higher education made magnificent changes in entire education
system. Girls enrolling under engine of education increased drastically. Now a day even in rural area
also one could find family with a lady who has either undergraduate or postgraduate degree. As a
burning issue, there are thousand issues behind girls’ education and Indian higher education system.
Even modern education has lost its importance in framing student’s overall intellectual development
which could fetch their lively bread, because of lack of quality. It’s right time to redefine Indian
education system with special reference to women empowerment.
Objectives of Study:
The main objective of the study is to analyze present prospect of women in higher education and
direction of Indian higher education. In order to meet this main objective the following specific
objectives have been framed:
1. To study and understand the concept of woman empowerment.
2. To understand the Indian Higher Education System and its role in women empowerment.
3. To highlight on opportunities and challenges to post graduate centers and enrolled students with
special reference to women.
4. To highlight the opportunities and challenges for different post graduation courses.
5. To suggest for overall development of higher education with the motto of women empowerment.
Hypothesis of study:
Following assumptions considered for study purpose.
Hypothesis 1:
H1 = There is no significance variations in the students overall enrolment over the years.
H2 = There is no significance variations in the boys and girls overall enrolment over the years.
Hypothesis 2:
H0 = There is no significance variation in demand for different courses among girls.
H1 = There is significance variation in demand for different courses among girls.
Scope of Study:
This paper is prepared with the intention of having insight in to the new hopes for Girls Higher
Education under Post-Graduation. Here authors made an attempt to present the real condition of Post-
Graduation education centers and students enrolled over there. This attempt would be used by
researchers, post graduate students and other readers to explore and exploit further modified research
opportunities in this field.
Methodology:
a. Sources of data:
Basically this paper depends upon primary data which was systematically collected through a
structured questionnaire. 100 women postgraduate student respondents those who have enrolled
them self in different are courses selected randomly. Also statistical data for the last Nine years
starting from 2011-12 have considered from “St. Aloysius Post Graduation Centre Mangalore,
Alwas Post Graduation Center Moodbidri, JSS College of Arts, Commerce & Science Mysore
and JSS College for Women’s Mysore”, Which are well known in Education sector with
remarkable achievements in Karnataka state. For Conceptual frame work secondary sources of
information were referred from various journals of repute and also from the net.
b. Tools of Analysis:
Here an attempt was found to identify the real inside picture of Indian Post graduation education
system in both the reputed cities in special reference with women enrollment. Final interpretation
and suggestions have been drawn as result of the study after using statistical techniques like
graphs, pie charts and linear trend lines. The hypothesis framed in this study will be tested by
using One Way and Two Way ANOVA.
Limitations:
There is a limitation for every research work even this paper also suffers from some limitations.
1. Study has been done in reputed colleges of center cities. Final interpretation may be subjective.
2. Sample drawn are just limited to the group of 100 girl student respondents, even some error of
sampling could be found.
3. Women Empowerment cannot be justified only by considering post graduate education.
4. Time framed for this study just limited for last nine years this could be found as constraints for
study.
5. This attempt is also not away from general limitation of statistical tools.
Data Analysis and Interpretation:
Table 1: Reason for Opting Higher Education:
No. of Respondents Percentage (%)
Self Interest 90 90
Family Force 1 1
Other Reason 9 9
Total 100 100
Source: Primary Data
Higher education offers inspiring teaching, excellent facilities and a world-class environment.
Knowledge plays a vital role in Human overall development. To get access for superior knowledge there
is beaucoup interest among girls to enable themselves for higher education (Table 1) the reasons for
opting higher education have displayed that 90% respondents had opted higher education with self-
interest and remaining are for other reasons.
Table 2: Sources of Financial Assistance
No. of Respondents Percentage (%)
Own Fund 69 69
Bank Loan 22 22
Sponsors / Scholarship 09 09
Total 100 100
Source: Primary Data
Finance is the most important aspect which decides quality in higher education. Government,
Banks and other charitable trusts have been motivating students for higher education by rendering
financial assistance. In (Table 2) detailed information on sources of finance aid being used by girl
students, where 69% of students are managing finance for their courses by their own sources of fund,
while remaining students highly depends on bank loan, financial institutions, sponsors, scholarship, etc.,
where its availability is extremely low.
