Reflection Of Swami Vivekananda‟s Views On Women
IOSR Journal of Economics and Finance (IOSR-JEF)e-ISSN: 2321-5933, p-ISSN: 2321-5925.Volume 5, Issue 5. (Sep.-Oct. 2014), PP 40-44www.iosrjournals.orgReflection of Swami Vivekananda‟s Views on Women Educationin Current ScenarioLata SinghTeaching Assistant, Department Of Business Economics, Faculty OfThe Maharaja Sayajirao University Of Baroda.CommerceI.IntroductionSwami Vivekananda (1863-1902), a great philosopher, thinker and reformer of India, defines educationas the manifestation of perfection already in men .To Vivekananda, education was not only collection ofinformation, but something more meaningful; he felt education should be man-making, life giving andcharacter-building. He states it emphatically that if society is to be reformed, education has to reach everyonehigh and low, because individuals are the constituents of society. He was also emphatic that women must beeducated, for he believed that it is the women who mould the next generation, and hence, the destiny of thecountry. In Vivekananda educational scheme for India, the upliftment of women and the masses received thehighest priority.Swami Vivekananda felt, the thermometer to progress of a nation is its treatment of its women and it isimpossible to get back India‘s lost pride and honor unless Indians try to better the condition of women. Heconsidered men and women as two wings of a bird, and it is not possible for a bird to fly on only one wing. So,according to him, there is no chance for welfare of the world unless the condition of women is improved.Education of women is essential for both all round development of the nation and also for the improvement ofwomen‘s condition in India. But the magnitude of illiteracy among women is very high in India. 35 per cent ofwomen are still illiterate as per 2011 census. It reflects that India is not utilizing the potential workers in aproper way. There is either unutilisation or under utilization of women‘s capacities and skills. Even though theeducation system expanded very rapidly, the gap between male and female literacy still persist.Therefore, in this paper an attempt has been made to reflect the gender gap in literacy rate and highlightcurrent policies formulated and implemented by the government to promote and foster the growth of womeneducation in India. In the conclusion, this paper will suggest recommendations in consideration with SwamiVivekanand‘s vision, to overcome the problem of illiteracy among women in India.II.Defining EducationSwamiji defines education as „the manifestation of the perfection already in man‟. This implies thatsomething already exists and is waiting to be expressed. According to him, knowledge is inherent in man, notacquired from external sources. Like sparks in a flint, knowledge is potentially there in human mind. Thestimulus of education causes the friction that ignites the fire of knowledge. And refers to a human being‘spotential, which is the range of the abilities and talents, known or unknown that is born with. ‗Potential‘ speaksof the possibility of awakening something that is laying dormant (Prabhananda, 2003). The word ‗perfect‘implies completion, or something being made whole. Again, we can see that every act connected with learning,training etc. is part of a process directed towards an end.Swami Vivekananda also defines education as “life-building, man-making, character-making assimilation ofideas”, and not a certain “amount of information that is put into your brain and runs riot there, undigestedall your life”.Swami Vivekananda‟s views on Women Education:Vivekananda also stresses the importance of women education. He explains the point about how femaleilliteracy retards the progress of a society.“There is no chance for the welfare of the world unless the condition of woman is improved. It is notpossible for a bird to fly on only one wing”“Educate your women first and leave them to themselves; then they will tell you what reforms arenecessary for them”“Our right of interference is limited entirely to giving education. Women must be put in a position tosolve their own problems in their own way. No one can or ought to do this for them. And our Indianwomen are capable of doing it as any in the world”These golden quotes of Swami Vivekananda, explain how significant female literacy is. Unless the gapbetween males and females literacy is abridged, it is very difficult to steer and propel national development.www.iosrjournals.org40 Page
