Literature Review: Women Empowerment and Education in Rural India

This literature review examines the intricate relationship between women's empowerment and education in rural India. It highlights the significance of primary education as a fundamental right and addresses the socio-cultural and economic challenges that hinder female literacy. The review analyzes the increasing female literacy rates in urban areas compared to rural India and discusses government initiatives like Sarva Shiksha Abhiyan and the Mahila Samakhya Programme. It also explores factors such as gender inequality, poverty, and parental attitudes that contribute to the exclusion of women from education. The review emphasizes the impact of education on women's economic independence, health, and well-being, while also discussing the role of media and social programs in promoting female literacy. It concludes by advocating for crucial steps to improve women's status in society through higher education and equal opportunities, emphasizing the need for a shift in societal norms and values to empower women and reduce gender discrimination, with access to past papers and assignments on Desklib.

Literature Review
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Empowering women through education: raising literacy levels through media in rural India
Links between education and women’s empowerment
Women empowerment is an outline as an increasing and improving of social, political,
economic and legal strengths of women by ensuring enough to claim for their rights. The other factors
includes have complete control of their life at both the workplace and home, to make their own choices
and decisions, get equal opportunity for the education and get equal employment possibilities without
any gender bias etc. Primary education is now a fundamental right where woman is ensured of her
rights in the society at large is assured of its sustainability. India is very popular country which is
known for its culture, traditions, heritages, religion and geographical features from the ancient period.
On the other hand, it is also a male dominant nation. The women are limited to the house chores only
and kept unaware about their rights and education. Women in India are unaware about the knowledge
of basic education. Empowering the women will help in growing the literacy rates as well as bring
many changes in the male dominant society (Arnove, Torres, Franz, 2012). Though the female literacy
rate in the urban areas of India is increasing gradually but in rural India girls continue to be less
educated than boys. Women empowerment will helps them to be equally competent, talented and
intelligent which will encouraged the women to show their talents that will benefit them as well as to
the whole society. It will also lead to more economic benefits and to become independent. Women
empowerment will also leads to reduction in domestic violence and decrease in poverty and this is due
to additional income of women helps the family to overcome with their poverty.
The government had undertaken lots of schemes and literacy programs to spread and encourage
female education (Klein and et. al., 2014). Education plays a significant role in women's life because it
is a basic amenity for the women empowerment. It helps in economic development and prosperity as
well as only education will help the female to get economic empowerment. On the other hand,
UNESCO has argued that the education will only help the women to know their rights and try to tackle
their problems (UNESCO, 2015). In case of any injustice, women can stand for their rights which will
in results reduce their instances of violence and injustice against gender inequalities. Women education
is a pre requisite to alleviate poverty which will help to know their educational rights. The gap between
men and women are severe and which are widening in the rural areas. The literacy facts in rural areas
of females are less as compared to the urban area's women. The literacy rates of female in urban areas
are 79.1% while in rural areas, it is of 57.9%. This is because the illiterate women of rural areas do not
know their rights and not able to speak up against these norms. India's Constitutional Amendment Act,
2002, has taking major step towards the growth of the education, especially for women. According to
this act, primary education is fundamental rights for children between the ages of 6 and 14.
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The government also took the initiatives that the education should be free of cost for those who
can't afford the school fees as well as it is compulsory for all children in this age group. This
undertaking is famously known as Sarva Shiksha Abhiyan (SSA). After SSA, there come many
schemes which help in fostering the growth of female education. These are created for exclusive
growth of Indian education. Firstly, Mahila Samakhya Programme which was created for the
empowerment of women from rural areas especially socially and economically marginalized groups
(Nair and Vohra, 2011). Secondly, Kasturba Gandhi Balika Vidhayalaya Scheme (KGBV) which is
providing education to girls at primary level. It is mainly for the underprivileged and rural areas where
literacy level for females is very low. Thirdly, National Programme for Education of Girls at
Elementary Level (NPEGEL) was an incentive scope to the girls who are not able to reach out to the
other schemes. As per the view of “The World Factbook”, the literacy rate of women is lower than men
in which literacy rate for female is 60.6% whereas, males is 81.3% and this percentage rates is
between the individual which aged 15 or older (The World Factbook, 2015).