Table 3: Initiative taken by Colleges / University on Girls Safety:
No. of Respondents Percentage (%)
Excellent 09 09
Good / Average 85 85
Below the Mark 06 06
Total 100 100
Source: Primary Data
Under the “Protection of women’s from domestic violence Act 2005” protective measures have
to be taken for the wellbeing of girl students. (Table 3) provides information related to measures taken
by the colleges / universities, where 85% are taking good/average initiatives, while still 6% of
institutions are lagging to take appropriate measures.
Table 4: Family Involvement and Encouragement for girl’s higher education;
No. of Respondents Percentage (%)
Healthy positive encouragement 86 86
Moderate 14 14
No encouragement 00 00
Total 100 100
Source: Primary Data
Family involvement and encouragement plays a vital role in getting proper access for higher
education in present scenario. (Table 4) says 86% of families are ensuring for their daughters education,
whereas few families are moderately worried about their daughters education.
Table 5: Opportunities for girls overall personality development in higher education
No. of Respondents Percentage (%)
More opportunities 54 54
Limited opportunities 43 43
No opportunities 03 03
Total 100 100
Source: Primary Data
The core aim of education is to foster all round development of a student in the sense
intellectually, physical, moral, sensible and social development. (Table 5) gives the percentage of
opportunities that could be obtained by girls through the curriculum of the college. 54% of colleges
provide better opportunities, whereas 43% are still in a need to improve and also 3% of the respondents
opine that colleges are still exhibiting negligence.
Table 6: Contribution of government in success of girl’s higher education
No. of Respondents Percentage (%)
Good 21 21
Average 70 70
Low 09 09
Total 100 100
Source: Primary Data
Higher education is becoming expensive and pervasive. When it comes to higher education
finance, we have become a nation of back seat drivers. The government inevitably has to play a large
and more dominant role. (Table 6) symbolizes 70% of respondent’s state that there is only fair response
by the government towards girl’s higher education, apart there are some girls of rural background who
are still unaware of the facilities that are provided by the government, which should be properly
conveyed by taking initiatives.
Table 7: Accessibility of girl’s higher education on geographical base
No. of Respondents Percentage (%)
Urban areas 68 68
Rural areas 05 05
Semi-urban 27 27
Total 100 100
Source: Primary Data
The pressure on higher education is increasing day by day for the goal of moving towards
equality is been reiterative as in the policy on education 1986. Several social, economic, administrative
and other reasons seems to act together as hindering access to higher education, there is tremendous
imbalance in access to higher education as presented in (Table 7) which should be equally distributed.
Table 8: Support of society with regard to women empowerment
No. of Respondents Percentage (%)
Positive 68 68
Negative 32 32
Total 100 100
Source: Primary Data
Women’s are important part of the society and her empowerment is must for development. In
developed countries, every member of society is in equal position, but in developing nations we need to
empower people who are not receiving equal treatment. (Table 8) shows that there is only 68% of
positive response from the society towards women empowerment, it symbolizes there is a need for
educating the society.
Table 9: Job/career opportunities
No. of Respondents Percentage (%)
Above 80% 21 21
50% to 80% 73 73
50% or below 06 06
Total 100 100
Source: Primary Data
Job or career is essential as it gives a social status; it tells us where we lie in this competitive
world and to attain self-confidence. In the (Table 9) 73% of girl respondents find placement only to the
extent of 50% to 80%, but still 6% of respondents are finding inability in finding their desired jobs.
Table 10: Final suggestion of respondents for the enrollment of girl’s for higher education and its
relevance for woman empowerment:
No. of Respondents Percentage (%)
Suggestible and must 75 75
Depends upon personal interest 23 23
Not necessary 02 02
Total 100 100
Source: Primary Data
Educated women have a greater chance of escaping poverty, leading healthier and more
productive lives and raising the standard of living for their children, families and community. (Table 10)
says 75% of female respondents suggested higher education is necessary and to have a wide
accessibility and equity, one must opt for higher education, while 23% strictly point that higher
education is personal option and one can decide on its requirement or affordability.
Testing of Hypothesis:
The hypotheses framed in this study are tested here by using One Way and Two Way ANOVA at 5%
level of significance.
Table 11: Actual Statistics of Overall students Enrolment:
Years
2011-13 2012-14 2013-15 2014-16 2015-17 2016-18 2017-19 2018-20 2019-21 Total
Category
Boys 131 173 236 245 311 423 435 387 377 2718
Girls 181 320 409 471 591 788 835 782 798 5175
Total 312 493 645 716 902 1211 1270 1169 1175 7893
Sources: Authors Compilation
Hypothesis 1:
H1 = There is no significance variations in the students overall enrolment over the years.
