33 Lila Adhikari_1336386559cmta

8/13/2019 33 Lila Adhikari_1336386559cmta

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WOMEN'S PERCEPTION ON GENDER DISCRIMINATION IN

EDUCATION

(A Study of Women aged 20 and ao!e "u##ent$y Re%&d&ng &n atmandu )a$$ey*

Sum&tted to

SIRF Secretariat, SNV Nepal

Bakhundole, LalitpurP. O. Box 1966

ath!andu Nepal

+y

"#. Lila $dhikari

ath!andu, Nepal


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%


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ACNOW,EDGMENTS

I &ould like to thank# to SNV Nepal 'or 'inancial and technical #upport and I a! (rate'ul

to "artin chautari 'or it# )alua*le #upport *+ pro)idin( (uideline and &ork#hop 'or the

#tud+ I &ould like to expre## !+ heart+ (ratitude to r. Pra!od Bhatta 'or hi#

#uper)i#ion and &orth+ (uideline# that pa)ed a !ile#tone to acco!pli#h thi# #tud+. I

cannot re!ain &ithout thankin( "r. -rilochan Pokharel, Lecturer, Pokhara ni)er#it+ 'or

hi# acade!ic and technical #upport.

"ean&hile, I a! !uch (rate'ul to !+ hu#*and "r. /+anendra Pokharel 'or hi# )alua*le

#u((e#tion durin( the #tud+, *rother in0la& "r. Netra Pra#ad Pokharel and "r. -anka

Pra#ad Pokharel 'or their kind help in 'ield&ork and co!puter proce##in(. I !u#t #hare

the credit to !+ all 'a!il+ !e!*er#, e#peciall+ 'or !+ parent#. $ll o' !+ collea(ue# are

&orthil+ accounta*le o' thank# 'or their help# at )ariou# #ta(e o' thi# re#earch &ork. $ll

re#pondent# are dul+ ackno&led(ed 'or their )alua*le in'or!ation.

La#t *ut not lea#t, I &ould like to #hare the credit to !+ dau(hter $pek#h+a Pokharel 'or

not di#tur*in( durin( the re#earch &ork.

Lila $dhikari

ath!andu

Fe*ruar+, %2


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CONTENTS

Pa(e No

C-APTER ONE .0INTRODUCTION .0

1.1 Back(round .........................................................................................................................1

1.%. State!ent o' pro*le! .........................................................................................................131.4. Re#earch 5ue#tion#..............................................................................................................12

1.3. O*ecti)e# o' the #tud+........................................................................................................12

1.7. Li!itation# o' #tud+ ...........................................................................................................121.6 Si(ni'icance o' the #tud+......................................................................................................19

1.8 Or(aniation o' report .........................................................................................................19

C-APTER TWO 20

,ITERATURE RE)IEW 20

%.1 /lo*al #cenario o' (ender di#cri!ination............................................................................%%.% /ender di#cri!ination in Nepal...........................................................................................%3

C-APTER T-REE 2/

MET-ODO,OG 2/4.1 Stud+ area ............................................................................................................................%6

4.% Stud+ population..................................................................................................................%64.4 Stud+ de#i(n ........................................................................................................................%6

4.3 Sa!ple #ie..........................................................................................................................%6

4.7 "ethod o' data collection ...................................................................................................%84.6 :ue#tionnaire de#i(n............................................................................................................%8

4.8 Operational de'inition o' )aria*le# .....................................................................................%8

4.2 ata !ana(e!ent.................................................................................................................%2

C-APTER 1OUR 2

PRESENTATION AND ANA,SIS O1 DATA 23.1 Socio0de!o(raphic characteri#tic#......................................................................................%93.% Perception on (ender di#cri!ination in education...............................................................41

3.4 i#cri!inated (roup# and rea#on# 'or di#cri!ination ........................................................4%

3.3 ;on#e5uence# o' (ender di#cri!ination in education .........................................................43

3.7 Perception a*out di#cri!inator# ..........................................................................................463.6 Rea#on# 'or #chool dropout .................................................................................................42

3.8 Fa!il+ and #chool en)iron!ent ..........................................................................................49

3.2 Re#pon#i*le in#titution# 'or eli!ination o' (ender di#cri!ination .....................................313.9 Su((e#tion# 'or i!pro)e!ent..............................................................................................3%

C-APTER 1I)E 33

SUMMAR 1INDINGS4 CONC,USION AND RECOMMENDATION 337.1 Su!!ar+ 'indin(#................................................................................................................33

7.% ;onclu#ion ..........................................................................................................................37

7.4 I!plication# o' the #tud+ .....................................................................................................38


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RE1ERENCES 35


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,IST O1 TA+,ESPa(e No

-a*le 1a< Socio0de!o(raphic characteri#tic# o' Re#pondent# %1

-a*le 1*< Socio0de!o(raphic characteri#tic# o' Re#pondent# %1

-a*le %< no&led(e and perception o' (ender di#cri!ination in education %%

-a*le 4< i#cri!inated (roup# and rea#on# 'or di#cri!ination %3

-a*le 3< ;on#e5uence# o' (ender di#cri!ination in education %6

-a*le 7< Perception o' re#pondent# on di#cri!inator# %2

-a*le 6< Perception o' re#pondent# on di#cri!inator *+ ca#te=ethnicit+ %9

-a*le 8< Rea#on# 'or #chool dropout %9

-a*le 2< Fa!il+ and #chool en)iron!ent durin( #tud+ 41

-a*le 9< Fa!il+ and #chool en)iron!ent *+ le)el o' education 4%

-a*le 1< Re#pon#i*le in#titution# 'or eli!ination o' (ender di#cri!ination 4%


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A++RE)IATIONS

;BS ;entral Bureau o' Stati#tic#

;>$? ;on)ention on >li!ination o' $ll For!# o' i#cri!ination a(ain#t ?o!enF/ Focu# /roup i#cu##ion

/$ /ender and e)elop!ent

/I /ender Related e)elop!ent Index

I;P International ;on'erence on Population and e)elop!ent

I e+ In'or!ant

"o@P "ini#tr+ o' @ealth and Population

SPSS Stati#tical Packa(e 'or Social Science

N nited Nation#

NP nited Nation e)elop!ent Pro(ra!!e

N>S;O nited Nation >ducational, Scienti'ic and ;ultural Or(aniation

NFP$ nited Nation Population Fund

NI;>F nited Nation ;hildrenA# >!er(enc+ Fund


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A+STRACT

-hi# #tud+ &a# carried out to identi'+ the &o!enA# perception on (ender di#cri!ination in

education. -he #tud+ 'ollo&ed a #ur)e+ re#earch !ethod !akin( it# tar(et to ur*an

&o!en &ho &ere re#idin( in ath!andu )alle+ at the ti!e o' #tud+. $ total o' 1%

re#pondent# 8 'or 5uantitati)e and 7 'or 5ualitati)eC &ere included. :uantitati)e

in'or!ation &a# collected u#in( a 5ue#tionnaire #chedule ad!ini#tered to 8 re#pondent#

&herea# 5ualitati)e in'or!ation &a# collected throu(h F/ and I in &hich 7 &o!en

participated. Re#earcher &a# care'ul to capture &o!enA# expre##ion and opinion in

ori(inal.

"o#t o' the &o!en *elie)ed to *e di#cri!inated in education . ;onclu#ion &a# dra&n

that &o!en &ere not (ettin( e5ual en)iron!ent a# !ale in 'a!il+. Particularl+, &o!en

alle(ed that the+ &ere not a*le to co!plete the de#ired le)el o' education and

opportunitie# &ere not a)aila*le 'or utiliin( their educational a*ilit+. -heir

di##ati#'action &a# !ore concentrated to the parent# a# the+ *elie)ed &o!en are !o#tl+

di#cri!inated *+ parent# in ca#e o' education. Indicatin( that &o!en are depri)ed in

education 'acilitie# due to poor econo!ic condition and hou#ehold &orkload, the+

pointed out the p#+cholo(ical, econo!ic and #ocial con#e5uence# o' #uch di#cri!ination.

?o!en care'ull+ ackno&led(ed the pro(re## !ade in #ince #o!e decade#, #u((e#tin( to

pa+ additional e''ort to rai#e &o!enA# #tatu# to an accepta*le le)el. $ di##ati#'action &a#

re)ealed on the inco!petence o' (o)ern!ent to i!ple!ent the policie#. ;on#i#tent to

their perception, the+ &anted 'a!il+ parent#C to *e !ore re#pon#i*le 'or re!o)in(

(ender di#cri!ination in education. ?o!en percei)ed (ender di#cri!ination in education

to *e !ulti'aceted. $ccordin( to the re#pondent de#pite #o!e i!pro)e!ent, parent# #till

pre'er #on# &hile !akin( critical deci#ion related to education.


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C-APTER ONE

IN-RO;-ION

.6. +a"7g#ound

/ender di#cri!ination i# &ide#pread pheno!enon perpetuated in e)er+ #ector o' #ocial,

econo!ic and political #phere#. /ender0*a#ed )iolence, 'or exa!ple, i# the #e)ere con#e0

5uence o' di#cri!ination a(ain#t &o!en. -here are )er+ 'e& area# &here &o!en are not

di#cri!inated. Bein( di#cri!inated ha# *eco!e a culture to &o!en &hich the+ internal0

ie a# their 'ate.

-he &ord Adi#cri!inationA i# deri)ed 'ro! Latin &ord Adi#cri!inareA !eanin( to Adi#tin0(ui#h *et&eenA. But the ter! Adi#cri!inationA i# applica*le 'or 'ar &ide practice# *a#ed on

preudice re#ultin( in un'air treat!ent o' people. -o di#cri!inate #ociall+ i# to !ake a

di#tinction *et&een people on the *a#i# o' cla## or cate(or+ &ithout re(ard to indi)idual

!erit. >xa!ple# o' #ocial di#cri!ination include racial, reli(iou#, #exual, &ei(ht, di#a*il0

it+, ethnic, occupation and a(e0related di#cri!ination1.