For example, if women are not educated or they have less education then it might be possible
that they will not treat properly or equally at their workplace. Their promotions will slow down as
compared to others and reasons can be gender related barriers which involves career progression,
unequal pay etc. Women empowerment can be measured through the Gender Empowerment Measure
(GEM) which evaluates women's participation in a given country both economically and politically
(Carson, Chung and Day, 2012). There are still uneducated and poor rural areas' women are financially
dependent on the male family members because they are restricted to the house chores only (Thiel,
2013). However, the female has capabilities as well as hard working towards their work and have the
abilities to remain financially self- dependent. When women are illiterate, this will affect the health and
well-being of their children (O'Dwyer, and Boomsma, 2015). For instance, in one of survey it has been
found that infant mortality is reciprocally related to the mother's educational level. India is a
developing country but its literacy rates are quite low or same as compared to the other developing
countries.
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As per socio- political rights like right to education for women were completely restricted by
the male members of the society (Sperandio, 2010). However, these issues can be tackle through giving
rights to the women and give confidence that they can handle gender inequalities. However,
government has taken the initiatives to provide free education to the girls but in that also some are
unable to take these types of facilities. In contrast to this, the reservation of higher education places had
little impact because of the low level of education (Roberts and Chittooran, 2016). If the literacy rate
of the female will be low then the opportunity for women will be also low. In contrast to this, female
education in the southern states of the India is highly educated as compared to others. But in case of
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Illustration 1: A statistical profile of India Dehati women

rich states like Haryana and Punjab has lower literacy rates as compared to the Kerala and Tamil Nadu.
This is due to the success of the government's initiatives to co-operate with the society and educate the
women without any gender in equalities. Socialization of the girl child in India has a certain norms in
which she has been trapped by the cultures of the patriarchy and hierarchy. Education is the key aspect
for the females which in India is still lagging behind their male counterpart. As per the data, girl drop-
out ratio is increasing because with the extension of in the level of education.
Parents of girls think that investing money in the schooling of girls will not benefit them
because this broadly social in nature and these leads gender differentials (Niswade, 2015). In contrast
to this,in rural areas, there is a problem that school is situated at a long distance and for that the girls
have to travel from place to another for long time. Due to this, parents don't allow their daughter to
travel long distance from one place to another because of their safety. The socio-cultural factors plays
an important role because it influence the parent’s choice due to that they choose the schools where
only girls are admitted or where only women teachers are employed. In rural areas, girls are married at
small age which restricted from the educational facilities and after marriage they look after their
families. On the other hand, families put home chores burden on the girls at very small age through
which they are unable to attend the school. There is no safety measures been taken by the government
so that girls are able to take education despite of free education is available by the government (Kumar,
Basavaraja and Gagendra, 2014). The constitution of India grant the equality to women in the society
just like male but the backward society can't take help from them. Empowering women should be the
crucial motto for the development of the country but India has been unable to reveal that significance.
However, it can be critically assessed that women need to be empowered rather than treated as a
helpless victim of male chauvinism. The nation should provide respect and value to the women and
they should aware of their rights. India needs to take some crucial step to improve women position in
society by getting higher education (The Global Gender Gap Index).
The real meaning of the women empowerment is to make them well educated and leave them
independent by which they will be able to take decisions on their own (Prakash, 2011). Gender
discrimination in the country is bringing cultural, social, educational, economical differences which
will decrease the country's development. In many backward areas, there is a trend of early marriage
and childbirth because of the poverty, insecurity and illiteracy of the parents. In order to empower
women, various steps have been taken by the government to prevent violence, gender discrimination
and abuse against women. Various mass campaign need to be organize in the rural areas which will
make them aware of the values of women and all the facilities which are available by the government.
Women empowerment should take the high speed in India to equalize the women and men. Women
empowerment has the power which can change the society norms and values (Narang, 2011). They are
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fully able to tackle the economic conditions of the family and country through proper education
qualifications. In the recent years, several constitutional and legal rights have been enforced by the
government of India in order to reduced ill practices and gender discrimination against women.