H2 = There is no significance variations in the boys and girls overall enrolment over the years.
Table 12: Two Way ANOVA for Students Overall Enrolment and Girls and Boys Comparative
Enrolment over the year:
Source of variation Sum of squares D.F Mean square F-test
Between columns (SSC) 493562 8 61695.25 F1 =1.27
Between rows (SSR) 335380.5 1 335380.5 F2=4.29
Error (SSE) 625933 8 78241.625
Total 203009.5 17
Sources: Authors Compilation
a. Significance checking for students overall enrolment over the years in post graduation
learning centers:
[The critical value of F for D.F. (V1 = 8, V 2 = 8) at 5% of significance is 3.4381]
It is clear from the above test result that the theoretical F value (1.27) is lower than the
critical value, the hypothesis (H1); there is no significance variation in the students overall
enrolment in higher education centre, supposed to be accepted. Since study was done in reputed
colleges of city, it would be subjective in decision.
b. Significance checking for girls and boys comparative enrolment in post-graduation
education.
[The critical value of F for D.F. (V1 = 1, V 2 = 8) at 5% of significance is 5.3177]
It is clear from above test result that the theoretical F value (4.29) is lesser than critical value, the
hypothesis (H2); there is no significance variation in the girls and boys overall enrolment in post
graduate education system, suppose to be accepted. Therefore, it could be concluded that there is
no significance variation in the girls and boys overall enrolment in post graduation studies.
Table 13: Trend Evaluation of future expected enrolment of girls in higher education:
Year 2011-13 2012-14 2013-15 2014-16 2015-17 2016-18 2017-19 2018-20 2019-21 20/22 25/27
Expected Trend 181 320 409 471 591 788 835 782 798 753.4 1747.0
(In number) 3
Expected change 100 76.80 27.81 15.16 25.48 33.33 5.96 -6.35 2.05 -5.59 131.89
(Percentage)
Sources: Authors Compilation
(*Note: estimated values for year 2020-22 and 2024-25 straight line trend method)
Chart 1: Estimated percentage change in Trend value of girls’ enrolment in higher (postgraduate)
education
Chart 1: Expected Trend values for Future
Enrolment
140
120
100 Expected percentage of Trend
values for girls Enrolment for
80 post graduate class
60
40
20
0
0 2 4 6 8 10 12
-20
Sources: Authors Compilation
Above chart 1, demand for the postgraduate courses among girls looks volatile since 2011-12 academic
years. It’s slightly decreasing as of now because of increase in the post graduate colleges. Survey and
literature review also proved that there is huge increase in number of higher education providing
colleges throughout the country and made students enrolment scattered due to increased number among
the colleges. It’s also expected huge increase in higher education aspirants girls number i.e., by 131.89
percentage.
Table 14: Details of Demand for Different stream among the girls post graduate aspirant
Years 2011-13 2012-14 2013-15 2014-16 2015-17 2016-18 2017-19 2018-20 2019-21 Total
Category
Science 78 138 118 147 129 314 347 258 293 1822
Commerce 30 42 79 85 94 144 135 161 170 940
Arts 54 90 94 134 185 151 133 174 158 1173
Total 162 270 291 366 408 609 615 593 621 3935
Sources: Authors Compilation
Hypothesis 2:
H0 = There is no significance variation in demand for different courses among girls.
H1 = There is significance variation in demand for different courses among girls.
Table 15: One Way ANOVA for Demand for Different Stream
D.F Sum of Squares Mean SS F value
Sources of Variation
Between Samples (Years ) 8 98280 12285
Within Sample (Error) 18 89517 4973.17 F1=2.470
Total 55915.25
Sources: Authors Compilation
Significance checking for the demand for deferent streams among girls post-graduate
aspirants:
The hypothesis in the above table is tested here by using one way ANOVA at 5% level of
significance. The critical value of F for D.F. (V1 = 8, V 2 = 18) at 5% level significance is 2.5102
It is clear from above test result that the theoretical F value is almost equal to the critical value,
the hypothesis; there is no significance variation in the demand for different courses, supposed to
be accepted. But practically thank to change in trend, it could be concluded that there is
significance variation in demand for different courses in postgraduate aspirants over the years.
Major Findings of the study:
Major findings of the study summarized below.
1. There is no significance difference in the overall enrolment of the students in post-graduation
study centers.
2. There is no significance difference in the girls and boys overall enrolment in post-graduation
colleges.