/ender di#cri!ination, a 'or! o' #ocial di#cri!ination *ut o'ten co!prehen#i)e and

&ide#pread than other 'or!#, i# de'ined a# Adi''erential treat!ent &ith re'erence to #ex o'

a characterA irre#pecti)e o' other 5uali'ication#. -he ?ikipedia online enc+clopaedia de0

'ine# (ender di#cri!ination a# Adi#cri!ination a(ain#t a per#on or (roup on the (round# o'

#ex, #exual orientation, or (ender identit+A. Sociall+, #exual di''erence# ha)e *een u#ed to

u#ti'+ #ocietie# in &hich one #ex or the other ha# *een re#tricted to #i(ni'icantl+ in'erior

and #econdar+ role#. ?hile there are non0ph+#ical di''erence# *et&een !en and &o!en,

there i# little a(ree!ent a# to &hat tho#e di''erence# are.

/ender di#cri!ination i# u#uall+ under#tood a# the un'air treat!ent a(ain#t people o' ei0

ther o' #ex. But the exa!ple# and #tati#tic# 'ro! around (lo*e #ho& &o!en are le## ad0

)anta(ed and di#cri!inated *ecau#e o' u#t *ein( 'e!ale. $n exa!ple e)en &idel+ prac0

1http


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ticed in de)eloped #ocietie# i# D(la## ceilin(D and there are no #ocietie# &here &o!en en0

o+ e5ual opportunitie# a# !en. -he ter! D(la## ceilin(D i# to de#cri*e the proce## *+

&hich &o!en are di#appro)ed 'ro! pro!otion *+ !ean# o' #e)eral in)i#i*le *arrier#

Bell, "cLau(hlin E Se5ueira, %%C. In Nepal, #uch di#cri!ination# are al!o#tperpetual. It i# hard to identi'+ a &o!an &ho ha# not experienced an+ 'or!# o'

di#cri!ination. Such di#cri!ination# ha)e ine)ita*l+ deteriorated the li)e# and &ell*ein(

o' &o!en. ?o!en are denied 'ro! the pu*lic li)e#, political participation#, econo!ic

contri*ution and deci#ion !akin(. Such denial# are pro!oted on the (round# o' cultural

and le(al pro)i#ion# !ade *+ !ale do!inated #ocial, le(al, political and cultural #+#te!#.

Becau#e o' ine#capa*le 'encin( o' di#cri!ination, &o!en in !an+ #ocietie# u#ti'+ di#0

cri!ination a(ain#t the!. -he+ ad!it to *e di#cri!inated or *ein( #uppre##ed i# *ecau#e

o' their !erit# and de!erit# in earlier li)e# purbajuniC. -he &ide per#i#tence o'

di#cri!ination in de)eloped #ocietie# i# al#o e)idenced *+ the &o!en !o)e!ent that

#tarted in !id %th centur+. In !an+ de)eloped countrie# &o!en till !id %th centur+

&ere not eno+in( political ri(ht# o' )otin(, ri(ht# o' deci#ion !akin( at 'a!il+, #ocial

and national a''air#.

-here are #i(ni'icant chan(e# o)er the li)e# o' &o!en at the end o' %th centur+ and *e0

(innin( o' %1#t centur+. -he need o' addre##in( i##ue# o' &o!en and reducin(, at lar(e

eli!inatin(, all 'or!# o' di#cri!ination a(ain#t &o!en ha# *eco!e the !aor i##ue o'

polic+ initiati)e#. >nhance!ent o' capa*ilitie# o' &o!en and increa#in( participation in

all #phere# o' econo!ic and #ocial li)e# are the !aor co!!it!ent# !ade at national and

international le)el.

;on)ention on >li!ination o' $ll For!# o' i#cri!ination a(ain#t ?o!en ;>$?C,

1989 ha# reco(nied di#cri!ination a(ain#t &o!en ha# o)erarchin( i!pact on pro(re##

o' &o!en. -he ;>$? 1989C identi'ied 11 area# o' di#cri!ination a(ain#t &o!en. It

ha# de'ined di#cri!ination a(ain#t &o!en a# in it# $rticle 1 an+ di#tinction, exclu#ion or

re#triction !ade on the *a#i# o' #ex &hich ha# the e''ect or purpo#e o' i!pairin( or


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nulli'+in( the reco(nition, eno+!ent or exerci#e *+ &o!en, irre#pecti)e o' their #tatu#,

on the *a#i# o' e5ualit+ o' !en and &o!en, o' hu!an ri(ht# and 'unda!ental 'reedo! in

the political, econo!ic, #ocial, cultural, ci)il, or an+ other 'ieldG N, 1989C.

-he International ;on'erence on Population and e)elop!ent I;PC, 1993 'urther

clai!ed that (ender di#cri!ination not onl+ de'or!# &o!enA# &ell*ein( !ore than that it

retard# the approach o' #u#taina*le de)elop!ent. -here'ore, it con'ir!# that

DH.ad)ancin( (ender e5ualit+ and e5uit+ and the e!po&er!ent o' &o!en and eli!ina0

tion o' all kind# o' )iolence a(ain#t &o!en and en#urin( &o!enA# a*ilit+ to control their

o&n 'ertilit+ are corner#tone# o' population and de)elop!ent related pro(ra!!e#D

NFP$, %3C.

-here'ore, need o' eli!inatin( (ender di#cri!ination i# not a #in(le e''ort (oal and re0

#pon#i*ilit+ o' #o!e #elected population. nle## the approach i# !ade co!prehen#i)e

and internalied a# the !aor i##ue o' #u#taina*le #ocio0econo!ic de)elop!ent, the ex0

pected outco!e# &ill not *e achie)ed.

/ender di#cri!ination i# !ulti'aceted pheno!enon ter!# a# D#ocial di#ea#eD de#tro+in(

li)e# o' hundred# o' thou#and# &o!en, o'ten lettin( the! to depart 'ro! li'e or li)e!i#era*le li)e#. Sen 1999C con'ir!#, (i)en e)en rou(hl+ e5ual treat!ent and opportuni0

tie# 'or (irl# and *o+#, and 'or !en and &o!en, there #hould *e o)er 1 !illion !ore

'e!ale# in the &orld toda+ than are pre#entl+ ali)e. -he realit+ o' A!i##in(A &o!en te#ti0

'ie# the di#cri!ination a(ain#t &o!en ri(ht 'ro! the *irth Sen, %1C. ?hen 'urther ex0

plored, the di#cri!ination# co)er al!o#t all a#pect# o' hu!an li)e#, particularl+ di#ad0

)anta(in( &o!enA# &ell*ein(.

-he )er#atile 'or! o' di#cri!ination &a# reco(nied 'or the 'ir#t ti!e *+ -he ni)er#al

eclaration o' @u!an Ri(ht# 1932C. nder#tandin( the pain#takin( di#cri!ination,

(ender di#cri!ination a 'or! o' that, the docu!ent at the )er+ *e(innin( #tated that

HH..every human being is born freeand equal in dignity and rightsOAB+rne, %7C.


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"o#t o' the concern# re(ardin( (ender di#cri!ination &ere *rou(ht into 'ore'ront a'ter

the adoption o' the ;>$? 1989C. $# the !arked achie)e!ent o' the docu!ent ele)en

area# o' (ender di#cri!ination &ere addre##ed. i#cri!ination# a(ain#t &o!en )ar+

*a#ed on the pro'ile# the+ ha)e. In particular &o!en are di#cri!inated in political andpu*lic li'e, international repre#entation and participation, nationalit+, education,

e!plo+!ent, health, #ocial and econo!ic *ene'it#, la& and ci)il #ociet+, and !arria(e

and 'a!il+ #tatu# Pokharel, %7C. Such di#cri!ination# are per)a#i)e i' &o!en ha)e

poor pro'ile#.

Pradhan %6C ar(ue# #tereot+pin( o' &o!en and !en re(ardin( re#pon#i*ilitie# and

&ork# ha)e contri*uted to 'or!alie the di#cri!ination a(ain#t &o!en. She i# con)inced

that the #ociet+ de!on#trate# a !ale character a# 0 producti)e, hou#ehold head, *read0

&inner, career0holder, executi)e and re#pon#i*le 'or external acti)itie# &herea# 'e!ale#

are characteried a# 0 li!ited to reproducti)e role#, hou#e&i'e, #u*ordinate, reco(nition

deri)ed 'ro! hu#*and, li!ited to internal acti)itie#. -he natural 'unctionin( o' &o!enA#

*od+ i# u#ed to dra& a line to declare the! pollutin( and i!po#in( control# in their *od+

and 'eelin(#. $# a re#ult the !ale# (ain pri)ile(e# o)er &o!en. -he centurie# &ith thi#

trend 'inall+ u#ti'ied !ale do!ination o)er 'e!ale a# a cultural trait.

/ender di#cri!ination in educational opportunit+ i# &ide#pread in !an+ countrie#.

?o!en are denied 'ro! pri!ar+ education &hich !ake# the! )ulnera*le to other 'or!#

o' di#cri!ination. -he #ocial, cultural, econo!ic and political role# a##i(ned to &o!en

are the !aor *arrier# 'or their educational de)elop!ent. /ender di#a((re(ate data o'

Nepal #ho that thou(h the literac+ rate o' *oth !ale and 'e!ale i# increa#in(, the (ap

*et&een !ale# and 'e!ale# i# decrea#in( !uch #lo&er "o@P, %6C. $# the educational

le)el increa#e#, &o!enA# participation, thou(h increa#in(, i# #i(ni'icantl+ poor. ?o!en

*elie)e di#cri!ination in educational 'acilitie# i# the !aor 'or! o' di#cri!ination *a#ed

on &hich other 'or!# o' di#cri!ination# (er!inate.


