CHAPTER-1 INTRODUCTION 1.1 Introduction Women education in Darrang District has come to age and it is in process in its endeavors to do more and always better for the cause of higher education among women. Considering the needs and importance of women education a study has been undertaken and the title of the study stands as, ‘Development of women education in Darrang District since independence’. The study has been selected by the investigator because of no investigation was done in this region earlier. It is a part of our accepted national policy now to consider women education as the most important instrument for human resource development and amongst a number of measures taken for improvement of the status of women in the country, education has given top priority. Darrang District: Darrang district is located in the central part of Assam state of India. It is to the north of the Guwahati, the capital of Assam at a distance of 68 K.M. The NH 52 runs through the district in an East west direction connecting it with neighboring Kamrup and Sonitpur district. The district is bounded in the north by Udalguri, in the South by the River Brahmaputra, in the east Sonitpur and in the west by Kamrup district. The district was created by the British in 1833 and was one of the large districts in Assam state which was divided twice, at first in 1985 and 2ndly on 2004, so now it becomes one of the small districts in Assam. 1.1.1 : Location of Darrang District : Darrang district is situated in the Northern part of the Brahmaputra of Assam in north-east India, between longitudes 20 0 N to 26 0 95’ N. and latitudes 91 0 45’ E to 92 0 22’E and 35 meters above mean sea level. 1.1.2.: Geographical Area: The district has a total geographical area of 1427.49 Sq. K.M. with population of 1504320 as per census report of 2001.
Transcript
CHAPTER-1
INTRODUCTION
1.1 Introduction
Women education in Darrang District has come to age and it is in process in its endeavors
to do more and always better for the cause of higher education among women. Considering the
needs and importance of women education a study has been undertaken and the title of the study
stands as, ‘Development of women education in Darrang District since independence’.
The study has been selected by the investigator because of no investigation was done in
this region earlier. It is a part of our accepted national policy now to consider women education
as the most important instrument for human resource development and amongst a number of
measures taken for improvement of the status of women in the country, education has given top
priority.
Darrang District: Darrang district is located in the central part of Assam state of India. It is to
the north of the Guwahati, the capital of Assam at a distance of 68 K.M. The NH 52 runs
through the district in an East west direction connecting it with neighboring Kamrup and
Sonitpur district. The district is bounded in the north by Udalguri, in the South by the River
Brahmaputra, in the east Sonitpur and in the west by Kamrup district. The district was created
by the British in 1833 and was one of the large districts in Assam state which was divided
twice, at first in 1985 and 2ndly on 2004, so now it becomes one of the small districts in Assam.
1.1.1 : Location of Darrang District : Darrang district is situated in the Northern part of the
Brahmaputra of Assam in north-east India, between longitudes 200N to 26095’ N. and latitudes
91045’ E to 92022’E and 35 meters above mean sea level.
1.1.2.: Geographical Area: The district has a total geographical area of 1427.49 Sq. K.M. with
population of 1504320 as per census report of 2001.
1.1.3 : Administrative set-up : Darrang is one of the 27 districts of Assam. It comprises of one
Sub-Division Mangaldoi. There are 6 (six) Revenue circles (Tahsils), namely Sipajhar,
Patharighat, Dalgon, Mangaldoi, Kalaigaon (Part) and Khoirabari (part). Furthermore, from the
developmental angle, the district is divided into 7 community Development Blocks. Below the
Block level set-up, there are 79 Gram Panchayats each comprising about eight villages on the
average and governed by local self bodies. From the angle of Police Administration, the district
area is divided into 4 (four) police station Mangaldoi, Sipajhar, Dhula and Dalgaon.
Revenue circle-wise Number of Revenue villages are as shown below
Table No.-1
Sl No Revenue circle No. of revenue vill.
1 Sipajhar Revenue Circle 93
2 Patharighat Revenue Circle 84
3 Kalaigaon Revenue Cirecle
(part)
25
4 Dalgaon Revenue Circle 214
5 Mangaldoi Revenue Circle 140
6 Khoirabari Revenue Circle
(Part)
7
Source: D.C. Office, Darrang
1.1.4.: Topographical Details: The geo-climatic condition of Darrang district is unique when
compared to other districts of Assam. The river Brahmaputra flows through the Southern part of
the district and its tributaries are Noa, Nanoi, Saktola, Bega and Mangaldoi which are the major
contributors of high flood along with massive erosion.
1.1.5.: Climate and Rainfall: The climate of the district is very damp and humid due to heavy
rain and high temperature. June and July are the month with the highest rainfall. Generally the
period from May end to October is considered as the flood season.
Table No. - 2
Comparative chart of year wise total Rainfall
Year -
2005
Year-2006 Year-2007 Year-
2008
Year-
2009
Year-
2010
Total
rainfall
(in mm)
Total
rainfall
(in mm)
Total
rainfall
(in mm)
Total
rainfall
(in mm)
Total
rainfall
(in mm)
Total
rainfall
(in mm)
1916.30 1896.30 1934.60 1756.00 1462.50 480.00
Source: D.D.M
1.1.6.: Temperature: The temperature in the region begins to increase from the end of
February and reaches the highest point during June and July. January is the coldest month of the
year. The air is highly humid throughout the year and winds are light in the district. But some of
the cyclonic storm and depressions from the Bay of Bengal occur in the monsoon and post
monsoon periods accompanied by heavy rain. Thunder storms occur during the period from
March to May. Fog Occurs in the winter months. The complex physical feature of this district
also contributes a great extent to the occurrence of flood.
1.1.7: Population: According to 2001 census, the total population of the Darrang district was
1504320 accounting for 6.0 percent of the total population of Assam. In 1971 census, the
percentage of population of the district was 5.7 to the state’s total population. The density of
population in 1991 was 5.7 to the states total population. The density of population in 1991 was
373 per Km2 which is much higher than that in 1971 (241).
1.1.8: Housing: In the district of Darrang there are two towns and growing township and trade
centre where 50 percent house are R.C.C. building. In village areas also there are few R.C.C.
building. R.C.C. Assam type housing is seen in town and villages also. There are C.I. sheet
roofing and wall by Bamboo Tarza and a few thatch roofing house is seen in village area.
1.1.9.: Family structure: There are both joint and nuclear family in the town and villages of
Darrang district. The quantity of nuclear family is more than joint family. Due to impact of
education and Health and family planning 80 percent people have adopted birth control as a
result of which the number of family member has decreased. Moreover, the educated youth of
new generation are willing in nuclear family system, which compelled to change the pattern of
family.
1.1.10: Occupation: The people of the district are mostly into farming. Some people are into
contract works and others have sound business relating to hotels and restaurants. Carpentry is
more or less a subsidiary occupation of the district.