Modern societies are bringing awareness through print and electronic media to reach out to people
which are helping the female literacy in India. This results in the increasing of the various self-help
groups , NGOs etc. which are working in the women direction. In order to bring women empowerment
in the Indian society, it needs to understand and reduce the main cause of the ill practices against
women which are patriarchal and male dominated system of the society (Das and Shah, 2014). It needs
to be open-minded and change the old mind set against women together with the law and other legal
provisions.
Factors by which women excluded from basic education in India
India is taking severe steps towards women's status and education. There are some acts which
are created by the country to improve the quality of education. The main reason for not allowing
women for education is the gender inequality through this discrimination; women are subjected to the
educational differences (Goli and Pou, 2014). The chief barriers to female education in India are
inadequate school facilities such as sanitary facilities, shortage of female teachers and gender bias in
the curriculum. Gender bias, here, meant as the female characters being depicted as weak helpless.
Despite of this, women constitute half power of the nation and have the rights to change the
inequalities in the society (Roy and Tisdell, 2002). There are various challenges by which women are
excluded from the basic education in India. One of the challenges is poverty in the rural India due to
that the family can't afford the school fees through which some girls are unable to take education. The
foremost reason can be the way parents perceive the female education. For instance, if a family has to
choose between educating a son or a daughter because of financial limitation then surely the son will
be selected. This is because negative parental attitudes towards educating daughters can also be a
barrier to a girl’s education. One of the reasons can be caste which old age discrimination in which rich
people or upper class can only take education because they are capable of it which is false (Joseph,
2013). The lack of the infrastructure in the schools can also be the reason for the women to not take
any education.
Due to poverty which barricades the female to stop taking education in rural India which is
happening through continuing the debt loans taking from the money lenders. In India, males have
thinking that women are born only to care of the family and house chores. Due to this discrimination
women are not allowed to take up education. This mentality is carried out generation by generation that
are degrading the position of women in the society. The rural area's women are not taking any major
step against this, through which men of the rural society is neglecting their importance. The overall
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reason for this issue is gender inequalities which are making the situation worse and if any women take
any measures against it then they are treated badly by their family and society (Chhokar, 2010). This is
because they have set some unethical norms for the women to be not educated and remain limited to
the house only. Government has now created some programmes to improve education and economic
opportunities for women which will provide more equitable development which will results in better
economy situation in the country.
Role of Media in promoting women literacy in rural India
There are various studies that reveal that there is broad gender difference in the literacy rate in
India. The females of the country are not provided proper basic as well as higher education. The
statistics disclose that, India is presently having the highest number of illiterate population. As per the
data generated through Census 2011, total literacy rate in India is 73.0% consisting of 64.6% females
and 80.9% males (Literacy rate in India, 2015). However, the literacy rate in rural areas is much lower
than that of urban areas. The recent survey conducted by NSSO (National sample survey office) it has
been identified that literacy rate is 71% in rural parts of India in contrast to 86% in urban parts for the
age group of 7 years and above. Furthermore, the adult literacy rate which comprises of age group of
15 years and above is also low in rural areas. The report states that only 64% of adults are literate in
rural areas in comparison to 84% in urban parts (Report of NSSO, 2015). The major reason of lack of
education among females in rural areas is due to gender based equality. In addition to this, majority of
the rural population is living life of stereotype that believes that women are for handling domestic
chores. Thereafter, social discrimination and economic exploitation are also some reason that are
responsible for poor female literacy rate.
Rural India is signatory to the NFLS (Nairobi Forward Looking Strategy) and CEDAW (Convention
on Elimination of Discrimination Against women) 1995 in which top priority is provided to the female
literacy through the communication media (Carilli and Campbell, 2012). In present era, mass media is
playing vital role in developing environmental awareness and information in rural India. Due to cost
effectiveness and appeal factor mass media is used globally in order to disseminate information. Mass
media can ensure participation of rural women in economic, social and political processes. In this
aspect states that the mass media has the potential for providing information, inspiration, and
instruction for rural women through which they can get aware about their rights and responsibilities
(Ames, Burcon, 2011)
In the rural India, TV & radio had assisted in the social transformation through promotion of
empowerment by the efforts of both government and non-government organisations. The regional
language media is powerful and pervasive through women can think different from their rural life
(Anca and Gabaldon, 2014). Furthermore, they can avail opportunities provided by the government and
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legislation in order to lead a better life. As per the study, each rural area is present has resources of TV
antenna and radio on which telecast of local community centred program is done to get attention of
captive audience mainly of women (Welch and Ruelas, 2015). In such programs, information related to
the fundamental rights and opportunities is provided by which women can find solution of issues
occurred in their daily life.
