| | | | | the growing relationship of the learner to truth, |
| It is a wellknown fact that women in India are the | | | | particularly in the matter of the subject being studied. |
| victims of various multi dimensional problems and also | | | | The teacher creates the conditions, lays the |
| the most vulnerable group because of the social | | | | foundations and provides the opportunities for the |
| structure and at present scenario there is an urgent | | | | continual interplay of the students’ experience, |
| need for concrete efforts. Indian women has been one | | | | reflection and action to occur. |
| of the major impediments in the way of womens | | | | |
| empowerments. Illiteracy and semi- Illiteracy keep | | | | A challenge to a teacher is to formulate questions that |
| women in perpetual state of assettleness. Even for | | | | will broaden students’ awareness and impel them |
| effective implementation of innumerable development | | | | to consider view –points of others. To make |
| programmes sponsored by the government and | | | | teaching learner centered the learning process must |
| non-government sector the educated women in the | | | | include a pre-learning element, that of context, and a |
| work force are a must. | | | | post learning element, that of evaluation. Personal |
| | | | | knowledge and care of the student by the teacher is |
| India has a high number of highly disciplined educated | | | | equally important as it is the hallmark of good |
| and professionally competent pool of women and has | | | | education. A conducive environment and commitment |
| a law of universal primary education, if focus is given | | | | to values, from the learner’s point of view- |
| to higher education especially of women will surely | | | | readiness to learn and readiness to grow should be |
| give India a bright future. An educational institution has | | | | taken into consideration. |
| to face global competitions and inter national | | | | |
| collaborations. | | | | Learning experience should be the development of the |
| | | | | more complex learning skills of understanding, |
| Education should look into physical, mental, intellectual, | | | | application, analysis, synthesis, and evaluation. |
| emotional spiritual values for growth and development. | | | | |
| Though the primary stakeholders are teachers and | | | | Reflection is the process where by the learner makes |
| students, there is an influence on them from the | | | | he learning experiences her own, gets the meaning of |
| secondary stakeholders they are parents, society, | | | | the learning experience for self and for others. A |
| management, government, employers etc | | | | thoughtful reconsideration of some subject matter, |
| | | | | experience, idea, purpose reaction, in order to grasp its |
| Three important aspects in the quality enhancement of | | | | significance more fully is essential. |
| education for women is | | | | |
| 1. Confirm to requirements | | | | If learning were to stop at experience, it would not be |
| 2. Requirements keep on increasing | | | | integral for it would lack the component of reflection |
| 3. Quality enhancement is continuous | | | | where in the learner are impelled to consider the |
| | | | | human meaning and significance of what they study |
| The education should focus to raise consciousness, | | | | and to integrate that meaning as responsible learners |
| motivate, articulate and make women self-reliant to | | | | who grow as persons of competence, conscience |
| participate. For effective educational work, the teacher | | | | and compassion. |
| and learner should be involved in policy planning and | | | | |
| effective execution of development. Gender blindness | | | | The term action refers to internal human growth |
| of most of the decision-making institutions and | | | | based upon experience that has been reflected upon |
| professional bodies demand intervention, without | | | | as well as its manifestation externally. Involving |
| adequate teaching material has caused lot of | | | | interiorized choices and choices externally manifested. |
| inconveniences to teachers and students. | | | | The student’s attitude, priorities, commitments, |
| | | | | habits, values, ideals, internal human growth flowing out |
| Teachers accompanying learners in their growth and | | | | into action for others is most essential. |
| development: | | | | |
| The art and science of teaching should include a | | | | Periodic evaluation of a student’s growth in |
| worldview and vision of the ideal human person to be | | | | attitudes, priorities and actions consistent with being a |
| educated. The teacher’s primary role to facilitate | | | | person for others is essential. |