Developed countries such as Norway, Switzerland, Australia,
Germany and Iceland when compared with India offer better facilities for women
in research and development fields. The state of affairs in the developed
countries demonstrate that women empowerment is proportionate to the progress
of a country. India is a developing country so concentrating on women's
education and women empowerment in the long run would help India and other
developing countries boost their economy. As mothers are the first teachers of
children, it can also be said that women empowerment would lead to empowerment
of future generations and the holistic development of a country.
Therefore, empowerment of women is one of the major concerns
of developing countries such as India. For centuries, it is observed that women
occupy a secondary role in Indian Society. In India, women occupying political,
social, economical, defence, educational, media, agricultural and several other
spheres are less in percentage. Moreover, in any working sphere, throughout the
world, women earn less when compared to their male counterparts. In India, the
practice is more even though times have changed. For girl students belonging to
low income group the problems are manifold. Girl students belonging to low
income group should overcome numerous barriers to pursue higher education.
Hence, the present paper focuses on the challenges faced by
women belonging to low income group families. The paper deals with
opportunities available for women belonging to low income group in research and
development of education sector. In the present article, the advantages of
women empowerment would be reviewed. Numerous prospects available to the
present generation women to empower themselves in research and development of
education sector would be discussed.
Due to the nature of the topic, a theoretical methodology
and one-to-one interviews are used to study the present topic. Issues and
challenges related to societal, familial, religious and economic spheres faced
by women belonging to low economic group to pursue research and development in
education would be discussed in this article. Recommendations include utilizing
village community centers and schools as educational platforms for girls,
alongside district forums to showcase higher education opportunities and
mandatory teaching assistantships for postgraduates and embedding higher
education awareness in research curriculum to expand academic outlooks.
Author(s) Details:
G. Aruna,
Department of Mathematics, GITAM University, Hyderabad Campus,
Rudraram, Medak (Dist), 502329, Telangana State, India.
K.
Tejaswani,
Department
of English, GITAM University, Hyderabad Campus, Rudraram, Medak (Dist), 502329,
Telangana State, India.
Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14239