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.626 Statement of 8#o$em

e#pite the con'ir!ation that (ender di#cri!ination i# all enco!pa##in( and hittin( all

a#pect# o' #ocial, econo!ic, political, le(al and cultural li)e#, &o!enA# perception on

di#cri!ination #hould *e a##e##ed in order to root out the cau#e# o' di#cri!ination. Re0

#earche# to date ha)e (eneral con#en#u# that the perpetual di#cri!ination a(ain#t &o!en

irre#pecti)e o' their #ocial0econo!ic, political and de!o(raphic #tatu# are re#pon#i*le 'or

their une5ual #tatu#. Political e!po&er!ent, the !o#t i!portant tool 'or eli!inatin( di#0

cri!ination, ha# *eco!e a !aor pro*le! 'or rootin(0out all 'or!# o' di#cri!ination. e0

#pite the achie)e!ent in reducin( (ap# *et&een !ale# and 'e!ale# in ter!# o' #ocio0eco0

no!ic indicator#, #e)eral de)eloped countrie# are la((in( *ehind in reducin( (ender in

political participation.

-he continued practice# o' di#cri!ination are a((ra)ated *+ the culture o' particular #o0

cial (roup#. In Nepal the lo& #tatu# o' &o!en, #+#te!# o' partilineal de#cent, parti0local

re#idence and rule# o' inheritance interact to i#olated and #u*ordinate &o!en throu(hout

the countr+. /ender i##ue# are thu# inter&o)en #+#te!aticall+ into the *a#ic #ocial #truc0

ture o' the #ociet+ a# ore other traditional cultural )alue#. eepl+ e!*edded, the+ o*0

#truct the e!po&er!ent o' the poor and the di#ad)anta(ed (roup# throu(hout the countr+

NP, %3C.

i''erential treat!ent in 'a!il+, #ociet+ and national #tate0!echani#! ha# pre)ented the

'e!ale#A acce## to education. -raditionall+ con'ined to elite, education ha# onl+ recentl+

*een reco(nied a# a 'unda!ental ri(ht and in !an+ area# thi# attitude ha# +et to *eco!e

the nor! &hen con#iderin( (irl children N>S;O, %7C. e#pite ha)in( un*eata*le

i!portance o' &o!enA# education in #ociet+, (irl# are re5uire to 'ul'il a )ital role &ithin

the ho!e and are o'ten una*le to attend #chool a# &ell a# co!plete their do!e#tic ta#k#.

O'ten con#idered te!porar+ propert+J a# (irl# !o)e to a hu#*andJ# ho!e a'ter !arria(e,

it i# not thou(ht to *e econo!icall+ #ound to in)e#t in their 'uture.In relation to the de0

)elopin( countrie#, &o!enA# educational #tatu# i# 'ar *ehind than the cut0o'' point. -he


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#ituation i# a((ra)ated *+ the un*reaka*le #ocio0cultural nor!# #et *+ the patriarchal #o0

ciet+.

Fro! an earl+ a(e Nepali (irl# are expected to a##i#t rearin( +oun(er #i*lin(#, and #hare

in the arduou# da+ to da+ ta#k# o' runnin( a hou#ehold. -hi# 're5uentl+ !ean# that e)en

i' enrolled in #chool, a (irl child !a+ not ha)e enou(h hour# in the da+ to co!plete her

do!e#tic ta#k# and attend cla##. >)en i' #he !ana(e# to do *oth, the ph+#ical and !ental

#train i# not conduci)e to learnin(. $# &o!en traditionall+ oin their hu#*andJ# hou#e0

hold a'ter !arria(e it i# con#idered !ore econo!icall+ )ia*le to #pend !one+ educatin(

a #on &ho &ill re!ain at ho!e, than to expend hard earned 'und# on a child &ho &ill

lea)e. >)en educated &o!en 'ind it hard to *reak the c+cle o' *ein( treated a# #econd0

cla## citien#, a# the+ are expected to eat la#t and #ho& de'erence to !en. Fe!ale# are

'orced to accept the#e nor!# a# their o*li(ation# and concentrate on the! rather than in

education.

-reatin( (ender i##ue# in i#olation ha# rando!ied the pro(re## o' &o!en. /ender i#

*oth #tructural and indi)idual. It i# al#o an axi# alon( &hich po&er, hierarch+ and ine0

5ualit+, a!on( other#, are di#tri*uted, explained and rationalied $char+a, %3C. -here0

'ore, i!partin( kno&led(e and #kill alone to &o!en and !akin( the! !ore re#pon#i*le

to the hou#ehold# &ill not achie)e the (oal o' (ender e5ualit+ N>S;O, %3C and

!an+ literac+ pro(ra!!e# o' Nepal are una*le to internalie thi# #ociolo(+.

>ducation reduce# the po&er i!*alance# and #ocial and 'inancial dependencie# @addock

and ;incotta, %6C that !ake 'e!ale# )ulnera*le to other 'or!# o' di#cri!ination. >du0

cation ha# a pro'ound i!pact on the 'uture cour#e o' &o!enA# li)e#, in'luencin( e!plo+0

!ent opportunitie#, earnin( potential and political participation. /ender nor!# are the

!aor *arrier# to in'luencin( (irlA# acce## to #choolin( ?a#ak, -hapa and a)e+,

%4C. Parent# are !ore likel+ to educate #on# than dau(hter# and o'ten keep the (irl# in

ho!e to help in do!e#tic chore# and look a'ter +oun(er #i*lin(#. Parent# pre'er to keep

their dau(hter# at ho!e in#tead o' #endin( the! to #chool to en#ure that the+ re!ain


16/63

cha#te until !arria(e. >)en &hen 'a!ilie# ha)e the econo!ic !ean# to #end *oth #on#

and dau(hter# to #chool, the+ o'ten #end *o+# to (ood *oardin( #chool#G and keep

dau(hter# in local #chool#%.

-he nexu# o' di#cri!ination i# deepl+ rooted &ith &o!enA# perception di#cri!ination.

Perception the+ are inculcated &ith i# (rounded in the culture, econo!ic and 'inancial

interdependencie# and political and #ocial participation#. Becau#e, there'ore, e)idence#

are a)aila*le, unle## &o!en realie that the+ #hould *e a&are and take leader#hip 'or

readu#tin( tho#e nor!# that are har!'ul 'or their &ell*ein(, the expected outco!e# are

not po##i*le to achie)e. /ender, here *ein( the #ociall+ con#tructed con#tellation o' idea#

)alue#, a##u!ption#, hope# and 'ear# a*out A!alene##A and A'e!alene##A #hould not

pro!ote di#cri!ination 'or #hake o' culture#.

No*el Laureate $!art+a Sen %1C had &ell identi'ied #e)en area# o' di#cri!ination#

*et&een !ale# and 'e!ale#. @e &a# con)inced that &o!en experience di''erential treat0

!ent# in !ortalit+, natalit+, *a#ic 'acilitie#, #pecial 'acilit+, pro'e##ional, o&ner#hip and

hou#ehold. "an+ 'or!# o' di#cri!ination# are di''icult to eli!inate *ecau#e, &o!en

percei)e #uch di#cri!ination# a# their 'ate and the+ had no co!plaint a(ain#t. /irl# are

le## )alued than *o+#. -he+ recei)e le## !edical care and education, and chau)ini#tic

attitude# preclude )ital opportunitie#. Fe!ale illiterac+ and 'e!ale 'oeticide rate# are

alar!in(. /irl# are !arried earl+, de#pite the (o)ern!entJ# o''icial !ini!u! a(e re0

5uire!ent#. -he lack o' education perpetuate# the pro*le! o' child !arria(e and the

pro*le! o' child !arria(e perpetuate# the lack o' education. >arl+ !arria(e al#o contri*0

ute# to poor !aternal and child health, a# +oun( (irl# are unprepared 'or pre(nanc+.

-hrou(hout their li)e#, &o!en 'ace reduced opportunitie# and di#cri!ination. Literac+

rate# are !uch lo&er 'or &o!en than !en. ?o!en o'ten 'ace do!e#tic )iolence and har0

a##!ent, &ith no le(al recour#e, a# paternali#! and (ender di#cri!ination i# deepl+ en0

trenched in #ociet+. "an+ la are explicitl+ *ia#ed a(ain#t &o!en, e#peciall+ tho#e re0

(ardin( propert+, citien#hip and !arria(e. Our #ocio0de!o(raphic co!po#ition i#

%http


17/63

carr+in( (eneration# &ith di''erent principle#. -he clear de!arcation in ter!# o' culture,

education, under#tandin(, p#+cholo(+ and (oal# ha)e (i)en the #ociet+ a co!plex pano0

ra!a. e'initel+, the de!arcation# are o*#er)ed in ter!# o' (ender di#cri!ination and the

perception to&ard it.

$char+a %4C ar(ue# the patriarch+ ideolo(+ a# the root 'or per)adin( all a#pect# o' #o0

cial li)e#. ?o!enA# #u*ordination i# all round 0 econo!ic, #ocial, reli(iou#, cultural, po0

litical and ideolo(ical, each o' &hich rein'orce each other. -here'ore the e''ort# to li*er0

ate &o!en 'ro! the oppre##i)e (ender relation# !u#t *e all round. She #ee!# to *e opti0

!i#tic on i!pro)e!ent# o' &o!enA# #tatu# and reduction o' (ender di#cri!ination *e0

cau#e an i!pro)e!ent in /ender0related e)elop!ent Index /IC, an index to !ea#ure

&o!enA# achie)e!ent in education, decent li)in( and health+ li)e, ha# *een o*#er)ed. In

1991 the /I &a# .41% &hich &a# increa#ed *+ a*out .16 point# and reached to .389.

