Contribution of Educated Women in Developing India

International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 39–43| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 39 ] Contribution of Educated Women in Developing India Manisha & Ravi Shanker Joshi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES DOI: …… , Plagiarism/Similarity: 09% Contribution of Educated Women in Developing India Manisha 1 & Ravi Shanker Joshi 2 1. Ph.D. Scholar (Education), L.S.M Campus Pithoragarh, Email: [email protected] 2. Ph.D. Scholar (Education), L.S.M Campus Pithoragarh, Email: [email protected] Received : 22/08/2025 1st BPR : 28/08/2025 2nd BPR : 03/09/2025 Accepted : 17/09/2025 Abstract Women's education in India is a critical factor in the nation's social and economic development. Historically, the status of female education has fluctuated, but significant progress has been made, particularly since independence. Educating women has a profound ripple effect, benefiting not just individuals but entire families, communities, and the nation.In ancient India, women had educational opportunities comparable to men. However, their status declined over time due to the introduction of social evils like purdah, sati, and child marriage. During the British Raj, the East India Company was initially hesitant to promote female education for fear of offending local customs. It was only with the efforts of social reformers like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, and Savitribai Phule that the movement for women's education gained traction. Savitribai Phule and her husband, Jyotirao Phule, are credited with establishing the first girls' school in India in Pune in 1848.Post-independence, the Indian government made women's education a priority. The University Education Commission (1948-49) and the Kothari Commission (1964-66) laid special emphasis on the education of girls. As a result of these efforts and subsequent policies, the female literacy rate has seen a dramatic increase. For example, the literacy rate of women was just 8.6% after independence and has since grown to over 64%. Looking ahead, continued investment in and a sustained focus on women's education are crucial for India to achieve its full potential. The National Education Policy (NEP) 2020 also emphasizes inclusive education, ensuring that no child, regardless of gender, is left behind. By addressing the remaining barriers and empowering girls through education, India can unlock a tremendous reservoir of human capital and accelerate its journey toward becoming a developed nation. Keywords: Education, Women, Developing Introduction After independence, the respect of women increased in the society, but the pace of their empowerment remained slow for decades. Poverty and illiteracy have been a serious obstacle in the progress of women. Women can be economically strengthened by encouraging them to do business through quality education and skills. Indian women can face all challenges with energy, vision, enthusiasm and commitment. In the words of India's first Nobel Prize winner Rabindranath Tagore, "For us, women are not only the light of the house, but also the flame of this light." Women have been a source of inspiration for humanity since time immemorial. From India's first female teacher Savitribai Phule, women have set great examples of change in society on a large scale. The innate leadership qualities in women are an asset to the society. The famous American religious leader Brigham Young has rightly said that when you educate a man, you educate a man. When you educate a woman, you educate a generation. During Covid 19, as Corona warriors, doctors, nurses, Asha workers, Anganwadi workers and social workers have served the patients without caring for their lives. They played an important role in making the vaccination campaign against Corona successful. Importance of Women’s Education In any nation, education of both men and women is of great importance. Without education no person, society or nation can develop. Women's education is necessary. For the upliftment of the family and its International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 39–43| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 40 ] Contribution of Educated Women in Developing India Manisha & Ravi Shanker Joshi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES upliftment, for the upliftment of the society, for the protection of human rights, for economic development, for the preservation of culture, for the protection of democracy, for the development of the nation.equips women with knowledge, skills, and confidence to make informed decisions, pursue careers, and achieve financial independence. It breaks cycles of dependency and empowers women to challenge patriarchal.Educated women contribute to the workforce, boosting productivity and GDP. Studies show that closing gender gaps in education can increase India’s GDP significantly. For instance, a 2017 McKinsey report estimated that advancing gender equality could add $770 billion to India’s economy by 2025.Educated women are more likely to prioritize healthcare, nutrition and education for their children. They have lower fertility rates and better maternal health outcomes, reducing infant mortality and improving family well-being. For example, UNESCO data indicates that a child born to an educated mother is twice as likely to survive past age five.Education fosters awareness of rights, enabling women to combat issues like domestic violence, child marriage, and dowry. It promotes gender equality by challenging stereotypes and encouraging women’s participation in leadership and decision-making. History of Women Education in India: During Vedic period women had equal rights to education as men, but in the post-Vedic period, they were given education according to their castes. There were no separate Gurukuls for women, so girls from ordinary families were not able to get education. The prominent women of that period were Apala, Homsha, Shashwati and Ghosha.During this period, women's education was very limited and was being neglected. (Tiraskrit) Initially, women were not allowed to enter Buddhist monasteries, but later Mahatma Buddha gave permission on the insistence of his stepmother Mahaprajapati and his disciple Anand. Some learned women were born during this period - SheelabhattirikaPrabhudevi, Queen Nayanika, Queen