1.1.11.: Religion (Caste and Creed): The religious life of the people had been moulded mainly
by three principal religions Hinduism, Islam and Christianity. There are few Sikhs, Buddhist
and Jain families also.
Table No - 3
Population by religion
Dist Hindu Muslim Christian Sikhs Buddhist Jains
Total
Population
1504320 868532 534658 97306 520 1871 888
P/C of
Total
Population
100 57.74 35.54 6.67 0.03 0.12 0.06
Source: Statistical Handbook, Assam, 2001
1.1.12: Forestry:
1.1.12.1: Flora: The vegetal cover of the earth surface has close relation with the productivity
of soil and the overall natural environmental conditions of human habitation. The forest of
Darrang district as a whole is divided into three categories, namely (1) Darrang forest Division,
Mangaldoi (2) Mangaldoi wild life division and (iii) Darrang Social forest division under
Darrang forest division the reserve forests are as follows.
Table No - 4
Name of Reserved forests.
Sl No. Name of Reserved forests Area (Hect)
a Khalihoi 600.00
b Baman 49.00
c Kurua 155.00
d Ganesh Hill 50.00
e Teteliguri Hill 33.60
f Chaulkhowa 1058.40
g Newlee Hill 568.00
There are unclassed forests which are simply government wasteland which donot
necessarily possess any characteristics associated with the expression ‘forest’. It may be a sandy
char, or a land covered with high grasses and reeds or a small piece of arable land.
The forest of this district can be divided into five types: They are
i) Evergreen and Semi evergreen forests.
ii) Mixed deciduous forests.
iii) River rine forests.
iv) Savannah forests and
v) Bamboo and cane forests.
In spite of the governments prohibitory Acts and Rules for trespassing, felling, cutting, clearing
and damaging the woods and forests lands, unauthorized cutting and deforestation have been
going to unabated over the forest areas of the district. The government has also given settlement
in the forest lands to landless persons.
1.1.12.2. Faunna : The species of mammals common in the Darrang district are wild elephants,
buffaloes, tigers, leopards, bears, rhinoceros, wild pigs, monkeys, hares and different kinds of
deer. Elephants are common in the forests near the foothills. These animals inhabit in large
waste lands of reed and grass jungles and occasionally do damage to the standing crops. Among
the domestic animals cows, buffaloes and goats are important. Almost all the peasants use oxen
and buffaloes for drawing carts and ploughs.
Various species of birds, such as peacock, pelican, hornbill, jungle owl, kingfisher, maina,
wildgoose, wild duck, parrot etc are found in the forests of the district.
Crocodiles and tortoises are also found in the rivers particularly in the Brahmaputra.
There are about 285.00 Km2 areas under reserved forests including the wild life sanctuary in
Darrang district. Out of the total are 277 Km2 will fall under the Udalguri District in B.T.A.D
the remaining 8 Km2 will remain under Darrang district.
1.1.13. Communication and Media
1.1.13.1. Tele and Mass communication of the district are as follows.
Table No.-5
Sl No Name of Block Place of Installation
1 Mangaldoi Sadar (a) NIC at DC Office
(b) CIC, in concerned Blocks
(c) WT Station at Police Station and SP Officer
(d) POL Net at Sp Office
(e) BSNL Office, Mangaldoi
(f) Radio, Mangaldoi
(g) Dainik(News paper) at Mangaldoi
2 Sipajhar (a) NIC at Circle Office
(b) CIC, in concerned Blocks
(c) WT Station at police Station
(d) POL Net at SP Office
(e) BSNL Office
3 Patharighat (a) NIC at Circle office
(b) CIC, in concerned Blocks
(c) WT Station at Police out post.
(d) POL Net at SP Office
(e) BSNL Office
4 Dalgaon (a) NIC at Circle Office
(b) CIC, in concerned Blocks.
(c) WT Station at Police Station
(d) BSNL Office
1.1.13.2: Surface communications are as follows
Table No.-6
Sl. No. Name of the circle Name of the road Means
1. Mangaldoi Sadar NH 52,SH &
MDR,
ODR,VR
ASTC bus, cruiser, Tata
Sumos and Private
vehicle
2. Sipajhar NH52,SH&MDR,
ODR,VR
ASTC bus, cruiser, Tata
Sumos and private
vehicle
3. Patharighat NH52,SH&MDR,
ODR,VR
ASTC bus, cruiser, Tata
Sumos and private
vehicle
4. Dalgaon NH52,SH&MDR, ASTC bus, Cruiser, Tata
Sumos and private
ODR,VR vehicle
1.1.13.3. : In-Land Communication
Table No. – 7
Sl No Name of the Circle Name of the River Means
1 Mangaldoi
Motor Boat
Noa, Noni, Beganadi &
Mangaldoi Nadi
2 Sipajhar Nonoi, Saktola, Barnadi Do
3 Pathrighat Nonoi Do
4 Dalgaon Sukhajani, Mora
Dhansiri,
Dhansiri & Pachnoi
Do
1.1.13.4. Air Communication
There is no permanent Airport in the District. For emergency use there are five numbers of
Helipad, two in Mangaldoi Sadar and others are in Sipajhar, Patharighat and Dalgaon
respectively.
1.1.14: Health and Hygiene: The general health condition of the common people is good.
However people suffer from water generated diseases.
In the past traditionally people used the indigenous system of treatment viz Vaidya, Hakim,
Bez, Kabiraj etc. As the years rolled on, the situation has been changed along with progress of
higher education. Accordingly the people started to use the scientific treatment. The Health
services in the entire district are shown in table no.8.
Table No.-8
List of Health Services`
Sl. No. Medical facility No Location
1 District Hospital 01 Mangaloi
2 Veterinary
Hospital
01 Do
3 PHC 04 Sipajhar, Patharighat Jaljali,
Kharupetia
4 CHC 04 Baznapahar, Deomornoi,
Sipajhar & Kharupetia.
5 STATE Dispensary 08 Sarabari, Chanupara, Baruajhar,
Hengalpara,
Kuruwa, Changlijhar,
Dumunichowki, Jaljali,
Kharupetia
1.1.15: Educational profile of the District.