Reflection of Swami Vivekananda’s Views on Women Education in Current ScenarioVivekananda realized that right type of education is very important for females in our country because once theyget right type of education they will be in a position to solve their own problems. He had suggested introducingsubjects like sewing, nursing, culinary art, etc because he believed that women should be imparted trainingemphasizing skill enhancement. Then, his intention and focus was on vocational skills and training, thedynamics of which changes with time and technology and also way of living.Vivekananda strongly believes that there is a huge difference in the attitude of Indian men and theirwestern counterparts. Indian men believe that the women are born to please them. The real Shakti-worshipper ishe who knows that God is the omnipresent force in the universe, and sees in women the manifestation of thatforce. In America men look upon their women in this light and treat their women as well as can be desired, andhence they are so prosperous, so learned, so free and so energetic.The men and the women are the two wheels of the society. If one of the two falls defective, the societycannot make progress. Hence we need education for the females as we need for the males.Constitution of IndiaThe Article 21-A in the Constitution of India provides free and compulsory education of all children inthe age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law,determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents theconsequential legislation envisaged under Article 21-A, means that every child has a right to full timeelementary education of satisfactory and equitable quality in a formal school which satisfies certain essentialnorms and standards. The Article 15 of the Constitution of India prohibits any discrimination on grounds of sex(Constitution of India Article 15(1) (3)).The Article 26 of Declaration of the Universal Declaration of Human Right declares:―Everyone has the right to education. Education shall be free, at least in the elementary andfundamental stages. Elementary education shall be compulsory. Technical and Professional education shall bemade generally available and higher education shall be equally accessible to all on the basis of merit.‖This Right is also repeated in the UN Declaration of the Right of the Child which seeks to ensure.―Right to Free and Compulsory Education at least in the elementary stages and education to promote generalculture, abilities, judgment and sense of responsibility to become a useful member of society and opportunity torecreation and play to attain the same purpose as of education.‖III.After Independence:After India attained independence in 1947, the University Education Commission was created torecommend suggestions to improve the quality of education. However, their report spoke against femaleeducation, referring to it as: "Women's present education is entirely irrelevant to the life they have to lead. It isnot only a waste but often a definite disability."In 1958, a national committee on women's education was appointed by the then government, and mostof its recommendations were accepted. The crux of its recommendations was to bring female education on thesame footing as offered for boys.Soon afterward, committees were created that talked about equality between men and women in thefield of education. For example, one committee on differentiation of curricula for boys and girls (1959)recommended equality and a common curriculum at various stages of their learning. Further efforts were madeto expand the education system, and the Education Commission was set up in 1964, which largely talked aboutfemale education, which recommended a national policy to be developed by the government. This occurred in1968, providing increased emphasis on female education.Present Position of Women education in IndiaIn Independent India, education acquired special significance and has been supported by thegovernment from time to time through its policies and programmes. Therefore, in recent years the Educationsystem has expanded rapidly. But still a large number of women are in dark and the gender gap in literacy rateremains startling by its presence. The following facts and figures throw light on the criticality of the problemwhich is a harsh reality and demonstrate that we have a herculean task ahead.Table1: Literacy rates in India 639.2953.6765.46www.iosrjournals.orgMale Female Gap inLiteracy rate18.3025.0523.9826.6224.8421.5916.6841 Page