Prabhavati, Emperor Ashoka's sister Sanghamitra, Emperor Harshvardhan's sister, etc. During this period, women's education lagged behind further.Medieval period - In the Muslim education system, primary education was given in Makta where both boys and girls were admitted but girls were not admitted in the higher education centres, Madrasas. Educated women of this period are - Babur's daughter Gulbadan (writer), Humayun's niece Salima, Noorjahan, Mumtaz, Jahanara, Razia Begum, Chondbibi etc. In this period also women education was backward. Half of the human power was not developed at all.Modern period - At this time the attitude of Indians towards women education was conservative. The East India Company did not need educated women for business offices. Therefore, not even a bit of attention was paid to them.During the Company's rule, Christian missionaries established many schools. The first school for girls was opened by the missionaries in Chinsura (1818). In 1819, Kare established the second school in Serampore. By 1823, Miss Cook established 14 girls' schools. In 1848, Jyotiba Phule and his wife Savitribai Phule opened a girls' school and started the Shivana work. Raja Rammohan Roy and Ishwar Chandra Vidyasagar opened many girls' schools in the Calcutta area. In Budh's manifesto of 1854, grants were given to schools for girls' education. Many reformists social organizations like the Vishwa Samaj, Arya Samaj, Servants of India Society paved the way for women's education. The overall literacy rate of women increased from 0.2 percent in 1882 to 6 percent in 1947. After independent India attained independence on 15 August 1947, when the Constitution came into force on 26 January 1950, women were given the right to equality. The Radhakrishnan Commission of 1948 said that the main objective of women's education is to make them good mothers and good housewives and made provision for including subjects like GrihaPravana, Home Economics, Nutrition Education, Vocational Guidance in the syllabus. The National Education Commission (Kothari Commission) of 1964-66 suggested opening primary schools within 20 years for easy primary education of girls. The National Women's Education Committee / Durgabai Deshmukh Committee of 1958 (State Council for Girls and Women) suggested opening free secondary schools for women's education in rural areas. National Education Policy 1968 Recommendations for Women Education: This was the first National Education Policy of India as recommended by the Indira Gandhi government Kothari Commission. The Indira Gandhi government praised the recommendations of the International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 39–43| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 41 ] Contribution of Educated Women in Developing India Manisha & Ravi Shanker Joshi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES Kothari Commission ( 1964-66 ) its main objective was to make education a means of equality, national unity and development Was the policy added to the education of girls and said that if the country has to progress, then women will have to be educated equally Did the policy say that there should be no discrimination between boys and girls in rural and urban areasSpecial programs and scholarships should be given to promote female literacy Focus should be given on the recruitment of female teachers. Did the policy say that there should be no discrimination between boys and girls in rural and urban areas. National Education Policy 1986 Recommendations for Women Wducation: A core recommendation was the prioritization of eliminating women's illiteracy through dedicated programs and support services. This included mass literacy campaigns tailored for women, integrating functional literacy with skill development to promote self-reliance. While removing educational disparities, special emphasis should be given to the education of women, there should be no discrimination in the education of men and women. Eliminate gender pay gap. Women should be encouraged to learn science and technology. Women should be encouraged to learn vocational education and we should provide a healthy environment for them.Emphasis on training more women educators and using multimedia resources to promote gender-sensitive curricula that challenge stereotypes.WomenEducation was positioned as an "agent of basic change in the status of women," with a deliberate policy edge in Favor of women to counteract past distortions. This meant proactive measures like recruiting more women teachers from underrepresented groups and creating womenspecific enrolment drives. The policy recommended increased public expenditure on education (targeting 6% of GDP) to fund women-focused initiatives, including the establishment of institutions like the Indira Gandhi National Open University for distance learning accessible to women. National Education Policy 2020 Recommendations for Women Education: The national education policy (NEP)2020, approved by the union cabinet of the India on july29, 2020.emphasizes equitable and inclusive education of India’s development. A dedicated fund to support equitable quality education for girls and transgender students for covering their enrolment, retentioncost. Facilities like transportation scholarship. Emphasis on creating harassment free environment, mandatory awareness on gender issues, legal protections, for women and girls both inside and outside school campuses. Integration of family counselling programs to bridge gaps between educated girls and uneducated families. Work on removal of gender stereotypes from textbooks and teaching materials with mandatory gender sensitization training for teachers and students. Addressing gender inequality in teacher recruitment, especially in rural areas. Increasing women’s representation in leadership roles includingprincipals, wardens, physicalinstruction, and staff. Promotion of research and innovation opportunities for women. Government Runs Schemes for Women Education: Mahila Samakhya Yojana (1989)- It was started to improve women education and empower them. UNICEF is doing quality work in this field with the Government of India. Sarva Shiksha Abhiyan Indira Mahila Yojana Balika Samridhi Yojana, Rastriya Mahila Kosh, Mahila Samridhi Yojana.Kasturba Gandhi Balika Vidyalaya Yojana was started in 2004 to provide primary level education to increase the low literacy rate of