Table No.-9
Sl No Educational Institutions Nos
1 No. of Primary and Pre-Primary Schools 1624
2 No. of Middle School 281
3 No. of High School (Co-educational)
No. of Girls High School
+ 28
177
4 No. of Higher Secondary Schools (Co-education)
No. of Girls H. S. School
17
18
5 No. of Colleges (Senior)
No. of College (Junior)
04
06
1.1.16.: Financial Institution: Darrang is a one of the most economically backward districts of
Assam where 70% people are agrarian and so the economy mainly depends on Agriculture. In
Darrang district the first Branch of Bank was set up on 22nd April 1958 at Mangaldoi, then
Subdivision and presently head quarter of Darrang district. This Bank performed all Govt.
transaction which was earlier done by Govt. Treasury. After this other Nationalised and Rural
Banks also started to set-up their branches here. It is mention worthy that, though Darrang is an
economically backward district yet its credit deposit ratio is 45:55 against the state ratio 34:66
(Statistics of 31st March 2004). Following are the existing branches of different banks in
Darrang district.
Sl No Bank Nos
1 SBI 7
2 UCO Bank 8
3 Union Bank of India 1
4 CBI 7
5 Bank of India 1
6 Assam Co-op. Apex Bank 3
7 AGVB 24
8 United Bank of India 1
9 Mangaldoi Town Samabai Bank 1
10 ASCARD bank 4
Total 57 nos
1.1.17: Industries and Manufactures of the District.
1.1.17.1. Large Scale Industries:
(a) Tea Industries: The credit for pioneering tea industry in the district of Darrang goes to Mr.
Martin who, in 1854, opened a plantation at Balipara and in 1857 started a garden at Haleswar.
As in other tea growing districts in the state, the expansion of tea plantation led, on the one hand
to the continuous influx of large number of labourers from various parts of India mainly from
Chota Nagpur (Jharkhand), Uttar Pradesh, Madhya Pradesh and Madras (Tamilnadu). The total
area under tea in the district during the year was 41,708 acres (about 16,892 hectares) with a
total production of 153, 11,000 Ibs (about 68, 89,850 Kgs.).
The tea industry in the district is little more than a century old and in spite of all the
stresses and strains that it came across, the industry continues to make rapid strides both in
production and acreage. The industry in the district made its beginning with its first tea garden
in 1854 and by 1882, had 14,289 acres (about 5,787 hectares) under tea and produced 43,56000
Ibs (about 19,60,200Kgs) of tea. In 2007, the tea industry in the district occupied vast area of
41710 hectares and the total production of tea was 84976 (in ‘000’ Kg). In 2005 the total
number of tea garden was 977. As regards tea production the district of undivided Darrang
ranks third among the tea producing districts of Assam. Now Tea industry in the district is also
the largest employer of the labour. In 2006, the daily wise labourer employed in tea industry
were 17719.
(b) P.B.S.L. Industry: P.B.S.L. (Prag Bosimi Synthetic Ltd.) is a first and big synthetic textile
industry located at Bijulibari Village near Sipajhar of Darrang district. The industry, although a
private one, has more than 30 percent State Govt. Share, collect raw materials from various
Refineries of Assam and exports the finished synthetic earns to outside the state. It gives
sufficient employment facilities to the local youths.
1.1.17.2: Small Scale Industries: Saw Mills: The district is rich in forest resources and offers
ample opportunity for the development of the timber industry like saw mills, plywood factories
etc. But till now only a few saw mills have been established in the district. The production of
these factories mainly goes to meet the demand of the local construction works.
The other small scale industries in the district are Rice mills, Flour mills, oil mills, Soap
factories, Ice factory, Engineering industries, Automobile workshops, vulcanizing and tyre
retreading, printing presses, Brick making, shoe making, Making of Tarja , Iron grill, Iron
Almirah etc. The total numbers of registered small scale industries are 75 in 2008 in the entire
district and total workers are 373.
1.1.17.3. The important cottage industries that exist in the district namely weaving, sericulture,
pottery, bamboo and cane works, brass and bell metal, gold or silver smithy etc. Among other
industries of the district mention may be made of rope making, fishing-net making, bee keeping,
leather tanning, oil crushing etc are practiced by the individuals here and there in the district.
1.1.18: Culture: The art and culture of Darrang district have a special place in the store-
house of the art and culture of Assam. The art and culture of Darrang known as “Darangi Kala-
Kristi, had its origin from the reign of Koch dynasty.
The following are the main ingredients which are unique in their formation, works functions
and display.
(1) Ojapali : It has two types - (i) Byasar Ojah which is related to mainly vishnu puja and on
some other occasions to awakening of certain deities by displaying Jagar and Malchi. (ii)
Suknanni Ojha is generally related to sakti puja like Durga Puja, Manasa Puja, Marai
Puja, Kali Puja etc. Deodhani dance is the unique feature of this types of Ojapali.
(2) Khulia Bhaona (3) Folk-song of Darrang (4) Nangeli Geet (5) Cheo Chapari (6) Thiya
Nam (7) Mahau Khunda Geet (8) Kherai dance (9) Bagrumba (10) Kalia (11) Bardhulia,
Joydhulia and Dhepadhulia (12) Chera dheka (13) Dadhi Mathan function in ‘Matheni’
and ‘Pacheti’, (14) Nagara Nam (15) Deul Festival (16) Song in putula dance (17)
Dighir pukhurir Geet (18) Khatara Satrar Geet etc.
Another remarkable festival of Darrang district is ‘deul’. It is celebrated in all parts of
the district throughout the 1st month of the Assamese year, that is in the month of Bahag.
1.1.19 Environment: Men are surrounded by various types of air, water, soil, minerals and by
some living organism. They get their food, shelter, and other necessary substances from
environment.
Naturally men have to face environmental problems and go on to reach of their solutions. Air,
water and land all the three components of our environment are polluted now and are creating
serious health hazards for men and other animals. It is a great threat to the district concerning
the domestic sewage that is waste water, plastic bags, clothes, papers and other household
wastes that pollute the water. Some patients of Typhoid, Malaria, Amoebic Dysentery and
Jaundice are seen now and then. Now a days the farmers use chemical pesticides and fertilizers
in the field for better production. Pesticides and fertilizers damage the quality of soil and pollute
the water as well.
1.2 Women Education in the frame of societal system
Now a days ‘Development of society’ does not mean the partial development for the male
only. Man and woman should work together shoulder to shoulder for the all-round progress and
development for our generations and the society we live in. The women of today play the equal
role in the society as the men have been playing from the time immemorial. Accordingly they
have increased their number involving themselves almost in every work field of the present day
society. This has been possible only due to awakening amongst the women community in
response to the need of the hour. It carries a good indication for the future that our women
community has also come forward to share the burden of leading the society. Thus the
responsibility taken up by the women community has doubled during the recent years. On one
hand , they have been, looking after all the household activities traditionally undertaken by them
and on the other hand they have gladly accepted the new responsibilities for leading the society
taking equal share with men. Every educated woman can run her house well and make it a
paradise on earth. She can think well about her future and aim in life and then choose the
appropriate subject which will be useful to her throughout the life. To bear the heavy burden at
present and in future our present and coming generation specially the women should be well
educated. Thus the education of women is of great importance in our social life. It is the duty of
the society as well as the government to provide adequate facilities for the upliftment of
women’s education. She can train a child’s mind and keep him away from undeniable company
and wrong notions. The role of women outside home is becoming an important aspect of the
country. The Science and technology have brought a complete revolution in thought and attitude
of human being. It is felt that Indian women have to come forward and play a great role in the
development of scientific thinking and disposition in solving the problems of life. The women
with their proper and upto date scientific knowledge and attitude can teach their children the art
of healthy living.