3. In long run there is huge upward expected enrolment of girls in postgraduate classes are to be
predicted (i.e., in the academic year 2025 total increase expected to increase by 131.89%).
4. There is no significance difference in demand for different streams among the girls, either
science or commerce is chosen randomly.
5. Self interest in acquiring good higher education especially among girls found in increased trend.
6. In the study it’s also found that most of girls are depending either on own fund or bank loans.
There is lack systematic financial encouragement for girls’ higher studies.
7. As on respondents’ opinion, issue related for women safety norms in colleges still either below
the mark or average.
8. Families’ active involvement in their daughter’s higher education is improved significantly but at
the same time it is found rural background based poor students facing family encouragement
issue to greater extent due to the several reasons.
9. Colleges acting like engine of producing certificates, there is no scope for contribution from
higher studies for overall personality development which is base for dynamic competitive world.
10. Gradually government encouragement for girl’s higher education found good direction but
unfortunately it’s not reaching real beneficiaries due to lack of information.
11. Lack of accessibility for girl’s higher education is found to the greater extent in rural area.
12. On an average society is positively contributing for woman empowerment but it is expected to
have 100 percent positive contribution for achieving real meaning of women empowerment.
13. Inadequate availability of desired job opportunities in the local area has made girls higher
education unsuccessful.
14. Finally respondents opine that every girl should come under roof of higher education for
achieving women empowerment.
Suggestion:
Authors undertaken this attempt with the great expectation of detailed evaluation of girls’ participation
in higher education in respect with its current prospect and future expected situation based with different
statistical tools. Here suggestions given on the basis of findings which found during the study.
1. There is huge increase in number of colleges which offers post-graduate courses created
competition among higher education proving institutions. Quality should be the motive in higher
studies and colleges should not be engine of producing certificates. It should contribute for
overall personal development of students to achieve real meaning of higher studies.
2. For many reason since olden days in post graduation girls’ strength is dominating but in most of
the cases they end up with marriage. This act as largest loses for the society and for development
of the economy. There should guidelines and proper systems to realize real worth of education
and its use for women.
3. Our survey has proved that there are great opportunities to the postgraduate offering colleges in
long run to be a part of revolution in education field especially in girls’ enrolment. This is the
right time to all post-graduate colleges to have SWOT analysis thereby to know and revise them
to cope with dynamic expectation of future competitive world.
4. People are crazy and stick towards some traditional courses, might be for several reasons.
Education regarding the availability of different options should made available to the students in
their early stages.
5. Modified financial support system for deserved students should be made available at right time,
to continue thousands of girl’s higher education for those who leave college in middle because of
financial instability.
6. College management should ensure special safety norms for girl’s safety through systematic cell.
7. Parents also must realize need for girl’s higher education and should think positively in ensuring
it.
8. Colleges should prepare students for the future competitive world by changing entire curriculum
and making it suitable for current industry requirement.
9. Government should convey properly to all society regarding the facilities provided by them and
ensure whether they are reaching to the concerned parties or the real beneficiaries.
10. The imbalance relating to the accessibility for higher education should be made appropriate and
the imbalance in the distribution among areas should be reduced.
11. Society should be educated regarding the need for women empowerment in the development of
the society and to render positive encouragement for their future.
12. Various jobs should be made available in different sectors, different places to create a better
employment environment especially for women’s.
Conclusions:
In order to promote women’s empowerment, it is necessary to create an environment that will
allow women to participate in educational programs and share the benefits. The educational and other
policies for women empowerment should be implemented in reality for empowering women in the
world.
Swami Vivekananda, one of the greatest sons of India, quoted that, “There is no chance for the
welfare of the world unless the condition of women is improved, it is not possible for a bird to fly
on only one wing”. Therefore the inclusion of women empowerment as one of the prime goals in the
eight Millennium Development goals underscores the relevance of this fact. Thus in order to achieve the
status of the developed country, India needs to transform its colossal women force into an effective
human resource and this is possible only through the empowerment of women.
References:
1. “Challenges in Higher Education”, Amrik Singh, Economical & Political Weekly, May
22, 2004.
2. “Management of higher Education: Policy Options”, Dr. Honnappa H.C., Dr.
Kotreswar .G
3. “Women Empowerment and Sustainable Development”, Gurmeet Singh, Kurukshetra: A
journal on Rural Development, August 2013.
4. “Women Empowerment- An Engine of Sustainable Development”, Dr. Satyendra P.P.
Tripathi, Kurukshetra: A journal on Rural Development, August 2013.
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