But #he con'ir!# a *reakthrou(h i# re5uired in cultural and #ocio0p#+cholo(ical trait# in

order to accelerate the anti0di#cri!ination practice#.

/irl#A #chool attendance i# not partial i##ue &here #o!e 72 !illion (irl# in the de)elopin(

&orld are not in #chool. ?hether or not a (irl (oe# to #chool can *e a !atter o' li'e or

death !atter. In co!pari#on to her educated counterpart#, an un#chooled (irl i# !ore

likel+ to *e poor, !arr+ earl+, die in child*irth, lo#e a child to #ickne## or di#ea#e, ha)e

!an+ *irth# clo#el+ #paced, and ha)e children &ho are chronicall+ ill or !alnouri#hed

Sa)e -he ;hildren, %7C. Bi#ta %3C ar(ue# #ocial and cultural *elie'#, practice# and

attitude# are not 'a)oura*le to (irl# a# a re#ult !an+ do not attend #chool. -hou(h the

pri!ar+ co#t o' attendin( #chool i# re!o)ed the poor and !ar(inalied 'a!il+ cannot

a''ord the #econdar+ co#t. $nd in 'a!ilie# &hich econo!icall+ #ound, the di''erential

treat!ent in education i# o*#er)ed.

@o&e)er, the rea#on# are not &ell identi'ied, &hich i# the re#earcherA# intere#t to &ork

into, &o!en 'eel di#cri!ination in education a# the un'or(otten tra(ed+ o' their li)e#.


18/63

-he (ender (ap in ur*an area i# *ein( reduced *ut &o!en #till 'eel di#cri!inated at lar(e.

-hi# #tud+ ha# concentrated to identi'+ rea#on# 'or #uch di#cri!ination#.

.696 Re%ea#" :ue%t&on%

-he re#earch ha# pri!aril+ tried to explore &o!enA# perception in the 'ollo&in( re#earch

5ue#tionat&on of #e8o#t

-he entire re#earch report i# di)ided into 'i)e chapter#. -he 'ir#t chapter docu!ent# *ack0

(round, #tate!ent o' pro*le!, o*ecti)e#, li!itation and #i(ni'icance o' #tud+. -he

#econd chapter pre#ent# a re)ie& o' pre)iou# literature related to (ender di#cri!ination.

"ethodolo(+ o' #tud+ i# explained in the third chapter. -he 'ourth chapter i# allocated to

pre#entation and anal+#i# o' data. -he la#t chapter pre#ent# #u!!ar+ o' 'indin(,

conclu#ion and reco!!endation#.


20/63

C-APTER TWO

LI->R$-R> R>VI>?

-hi# chapter ha# t&o #ection#. -he 'ir#t #ection co)er# the (lo*al #cenario o' (ender di#0

cri!ination 'ocu#in( on educational opportunitie# and the #econd #ection docu!ent# the

Nepali #cenario.

2.. G$oa$ %"ena#&o of gende# d&%"#&m&nat&on

i#cri!ination i# percei)ed a# a ud(e!ent that one ha# *een treated un'airl+ *ecau#e o'

hi# or her #ocial (roup !e!*er#hip "aor, :uinton, and "c;o+, %%C. It i# ho&e)er,

di''icult to ud(e &hether a per#on i# di#cri!inated in the #a!e a!ount that he or #he

percei)e# *ecau#e di#cri!ination i# contextual ai#er and "aor, %6C. Indi)idualA#

likelihood o' #eein( the!#el)e# i# in'luenced *+ per#onal, #ituational and #tructural

'actor#.

-he )er#atile 'or! o' di#cri!ination &a# reco(nied 'or the 'ir#t ti!e *+ -he ni)er#al

eclaration o' @u!an Ri(ht# 1932C. nder#tandin( the pain#takin( di#cri!ination,

(ender di#cri!ination a 'or! o' that, the docu!ent at the )er+ *e(innin( #tated that

HH..every human being is born freeand equal in dignity and rightsOAB+rne, %7C.

/ender di#cri!ination i# !ulti'aceted pheno!enon ter!# a# D#ocial di#ea#eD de#tro+in(

li)e# o' hundred# o' thou#and# &o!en, o'ten lettin( the! to depart 'ro! li'e or li)e a

!i#era*le li)e#. Sen 1999C con'ir!#, (i)en e)en rou(hl+ e5ual treat!ent and

opportunitie# 'or (irl# and *o+#, and 'or !en and &o!en, there #hould *e o)er 1 !il0

lion !ore 'e!ale# in the &orld toda+ than are pre#entl+ ali)e. -he realit+ o' A!i##in(A&o!en te#ti'ie# the di#cri!ination a(ain#t &o!en ri(ht 'ro! the *irth Sen, %1C. ?hen

'urther explored, the di#cri!ination# co)er al!o#t all a#pect# o' hu!an li)e#, particularl+

di#ad)anta(in( &o!enA# &ell*ein(.


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"o#t o' the concern# re(ardin( (ender di#cri!ination &ere *rou(ht into 'ore'ront a'ter

the adoption o' the ;>$? 1989C. $# the !arked achie)e!ent o' the docu!ent 11

area# o' (ender di#cri!ination &ere addre##ed. i#cri!ination# a(ain#t &o!en )ar+

*a#ed on the pro'ile# the+ ha)e. In particular &o!en are di#cri!inated in political andpu*lic li'e, international repre#entation and participation, nationalit+, education, e!plo+0

!ent, health, #ocial and econo!ic *ene'it#, la& and ci)il #ociet+, and !arria(e and

'a!il+ #tatu# Pokharel, %7C. Such di#cri!ination# are per)a#i)e i' &o!en ha)e poor

pro'ile#.

-he Beiin( ;on'erence on &o!en !ade #i(ni'icant contri*ution to eli!inate di#cri!ina0

tion a(ain#t &o!en. -he con'erence ha# &ell docu!ented area# &here &o!en are

di#cri!inated !o#tl+ and the taken nece##ar+ #tep# to *e taken to eli!inate the!. -he 1%

;ritical $rea# o' ;oncern# docu!ented in the Beiin( Plat'or! o' $ction are i!portant

land!ark# 'or the (o)ern!ent and other in#titution# re#pon#i*le 'or in#titutional

arran(e!ent# to reduce #uch di#cri!ination# NFP$, %7C. One o' &hich i# concen0

trated to educational #tatu# o' &o!en.

/ender inclu#ion in education ha# *een ad)ocated alon( &ith the ;>$? 1989C, the

-hird Nairo*i, 1927C and Fourth Beiin(, 1997C ?orld ;on'erence# on ?o!en &hen

the+ called 'or e5ual ri(ht# 'or &o!en and (irl# in education.The 1985 Conference

had declared education as a vehicle for raising womens status. Since

then, the dramatic effect of the education for girls and women on

human society and social and economic development has ecome

apparent. !or e"ample, women who are educated marry later, have

fewer children and provide etter care for themselves and for children.

The educated women also see# medical attention for themselves and

their children sooner, leading to a higher survival rate. $ecause of such

outcomes, gender e%uity in education has een recogni&ed as a ma'or


22/63

priority as identified at the (orld Conference on )ducation for *ll +)!*

at -omtien, Thailand in 199 +/0)SC, 23 op. cit..

?hen (ender di#a((re(ated #tati#tic# in education are re)ie&ed, &orld&ide, 14 !illion

children o' pri!ar+ #chool a(e are out o' #chool, o' &hich 72 !illion are (irl#. -&o third#

o' illiterate adult# are &o!en. Relation#hip o' !other#A education i# re'lected childrenA#

#ur)i)al. For exa!ple, children o' uneducated !other# are !ore than t&ice a# likel+ to

die or *e !alnouri#hed than children o' !other# &ho ha)e #econdar+ or hi(her education.

In a t+pical de)elopin( countr+ &ith a population o' % !illion and an under 7 !ortalit+

rate o' 17 death# per 1 children, (i)in( (irl# one additional +ear o' #choolin( &ould

#a)e a# !an+ a# 6, childrenA# li)e# Sa)e -he ;hildren, %7C.

I!pro)e!ent# in (irl#A education are re!arka*le in !an+ de)elopin( countrie#. Boli)ia

ha# experienced *etter i!pro)e!ent# &hich are 'ollo&ed *+ the introduction o' ne& cur0

ricula, i!pro)ed teacher trainin( and the *etter learnin( !aterial# in the cla##roo!#

NI;>F, %%C. In the education pro(re## o' en+a, role o' non0(o)ern!ent or(ania0

tion i# #i(ni'icant. -he+ ha)e helped to reduce !an+ o' the *arrier# that once kept (irl#

out o' #chool, includin( lack o' !one+, parental attitude#, hara##!ent *+ !ale teacher#

and 'ello& #tudent#, pre(nanc+ and earl+ !arria(e. In an e''ort to *uild on recent (ain#,

en+aJ# (o)ern!ent introduced 'ree pri!ar+ education in %4 and i# &orkin( on addi0

tional re'or!# to i!pro)e acce##, retention and co!pletion rate# 'or (irl# Saitoti, %7C.

