Introduction

Education for Women's equality is a vital component of the overall strategy of securing equality and social justice in education. Education, and particularly higher education is envisaged as an instrument of social transformation. Universities are, therefore, expected to perform an important role in promoting social change. They need to facilitate the development of capabilities of the community for the overall development of the nation and help people to improve the quality of their lives. There is, therefore, a need to link education and social processes. Universities have to expand their operations to reach the more substantial non-participative segments of society beyond enrolled students.

India's overall literacy stands at a poor 52 per cent, and female literacy is at the figure of only 40 per cent. Our higher education system and its human resource development activities need to focus in appropriate programmes for the total population related to the socioeconomic development of the country.

The Panchayati Raj system which is a recent dimension has now come to stay,. The Amendment has indicated that one-third of its membership will consist of women. Universities must maintain close relation with Panchayats at all levels, as most of the development schemes are being implemented by Panchayats whose membership includes women and other weaker sections of society.

1.0 Policy Frame on Higher Education

1.1 The University Grants Commission in their Policy Frame on Higher Education recognised Extension as the third dimension of the Institutions of Higher Education in addition to the earlier two-fold dimensions of Teaching and Research in the following words; "If the University system has to discharge adequately its responsibility to the entire education system and to the society as a whole, it must assume extension as the third important responsibility and give it the same status as research and teaching. This is a new and extremely significant area which should be developed on the basis of high priority". The acceptance of Extension as the Third Dimension equal in importance to teaching and research was in the context of a growing realisation that universities and colleges having institutional resources - knowledge, manpower and physical have an obligation to develop the sensitivities of the community with particular reference to overall and diverse learning needs of all the segments of the community. The Third Dimension, therefore, aims to promote the meaningful and sustained rapport between the universities and the community. It aims, firstly, to extend knowledge and other resources to the community and vice-versa and secondly, to gain insights from a contact between knowledge resource and sociocultural realities with a view to reflecting these in the curricular system of Higher Education.

With the formulation of the UGC Policy frame of 1977, a process of involving the University system to participate in extension programmes was initiated with the specific objective of securing equal importance to 'extension' as a third dimension with teaching and research. Though some Universities were conducting continuing education programmes and extension work as early as 1970, it was in 1978 that Universities were involved in a substantial way in the National Policy Education Programme of the Government of India. This programme had gained considerable momentum during the years 1978-80, but came to a static level during 1980-82. The whole programme of NAEP was under review by the Kothari Commission.

1.2 In 1983 the UGC converted the centres for adult education into full fledged University Departments for adult and continuing education and extension. All the extension programmes in the University were to be brought under the umbrella of this Department. By this time 83 Universities and over 2000 Colleges had introduced extension work. A review in 1985 revealed that a conducive administrative extension had been introduced in Universities. At this stage steps were taken in two directions. Firstly, the National Policy on Education 1986 included extension work in the role of a teacher by stating "teachers will have multiple roles to perform; teaching, research, development of learning resource material, extension and managing the institution".

The second direction in which steps were taken was the formation of a Review Committee for extension which would spell out the strategies for institutionalisation of extension in a University. This Committee stated that institutionalisation of extension requires academic acceptance which would be ensured when the activities entered as a stage of studies and research thereby enlarging understanding and contribution to knowledge. This could be done through incorporation in the Under-Graduate Course such as applied or foundation Courses, through project work or a field based dissertation at under-graduate and post- graduate levels with the research component related to extension in the form of case studies. It recommended that 25 per cent of the curricular time may be allocated to extension.

The University Grants Commission in pursuance with the NPE 1986 decided that Universities and Colleges should adopt an Area Development Approach for this encouraged Community development activities including adult education under the third dimension. It also decided to rationalise the number of adult education Centres being run by them so as to consolidate and concentrate their activities in specific areas for obtaining better results and better utilisation of resources.

To implement the recommendations of the Review Committee from the university to the community in 1989 the UGC instructed that all extension programmes be conducted in area or community adopted by University department or an affiliated college. This helped to ensure the development of a relationship between University College and Community. Colleges were provided with grants to open a Community Education Centre (Jan Shikshan Nilayam) in the community. This Centre was to function as the extension centre of the college. As on 1992, the University Extension Departments have been asked to ensure that the Communities adopted by Colleges for eradication of illiteracy and continuing education courses are conducted on a regular basis.

The current involvement of Universities in the adult education programme is the direct outcome of recognition by the University Grants Commission to the importance of extension programmes agreed vide its Policy frame of 1977.

1.3 Present Scene

The UGC accepted extension as a third dimension, equal in status to teaching and research to benefit both the community and the higher education system. Today, 103 universities in the country are involved in this nation-wide programme through Departments/Centres set up and funded by the UGC. These institutions are involved in programmes like literacy, post literacy, continuing education, science for people, environmental education, legal literacy and technology transfer by involving students and teachers. The programme, however, over the last two decades has undergone changes both conceptually and operationally.

