Factors that affects education of females in higher education india
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Factors that affect the participation of females in education have been stated as follows: (Alabi, & Alabi, 2014).Geographical - Considerable spatial variations, and in some cases incompleteness of the institutional provision, even at primary level transmits straight to the problems of physical access, which unfavourably affects girls more than boys. There is a complete and deep urban and rural dichotomy which favours towns and cities, especially in respect of secondary school and especially single gender, provision for girls, forms of transportation and migration affects
educational provision and take up, again generally disadvantaging females and in some cases intense physical difficulties, such as inundating and other threats. The influence of these factors can only be overcome by more refined and multivariate spatial analysis of educational needs and the planning and implementation of integrated development projects. Socio-Cultural - A major restraint to the female take up and follow through of educational opportunities, even when these are available is a near universal essential cultural bias in favour of males. The common functioning of the patriarchal systems of social organisation, of customary early marriage, of the incidence of early pregnancy, in and out of marriage, of weightier domestic and subsistence duties of females, especially in rural areas, a usually lower regard for the value of female life, all combine, though differentially in each case, to negatively affect the participation of girls and women in formal education. In addition, there may be problems of seclusion and security in some areas. Such long standing restraints result in the scarcity of female role models that could challenge the traditional ones that is clearly acquired by both genders at an early age.Health - In general the effect of poverty and malnutrition on the health of school age children is hard on girls than boys. Boys may get favoured feeding, while girls, who are required to carry out the domestic responsibilities are more likely to be undernourished. Even if they go to school, this unfavourably affects their performance and the retention rate. Health problems associated with pregnancy, especially for adolescent girls, have a negative effect, as do the increasing trends of sexual activity in younger generations, where these occur. Problems associated with family size and family planning is prevalent in relation to possible participation in education and imply the need for health education at the school level. Girls usually experience problems in focusing on learning due to deprived health conditions. Economic – The economic factor is most influential in affecting the participation of girls in education. Finances are imperative areas, especially in higher education. Due to lack of finances, capable and diligent students are required to give up their aspirations of pursuing higher education. Parents find it difficult to pay for not only the education of their children, but also in making provision of books, stationary, uniforms, clothing, and other materials. Due to patriarchal predominance, individuals possess this viewpoint that investment in education of girls is inefficient. The main reason being, parents possess this viewpoint that if the girls will get educated, it would be beneficial to the family in which they marry, rather than their parents. Educational – The educational factors that affect the participation of females in education are, difficulties of accessibility, lack of resources, inadequate infrastructure, and
shortage of skilled and competent teachers. Within rural areas, the main problem is shortage of teachers. Parents usually feel hesitant in sending their daughters to schools, when there are not any female teachers. They want them to learn only from female teachers. The facilities required for the accommodation of teachers are absent or inadequate. The organisation of schooling in terms of day to day and seasonal necessities of local economies usually renders it dysfunctional, and the curriculum is often unappealing in instrumental terms. Vocational education is weak and schemes open to the girls in this field are primarily beneficial. There is still a common problem of gender bias in books and materials.
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