Reflection of Swami Vivekananda’s Views on Women Education in Current ScenarioSource: Census of India (*Literacy rate for year 1951 relates to population aged 5 years and above.)According to the census of 2011, ―Every person above the age of 7 years who can read and write in anylanguage is said to be literate‖. According to this criterion the Literacy Rate in India is around 74%.Table 1 shows the Percentage of Literacy rates among males and females in India. The gap which was 18.30 percent in 1951 increased to 25.05 percent in 1961 and 26.62 percent in 1981. After 1991, there was a slowdecrease in the gap as the literacy rate among women started increasing gradually due to interventions taken bythe government.The Gap of 21.59 percentage points recorded between male and female literacy rates in 2001 censushas reduced to 16.68 percentage points by 2011-12. The 2011 census report indicates that literacy amongwomen as only 65.46 per cent which is much lower to national average i.e. 74.04 per cent. Gender inequality ineducation is proved by the fact that the literacy rate for the women is only 65.46% against 82.14% of men as per2011 Census. Though there is tremendous increase in the female literacy rate after independence, the gapbetween male and female literacy rate is declining very slowly.Table2: Ranking of States and Union Territories by Female literacy rate: 6272829303132333435India/state/Union an & Nicobar Island #Chandigarh#Puducherry#NCT of Delhi#Daman & Diu #NagalandHimachal PradeshSikkimMaharashtraTamil NaduMeghalayaManipurPunjabWest BengalGujaratUttarakhandKarnatakaAssamHaryanaDadra & Nagar Haveli#OrissaChhattisgarhMadhya PradeshAndhra PradeshArunachal PradeshUttar PradeshJammu & KashmirJharkhandBiharRajasthanAll IndiaFemale Literacy 9.5759.2658.0156.2153.3352.66 65.46%Source: Census of India-2011Table 2 shows Ranking of States and Union Territories by Female literacy rate in 2011. The femaleliteracy rate had an average of 65.46% in all India basis in 2011 census the high literacy rate is 91.98% in Keralaand least literacy rate is 52.66% in Rajasthan in 2011 census. According to scholars, the major factor behind theimprovement in the social and economic status of women in Kerala is literacy.Table 3: Gender wise Literacy rate in Rural- urban 82.14Female53.6765.46Source: Census of India 2001 & 2011www.iosrjournals.org42 Page
Reflection of Swami Vivekananda’s Views on Women Education in Current ScenarioTable 3 compares the gender wise literacy rate in rural and urban area in 2001 & 2011. The literacyrate went up from 64.84% in 2001 to 74.04% in 2011showing an increase of 9.21%. Female literacy in 2001stood at 53.67%, it has gone up to 65.46% in 2011. The male literacy in comparison rose from 75.26% to82.14%. The data shows that the improvement in female literacy is more than males in both rural and urban,during the decade 2001-2011 which represent women‘s are growing well in the last 10 years.The gender gap in literacy has come down from 24.57 in 2001 to 19.22 in 2011 in rural areas and from13.41 in 2001 to 9.65 in 2011 in urban areas. And the gap between the literacy rate in urban and rural areas isalso declined from 21.18 percentage in 2001 to 16.34 percentage in 2011.Factors Responsible for Low Literacy Rates among Women:In spite of various plans and policies formulated and implemented by Indian govt. to eradicate illiteracyfrom our country, especially among women, the gap between male and female literacy still persist. In thiscontext, the Factors responsible for low female literacy rate in India are identified and listed below: Gender bias in the curriculum (female characters being depicted as weak & helpless) Social discrimination and economic exploitation. Occupation of girl child in domestic chores. Low enrollment of girls in schools. Low retention rate and high dropout rate. Deprived of access to information and alienated from decision-making processes. Shortage of female teachers in schools. Schools established in faraway places etc. Inadequate school facilities (such as sanitary facilities etc). Rapid growth of population which leads to the neglect of girl child and put more emphasis on the boyeducation. women is considered as liability who will one time get married and will not contribute to the economic andsocial development.IV.Current policiesBefore and after Independence, India has been taking active steps towards women's status andeducation. The 86th Constitutional Amendment Act, 2002, has been a path breaking step towards the growth ofeducation, especially for females. According to this act, elementary education is a fundamental right for childrenbetween the ages of 6 and 14. The government has undertaken to provide this education free of cost and make itcompulsory for those in that age group. This undertaking is more widely known as Sarva Shiksha Abhiyan(SSA).Since then, the SSA has come up with many schemes for inclusive as well as exclusive growth ofIndian education as a whole, including schemes to help foster the growth of female education.The major schemes are the following: Mahila Samakhya Programme: This programme was launched in 1988 as a result of the New EducationPolicy (1968). It was created for the empowerment of women from rural areas especially socially andeconomically marginalized groups. When the SSA was formed, it initially set up a committee to look intothis programme, how it was working and recommends new changes that could be