/irl# are le## likel+ to continue #chool *ecau#e o' (ender0*ia#ed teachin( !aterial#,

a!on( other#. -ext*ook# are in#en#iti)e to (ender neutralit+, 'or !ore #peci'ic, are

inclined to !ale do!ination. "an+ countrie# realiin( the 'act# are intere#ted and

co!!itted to re)i#e text*ook#. For exa!ple, Vietna! i# de)elopin( ne& (ender #en#iti)e

teacher0trainin( !odule#, en#urin( that 'uture text*ook# are (ender neutral, and pro)idin(

trainin( in (ender and child ri(ht# to national education !ana(er# and !e!*er# o' local

parent0teacher a##ociation# nice', %3C.


23/63

So!e o' the #cholar# ar(ue, countrie#A #tatu# can *e identi'ied 'ro! ho& !uch i!portance

the+ (i)e to &o!enA# education. ollar and /atti 1999C ha)e e!pha#ied the role o'

le(al ri(ht#, political 'reedo! and reli(ion a''iliationM countrie# that in)e#t poorl+ in&o!en education are characteried *+ #ocial and cultural *ack&ardne## that li!it their

(ro&th potentialM !oreo)er, the+ ha)e 'ound that !ore (ender e5ualit+ i# a##ociated &ith

hi(her le)el# o' 'a!il+ inco!e. -he anal+#i# o' Fil!er 1999C con'ir!# the exi#tence o' a

correlation *et&een a)aila*ilit+ o' econo!ic re#ource# and in)e#t!ent in 'e!ale

education< a &ider educational (ender (ap characterie# the poore#t countrie# &ith

re#pect to the one# &ith a hi(her a)era(e per capita inco!e.

;ultural #+#te!# o' a countr+ ha)e a #tron( in'luence in (ender di#cri!ination in educa0

tion. Binelli %4C ar(ue# cu#to!ar+ (ender nor!# in'luence in)e#t!ent deci#ion# and

credit !arket#J i!per'ection# operate in a cultural and econo!ic en)iron!ent &here

!ale i# con#idered !ore pro'ita*le than 'e!ale educationM a# a con#e5uence, ine''icient

'inancial !arket# penalie &o!enJ# !ore than !enJ# hu!an capital accu!ulation.

-hrou(hout the &orld (ender di#cri!ination and #tereot+pin( li!it the 'ull de)elop!ent

and participation o' (irl# and +oun( &o!en a# &ell a# *o+# and +oun( !en. ntil all

(irl# recei)e the #a!e opportunitie# a# their !ale counterpart#, their 'unda!ental hu!an

ri(ht# are denied and the condition# 'or #u#taina*le de)elop!ent are un'ul'illed. It i# )ital

'or the 'uture that (irl# and +oun( &o!en (ro& up to *eco!e leader# in their 'a!ilie# and

co!!unitie#, and increa#in(l+ in the &orkplace and in #ociet+. Ver+ o'ten &o!en are

treated poorl+ and unu#tl+ *+ #ociet+ and ha)e little opportunit+ or lack the political

)oice to chan(e the #ituation and to *e in)ol)ed in educational acti)itie#. Si!ilarl+, !en

o'ten 'eel pre##ure 'ro! #ociet+ to *e the *read&inner# and are o'ten not (i)en the op0

portunit+ to help &ith *rin(in( up children and loo#e #el'0con'idence and #el'0e#tee! i'

the+ are out o' &ork. @o&e)er it i# reco(ni#ed that in !o#t #ocietie#, the opportunitie# 'or

*o+# and (irl# are not e5ual ScoutPax, %8C.


24/63

262 Gende# d&%"#&m&nat&on &n Ne8a$

Nepali &o!en percei)e (ender di#cri!ination on cultural, natural, #ocial, econo!ic and

political *a#i#. -ho#e &ho *elie)e di#cri!ination a# cultural and natural are le## reluctant

to di#cri!ination thinkin( that itA# their 'ate. -ho#e &ho *elie)e it to *e #ocial, econo!ic

and political are critical or #uch di#cri!inator+ practice# and are &illin( to chan(e.

Lo& participation o' &o!en in education i# the re#ult o' 'a!il+ deci#ion at the *e(innin(

*ecau#e &hen 'a!ilie# choo#e &hich o' their children &ill or &ill not *e educated, or

&hich &ill ha)e *etter education opportunitie#, #on# are pre'erred. Such di''erential

in)e#t!ent i# done #tandin( on the ar(u!ent that educatin( #on i# in)e#tin( in hi# a*ilit+

to look a'ter hi# a(ein( parent# &hile educatin( dau(hter i# con#idered a non0returnin)e#t!ent. $'ter !arria(e a dau(hter i# otherA# propert+ and in)e#t!ent in otherA#

propert+ i# &orthle##.

Both the opportunit+ and ca#h co#t# o' education lock (irl# out o' #chool#. -he !aorit+

o' (irl# in Nepal are dau(hter# o' #u*#i#tence 'ar!er# li)in( near or *elo& the po)ert+

line. >lde#t dau(hter# o'ten pro)ide !o#t o' the #i*lin( care. Far! and do!e#tic &ork

al#o pull (irl# out o' #chool. $lthou(h tuition and *ook# are 'ree in pu*lic #chool#, other

'or!# o' #tudent 'ee# !a+ *e prohi*iti)e. -he !ental and ph+#ical ten#ion (irl# #u''er in

the #chool or on the &a+ to #chool al#o reduce intere#t in #tud+, a# re#ult dropout rate 'or

(irl#A increa#e#.

-he increa#in( education #tatu# i# indicati)e o' pro(re## &here &o!en ha)e al#o

*ene'ited either. $lthou(h enroll!ent rate 'or 'e!ale# i# increa#in( #teadil+ and &o!enA#

participation in hi(her education i# nota*le, the en)iron!ent the+ (et 'or #tud+ i# lar(el+

di#cri!inator+. Percenta(e o' (irl# in total enroll!ent ha# *een #teadil+ increa#ed in Ne0

pal 'ro! 42.8 percent in 1994 to 33.2 percent in %1 in pri!aril+ le)el &herea# the cor0

re#pondin( 'i(ure# 'or lo&er #econdar+ and #econdar+ le)el are 43. and 41. in 1991,

and 3%.% and 31.3 in %1 re#pecti)el+ "anandhar and Shre#tha, %4C. ;o!pared to

other# re(ion# o' Nepal, ath!andu )alle+ record# hi(he#t percenta(e o' (irl#A enroll!ent


25/63

rate in pri!ar+ le)el. @o&e)er, the proportion o' 'e!ale teacher# in pri!aril+ le)el &a#

%7.4 percent in %1 &hich dra#ticall+ decrea#e# in lo&er #econdar+ le)el 13.C and

#econdar+ le)el 8.9C. Participation o' 'e!ale# in hi(her education i# poorl+ increa#in(.

In %1, the proportion o' 'e!ale# in po#t(raduate le)el o' -ri*hu)an ni)er#it+,countr+A# leadin( and pro!inent uni)er#it+, &a# 19.4 percent ;BS, %4C.

In a recent #tud+ *+ $dhikari %8C, &o!en ha)e expre##ed that di#cri!ination in edu0

cation 'acilit+ i# al!o#t o*#er)a*le. ?o!en ha)e clai!ed to *e di#cri!inated *+ 'a!il+

at lar(e and the+ 'ind 'a!il+ !ore re#pon#i*le to pro!ote &o!enA# #tatu#. -he+ al#o #u(0

(e#t &o!en #hould *e !ore in)ol)ed to up(rade their #tatu#. -he #tud+ 'urther identi'ie#

&o!en 'ro! lo&er pro'ile# are the )icti!# o' di#cri!ination. "otherA# education &a#

'ound to *e a !aor deter!inin( 'actor 'or children education. -he #tud+ clai!# (irl# &ith

literate !other# are .7 ti!e# #i(ni'icant at .1 le)elC le## likel+ to experience di#0

cri!ination in education co!pared tho#e &ith illiterate !other#. Si!ilarl+, &o!en 'ro!

oint 'a!il+ and Madhesi/Dalitsca#te=ethnic (roup are !ore likel+ to experience di#0

cri!ination than &o!en 'ro! nuclear 'a!il+ and Brah!in=;hettri (roup. In addition, the

#tud+ clai!# &o!en &ith hi(her education are !ore likel+ to (et e5ual en)iron!ent in

'a!il+ co!pared to tho#e &ith lo&er le)el o' education and=or illiterate.


26/63

C-APTER T-REE

">-@OOLO/

-hi# #tud+ i# *a#ed on pri!ar+ data. -he #tud+ ha# *een de#i(ned to explore the

perception# o' &o!en on (ender di#cri!ination in education 'ocu#in( on the #ocio0

p#+cho anal+#i#. Follo&in( i# an outline o' the !ethod# o' #tud+ that &a# adopted durin(

thi# #tud+.

96. Study a#ea

Stud+ &a# conducted &ithin ath!andu Valle+ &hich &a# con)enientl+ #elected on the

(round# that the )alle+ pro)ide# re#idence 'or population repre#entin( all (eoph+#ical and

cultural )ariation# o' Nepal. In addition, the re#earcher &a# intere#ted to kno& the per0

ception# o' ur*an 'e!ale# &ho are #i(ni'icantl+ expo#ed to education, co!!unication

and other opportunitie#. -here'ore, ath!andu )alle+ i# co!pati*le re#earch area.

962 Study 8o8u$at&on

-he #a!ple included all &o!en de#pite their !arital #tatu#, education, occupation,

ca#te=ethnicit+, reli(ion and other characteri#tic#. @o&e)er, the a(e &a# the #election

criteria 'or re#pondent#. -here'ore, the #tud+ population co!pri#ed o' all tho#e 'e!ale# o'

a(e# % and a*o)e currentl+ re#idin( in ath!andu )alle+.