1.4 The New Focus

Women studies centres in the university system have been functioning in the last two decades. They have succeeded in playing an interventionist role by initiating gender perspectives in several areas. The UGC has been funding 22 centres in the universities and 11 cells in the colleges under the scheme since 1986. The budget allocation for these centres has risen from Rs.50 lakhs and Rs. 2.15 crores.

The introduction of women studies in the higher education system was a major achievement for women's movement in India. Women studies were envisaged as playing an interventionist role by initiating the gender perspectives in many domains in the generation of knowledge, and in the field of policy design and practice.

As far as women's studies is concerned, the major focus of extension will be on communicating insights developed in this area to the community, through building linkages etc. Thus, the extension activities gains relevance in the context of urgent needs of placing women's issues on the development agenda. Extension programmes will include social action and community development activities like consciousness raising, sensitising on women rights, capability building through outreach programmes.

1.5 Role of the University System

The role of the University system in implementing programmes for women needs to be worked out within the broad parameters indicated by the NPE and Programme of Action. The colleges in turn will play a significant and dynamic role in translating the policy thrusts into Action. The parameters of education for women's empowerment range from enhancing self esteem and confidence of women, to building a positive image of women by recognizing their contribution to the society, polity and economy. Women's Studies is a critical input to promote better understanding of women's contribution to social processes. The programme aims to study and remove structural, cultural or attitudinal causes of gender discrimination and this will empower women to achieve effective participation in all areas of national or international development. Special efforts will be made to make the Women's Study Centres set up in 22 Universities and 1 1 Colleges to become more effective thorough intensive training of their staff. A system of associating eminent institutions and well known Women's Organisations will be involved in the process of revitalising existing centres and helping in the establishment of new ones. Networking between institutions for research, extension and information dissemination can also be initiated.

Foundation Courses will be designed and introduced for under-graduate with a view to promote the objectives of empowerment of women. This is proposed to be completed within the VIII Plan Period.

1.6 Constitutional Amendment 1991 on Panchayati Raj Institutions

In pursuance of the National Programme of Action, the State Governments have taken steps to set up structures for decentralised planning and management. The future Course of decentralisation, however, would be influenced to a large extent by the proposed Constitutional Amendment (72 Bill, 1991), The NPE also envisages an overhaul of the system of planning and management to include more Women. The Constitution Amendment Bill of 1991 on Panchayati Raj Institutions envisages introduction of democratically elected bodies at the district, subdistrict and Panchayat levels. These bodies will be responsible for the economic development and social justice. The Bill provides for representation of Women, Scheduled Castes and Scheduled Tribes. The proposed Eleventh Schedule of the Constitution provides among other things, for entrusting to Panchayati Raj bodies "education including primary and secondary schools, technical training and vocational education, adult and non-formal) education, libraries and cultural activities." The subjects closely allied to education namely health, welfare, Women and child development are also to be to be entrusted to Panchayati Raj bodies.

2.0 Role of Teachers and Students

The University system can play an effective and major role in the empowerment- of women. The three core areas in which the university system can contribute effectively are:

1. Sensitisation Programmes. 2. Environment Building. 3. Community Interventions.

2.1 In the context of situational constraints, ensuring community participation at the grassroot level is one of the critical areas. The role of the change agency becomes crucial. Suggested approaches are of general nature and have to be adapted to the specific context of each area.

2.2 Information Gathering

A preliminary step in initiating action in this direction is to gather information regarding socio-cultural dynamics of the community for understanding people, their needs and resources. In planning for women it is essential to consider both adult women and girls. Both have their own realised needs. Their needs are not realised by them due to a lack of awareness. Such needs are identifiable by the student of the basis of the nature of micro level data. This is the crucial point as well as starting point for planning for empowerment of women.

It is desirable to have the data in as disaggregated a manner as feasible. At every stage the student must remember that the purpose is to identify the needs of the women in the concerned area. The needs of women are to be reconciled with the development programmes that are promoted by several agencies. Consequently the rural adult women are to be sensitised on the availability and aims of sponsored development programmes and the benefits and methods of participation in them. The functional education for adults should follow the sensitisation stage.

2.3 Need Assessment

Understanding the needs of the women as perceived by them becomes an important second stage. This involves continuous interaction and dialogue through which their needs are identified. This is to be followed by an analysis and priortisation of needs. The need assessment survey will focus attention on both individual and community needs. The information sought would include family size and composition, literacy level, sociocultural profile, social stratification, leadership patterns, organisations, health practice etc.

2.4 Entry Point

In order to encourage the participation of women and initiate and strengthen their organisations we will have to identify those issues that bring together most people in a given area. The involvement of women in identifying the needs areas and inputs is also necessary. The important factor is to awaken the people to a realisation of their own needs and to provide a system of self-release. In other words, a genuine participation leading to self-reliance and continuity of community based programmes grows out of people involvement from the first phase, namely problem identification to ultimate implementation, management and evaluation.