made. Kasturba Gandhi Balika Vidyalaya Scheme (KGBV): This scheme was launched in July, 2004, toprovide education to girls at primary level. It is primarily for the underprivileged and rural areas whereliteracy level for females is very low. The schools that were set up have 100% reservation: 75% forbackward class and 25% for BPL (below Poverty line) females. National Programme for Education of Girls at Elementary Level (NPEGEL): This programme waslaunched in July, 2003. It was an incentive to reach out to the girls who the SSA was not able to reachthrough other schemes. The SSA called out to the "hardest to reach girls". This scheme has covered 24states in India. Under the NPEGEL, "model schools" have been set up to provide better opportunities togirls.The very first step towards women education and empowerment is to achieve the desired literacy rate. Atthe same time a notable reconsideration needs to be made regarding imparting an enhancement of certainvocational skills as visualized by Swami Vivekananda.V.Recommendations:Some recommendations to promote and foster the women‘s education in India: Involving women‘s group like self help groups to promote women‘s literacy. Providing free and compulsory education for all girls up to 20 yrs.www.iosrjournals.org43 Page
Reflection of Swami Vivekananda’s Views on Women Education in Current Scenario Establishment of more no. of primary school.Bringing out change in the attitude of parents and in the society.Removal of gender bias in the school curriculum.VI.ConclusionSwami Vivekananda rightly pointed out that unless Indian women secure a respectable place in thiscountry, nation can never march forward. Swami said, the progress of a nation depends on its treatment ofwomen. And it is impossible to get back India‘s lost pride and honor unless they try to better the condition ofwomen. So, according to him, there is no chance for welfare of the world unless the condition of women isimproved. It is one of the foremost concerns of the Government of India as well as of the society at large. It isDue to the fact that at the present time, the educated women play a very significant role in overall developmentand progress of the country. India is now optimistic in the field of women education.After Independence, Women education acquired special significance and has been supported by thegovernment from time to time through its policies and programmes. Planners and policy makers haverecognized that education can bring a reduction in inequalities and functions as a mean of improving their statuswithin the family, society and nation. In spite of various committees created and plans & programmes executedby the government to promote women education, still a gender gap in literacy rate is existent. No doubt, thisgender gap is gradually getting reduced but still, female illiteracy rate is 35%, as per the data given by census ofIndia 2011. Keeping this in view the plan and programme of action has to be formulated and implemented in thefuture to reach the target of maximum women literacy rate and propel the progress of nation.Swami Vivekananda‘s Vision on women education and Today‘s mission of eradicating gender gap in literacyrate both indicate one goal .progress progress of women and thereby the progress of entire nation. -------―Many paths, one goal‖“Arise, Awake & Stop not still the goal is 8].[9].[10].[11].P.Nithiya (2012), ‗Swami Vivekananda‘s Views on Philosophy of Education‘, Asian Journal of Multidimensional Research, Vol.1Issue 6, November 2012,ISSN 2278-4853.Dr. Sudipa Dutta Roy (2001),‘ Education In The Vision of Swami Vivekananda‘Dr. Jitendra Kumar & Ms. Sangeeta (2013), ‗Status of Women Education in India‘, Educationia Confab, Vol.2, No. 4, April 2013,ISSN: 2320-009X.R.K. Rao (2004), ‗Women and Education‘, Kalpaz Publication, Delhi.G.Sandhya Rani(2010),‘Women‘s Education in India – An Analysis‘, Asia-Pacific Journal of Social Sciences, ISSN 0975-5942Vol.II(1),Jan-June 2010,pp 106-124.Mazumdar, Vina (2002),‘Evolution of Women‘s Studies in India. Dialogue with Researchers: Linking Policy and Research—AConsultation on Women‘s Studies‘. New Delhi: Centre for Women‘s Development Studies, pp 47-49.Priyanka (2013), An Educated Girl, An Educated Future, in Women Empowerment.Constitution of India, Article 21A, Article 15(1)(13).Census of India 2001 &2011, Government of India.Constitution of India, Article 21 A, Article 15(1) (13).Universal Declaration of Human Right, Article als.org44 Page
Swami Vivekananda also defines education as “life-building, man-making, character-making assimilation of ideas”, and not a certain “amount of information that is put into your brain and runs riot there, undigested all your life”. Swami Vivekananda‟s views on Women Education: Vivekananda
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