969 Study de%&gn

-he purpo#ed #tud+ e!plo+ed a #ur)e+ !ethod 'or collectin( #tati#tic# and de#cripti)e

anal+#i# &a# u#ed to produce !aor 'indin(#.

963 Sam8$e %&>e

$ total o' 8 'e!ale# a(ed % or a*o)e &ere inter)ie&ed 'or 5uantitati)e in'or!ation and

7 'e!ale# pro)ided 5ualitati)e in'or!ation o' &hich 3 'ocu# (roup di#cu##ion 1

participant in each (roupC and 1 ke+ in'or!ant#. Sa!ple #ie &a# deter!ined *a#ed on


27/63

the re#ource, ti!e and #tati#tical accepta*ilit+. Se5uential #a!plin( techni5ue re#pon0

dent# !eetin( the #election criteria &ere indi#cri!inatel+ #elected to !eet re5uired #a!0

plin(C &a# u#ed to identi'+ indi)idual re#pondent.

96< Metod of data "o$$e"t&on

irect per#onal inter)ie& !ethod &a# applied to ad!ini#ter the #tructured 5ue#tionnaire#.

@o&e)er, checkli#t and outline &ere prepared to conduct 'ocu# (roup di#cu##ion and ke+

in'or!ant inter)ie&. -he re#earcher her#el' &ith the #upport o' other per#onnel &a# in0

)ol)ed in the entire proce## o' re#earch.

96/ ?ue%t&onnae de%&gn

:ue#tionnaire 'or thi# #tud+ &a# di)ided into t&o !aor #ection# 0 iC *ack(round charac0

teri#tic# and iiC experience# and perception# on (ender di#cri!ination in education. -he

*ack(round ha# co)ered the #ocio0de!o(raphic, econo!ic and cultural in'or!ation &hile

the later co)ered the experience# and perception o' (ender di#cri!ination# in education

*a#ed on #ocio0cultural, econo!ic and political di!en#ion#. -he !o#t i!portant part o'

the #tud+ i# to identi'+ perception# o' &o!en on (ender di#cri!ination in education.

-here'ore, #u''icient attention &a# paid &hile #electin( )aria*le# and de#i(nin( 5ue#tion#

'or !ea#urin( &o!enA# perception#. Pre0te#tin( o' 5ue#tionnaire &a# done to eli!inate

incon#i#tencie# and un#een error#. Nece##ar+ !odi'ication# on 5ue#tionnaire &ere !ade

*a#ed on the pre0te#tin(.

96= O8e#at&ona$ def&n&t&on of !a#&a$e%

For the purpo#e o' thi# #tud+, the )aria*le# u#ed in the re#earch are de'ined a# 'olloe edu"at&ona$ a&$&ty

e# 7 8.1

No 67 9%.9

Tota$ =0 .0060

Source< Field Sur)e+, %4.

?hen &o!en &ere a#ked &hether there i# (ender di#cri!ination in education 'acilitie#,

!ore than 2 in 1 reported the pre)alence o' (ender di#cri!ination in education and


32/63

#i!ilar proportion o' re#pondent# a(reed &o!en donAt (et e5ual opportunitie# a# !en in

education. -hi# &a# al#o a(reed durin( 'ocu# (roup di#cu##ion F/C a# participant

a(reed that &o!en=(irl# eno+ le## 'reedo! o' #electionM (irlA# education i# !ore dictated

*+ parent# and #ociet+. /irl# cannot decide &here to #tud+, &hat to #tud+ and ho& to#tud+. But the parent# are !ore 'lexi*le 'or *o+#A option#. Participant# al#o a(reed that

there ha# *een an i!pro)e!ent in the #ituation *ut not a# expected, e#peciall+ 'or tho#e

(irl# li)in( in rural and !ar(inalied area# &here *ecau#e o' the poor econo!ic condition

and hou#ehold &orkload that (irl# ha)e to #u''er 'ro!.

$l!o#t all re#pondent# a(reed that &o!en donAt (et opportunit+ to continue their

education to the le)el the+ &anted. -he rea#on# *ehind thi# perception a# expre##ed *+

participant# &ere poor #ocio0econo!ic #tatu#, &orkload, (ender di#cri!ination, !arria(e

and cultural re#triction#. $ participant o' F/ durin( the di#cu##ion re!arked HH

Daughters are expected to join husband's household after marriage so parents pay little

attention in their education. e see many improvements in the situation compared to

past but still there several barriers !hich prevent !omen to achieve the desired level of

education.-hi# #tate!ent &a# al#o #upported *+ !an+ other# participant#.

-here &ere di##ati#'action# in an o)er&hel!in(l+ !aorit+ o' re#pondent# 9%.9C that

&o!en &ere una*le to utilie their educational achie)e!ent. -he+ clai!ed it &a# hou#e0

hold &orkload that pre)ent# &o!en to oin outdoor acti)itie# or other pro'e##ion that

#uit# their education. @o&e)er, #o!e participant# al#o *elie)ed on their 'ate 0 everyone

enjoys !hat she has been given by fate, a F/ participant expre##ed. omen lac" confi#

dence and opportunity to utili$e their ability% simultaneously, a ke+ in'or!ant ar(ued.

369 D&%"#&m&nated g#ou8% and #ea%on% fo# d&%"#&m&nat&on

Ba#ed on the o*#er)ation that all &o!en are not e5uall+ di#cri!inated in educational op0

portunitie#, a 5ue#tion &a# a#ked to collect perception o' &o!en re(ardin( &hat cate(or+

o' &o!en the+ think are !ore )ulnera*le to di#cri!ination. -a*le 4 #ho that hi(he#t

percenta(e o' re#pondent# 31.3C #tated that &o!en 'ro! the poor econo!ic pro'ile are


33/63

!ore likel+ to *e di#cri!inated, 'ollo&ed *+ Dalit=ethnic &o!en 4.C and rural

&o!en 12.6C.

Rea#on# 'or di#cri!ination &ere al#o 5uanti'ied u#in( a 'ollo&0up 5ue#tion. Sli(htl+

!ore than hal' o' the re#pondent# *elie)ed econo!ic li!itation a# the !aor rea#on thatpre)ent# &o!en to eno+ education opportunitie#. -he other rea#on# percei)ed *+

re#pondent# &ere hou#ehold &orkload 7.C, &o!enA# !ar(inaliation 43.4C,

cultural=reli(iou# rea#on# %%.9C and le(al re#triction 7.48C -a*le 4C.

-a*le 4< i#cri!inated (roup# and rea#on# 'or di#cri!ination

;haracteri#tic# N Percenta(e

G#ou8% of omen d&%"#&m&nated &n edu"at&on o88o#tun&ty

Lo& econo!ic (roup %9 31.3alit=ethnic &o!en %1 4.

Rural &o!en 14 12.6

"iddle econo!ic (roup % %.9

$ll 7 8.1

Tota$ =0 .0060

Rea%on% fo# d&%"#&m&nat&on FF

>cono!ic li!itation 48 7%.9

@ou#ehold &orkload 47 7.

?o!enA#

!ar(inaliation

%3 43.4

;ultural=reli(iou# rea#on 16 %%.9

Le(al re#triction 3 7.8


QQ Percent total !a+ exceed due to !ultiple re#pon#e.

urin( F/, &o!en ar(ued that lar(e nu!*er o' children, internal 'a!il+ pro*le!#, pa0

triarchal #ociet+, &orkload and #ocial di#cri!ination pre)ent &o!en 'ro! recei)in( edu0

cational opportunit+. $ participant o' F/ ar(uedHHH.&he aged long stereotyping

that !omen should not read or the study has no value for !omen has made them psycho#

logically !ea". o% although the opportunities are provided they cannot perform !ell.

(ut situation is changing everyday. omen have become a!are of the importance of

education. &hey send their daughters to school. (ut still the girls are unable to enjoy

equal privilege as boys because of several social and cultural reasons.


34/63

363 Con%e:uen"e% of gende# d&%"#&m&nat&on &n edu"at&on

In order to capture co!prehen#i)e perception a*out con#e5uence# o' (ender di#cri!ina0

tion in education, re#pondent# &ere a#ked #e)eral 5ue#tion#. -he+ &ere a#ked &hat

&ould happen i' &o!en &ere pre)ented 'ro! iC oinin( #chool, iiC 'a)oura*le learnin(

en)iron!ent and iiiC co!pletin( de#ired le)el o' education. :ualitati)e in'or!ation on

the#e three di!en#ion# &a# collected. In the next part, the con#e5uence# &ere 5uanti'ied

to !ake a #i!ple explanation.

Se)eral con#e5uence# &ere reported *+ the participant#, i' &o!en &ere not (i)en op0

portunit+ to oin #chool. -he+ *elie)ed &o!enA# li)e# &ould ha)e di''icult ti!e#, the+

&ould *e ne(lected in do!e#tic and #ocial #phere#. So!e participant# al#o &arned re0

#triction in 'e!aleA# education i# not onl+ har!'ul 'or &o!enA# li)e# *ut al#o to the 'a!il+

and e)entuall+ to the #tate, at lar(e. $ +oun( (irl participant in ke+ in'or!ant inter)ie&

ar(ued HH.&he relation of !omen's education is beyond the family. )t is a "ey to social%

political and economic transformation of the state. )f they are not provided opportunities

to study% !omen !ill suffer from humiliation% exclusion and discrimination% hence% pro#

ducing a challenge to the entire progressive movement.

?o!en al#o a(reed re#triction in education !ake# the! una&are o' #ocial in#titution#

and their 'unctionin(. So the+ cannot #peak a*out the #ocial di#cri!inator+ practice#,

neither the+ #ho& intere#t in #ocial, political and le(al i##ue#.

?o!enA# opinion# &ere !ore #peci'ic &hen the+ &ere in5uired a*out the con#e5uence#

o' not pro)idin( 'a)oura*le learnin( en)iron!ent 'or (irl# in educational in#titution#.