In accordance with the Swami Vivekananda, there is no possibility of welfare there will be no
improvement in the condition of women (Arnove, Torres and Franz, 2012). It is because; bird cannot
fly with one wing. Similarly, women are required to provide equal contribution in the development of
economy. According to the study 31% of adolescent girls in the rural state are married and becoming
mothers at a very early stage of their lives because of the lack of education and their rights (Acharya,
Khanal, Gautam, 2015),. Thus, government provides information of the educational and health
program through mass media. With such awareness, female are standing up for their fundamental rights
and making positive changes in rural statistics. In this aspect was stated that media enables women for
setting their own priorities by seeking information and knowledge (Pettersson and Agardh, (2014).
Furthermore, they are able to make their own decisions without getting influenced and getting
pressurized by their surroundings. In addition to this, verbal and visual documentaries shown on media
motivates them do better with their life. According to the study in comparison to previous statistics
female in rural India are more concerned towards their education and rights. In addition to this, they
are providing financial contribution in their family and standing against the social evils (Khandeparkar,
Roy and Motiani, 2015). By considering this continuous positive change media factors are getting
more strong and influential through literacy program are executed by government and non-government
entities in a better manner.
On the basis of the aforementioned data, it can be stated that it is very much important for
country to focus on education level of rural areas. This will also help in the overall development of the
nation. In this respect, India use large numbers of media campaigns that help in encouraging the
empowerment among females so that they can frame their own priorities, attain learning and
knowledge to provide their informed choices. As per the views media plays an influential role in
encouraging the population to take up the basic as well as higher education (Rodrigues, Ranganatha
2014). Therefore, media can be used as essential educational tool. It further helps in imparting the
significance of education among women and girls in developing the society. Also, the success of other
campaigns of government like, family planning, stabilizing the beaming population in the country can
be assured to large extent if females are educated. According to the Integrated Women empowerment
program, also recognize the significance of literacy in improving the position of women in society
(Ramanjaneyulu, 2015). It further aims at building entrepreneurship among women by using education
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as important tool.
In addition to this aspect, it will also help in reducing poverty as educated women can help in
generating income through employment. Thereafter, child mortality, gender inequality, dowry system
or domestic violence are some issues that can be resolved easily if women is educated. The literate
women have sound knowledge about the rights and privileges made available by the government so
that she can raise her voice against them. Therefore, media can be used as effective tool for spreading
awareness in rural India regarding need of education among women (Tarique, 2013). The major tools
that can be used in this respect will be advertisement on television, radio broadcast, awareness
campaigns, hoardings etc. The media highlights that educating a girl child can lead to better life for the
entire family as she will bring virtues etc, this can be understood with the campaign like, “padhegi
likhegi, naam roshan karegi” etc. Further, there are various other campaigns like, “Ladli'' that are
initiated by government to promote education among girls Graham, (2012). To support the success of
campaigns in rural areas, government use tactics like, free scholarship, free bicycle, nominal monetary
rewards for scoring good percentile or clearing exams, motivation to get employment etc. With the
help of media channels the initiatives taken by government are highlighted time and again. They
further help in reaching maximum number of both rural and urban population at low cost. According to
the words of Winthrop and Sperling, the condition of world cannot be improved until and unless the
state of women is improved in the society (Sethi, 2013). Also, there is famous saying that by educating
a man only one individual life is improved but by educating a woman entire family is educated. In
addition to this aspect, literate women understand the need and significance of education and further
ensure her kids also receive an education. Hence, it can be considered that investment in women
educations is kind of investment in nation. Therefore, by transmitting the knowledge among women
and educating them their position can be intensified (Pasque and Nicholson, 2012).
