GENDER PARITY in access to schooling is a common discourse shared with the Sustainable Development Goals (SDG). In last two years, Most of the countries have taken a broad variety of initiatives to achieve equal participation of female and male students in secondary and primary education. 42.5% of girls attended primary school in South Asia in 1992. In 2012, the situation remained unchanged. However, trying to attain gender equality only by raising equal number of participation of boys and girls does not help achieve the original aim.
Equal number of participation of both sex in education surely portrays equivalent right in access to education. However, the notion of gender parity lies inside an individual psychology and activities correlated to the psychology. Increased enrollment of female student in education does not automatically ensures gender equality. Lots of people see women participation as an important tool to get rid of social stigma which doesn’t necessarily change the age-old mindset about gender equality and equity. Such mindset is absent among most of the women, and women of next generation. As a result, the number of female participation has remained almost unchanged over the period. Actions, in agreement with sustained ideological shift of equal gender role, raises the odds of creating protracted timeline of continued gender equality. Hence, psychological change is one of the cardinal components to bring anticipated shift in gender parity. Access to education may ensure women’s right to education but access to sex equal mindset can guarantee women’s right not only in education but in all walks of life.
Designing such tricky pathway to ensure gender equality is not straightforward. Gender issues are perceived differently among female and male students. Unique ideas will need to be evolved to penetrate typical notion of sex role built over the years in patriarchy. Gender issues should be addressed individually among male and female students as the understanding of gender roles differs from male to female. Generic description of gender equality in textbook isn’t sufficient if it doesn’t excite the preset psychology to bring the expected changes. Contemporary curricula need be restructured with evolving gender issues and notions of sex role and equality in office to bring the positive emotional change.
When the change is made, the group of thoughts can be implemented through practical actions. Adopting psychological change and practicing equal gender roles must run in parallel. A positive psychological change in sex equality could be carried forward though prolonged course of activities in the society. If needed, school-going students can be educated in different ways than the female students as sex role is influenced by patriarchal ideology. On the other hand, school-going female students have to be introduced with sex education and innovative ideas to raise their voice in patriarchy. A comprehensive and inclusive approach is required to teach and preach both gender about sex role, Hillsboro Beach Wildlife Removal, issues, equality and equity.
If such sex neutral mentally evolves and sustains through generations, the opportunity for bringing positive changes with gender neutral role will be greater. This ideological shift reminds us about Dr. Amartya Sen’s Capability Approach that focus on ideological shift by taking free choice to control quality of life. The psychological development of gender equality brings similar effect to make independent decision on gender role. The capability of earning gender neutral decision comes with ideological changes and practices through combined actions.
The thought of increasing female participation among school-going children will see the daylight only we are able to change mental construction of school-going students from the early stage of life and transfers these changes through generations. The need of increasing female participation ought to be addressed among male students, and future generation as well. The process needs to be customized accordingly. Increased variety of female students may depict access to education, but not access to sex equal world.
Equal access to education for both female and male students is one of the perquisites to ensure gender neutral world. However, access to education without ideological change may interfere with the progress of ensuring gender parity. School-going female students may take female involvement higher but this doesn’t automatically guarantees gender parity in society. True equality lies within gender neutral behavior and practice instead of equal participation of both genders. This article draws attention to the need of accentuating gender equality through altering gender notions, rather than emphasizing on equal participation of female and male students.