1.3 PRESENT STATUS OF WOMEN EDUCATION:
The advancement of women is the most significant fact in modern India. Mr. K. Natarajan,
wrote “if a person who died a hundred years ago come to life today, the first and most important
change that would strike him is the revolution in the position of women.” It was during the
nineteenth century that there was the urge to spread the western type of education in India with
the secular and scientific spirit at the forefront. Raja Ram Mohan Ray, took up the cause of not
only education in general, but the education of girls in particular.
The constitution of India is a document which governs not only the administrative
machinery but also social, economic and political development of the country and the
educational development. The preamble to the constitution starting to secure justice, liberty,
equality and fraternity has no meaning apart from providing education to the people. Article 14,
15 and 16 of the Indian constitution guarantee absence of discrimination on the grounds of sex
etc. Women have got full right of franchise like men, as per directive principles of state policy.
Parliament has enacted laws giving equal rights to women in marriage, divorce, inheritance etc.
There is however, a silver living in the clouds, when people see that women have made a good
contribution to the national struggle and have been leading the country in the social and political
field. Women joined civil disobedience movement, Satyagraha and political upheaval for which
they have been kept under arrest, sent to jails and suffered brutalities. In short they took up
social and political leadership along with men. During the last fifty years, the knowledge has
increased mostly hundred fold and many mysterious of the physical and biological phenomena,
which perplexed human mind, have yielded particularly or totally to scientific enquiry. If this
knowledge is not incorporated in thought, attitude and action then it will still remain in the dark
ages of superstition and religions dogmas and belief. It is not common to see quality in the
professional life and day to day religious and social life of the Indian scientists. It is urgent to
remove the superstition and the believe that destiny pays a decisive part in shaping our thought
and action. It is necessary that Indian women should imbibe the scientific attitude because after
all they exercise a dominant influence in these matters.
The most glaring change is the phenomena of a large number of educated girls married
and unmarried in employment. This has certainly given women economic independence which,
in its turn has brought a favorable change in the marriage relieving the anxiety of parents over
incurring heavy expenditure on payment of dowry.
The field of social welfare provides ample opportunity for women to express their interest and
creative services. In fact it has a special use for their services. The promotion of social welfare
services requires affection, sympathy, understanding and care besides devotion to work. Every
Education Committee and Commission emphasized the problems of women’s education and
suggested to bridge the gap between the boys and girls. The reason for this gap in the education
of boys and girls arose from social and historical factors. In the urban areas the education of
girls was comparatively more advanced and the gap between boys and girls had been reduced.
But in the rural areas the prejudices against girl’s education were still strong, especially in the
lower and poor classes of society.
1.4 HISTORICAL BACKGROUND OF DARRANG DISTRICT:
There are different views regarding the origin of the word ‘Darrang’. According to one
view– the word ‘Darrang’ was derived from the Sanskrit word ‘Dwaram’ meaning the door. In
ancient time there were several dwarams on the northern border of the district, just below the
foothills of Bhutan, Arunachal and Himalayas. Through these Dwarams the hill people came
down to the plains of the district to exchange their own products with the people of the plains.
The most important Dwarams are Kanlinyadwar, Devadharmadwar, Charidwar, Chaydwar and
Nadwar. According to the second view, the word Darrang came from ‘Dauranga’ which means
the land of pleasure (Ranga-bhumi) of Gods. Some scholars have the opinion that one the hilly
states of Bhutan, Tibet and the Kameng district of Arunachal Pradesh were called “Ranga” and
the plain situated on the south of these lands was lowland. So, the name of the lowland was
called Da-Ranga and hence the name Darrang. According to another view, the word is an
Austric deviation of ‘dorr’ meaning a bridge and hong or ong meaning water, hence the name
Darrang.The history of Darrang is as old as the history of Assam ,in ancient time the land was
ruled by many non-Aryan kings of different dynesties like Danava or Asura ,Barman,
Salastambha, Pala, Koch and Ahom.
1.4.1 Pre history : Certain conclusions regarding the extent of neolithic culture in Darrang
district can be Drawn on the basis of the stone tools so far collected. W. Penny, a tea planter of
Viswanath discovered some of these tools while digging a ditch in his estate. These were
transmitted in 1908 to the Indian Museum, Calcutta, through Viceroy, Lord Curzon, who
received these pieces as presents from the owners. These have been listed by Coggin Brown in
his catalogue (1917, PP. 131-133).
There are 385 specimens of stone tools including those discovered from Vishwanath
region of Darrang district, in the Pitt Rivers Museum oxford Grooved hammer stones have been
discovered from one site at Biswanath in Darrang district. This has not been found anywhere
else in Assam, nor is it known from south East Asia except for one example from Kim-Bang in
Annam.
The neoliths and the stone-Celts have been discovered from various parts of Assam. Such
neolithic stone implements have been unearthed on Dhalpur hillocks 10 K.M. south of Sipajhar
which is under the jurisdiction of the present researcher.
The district of Darrang had some important routes or ‘Duars’ from which different
people migrated to this world they were Austro-Asiatics, the Dravidian, the Tibets Burmans, the
Mongoloids and the Aryans, of special interest to this district is the influx of the Tibets
Burmans. Large number of Bodos and Kachari’s is still inhabit certain areas in Darrang district
and some portions of the adjoining districts. The Bana, the earliest known king of the tract, was
a ‘non-Aryan’ or probably an Alpine chief was founded another kingdom in Sonitpur, Modern
Tezpur and took to non Aryan habits. The Aryan stock is represented by the Brahmins,
Kayastha, Kalitas and few other communities who settled in this tract at different periods of
history.
According to tradition Bana had several sons and one beautiful daughter named Usha.
Bana being Saivite, dedicated to temple known as Mahabhairav, to his family deity Siva. Like
the Danavas an Asuras of mythology, Bana didnot countanance the worship of Vishnu. He
unleashed his fury upon anything that was connected with the worship of vishnu.