Communication is very important factor in ensuring women empowerment and development
(O'Dwyer and Boomsma, 2015). Media plays an important role in bringing new and positive change in
the society on a big level by enforcing favourable educational behaviours among individuals. It also
helps in discouraging the cultural taboos like, girls do not go school etc (Sehoole and Knight 2013).
The media journalists take interview of government officials and repetitively ask them what they are
doing in field of education in rural areas. These further forces the political parties to come up with new
schemes and projects. Such as illiteracy rate among females in rural Bihar is maximum with 67.9%
(Literacy rate in India. 2015). Therefore, media propaganda has stimulated government to encourage
females to take up education. To support this campaign, government also provided free laptops (up to
50,000) to meritorious girl students. Also, in some parts two wheeler and digital tablets were
distributed to meritorious girl students (Mete, 2012). Likewise, another campaign “SelfiesforSchool”
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was started to boost girl’s education in various parts of country. With this campaign the youths in cities
were asked to click their picture and post the same on social networking sites with hash-tag
“selfiesforschool”. The main purpose of this campaign was to send 10 girls residing in rural areas to
primary school for each selfie. These campaigns were further highlighted in newspapers and news
media (Government campaigns in India, 2015). Further, media entities can also use radio to spread
awareness about education as it is competent of reaching ample number of individuals while holding
up a powerful impact. Majority of the rural areas of India are still suffering from the lack of electricity,
therefore, radio is effective option as it can be operated with battery. Therefore, educational messages
transmitted via radio are most cost advantageous as it help in reaching individuals in their home,
workplace (like farms, proprietary shop in rural areas) etc (Carilli,Campbell,2012). According to the
survey radio listeners have good ability to remember the information transmitted in broadcast.
Therefore, it is important method that is used in spreading awareness regrading education
(Subrahmanyam, Smahel,2010)
Furthermore, advertisement media also play a significant role in assuring the growth of
education among rural feminine population at fast pace. There are various television programs that
show that educated women are excelling in various fields like, military, entrepreneurship, navy, sports
etc. The news channels also show how the renowned women like, Kiran Bedi (IPS officer), Indira
Gandhi (only female Prime Minister of India till date), Kalpna Chawla (Astronaut), Sania Nehwal
(Badminton player), Chanda Kocher (MD of ICICI bank) etc have brought laurels to the nation. This
further encourages the parents of girl child in rural areas to give proper education. The renowned
corporations of the country have also realized the significance of women literacy and therefore, they
also take part in spreading the awareness among rural population (Bakken and et.al., 2010). In this
respect, Procter and Gambel (P&G) company have initiated a campaign named “Shiksha” where some
part from the profits from the sale of products will be donated towards offering free education.
Therefore, brand highlights the tag line in its television commercial, “Padhega India tabhi Badhega
India” (Women Empowerment, 2015). Therefore, individuals in rural areas are inspired towards
education through such influential tag lines. Similarly, Scooty Pep's advertisement tag line state “Why
should boys have all the fun” which help in overcoming the issues of gender inequality by showcasing
the need of women empowerment in society by zestful subliminal messaging (Moorthi and Raheem,
2012). Likewise, Vogue brand also take various initiatives like, “Boys don't Cry” for influencing
individuals to understand the need of women empowerment. Therefore, advertisement media help in
highlighting the education and empowerment needs.
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Examples are there of successful NGO-led programmes with this focus
Overview
Women empowerment refers to development of environment for females where they can make
their own decisions for their individual welfare and ensure goodness for the society. It further refers to
methods of enhancing and amending the legal, socio-economic, political, power in the hands of
women, in order to assure equivalent privileges to females as compared to males (Nair, Vohra, 2011).
The main aim of women empowerment is to boost the morale and confidence of women so that they
can demand the rights available to them like, to live a carefree live with a feeling of self-respect,
esteem and value (Narang, 2011). By women empowerment, females can be given equal social position
in the community, equal possibilities for gaining education, socio-economic justice, employment etc.