Rural communities, are not free from constraints and stresses internal divisions and dissensions. As such entry point and organisational set up cannot be identical in all the cases. Strategies will vary from place to place and situation to situation. In certain cases literacy can evoke response while in others health, smokeles chullha and income generating activities or social-cultural activities may be necessary. In the absence of urge for literacy an effort can be made with oral education specially in a country like ours which has got historical traditions on this account. Sensitisation and awareness through discussion and dialogue, and if finances permit, use of cassettes and even video tapes can be made for this purpose. The main idea is to draw people into activities so that collective thinking and action become possible.

2.5 Participatory Planning and Implementation

The findings of the surveys regarding availability and utilisation of development inputs will form the basis for preparation of Village Education Plans by the VEC with the help- of developmental functionaries. The various activities will have to be sequenced according to time, allocation of responsibilities, resource mobilisation and implementation will be part of this exercise. Similarly, continuous monitoring and evaluation for overseeing the implementation and adopting mid course correction if necessary will be the responsibility of this committee. Depending on the readiness of women to participate in education, a coordinated plan with other development departments may also be kept in view. Village Plans thus prepared will be required to be implemented in a phased manner by the Village Education Committee and local functionaries. An effort can also be made to generate funds from within the community for helping the needy and poor students.

2.6 Capability Building

Periodic training and orientation of women community leaders and developmental functionaries will become necessary to generate awareness and build capabilities and bring out necessary attitudinal and behavioural changes. The method adopted needs to be participative, based on dialogue and discussion and sharing of experiences. The points of focus will be problem identification and solution, action areas and team building.

2.7 Environment Generation

Generation and sustenance of community participation at micro level will not be possible in isolation and will, therefore, require mobilisation of general support. The Press, Media, Voluntary Organisations, Education Institutions can play a significant role in this. Public meetings organisation of Jathas, slogan writing on the walls, song and poem in local languages and dialects are some of the methods which may be used for this purpose.

2.8 Voluntary Agencies Participation

The NPE emphasised the crucial role of voluntary agencies and action groups in the implementation of programmes. Their assistance can be sought for preparing educational plans for village and school complex.

The University/College can also try a explore the voluntary agencies operating in an area and decide to draw the necessary technical and academic support from the concerned College or the University authorities. An important area where the university or a college can intervene is in the production of decentralised locally relevant curriculum. A system of coordinated effort will have to be worked out with the State Resource Centres, DIET, local lead Institutions and the University/College. Specifically the role of teachers and students are

Campaigns for environment building such as Jathas, Street plays etc.

Situational analysis through appropriate surveys, these surveys may not limit concerns to only quantitative indicators. Groups of students should be exposed to the field situation and also participate in field activities for identifying the qualitative dimensions of the situation also.

Sensitisation programmes for women members of the community.

Mobilisation of community support and involvement.

Developing viable operational models for application of knowledge and technology for development of the area.

Setting up organisational structures like Mahlia Mandal, VEC, Mother's club etc.

Participatory Monitoring and Evaluation.

In this whole process of community, college relationship, the creation of a suitable management information system is important. For this purpose the students who are available in great numbers may be utilised for collection of benchmark data from the field level. The computers already available (or this may be procured through UGC) should be used for developing a system of information flow and feedback among various institutions and functionaries involved in the implementation of the programme.

2.9 Approach in the Ninth Plan

In the Ninth Plan three approaches are envisaged.

(1) Adult Continuing Education for University groups.

(Ii) Adult Extension Education for those not eligible for university based courses, and community outreach by reaching out to the needs of the society.

(iii) Community outreach activities are likely to include survey generation of descriptive data and experimentation of action research. The model emphasises, the involvement of segments of the community determining and managing its learning needs. The university will respond to the learning needs of the community instead of predetermining their requirements. Ultimately women's issues have to be addressed and worked out through a combination of several efforts. In the process of involving colleges and students, the university is not only bringing the community, close to the university but is also in the process exposing the women of tomorrow to the basic problems that inhibit or prevent the participation of women in literacy. Universities must strive to communicate the message of literacy and empowerment to the women in the community. In this way, we will gradually bring about the convergence of efforts at primary, secondary and higher levels to eradicate the illiteracy of women and thereby promote girls education.

References

1. University system and extension as the third dimension; Report of the Review Committee, University Grants Commission, New Delhi, 1986.

2. New Guidelines on Adult and Continuing Education and Extension Programmes in and Universities Colleges, University Grants Commission, New Delhi, 1988.

3. Guidelines for Department/Centre for Adult, Continuing Education Extension Work and Field outreach, University Grants Commission, New Delhi, 1997.

4. Guidelines for the Development of Women's Studies in Indian universities and colleges, University Grants Commission, New Delhi 1 997.

Contact Info:

Pramila Menon
NIEPA
New Delhi