-he+ indicated increa#in( dropout and ine''ecti)e learnin( a# con#e5uence#.

*nfavourable environment !ould increase distress in learning consequently increasing

dropout% a participant ar(ued. &here is danger of falling in un!anted activities and

spoiling the entire life, #he 'urther clari'ied. Be#ide#, &o!en al#o pointed that it

con#e5uence# !a+ ha)e ne(ati)e i!pact on per#onalit+ de)elop!ent, #ocial


35/63

de)elop!ent, exclu#ion 'ro! opportunitie#, !ental hara##!ent, narro& !ind#et and

'eelin( o' hu!iliation. ropout rate !a+ increa#e and &o!enA# #tatu# !a+ 'all *ack&ard.

"o#t o' the &o!en &ere #eriou# &hen a#ked the con#e5uence# o' &o!en not *ein( a*le

to co!plete the le)el the+ de#ire. -he+ *elie)ed it &ould *e di''icult to lead a (ood and to

*e a *etter per#on. Increa#in( di#tre## in li'e &ould lead to the 'eelin( o' hu!iliation, lo##

o' con'idence and p#+cholo(ical depre##ion. So!e &o!en 'urther ar(ued it &ould

ha!per the de)elop!ent o' #ociet+ and nation. $ participant durin( the di#cu##ion

pointedH..omen !ould be compelled to struggle for survival and !ould be possibly

neglected in every social% political% economic and legal affair. Se)eral &o!en #upported

the ar(u!ent. In addition, the+ *elie)ed hou#ehold chore# &ould not ca#e to 'ollo&

&o!en and the+ &ould *e co!pelled to li)e a do!inated li'e. So!e o' the &o!en &ere

concerned &ith the 'uture &ell*ein( that &ould *e ne(ati)el+ in'luenced &hen &o!en

couldnAt co!plete the de#ired le)el o' education.

In order to !ake a #i!ple 5uantitati)e anal+#i#, &o!enA# re#pon#e# a*out the con#e0

5uence# o' (ender di#cri!ination are pre#ented in -a*le 3.

-a*le 3< ;on#e5uence# o' (ender di#cri!ination in education;haracteri#tic# N Percenta(e

Con%e:uen"e% of gende# d&%"#&m&nat&on FF

P#+cholo(ical

e''ect=ten#ion=depre##ion

32 62.6

Ne(ati)e i!pact in 'uture 38 68.1

ecrea#e in #el'0e#tee! 37 63.4

Increa#e in dependenc+ 33 6%.9

Increa#e in con#er)ati)e thinkin( 42 73.4

Lo## in creati)it+ 4 3%.9

Li!ited opportunitie# %9 31.3i#tre## in pu*lic li'e=participation %6 48.1


QQ Percent total !a+ exceed due to !ultiple re#pon#e#.

$ total o' 2 con#e5uence# &ere reported *+ the re#pondent#. O' &hich, !ore than 6 in 1

re#pondent# *elie)ed (ender di#cri!ination in education &ould lead to p#+cholo(ical


36/63

e''ect=ten#ion=depre##ion, ne(ati)e i!pact in 'uture, lo## o' #el'0e#tee! and increa#e in

dependenc+. -he other reported con#e5uence# &ere increa#e in con#er)ati)e thinkin(

73.4C, lo## in creati)it+ 3%.9C, li!ited opportunitie# 31.3C and di#tre## in pu*lic

li'e=participation 48.1C.

$ &o!an had per#onal experience a# #he #aidHHould you see me here if ) !ere edu#

cated. +robably not, ) had a dream to be an educated !oman contributing something

better to the society and nation. (ut% !hen ) !as married at -% ) !as studying in class %

everything ended. My life is almost limited to "itchen% caring family members and rearing

children. She 'urther #aid H.(ut ) have promised not to discriminate bet!een son and

daughter.

$ +oun( colle(e (irl re!e!*ered 000.&hough things have changed compared to

past% still girls have to face many difficulties to enjoy same freedom as boys do. 1ven in

my family !hen !e 2brother and me need to enjoy similar environment% ) feel brother

gets favour from parents than me. 00. &his ma"es me feel uneasy.

P#+cholo(ical di#co!'ort i# the !o#t co!!on con#e5uence that &o!en !o#t repeatedl+

experience. ?o!en al#o ar(ued the+ are treated a# docile and dependent *ecau#e the+ areeducationall+ poor. Once the+ ha)e *etter education, #tereot+pin( a(ain#t &o!en &ould

*e reduced #i(ni'icantl+. But there &ere other (roup o' &o!en &ho con#i#tentl+ ar(ued

that althou(h education i# )er+ i!portant, acce## to opportunitie# in addition to education

&ould onl+ i!pro)e &o!enA# #ituation.

36< Pe#"e8t&on aout d&%"#&m&nato#%

It i#, ho&e)er, i!portant to kno& a*out the indi)idual and=or in#titution# 'ro! &here

&o!en are di#cri!inated !o#t. Re#ult# &ere #tartlin( a# !ore than 9 percent o'

re#pondent# reported that &o!en are !o#tl+ di#cri!inated 'ro! parent# in educational

'acilitie# -a*le 7C. -he+ ad!itted that althou(h chan(e# are o*#er)ed the#e da+#,

an+ti!e &hen deci#ion i# critical, parent# 'a)our #on#.Daughters are less favoured !hen


37/63

the decision is to be made about investment in children's education , a (irl durin( the

inter)ie& ar(ued.) !anted to go abroad for higher study but my parents denied000

because ) am a girl, #he 'urther added.

-a*le 7< Perception o' re#pondent# on di#cri!inator#


D&%"#&m&nato#%FF

Parent# 66 93.4

@u#*and %6 48.1

State 9 1%.9

-eacher# 4 3.4

Friend# 4 3.4

Source< Field Sur)e+, %8.QQ Percent total !a+ exceed due to !ultiple re#pon#e#.

Follo&ed *+ parent#, 48.1 percent re#pondent# percei)ed &o!en are di#cri!inated 'ro!

hu#*and# in their !arital li'e -a*le 7C. $ &o!an ar(ued, HH.. malesfear that !omen

!ould have equal status !hen they have better education so some males are intentionally

interested to restrict !omen. Many husbands pay little attention in education of !ives.

&hey 2husbands !ant their !ives to engage in rearing and caring of family and children.

$*out 14 percent re#pondent# *elie)ed &o!en are di#cri!inated *+ the #tate. -he+ ar0

(ued #tate ha# pro!oted di#cri!inator+ practice# *+ not i!ple!entin( appropriate poli0

cie# and pro(ra!!e# to pro!ote &o!enA# educational #tatu#. $ F/ participant re0

!arked HHH.4overnment is guardian to all citi$ens and especially for those !ho are

deprived and discriminated. 4overnment of 5epal has failed to address the educational

issue of !omen as expected.

?hen the data &a# cla##i'ied *+ ca#te=ethnicit+ o' re#pondent#, &o!en 'ro! ethnic (roup

1.C &ere !ore likel+ to report that &o!en are di#cri!inated 'ro! parent#

co!pared to &o!en 'ro! @ill Brah!in=chettri 91.1C -a*le 6C.


38/63

-a*le 6< Perception o' re#pondent# on di#cri!inator *+ ca#te=ethnicit+

D&%"#&m&nato

#FF

Ca%teetn&"&ty Tota$

-&$$

+#am&n"et#&

ana;at&e% (etn&"

g#ou8%* N H

N N Parent# 31 91.1 %7 1. 66 93.4

@u#*and 13 41.1 1% 32. %6 48.1

State 8 17.6 % 2. 9 1%.9

-eacher# 4 6.8 4 3.4

Friend# 4 6.8 4 3.4


QQPercent total !a+ exceed 1 due to !ultiple re#pon#e#.

36/ Rea%on% fo# %"oo$ d#o8out

Re#pondent# &ere a#ked the rea#on# 'or increa#in( dropout rate o' (irl#. $n intere#tin(l+,

lar(e proportion 88.1C o' re#pondent# *elie)ed (irl# ter!inate #chool &hen the+ are

!arried. For the!, !arria(e ha# #er)ed a# a #chool ter!inator. "ore than 6 in 1 re#pon0

dent# *elie)ed hou#ehold &orkload co!pel# (irl# to ter!inate #chool. $nother #i(ni'icant

rea#on reported &a# &eak econo!ic condition 71.3C. $ 'e& proportion o' re#pondent#

al#o ad!itted un'a)oura*le #chool en)iron!ent 17.8C, #exual=p#+cholo(ical hara##0

!ent 11.3C in #chool and un'a)oura*le education polic+ 2.6C in'luence (irl# to lea)e

#chool in *et&een -a*le 8C.

-a*le 8< Rea#on# 'or #chool dropout

Rea#on# N Percenta(e

;hild !arria(e 73 88.1

@ou#ehold &orkload 36 67.8

?eak econo!ic condition 46 71.3

n'a)oura*le en)iron!ent in #chool 11 17.8Sexual=p#+cholo(ical hara##!ent in #chool 2 11.3

n'a)oura*le education polic+ 6 2.6Source< Field Sur)e+, %8.

"o#t o' the participant# in F/ and I ad!itted !arria(e a# ter!inator o' (irl#A educa0

tion. @ou#ehold &orkload al#o co!pel# (irl# to lea)e #chool. -hi# i# !o#t co!!on in

hou#ehold# &ith a(riculture a# 'a!il+ occupation.