Women empowerment in India is important because it will help in the overall development of the
society by eradicating the social evils like, child marriage, domestic violence, dowry system,
corruption etc (Gross, Davies, Diab, 2012).Educated women are well informed about the rights and
privileges accessible to her and therefore, can raise the voice against the erroneous activities taking
place in the society (Women and Media, 2011). Women empowerment ensure active participation of
females in the national development process by making India proud by their prominent performance in
each and every area like, medical science, technology, sports etc (Kumar, Basavaraja and Gagendra,
2014). Therefore, to encourage empowerment of women in society, there are various organizations that
are working in this direction. This can be further understood with the example of leading NGO, CARE.
CARE is a renowned organization that is working in India from past 65 years in the direction of
welfare of the society. The organization came into existence in India in year 1946 with an agreement
by co-founder, Lincoln Clark with government of India. The main focus of this NGO is to remove
poverty, educational difference and social unfairness. In this respect, it develop effective plans and
objectives in the field of education, health etc. The overall objective of entity is to assure women
empowerment from poor, rural and backward communities resulting into improvement in their living
standard etc. The women are specifically targeted by this NGO because it is the segment that is
disproportionately impacted by the gender difference, poor education, poverty etc (Prakash, 2011). The
objective of CARE is to promote a way of life to women that permits them to relish, to the maximum
extent, their rights and privileges as an individual human being. It also ensures that women get the
level of dignity, respect, independence, security, civil and legal rights that are deserved by them. The
key achievement of CARE India is reflected in terms of its accomplishment of its objective by working
with 50 million individuals to fulfil their education, health and livelihood entitlements. Main focus of
this organization is on preventing factors such as poverty and social injustice. For this purpose, they
plan and execute well planned and comprehensive programmes by considering issues such related to
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education, health and livelihoods. They work for rural women in order to support them for leading a
better life (Roberts and Chittooran, 2016). They provide opportunities through which they can get
independent and contribute to their family. They are working against issue of malnutrition and
empowerment of women. For this purpose they provide consultation services along with the financial
and non-financial resources. They motivate wealthy people, organization and community to contribute
in the development of female of rural India. For this aspect, they run charity programmes in which
individual and business entities are invited for the donations. Along with such program, they motivate
females for bringing change in the society by taking initiatives in various area (Sperandio, 2010).
For the attainment of aims and objectives of the organization they had developed various
innovative programs such as online contribution and collaboration with the successful companies.
Collected funds from such programs are used for the development of female of rural India. They had
also provided help line number on which individuals can discuss their issues and volunteers of the Care
India org assist them in resolving their problem in both financial and non-financial manner (Carson,
Chung and Day, 2012). They are connected with the various small care associations in order to support
them for their purpose. This organization has also provided significant contribution to the victims of
the natural disaster through which various individuals were able to start their new life (Thiel, 2013).
The programmes of CARE create innovative projects which are developing by the organization.
CARE deals with the government schools and government related agencies which are connected to the
education. The works of the organization focused at girls' education in which the entity wants primary
education for the young girls. CARE (2014) has asserted that the organization also provides on-the-
spot- site academic support which is improving the quality of the teaching as well as improvise the
leadership skills among girls (CARE, 2014). The past works of the organization includes “Udaan”
which is localized for the Uttar Pradesh, Bihar, Odisha and Haryana. The word Udaan means 'Flight'
which represents the education for girls of marginalised groups. CARE India has taken the help of the
local NGOs to manage the Udaan project in these location. The organization has taken the initiatives
from the corporate partner that is SRF Foundation in Haryana. This is the opportunities for the girls
who have dropped out from the school from the various reasons.
CARE (2014) explained that these are aged between 11- 14 years which neither see the school
nor go for the higher education (CARE, 2014). The other past works includes Girls Leadership
Initiatives (GLI), Early Childhood Development (ECD), Kasturba Gandhi Balika Vidhayalaya (KGBV)
and Adolescent Girls' Learning Centre (AGLC). The organization has also taken the initiatives in
certain events like Shelter in emergencies. The company has taken the initiatives in Cyclone Hudhud
which come in Andhra Pradesh and Orissa, also helps in JK flood crisis and the Tsunami. The
company's future work includes giving vehicles facilities to those who has long distance school and
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