Need for Targeted Support For Women in Higher Education

A nation's prosperity hinges on a well-educated workforce. Individuals equipped with knowledge and skills can generate innovative ideas, leading to better job opportunities, increased productivity, and ultimately, economic growth. Education goes beyond these immediate benefits, acting as a powerful tool for empowerment and social change. The groundbreaking research by Theodore Schultz (1961) and subsequent economic studies have shown that education isn't just a cost, but primarily an investment with far-reaching benefits.

The positive impact of education transcends individual and national development. Educating women, in particular, yields significant societal advantages. Studies link higher women’s education with lower birth rates, improved child health, and better educational outcomes for the next generation. These factors collectively contribute to a stronger economy and a more prosperous society. Therefore, gender disparities in education not only limit women's potential but also hold back overall progress.

Recognising the crucial role of higher education in economic, social, and human development, it should be accessible to all citizens, regardless of gender. In this context, this article focuses on the trend of girls' enrolment in higher education, particularly post-graduate (PG) and doctoral (Ph.D.) programmes, using data from the All-India Survey on Higher Education (AISHE) reports published by the government of India. This analysis aims to understand the current state of women’s participation in advanced education.

ACCESS TO HIGHER EDUCATION IN INDIA

The GER (gross enrolment ratio) is a measure of access to higher education, calculated as the ratio of students enrolled in higher education institutions to the total population aged 18-23. According to the All India Survey on Higher Education (AISHE) report, the GER for the men has improved significantly, rising from 22.7% in 2012-13 to 28.3% in 2021-22.

Even more encouraging, the GER for women students has shown greater progress, increasing from 20.1% to 28.5% during the same period. This trend culminated in a historic moment in 2019-20, with the GER for women students exceeding that of men for the first time in India. The following section will analyse the GER trends over the last decade in more detail.

The above figure shows that there has been a higher increase in women’s enrolment as compared to males in the past decade. In 2012-13, the GER for males was 22.7% and for women, it was 20.1%, culminating in a total GER of 21.5%. By 2021-22, these figures had risen to 28.3% for males and 28.5% for women, indicating near gender parity in higher education enrolment. Thus, the GER data mentioned above gives a positive picture overall.

It is important to acknowledge that the aforesaid GER considers total enrolment of higher education, and doesn't distinguish between under-graduate, post-graduate or Ph.D. programmes. Since the focus of this article is on PG and doctoral enrolment, particularly for women, a more precise metric might be necessary. Therefore, this article delves into the situation of women’s enrolment in higher education in India, particularly at PG and doctoral levels. The figure below illustrates the progress of women’s enrolment across various educational levels in India from 2012-13 to 2021-22.

The above figures show a promising picture for women’s enrolment across various levels of higher education in India. There's been a notable rise of nearly 5% (specifically, 4.72%) in women pursuing higher studies compared with the 2012-2013 academic year. This translates to almost half (47.82%) of all students enrolled in higher education being women, which is a significant milestone.

The trend is particularly heartening in PG programmes, where enrolment of women jumped over 6.75%. This suggests that a growing number of women are choosing specialised studies after their UG degrees. While UG programmes also show an increase, it's at a slightly more modest rate of 1.78%.

Doctoral programmes are also seeing a surge in women’s participation, with a 4.72% rise in enrolment. This indicates a growing ambition among women to pursue research and contribute meaningfully to their chosen fields. Overall, the data highlights a positive trend toward achieving gender parity in Indian higher education.

GENDER DISTRIBUTION IN COURSES IN INDIA

The overall proportion of women students compared with the total students can be insightful, but it doesn't tell the whole story. The data on enrolment by course allows us to dive deeper, showing how many women are enrolled in individual programmes. This highlights fields with strong women’s representation and those with room for improvement. The figure below provides the proportion of women students in total students at Ph.D. and PG level courses.

Figure 3: Proportion of women in total students at Ph.D. and PG level courses.

Note: For each subject (i), proportion of women Ph.D. Students in total Ph.D. students has been calculated as below: Pi = (number of women Ph.D. students in subject i.)/ (total number of Ph.D. students across all subjects.)

An analysis spanning from 2012-13 to 2021-22 reveals intriguing patterns in women enrolment across different academic levels and disciplines in India. In 2021-22, social sciences lead at the PG level with the highest proportion of women students (11.93%), followed by science (9%), languages (8.45%), commerce (6.24%), and management (5.97%). However, at the Ph.D. level, science emerges with the highest representation of women students (10.68%), followed by engineering/technology (8.44%) and social sciences (5.82%).

This disparity highlights dynamic shifts in academic preferences and career aspirations among women students. While social sciences attract more women students at the PG level, science and engineering/technology see higher participation of women at the Ph.D. level, possibly reflecting career ambitions and research opportunities. Notably, the overall proportion of women Ph.D. students has risen by 4.79% since 2012-13, indicating a positive trend toward increased women’s engagement in research.

Comparing data from 2012-13 to 2021-22, disciplines like engineering/technology, medicine, law, and management have witnessed a rise in women Ph.D. enrolment, suggesting greater participation of women in traditionally male-dominated fields. At the PG level, fields such as social sciences, science, commerce, and education have also seen an increase in enrolment of women students, possibly influenced by societal changes and career prospects.

These contrasting trends underscore the evolving landscape of higher education and career opportunities for women in India. Factors such as institutional policies, research prospects, and support systems play crucial roles in shaping these trends, impacting the educational and professional paths of women students. Understanding these dynamics is essential for tailoring educational strategies that align with diverse aspirations and contribute effectively to national development.

CONCLUSION

Indian higher education is witnessing a positive trend with more women enrolling, particularly at the Ph.D. level. Traditionally male-dominated fields like law, medicine, and management are seeing an increase in women students at the PG level. However, there are areas that need improvement. Engineering/technology programmes show a slight decline in PG enrolment of women, and social sciences haven't yet achieved gender parity in Ph.D. programmes.

Promoting gender equality in science, technology, and engineering (STEM) is crucial for innovation. The Central government as well as state governments have implemented several policies to encourage girls' participation in higher education, including financial assistance schemes, scholarships for disadvantaged girls. For example, the Centre is addressing this with initiatives like "Women in Science and Engineering-KIRAN" and "Vigyan Jyoti" to support women in STEM research and education. Additionally, financial aid programmes and women's universities are facilitating access and creating supportive learning environments.

However, despite these efforts, societal norms and other socio-economic factors still deter girls, particularly in rural areas to pursue higher education. Therefore, continued efforts are needed to address societal norms and provide targeted support, such as mentorship programmes, to further empower women to pursue diverse educational and professional paths, especially in fields like engineering/technology where participation of women remains lower.

The writer is Assistant Professor, LS College, Muzaffarpur, Bihar. The views are personal.