As the story goes, the love episode of his daugther Usha with Aniruddha, the grandson
of Lord Krishna of Dwaraka dragged Bana into a bloody war, in which Bana suffered a
crushing defeat. In another views, no party was defeated. They compromised mutually. As a
result both Hari and Hara were worshipped by the people. From that time as a result of the
bloods of the war the city came to be known as Sonitpur, the city of blood.
Dyanstic Rulers of Early Times (upto the twelfth century A.D.): The district (at present
Sonitpur and Darrang) which once formed a part of ancient Kamrupa, was ruled by three
dynasty, viz, the varmanas, the Salastambhas and the palas. D.R. Bhandarkar has classified the
rulers of Kamrupa as follows– (1) the Pushy varman family of Pragjyotisha, (2) the Bhanmas of
Haruppesvara (3) the early Salastambha family of Haruppesvara, (4) the later Salastambha
family of Pragjyotisha, (5) the Bhanma Palas of Durjaya. P.C. Choudhury, however, disputes
this classification and has shown that there were only three main lines, all tracing their origin
from a common ancestry and using the same apithet Pragjyotisha adhipati. The Verman dynesty
founded by Pushyavarman ruled over Kamrupa for about three hundred years. In reign of
verman period in 643 A.D. the Chinese pilgrim Hiuen-Tsang visited the Kamrupa. After death
of Kumar Bhaskar Varman it is beleived that the Salastambhas dynasty have commenced and
first king of this dynasty was Mlechadhinatha and last one Tyagasimha. After the death of
Tyagasingha according to Bargaon grant of Ratnapala records his subjects elected Brahmapala
as their monarch and set up the Pal dynesty. The line of pala king ruled for about one hundred
and fifty years, the last king Jayapala having expired in 1138 A.D.
1.4.2 Medieval Period : Darkness descends on the history of Kamrupa including Darrang after
the downfall of the Pala dynasty mainly after the death of Jayapala (1120-1138 A.D.).
According to Ramacharita of Sandhyakara Nandi, Rama Pal, King of Gauda conquered
Kamrupa between 1125-1130 A.D. When Jayapala was king of Kamrupa and placed Tinyadeva
as his vassal of conquered area. Once Tinyadeva declared independence from king of Ganda
and conquered the eastern part of Kamrupa by about of 1138 A.D. when the Pala rule in
Kamrupa ended.
According to Gachtal inscription of Nowgaon (1227 A.D.) probably Bartu or Pithu was
the king of Kamrupa who had repulse of two invasions of Bakhtiyar Khilji (1202 A.D.) and
Ghiasuddin Iwaz (1221 A.D.) and was finally over thrown by the Nashiruddin. The next
important king of Kamrupa was probably Sandhya mentioned in Gurucharita of Ramcharan
Thakur had repulsed the invasion of Ikhtiyarudding Yuzbak about 1256-1257 A.D. and soon
afterwards sifted the capital to Kamatapur in 1260 A.D.
The shifting of the capital to Kamatapur in Koch Behar resulted in slack administration
over eastern part of the kingdom where pretty local rulers rose to power and take to rule
independently the small principalities.
The Barabhuyans were the most important of all such rulers.
1.4.3 Bara Bhuyans : Various accounts of the Bara (twelve) Bhuyans are found in local
legends which often refer to different groups of chiefs. According to one account, the Bara
Bhuyans who set up principalities, north of Brahmaputra and west of Chutiya Kingdom in the
13th century, were the descendents of Samudra, a minister of king Arimatta. His descendent
ruled Kampur in the district Nagaon on south and north bank of Brahmaputra at Lakhimpur.
They could maintain their independence against the Kacharis who were then ruling in central
Assam and the Chutiya King of Sadiya. However, they were eventually defeated by the Ahom.
According to Gurucharita written by Ramcharan Thakur, Chandibar, the great grandfather of
Sankardeva and other Bara Bhuyans ruled the land of Kamrupa under king Dharmapala.
Chandibar finally settled at Rowta in Darrang District. His second son Gadadhar Bhuyan carried
on an expedition against the Khamtis and the Shutiyas as far as Sadiya, but it proved disastrous
and he was taken captive, but later set freed. Shri Sankardeva, the great saint poet of Assam
who stepped up the epoch making Neo-vaishnavism movement in Assam, was a members of
Bara-Bhuyans family. The Ahom king Suhungmung alias Dihingia Raja occupied the
terriotories of the Bara Bhuyans on the north bank in 1505 A.D. It was Pratap Sinha (1603-1641
A.D.) who finally subdued the Bhuyans and his domain extended between the Bhareli and the
Subansiri. The history was silent about the subjugation of the region between the Bhareli and
the Barnadi. The Bhuyan chiefs discontinued to pay tribute to the Ahom king from the time of
the Koch invasion under Sukladhaja. In 1623 A.D. of the Bhuyan Chief declared himself
independence and was joined by several other chiefs. He was arrested and executed and thus the
Bhuyans were bereft of all their power.
1.4.4 Rule of Koch dynasty: The Koch king Naranarayan was ascended to the throne of Koch
Behar in the year 1540 A.D. His brother Sukladhaz who was better known as Chilarai was
appointed the commander-in-chief by his elder brother. Both brothers followed the policy of
conquest and extended their territories upto river Dikrai on the northern bank of the
Brahmaputra, besides occupying a vast track of land to the south of this river as far as Tipperah.
The entire region now covered by Darrang thus passed into the hands of the Koch Kings. The
Koch expedition is beleived to have taken place in 1564 A.D.After the death of Chilarai in the
year 1581 A.D. King Naranrayan divided the Kingdom into two parts. The portion east of the
river Sankosh was given to Raghudev, son of Chilarai who thereafter, remained loyal to the
great king. The name of territories east of river Sankoch was Koch-Hojo and western side
Koch-Behar. After the death of Naranarayan a quarrel erupted among the Lakshmi Narayan and
Parikshit son of Raghudev. Lakshini Narayan sought the help from Nawab of Dhacca to teach a
lesson to refractory Parikshit. Mugal defeated him and taken to Delhi as a prisoner. Emperor
Jehangir agreed to restore him to his kingdom on consent to pay a sum of rupees four lakhs.
Parikshit died at Allahabad on his way home, and his Kingdom was annexed to the Mughal
Empire.
In 1615 A.D. Parikshit brother Balinarayan fled away and sought help from Ahom
King Pratap Singha. In 1616 Pratap Singh proclaim war and cleared the region, known as
Darrang extending from the Barnadi to the Dikrai from Mughal. The Ahom king appointed
Balinarayan as the tributory Raja of Darrang with the title of “Dharmanarayan” in 1616 A.D.
His successor Sundarnaryan made his head quarter at Mangaldoi.
The Koch dynasty independently ruled the Koch-Hajo along with Darrang region about
68 years and as Tributary of Ahom Kingdom w.e.f 1616 till the East India occupation.
