Evaluation of Women Education in India Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Evaluation of Women Education in India Essay
The Indian government has expressed a strong commitment toward supporting the education system in the county.
This has been raised after it was rated to have a high rate of literacy in the Asians region.
In 1991, it had 40% of its women being literate; this number has continually increased over the period (Mitra,2019).
To respond to the immediate need of people especially women and girls in the India Region, the civil society, national education coalitions, the Arab regional networks working on education took tremendous collective actions, to provide innovative, proactive and adapted answers to people’s needs.
Educated women were ranked to have a positive contribution toward the growth of the economy; besides that, it has improved health standards by the virtue they have skill and pieces of knowledge to handed social aspect of life.
The recent survey done in India proved that educating women by a double percentage from 1991 has increased high productivity, fertility, and enhanced nutrition and, importantly, reducing the number of mortality rates. India’s education system has served the purpose of increasing the potential and life skills that are needed in day-to-day activity
IMPACT OF WOMEN EDUCATION
A holistic education is the need of the hour where women think beyond just earning degrees or continue working but are not encouraged to think about money. We need to strive continuously to pursue those matters which are considered only as man’s work to achieve comprehensive women education in India.
Women’s education did not only initiate drastic development in the county and women development project. They engaged in a political matter which improved quality life as well as advocating for their right.
Interest and gradual loss of human rights that were advocating girl child’s privileges were reviewed after women engaged in political affiliation.
Mahatma, Peryar, and Baba Sahen were amongst the leaders who did not hesitate to advocate for women’s education and improvement of the system to accommodate more and reduce the rate of illiteracy (Philani,2020).
The list goes on but rather than the availability of education or the financial status, it has more to do with the thinking, attitude and mindset of people towards women education in India. There are many well-to-do families where women are confined to houses, not because they cannot do any better but because we take away their opportunity in letting them make their own place in the society
Women empowerment through the strict guidelines and principals of WID enabled balanced and sustainable economy.
The critique played a major role in securing resources and structure policies with the help of agencies and the target marginalized group. It was through this awareness that all involved.
WID (Women in Development) concept is based on a recognition of the importance of the roles and status of women in development process. It is meant to give special attention to the women’s role, while extending development assistance.
For the effective and efficient implementation of assistance, it is essential to ensure that the women should have the opportunities to participate positively as important players in development process. Such enlargement of opportunities will also pave the way for the enhancement of women’s status.
Transformation and contribution of education women.
Educating women, empowering, and increasing key instrument factors that supported awareness and growth was of great importance for the good of the nation.
This transformation influenced positive character building and confidence that enable women to give service in a better way.
It also led to the growth of the country’s gross domestic product of the country; this was after women engaged in their providing human resource labor as well as promoting development (Vivek Shukla,2017).
We do not consider a girl child to be a burden but a person holding great opportunities • We provide similar opportunities to all of our kids • We stop thinking that cooking, laundry and other household chores are only women’s job • We treat women with the same respect as a fellow human being and don’t categorise them as inferior
- We stop thinking that women need not have a career and are ready to accept that they deserve equal prospects • We talk to your domestic helpers/drivers and encourage them to continue sending their kids to school without any discrimination
The world human rights organization advocates for equal education to all gender. This international standard rule has improved the social status and necessary privileges of women in India. Today Indian has developed one of eh most suitable institutions that offer the best education in the world.
The value of educating and empowering women extended and diversified the importance of academics in the region (Vivek Shukla,2017).
Although in many countries women are achieving equality in health outcomes and primary school enrollment rates, the world has not seen the same kind of progress when it comes to gender equity in economic opportunity. Women consistently trail men in formal labor force participation, access to credit, savings rates, income levels, entrepreneurship rates, as well as in inheritance and ownership rights.
Mitra, A. (2019). India’s population: Aspects of quality and control. Abhinav Publications.
Philani. (2020, March 8). Quality education and women’s rights in the Arab region. Retrieved from https://www.campaignforeducation.org/en/2020/03/08/quality-education-and-womens-rights-in-the-arab-region/?gclid=Cj0KCQjwj7v0BRDOARIsAGh37ip3bSFPtSH5LykOhfde_EgK5R_OgrSPcd27Wt5N9UdogzpZQoCAJ10aAtCSEALw_wcB
Vivek Shukla. (2017, July 31). Women’s education in India: How serious are we really? Retrieved from https://www.womensweb.in/2015/10/women-education-in-india
Evaluation of Women Education in India Essay
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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