girls. Beti Bachao, Beti Padhao - It was started in 2015 to address the issue of declining child sex ratio. It is a joint initiative of the Ministry of Women and Child Development, Ministry of Health and Family Welfare and Ministry of Human Resource. SukanyaSamrddhi yojana (2015) is stated to encourage to saving girl child’s future education andmarriage. Udaan scheme (2015) is started to provide financial assistance for technical education for girls. Stand Up India scheme (2016) is to promote internship among women through income generation and skill development. Influential Women in the Field of Education: Savitribai Phule is called the first female teacher of India. Kadambini Ganguly and Chandra Mukhi Basu were the two first female graduates of India. Kadambini was also the first female physician of the country. Begum Zafar Ali was the first matriculation pass woman of Kashmir who later became the International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 39–43| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 42 ] Contribution of Educated Women in Developing India Manisha & Ravi Shanker Joshi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES Inspector of Schools there. Durgabai Deshmukh, who was a freedom fighter, established schools where women were trained in spinning wheel and spinning. Mahadevi Verma was a famous Hindi poetess, freedom fighter and educationist. Chandraprabha Saikiani worked in the field of women's education, apart from this she played an important role in removing the purdah system prevalent in Assam. Vimala KaulShe has been a teacher at a government school. Even after retirement, she is running Guldasta School to teach poor children in Delhi. Rukmini Banerji, as the CEO of Pratham, has been a key figure in education, known for her data-driven approach. Her work with the Annual Status of Education Report (ASER) has been instrumental in highlighting the learning outcomes of children in rural India and has influenced educational policies at a national level. Payal Rajpal, the founder of Robotics India, is a leader in using technology to democratize education. Her non-profit organization brings robotics, artificial intelligence, and STEM education to government schools, bridging the gap between industry and academia for students in rural and urban areas. Obstacles in the Path of Women Education: Deep-seated gender roles often prioritize early marriage and domestic responsibilities over education for girls, especially in rural areas.Despite legal prohibitions, early marriages reduce access to schooling, with 7% of girls married before age 15 and 27% before 18 (NFHS-5, 2019-21).Fear of harassment or violence on the way to school or within communities discourages parents from sending girls to school, particularly in remote areas.Families with limited resources often prioritize boys’ education due to perceived higher economic returns. Girls are expected to contribute to household income or chores.Many schools lack basic amenities like separate toilets for girls, which affects retention, especially post-puberty (only 82% of schools have functional girls’ toilets, per UDISE 2021-22). Indian society is male dominated, women are not given equal social status as men, although the situation is good in urban areas. But most of the population lives in rural areas. Gender inequality is a big reason for this. Conclusion Modern ideas have great importance in women's education.In modern global society, men and women are given equal status in every respect. In order to provide equal status to women in this regard, their empowerment is required so that they can know their rights and duties and become capable of achieving or discharging them. Without changing the mentality of discrimination between men and women for centuries, it is not possible to achieve this goal. Due to these, women's education has become useful and practical for life. This is the reason why people are inclined towards women's education. Women are making their mark even in those areas and works which were considered unsuitable for women. In the near future, women will achieve new ideals.Despite progress, India faces barriers like rural-urban disparities, early marriages, and inadequate infrastructure. As of 2023, the female literacy rate is around 70%, compared to 85% for males (per government data), highlighting the need for continued focus. Initiatives like Beti Bachao Beti Padhao and scholarships for girls are steps forward, but implementation gaps remain.In summary, educating women in India is a cornerstone for reducing inequality, fostering sustainable development, and building a more inclusive society. It’s not just a moral imperative but a strategic investment in the nation’s future. References  Agnihotri, Ravindra (2006): Problems and solutions of Modern Indian Education.  Dominic B., Jothi C.A. (2012). EducationA tool of Women Empowerment: Historical study based on Kerala society. International Journal of Scientific and Research Publications, 2(4), 2250-3153.  Gupta,Dr. S.P, Dr.Alka Gupta (1019):History, Development and Problems of Indian Education.  Gupta. Sachin, Sharma,Dr. Meenakshi,Khan, Dr. Mahamud (2022): National Education Policy 2020, vision and mission for India’s future education.  Lal, Raman Bihari, Palod, Sunita, (2008): History, development and problems of Indian education  Lal, Raman Bihari (2017): Philosophical and Sociological foundation of education.  Nisha Nair. (2010): Women’s education in India: A situational analysis. IMJ, 1(4), 100-114. International Refereed, Blind Peer-Reviewed & Open Access Research Journal Issue: 03 | Vol.: 14 | Jul.-Aug.-Sep. - 2025 | Pages: 39–43| REPR | ISSN: 2278 – 5949 | Periodicity : Quarterly, Language : English & Hindi https://recentjournals.in [ 43 ] Contribution of Educated Women in Developing India Manisha & Ravi Shanker Joshi RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES  Raj, Dr. Vinit, Ms. Reeta (2018):First Indian Women teacher: Savitribai Phule.  Suguna M. (2011): Education and Women Empowerment in India. International Journal of  Multidisciplinary Research: VOL. 1. Issue 8.  Tagore,Rabindranath (1916): the Home and the World. Autobiographical novel.  Tripathy, Pratima (2008): Gender, School and Society.  Young, Bringham (2012):American Moses: A Biography of Leonard J. Arrington; the most objective and authoritative biography of young: The New York Review of Books.