1.4.5 Discontent in Darrang: As per order of Ahom king Gaurinath Singha the Barphukan of
Guwahati abruptly increased the revenue of Darrang in 1707 A.D. Beside this time revenue
increment in earlier occasion also they increased revenue one after another survey. As a result
a popular discontent was seen among the people, to protest against this about 4,000 inhabitant
of Darrang marched to Rangpur, the capital of Ahom Kindom which was situated more than
500 K.M. away from here. They were not allowed to enter the capital, So a Skirmish ensued and
the King ultimately call on the protesters and decreased revenue rate according to the wishes of
his subjects.
Following the Moamaria uprising king Gourinath Singha fled from his capital Rangpur
to Guwahati and from there he ordered the Raja of Darrang Hangsanarayan I and II to march
against the rebel. Accordingly they proceeded to Ghilandhari and proclaim war, the rebel
informed that they couldn’t take arms against them as they were descendants of Naranarayan
and offered half of Assam to them. While the two ruler were vacillating a fresh order came from
king Gurinath Singha. In the mean time heads of villages of Darrang called assembly and
decided not to render any help to Ahom. The two Raja in difference to the will of the people
decided to leave the warfield. Harkanta Bujarbarua, the Choudhury of Kamrup instigate the
Ahom. The Ahom quickly controll the uprising and captured Hangsanarayan and sentenced him
to death. Krishna Narayan son of Hangsanarayan II was deprived from Deka-Rajaship and
appointed Bishnunarayan in Feb. 1790.
1.4.6 Rebellion of Krishnanarayan : Krishnanarayan, the son of Hansanarayan II wanted to
take revenge the murder of his father and deprived him from power. He sought help and advice
from experience leader and aged persons like Haradutta choudhury of Jikeri of Kamrup, British
Merchant Daniel Raush of Goalpara and contacted with king of Koch Behar. He personally
collected a force of Hindustani and Bengalis, these were popularly known as Barkandazes, most
of whom were vagabonds or dacoits having no means of livlihood. The army also included
Sikhs, Rajputs and Fakir with the help of this army Krishnanarayan in December 1791
conquered his last territory of Darrang and even annexed some part of Kamrup.
The atrocities committed by the Barkandazes compelled king Gaurinath Singha to seek help
from East India Company. At that time British company was adopted non interference policy,
yet Governor General Lord Cornwallis sent some troops under Captain Welsh in Sept 1792. In
May 1793 Krisnanarayan surrendered at Guwahati and latter he was installed Raja of Darrang
and the Barkandazes were sent to Rangpur where they were disarmed and disbanded after
paying their dues.
1.4.7 Affairs of Darrang from 1795 till the British Occupation: In the reign of Ahom King
Kamaleswar Singha (1795) there was a series of insurrections in serveral parts of the Ahom
territory. The Daflas and Moamorias rose in rebellion in north and crossed the mighty
Brahmaputra at Silghat, south of Bhomoraguri in Darrang Kingdom and created problem. A
relative of Krisnanarayana, Raja of Darrang superseded him in various administrative affairs
and created anarchy during this period.
The darkest period of the history of Assam is from 1817 to 1824 when Burmese
invaded Assam and let loose a reign of terror. At that time the king of Darrang was Bijoy
Narayan. The Burmese invaded Assam four time i.e. in the year 1817, 1819, 1821 and 1824.
They entered in Darrang kingdom also. The Raja Bijoy Narayan and his army fought at
Dakchaki with Burmese in 1819 tried to repulse them at Rangamati Ghat. In 3rd attack
Bijoynarayan thought a war with huge force of Burmese will be a blander, therefore offered a
proposal of friendship and sent cousin sister Kumari Dhaneswari to get marry with king of Ava.
The 4th
attack of Burma took place in the year 1824, their atrocities were unbearable the
villages were plundered burnt and people were compelled to seek shelter in the jungle. Even
women, children and the old had to suffer immensely. After conquering the Assam Burmese
intruded upon British territory as a result British proclaim war against Burma, repulse from
Assam and compelled them to sign Treaty of Yandaboo, 24th Feb. 1826 and the king of Ava
renounced all claims of Assam and her dependencies and annexed with East India Company.
As such the long 600 (six hundred) years rules of Ahom and the 250 years Koch rule of
Darrang Kingdom was ended.
1.4.8 The Modern period : Immediately after the British annexation of Assam the territory
from the Barnadi in the west to Vishwanth in the east of the present Darrang district was
brought under their administration. It was kept with lower Assam and administered from
Guwahati till 1833. In 1833 British created five districts in lower Assam and Darrang was one
of these with headquarter at Mangaldoi. In 1835 British change the Headquarter from
Mangaldoi to Tezpur. This district was divided by the Govt. of Assam in two district, one is
Sonitpur and another Darrang with its headquarter at Mangaldoi and Udalguri as Sub division in
1983 and its lasted for 156 years from dependence to independence period.
In the year 2004 as a result of Bodoland agitation Govt. of India and Assam had created a
Bodoland Territorial Area District comprising four districts of Assam. One of these is Udalguri
district which was earlier a sub division of Darrang district, sacrificing this area Darrang district
now had become one of the smallest districts in Assam state.
1.5 DEVELOPMENT OF WOMEN EDUCATION IN INDIA, ASSAM AND
DARRANG DISTRICT
To get a clear picture of the growth of education of woman it may be divided into two separate
groups in Ancient age including Muslim period. The modern age can be divided into two parts,
pre-independence and post independence.
1.5.1 Education in Ancient time: In ancient India the position of female education was much
better than even to-day. They used to study religion, literature and philosophy. All girls were
also eligible to the study of the Veda as they had to undergo the Upanayana ceremony. Early
marriage of girls and compulsory widowhood were rare in Vedic times. India did much for the
education of women at that time when most of the parts of the world were in dark. Women of
India were given all kinds of education. The Mahabharata, Ramayana and other historical
records will stand testimony to the brave deeds and the eternal glory achieved by Indian women.
Women at those times provided even worriers, generals, diplomats, household ideals wives and
companions to the nation at large. Education was given to them in temples, religious fraternities
and Home schools. Everybody was required to hear Mahabharata twice or thrice. In the ancient
Vedic literature the names of some women celebrate scholars occur and it is described that they
contributed in a substantial manner to this literature. Such women and even some learned
married women are described to have conducted successful philosophical discussions in the
Royal Assemblies with the learned geniuses.
The great Savitri, the ideal wife Sita, the learned Maitreyi and Gargi, the General Laxmibai and
Ahilyabai and a host of other educated ladies have made their names immortal in the history of
India. Several others have been immortalized in Sanskrit literature.
1.5.2 Buddhist Period : During the Buddhist period also, the education of girls remained at a
low ebb. Though Buddhism included nuns (Bhikhou’s) along with monks (Bhiku’s) yet there is
very little evidence that nunneries contributed to a great extent to the growth of education
among the Indian women folk. Buddhist nunneries went out of vogue from about the 4th
century A.D. So at the time when Buddhist monasteries have developed into colleges of
international reputation, women were not receiving any advantages of the education. At that
time their marriages took place very early.
In the early history of Buddhism, however, the permission given to women to enter the
order gave a fairly good impetus of the cause of female education, especially in aristocratic and
commercial section of society. A large number of ladies from these circles gained the order and
became lifelong students of religion and philosophy. Their example must have given and
indirect encouragement to the spread of education among the women as well.
1.5.3 Muslim period : After the invasion of the Muslims the education of girls were neglected.
‘Pardah’ system became prevalent both among the Muslims as well as in Hindus. The system of
child marriages also became very much prevalent among the Hindus. Hence, only the few girls
acquired some knowledge in their early childhood and women were all together deprived of
higher education. There was however, the provision of education for the women of royal
families and rich persons at their houses. There was no provision for the education of common
girls and women. That is why, only a few famous women such as Sultana Rezia, Gulbadan,
Noor Jahan, Jahan Ara, Zebunnisa, Muktabai, Jijiabai etc could acquire higher education and
learning.
It must be noted that while Mosfuls, Maktabs and Madrassas sprang up with the spread of
Mahammadan powers and provided facilities for country, the Hindu System of education
continues to prevail in Pathsalas, Maths and Temples.
1.5.4-Education during Modern Period: Pre-independence Era
1.5.4.1 The first phase 1813-1854 : Education in India under the British rule can be said to
have gained attention from the beginning of the 19th century with the charter Act of 1813. Even
in 1835 Maclay’s famous minute which contained the germs of the future policy of the East
India Company towards education of Indians did not contain any reference to the needs of
women’s education. So, naturally women education under the company’s rule was a neglected
subject. As a result there was complete absence of women education in Indian society. Only
some individual efforts were made for expansion of women education and first important
endeavor was made in this connection in 1818 at Chinsura. But the school which was started at
Chinsura had to be closed after some time for certain reasons. However there are evidences to
show that in 1851, 371 girls schools were being run by Protestant Missionaries and total number
of girls studying in this school was 11293. Nearly 2274 girls were also living in hostel likewise
some schools were also organised by Roman Catholic Missionaries. Some Government and
Non-Government educational institutions had also been established. Among such schools, a
girls school started by Sri J.E.D. Bethune, President of the Education Board of Bengal, in 1849,
deserves special attention. He himself met the whole expenditure of the school. In 1851 the
protestant Missionaries were conducting 86 boarding schools and 285 day schools for girls with
the enrolment of 2,275 and 8,919 respectively. In Bombay, Deccan Education Society was also
making vigorous efforts for the expansion of women education. Despite all these efforts, the
Govt. was still indifferent and apathetic towards the education of women. Bombay and Madras
universities did not allow women candidates to appear at the Entrance examination for a long
time. Then wood’s despatch of 1854 had advised the Government to come forward to take the
responsibility of women education.
1.5.4.2.. The Second phase: 1854-1902: Women education was recognized as a branch of state
system of education for the first time by the Despatch of 1854. It is very often known as
‘Wood’s Education Despatch’ and is regarded as ‘The Magna Carta of education in India.’ It is
a very important landmark as it set forth a scheme of education for wider and more
comprehensive than suggested so far. It contained several new schemes relating to the medium
of instruction, setting up of an Education Department, the establishment of Universities and of a
net work of graded schools, conditions for grant in aid and finally the education and
employment of women.
1.5.4.3 The third phase: 1902-1921: This period presents distinctive features like provision of
larger finance, a more active role assumed by the Government of education, vigorous attempts
to improve education qualitatively and unprecedented expansion of education in all branches
and the growth of a spirit of nationalism among the people. Lord Curzon supported the cause of
women’s education and a similar policy is enunciated by a Government Resolution in Education
Policy (1913).This led to some progress of women education not only in the Primary and
Secondary fields but also in the field of Higher education. In 1904, Annie Besant established
Central Hindu Girls School at Benaras and Professor Karve established S.N.D.T. women’s
university at Poone. So, this period witnessed a steady growth in the education for women at all
stages.
1.5.4.4 The fourth phase: 1921-1937: This period was marked by the speedy disappearance of
all the prejudices against the education of women. There was a rapid growth in the education of
women. All India Women Education Conference was organized in 1927 and demands were
made for providing different types of education to women. The attitude of the public towards
co-education has also softened. There reached a stage for introducing a planned, comprehensive
and large scale drive for the education of women. The view was shared by the Hartog
committee which expressed the opinion that education is not the privilege of one sex only but
equally the right of both the sexes and felt that in the interest of the advance of Indian education
as a whole, priority should be given to the education of women in every scheme of expansion.
1.5.4.5 The fifth phase: 1937-1947: The period from 1937 to 1947 is one of the significant
development periods in India. During this period higher education of women showed rapid
progress. More and more women became career minded and Indian society very gradually
began accepting this new change. Credit for a remarkable change in this direction must be given
to social workers and British administrators who brought about a gradual change in public
opinion in support of the education of women.
The following table describes the position of education of women in 1946-47
Table No. – 10
Position of women education in India 1946-47
Types of institution No. of Institution Scholars
General Education
Arts and science colleges 59 17,648
High Colleges 567 178,341
Middle School 1187 177,341
Primary School 14,330 2,833,096
Special Education
Professional& Technical
College
3 1,768
Training Colleges 11 660
Training School 188 10,483
Other Special School 594 27,864
Unrecognized Institution 537 46,604
N.B.:
i) Students in Universities are not included.
ii) These figures refer to the Indian Union only.
In order to appreciate the achievement of the progress in this field, it should be understand the
social position of women. The customs of the purdah and segregation of women folk were
prevalent among Muslims, while Hindu women were faced with problems of child marriage,
satidah, absence of divorce, devadasis, female infanticide and a very strong social prejudice
against the very idea of education of women. The greatest single contribution is overcoming this
obstacle and raising the position of women during this period was made by Mahatma Gandhi,
He was a strong advocate of equality of men and women.
The fight put up under Mahatma Gandhi’s lead during the various movements against a foreign
power helped women to secure emancipation. In this Indian Renaissance women walked hand
in hand with men and fought shoulder to shoulder with them against an alien rule. This fight
helped women to achieve emancipation and gave them a status which is worth’s of the best
traditions of Indian culture.
This period thus helped in gradually overcoming public prejudice against women going
in for education at various levels and also entering professional fields are were women. A band
of workers who could participate intelligently in these social, political and economic problems
grew up due to this new development.
Another feature of this period was the increasing demand for mixed schools, popularizing
co-education.
Another important point to be noted was that education of women was mostly
concentrated in urban areas. In rural areas, there was practically no education worth. The pace
of women’s education was mainly left to private efforts, and as private effort was more or less
limited to urban areas naturally rural areas remained backward. Lack of funds and lack of
adequate machinery to deal with these tremendous problems were mainly responsible for this
deplorable state of affairs.
B. The phase of Post independence Era:
1.5.5 The sixth Phase: 1947 up to the present time: The post independence period has been
one of the rapid expansions as far as the qualitative aspect of women’s education is concerned.
However the apparent progress cannot be described as satisfactory in relation to the over-all
expansion of education in the country and the education of girls and women in the first two
decades after independence leaves much to be desired.
The disparity between the education of boys and girls still exists. The reasons for this disparity
are lack of understanding of the value of girls education by the parents, lack of money for
school dress and books, the necessity of keeping the girls at home taking care of the younger
children or to help the mother in her household work, the uselessness felt by the parents for
educating this daughters who are destined to be married etc.
Aims of women Education: While good progress has been made in the sphere of women
education but this progress in not very heartening keeping in view the high number of women in
the country. However, during the last fifty years India has produced great women in different
walks of life, science, literatures, and various disciplines of studies in the universities and in
political life of the country. These great women are comparable to any woman in any part of the
world in their specific spheres concerned. Various Committees and Commissions on education
appointed by the Government have emphasized in unique need and nature of women education.
Evidently, the curriculum for girls should not be the same as that for boys. Happily the
educationists in our country are conscious of this due necessity. So, suitable recommendations
have been made by the various Commissions on education for reforms of women education.
They are as follows.
1.5.5.1 The Recommendations of the Education Commission 1964-66: The Education
Commission (1964-66) made the following recommendation on the subject of women’s
education.
In our opinion, the strategy for the development of education of girls and women will
have to take two forms. The first is to emphasize the special programme recommended by the
National Committee of Women’s Education and the second is to give attention to the education
of girls in all stages and in all sections as an integral part of the general programmes for the
expansion and improvement of education. As suggested by the National committee on
women’s Education (1958-59) under the Chairmanship of Smt. Durgabhai Desmukh, action
should be taken on the following lines.
(1) The Education of women should be regarded as a major programme in
education for some years to come and a bold and determined effort should be made to
face the difficulty involved and to close the existing gaps between the education of men
and women in as short a time as possible.
(2) Special schemes should be prepared for this purpose and the funds required for them
should be provided on a priority basis.
(3) Both at the centre and in the states there should be a special machinery to
look after the education of girls and women.
The tenth meeting of the National Council for women’s Education held
in 1968 recommended that:
i) During the next plan period, there should be special programmes for
preparation of girls for different vocations and occupations.
ii) Education at pre-primary and adult stage would ensure that the intervening age groups
are educated and this would provide full time and part time work to many educated
unemployed women.
iii) Education at the secondary stage should be vocationalised with a view to divert the
students into different walks of life. More Indian Institutes of Technology with courses
suitable to girls should be established for post secondary stage.
iv) The National Institute for Higher Education and Training should train women to
positions of high level leadership and responsibility.
v) Industrial training centers should be established in adequate numbers to provide
training for women in those fields where women personnel are needed.
The 1968 Education policy and its impact: The 1968 Education policy aimed to promote
national progress, a sense of common citizenship and culture, and to strengthen national
integration. It emphasized on the need for a radical reconstruction of the education system, to
improve its quality at stages and laid greater attention to science and technology, to cultivate
moral values and a closer relation between education and the life of people.
The policy (1968) stressed the importance of women’s education. It laid down, that education of
girls should receive emphasis, not only on grounds of social justice, but also because it
accelerates social transformation.
With the adoption of 1968 policy, educational facilities expanded to all over the country. The
number of schools within the radius of one kilometer, for rural habitants also increased. A
common structure of education was accepted all over the country. A common scheme of studies
for boys and girls was incorporated.
1.5.5.2 New Education policy of 1986: The new Education policy of 1986 stressed upon that
education would be used as an agent of basic change in the status of women. The policy of 1986
also emphasized that the removal of women’s illiteracy and obstacles inhibiting their access to,
and retention in elementary education would receive overriding priority, through provision of
special support services, setting of time targets, and effective monitoring. Major emphasis
would be laid on women’s participation in vocational, technical and professional education at
different levels. The policy of non discrimination would be pursued vigorously to eliminate sex
stereotyping in vocational and professional course to promote women’s participation in
nontraditional occupations, as well as in existing and emergent technologies.
In the context of women’s education the new Education policy (1986) and programme of Action
committees have made recommendations in connection with the following dimensions.
i) Access to education and quality of learning.
ii) Content of education and gender bias.
iii) Vocational education.
iv) Training of teachers and other educational personnel.
v) Research and development of women’s studies.
vi) Representation of women in the Educational hierarchy.
vii) Empowerment of women.
viii) Adult education.
ix) Resources and
x) Management.
The recommendations made by the Committee with regard to promote women’s education are as
follows.
i) There is a crucial link between the easy access to water, fuel and fodder and schooling of
girls. This understanding needs to be explicitly reflected in the policy of Government and
to be concretized in operational designs.
ii) ‘Local Area planning’, as envisaged in the Approach to the Eight five year plan, document,
must take into account the above linkage while planning for programmes relating to
forestry, drinking water and greening of common lands.
iii) The Department of Education should co-ordinate with the other concerned departments and
secures adequate resource allocation for the above mentioned programmes based on
parameters which indicate the status of girl’s education in a given habitation.
iv) To achieve the above purpose, planning for educational development of any given region
would have to be necessarily conducted at the Block or sub block level.
v) Teachers, Anganwadi workers, village level functionaries of other departments, and
representatives of women’s groups and community level organizations should play an
important role in making micro-level information available to the Educational complex for
prioritization of action in this regard.
The National Education Policy (1986) and Programme of Action (POA) took into
account the gender biases in education and planned for promoting and facilitating women
education on equal terms. A substantial effort has been made by the Government in this regard.
As a result, the gender gaps in education have narrowed to some extent. Women have entered
into non-traditional areas of education. A number of women have gone for technical and
professional education. Women’s studies have also been promoted in different institutions of
higher learning. An analysis of the existing scenario with respect to education from a gender
perspective may provide a picture of trends and patterns of women education in India.