39/63

Participant o' F/ *elie)edHH.)f parents are educated girls get favourable environ#

ment of continue school. 1ducated parents understand the importance of education. *n#

educated parents see little advantages of education and do not prefer to send daughters

to school. )f sent to school girls don't get conducive environment to continue school. $r0(uin( econo!ic condition a# the !aor 'actor to deter!ine (irl#A acce## to #chool a I

re!arked HHH. &he major reason for girls' dropout is the poor economic condition of

family. 6amily cannot afford the educational expenses. )f the family has a little to spend%

it prefers to sons ignoring daughters !hich is culturally% socially and religiously moti#

vated. (ecause% sons are considered as old#age careta"er and the only that continues the

family clan.

/irl# ha)e to take hou#ehold re#pon#i*ilit+ at +oun(er a(e# &hich pre)ent# the! to con0

tinue #chool. I' parent# are a*#ent or unhealth+, (irl# ha)e to lea)e #chool to look a'ter

+oun(er children, cattle and 'ar!. I!pact o' econo!ic hard#hip in the 'a!il+ directl+

'all# on (irl#. Parent# decide to ter!inate dau(hter 'ro! #chool i' and &hen the+ ha)e

econo!ic pro*le!#.

36= 1am&$y and %"oo$ en!onment

Be+ond the perception, &o!en &ere a#ked the en)iron!ent that the+ experienced in

'a!il+ and #chool. @i(he#t percenta(e o' re#pondent# 32.6C reported to ha)e experi0

enced une5ual 'a!il+ en)iron!ent. @o&e)er, a #li(htl+ lo&er 38.1C proportion o' re0

#pondent# reported to ha)e experienced e5ual en)iron!ent that can *e con#idered a# an

i!pro)e!ent o)er the pa#t #ituation. $nd a 'e& 3.4C re#pondent# reported to ha)e ex0

perienced !ore 'a)oura*le en)iron!ent than !ale !e!*er# -a*le 2C.


40/63

-a*le 2< Fa!il+ and #chool en)iron!ent durin( #tud+


1am&$y en!onment

Fa)oura*le to !ale 43 32.6

>5ual to !ale 44 38.1

Fa)oura*le to 'e!ale 4 3.4

Tota$ =0 .0060

S"oo$ en!onment

>5ual to !ale 33 6%.9

Fa)oura*le to !ale %% 41.3

Fa)oura*le to 'e!ale 3 7.8

Tota$ =0 .0060


-a*le 2 #ho that co!pared to 'a!il+ en)iron!ent, 'e&er proportion# o' re#pondent#

41.3C reported to ha)e experienced !ale 'a)oura*le en)iron!ent in the #chool &herea#

the proportion o' re#pondent# experiencin( e5ual en)iron!ent increa#ed to 6%.9 percent

and al#o #li(ht increa#e 7.8C in re#pondent# experience 'e!ale 'a)oura*le en)iron!ent

&a# o*#er)ed.

urin( the 'ield )i#it a +oun( (irl, #tud+in( in cla## 9 in one o' the popular #chool o'

Bhaktapur di#trict, &a# 'ound har)e#tin( padd+ alon( &ith their parent#. She he#itantl+

#hared HH..My brother is at school no!. My parents never as" my brother to help in

field!or" but ) have to leave school several times because of field!or". &his hampers my

education. ) tried to convince my parents but every time they ignore and !ant me to help

them. -hi# t+pe o' di''erential treat!ent &a# ad!itted *+ !an+ participant# that parent#

pre'er dau(hter to #upport in hou#ehold &ork.

?hen the data on 'a!il+ and #chool en)iron!ent &a# cla##i'ied *+ education le)el, it

&a# o*#er)ed that &o!en &ith hi(her education &ere !ore likel+ to experience e5ualen)iron!ent at either 'a!il+ or #chool=colle(e. $l!o#t all re#pondent# &ho &ere illiterate

and not #chooled reported to ha)e experienced une5ual en)iron!ent in 'a!il+ and

#chool. But there &a# #till a lar(e proportion o' re#pondent# &ith hi(her education

reportin( to ha)e experienced une5ual en)iron!ent in 'a!il+ and #chool.


41/63

-a*le 9< Fa!il+ and #chool en)iron!ent *+ le)el o' education

Edu"at&on $e!e$

1am&$y en!onment Tota$

E:ua$ to ma$e1a!ou#a$e to

ma$e

1a!ou#a$e to

fema$e N

H

N H N H N H

Illiterate 6 1. 6 1.Literate no #choolin(C 7 1. 7 1.

Lo&er #econdar+ 1 2.4 11 91.8 1% 1.

Secondar+ 1 77.6 2 33.3 12 1.

@i(her education %% 87.9 3 14.2 4 1.4 %9 1.

Tota$ 99 3=6. 93 356/ 9 369 =0 .0060

S"oo$ en!onment

Illiterate 6 1. 6 1.Literate no #choolin(C 7 1. 7 1.

Lo&er #econdar+ 8 72.4 7 31.8 1% 1.

Secondar+ 17 24.4 4 16.8 12 1.

@i(her education %% 87.9 4 1.4 3 14.2 %9 1.Tota$ 33 /26 22 9.63 3


42/63

HH.*nless !e start a change from family !here !omen don't get equal environment for

their capability development% changes in other institutions do not function appropriately.

)t is responsibility of parents 2family to pay equal attention to daughters.

$ participant &ho ar(ued &o!en a# !ore re#pon#i*le 'or re!o)al o' di#cri!inator+

practice# put her ar(u!ent a# H....e have seen unless !omen are a!are on their issue%

no other !ill help. omen are discriminated because !e are tolerating it. (ut no! !e

have to stop tolerating and fight for the equal right. -here &ere #e)eral other ar(u!ent#

re(ardin( the re#pon#i*ilit+ o' #tate and other #ocial or(aniation. $ participant

cautiou#l+ a#ked HHH..)t's responsibility of government to provide education facility to

all people in !hich !omen should be given main priority because !omen are suppressed

since aged#long. )f !e pay tax to government% !hy doesn't it loo" in our problems7

4overnment should manage necessary arrangement for promoting girls education.

"o#t o' participant# did not den+ the pri!ar+ re#pon#i*ilit+ o' 'a!il+ 'or en#urin( edu0

cational ri(ht# o' (irl#. -he+ al#o pointed #tate #hould pa+ attention to pro)ide education

'acilit+ to tho#e &ho are econo!icall+ and #ociall+ *ack&ard.

36 Sugge%t&on% fo# &m8#o!ement

In order to docu!ent &o!enA# perception &hat the+ &ant the concerned in#titution# to do

'or i!pro)e!ent o' &o!enA# educational #tatu# re#pondent# &ere a#ked to pro)ide #u(0

(e#tion#. "o#t o' the re#pondent# #u((e#ted chan(in( hou#ehold (ender role# and re0

lea#in( and pro!otin( (irl# 'or educational attain!ent. -heir #tre## &a# on !akin( an

inte(rated i!pro)e!ent in all #phere# o' #ocial, econo!ic, political and cultural

re(ulation#. -he+ ha)e under#tood #u#taina*le i!pro)e!ent in &o!enA# educational

attain!ent i# then po##i*le &hen all 'orce# o' the #ociet+ are co!!itted.

So!e o' the re#pondent# (enuinel+ ur(ed chan(e# in hou#ehold (ender po&er relation.

Structure# that co!pel &o!en to hold the &orkload #hould *e chan(ed *ecau#e !an+

(irl# do not oin or lea)e #chool due to hou#ehold &orkload. ?o!en reali#ed &o!enA#


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C-APTER 1I)E

S""$R FININ/S, ;ON;LSION $N R>;O"">N$-ION


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;hild !arria(e a# a(reed *+ 88.1 percent re#pondent# &a# the !aor rea#on 'or increa#in(

dropout o' (irl#, 'ollo&ed *+ hou#ehold &orkload 67.8C and &eak econo!ic condition

71.3C. Nearl+ hal' o' the re#pondent# reported to experienced une5ual en)iron!ent in

'a!il+ durin( their #tud+ &herea# a 'airl+ !aorit+ 6%.9C reported to ha)e e5ualen)iron!ent in #chool. Fa!il+ and #chool en)iron!ent &a# 'ound relati)e to the

re#pondentA# current le)el o' education. "aorit+ o' re#pondent# *elie)ed 'a!il+ 62.1C

and &o!en the!#el)e# 79.3C &ere re#pon#i*le 'or i!pro)e!ent o' &o!enA#

educational #tatu#. @o&e)er nearl+ 4 in 1 re#pondent# pointed the re#pon#i*ilit+ o' #tate.

Re#pondent# (a)e a )ariet+ o' #u((e#tion 'or i!pro)e!ent o' &o!enA# education #tatu#.

"o#t co!!on #u((e#tion# &ere e#ta*li#h!ent o' #chool, pro)i#ion o' 'ree education,

chan(e in hou#ehold (ender relation, !a## ca!pai(n 'or creatin( a&arene## and !akin(

policie# and pro(ra!!e e''ecti)e and conduci)e to pro!ote &o!enA# education.


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It i# note&orth+ to re!e!*er a participant &ho co!!ented HH..&he situation at

present is more favourable to !omen. &his is because no! the national and international

policies promote !omen's status. &he thing !e need is to only capitali$e the

opportunities. -here i# nothin( to di#a(ree a*out thi# #tate!ent a# Nepal ha# no&co!!itted to !ain#trea! and e!po&er &o!en in education, e!plo+!ent and political

participation and en#urin( (ender e5ualit+. -he policie# are !ore inclu#i)e and

participator+. But &o!en are &orried *ecau#e o' pa#t practice#. -he+ #u#pect &hether the

policie# &ill *e hone#tl+ i!ple!ented.

;on#iderin( &o!enA# ar(u!ent, 'a!il+ i# the critical in#titution &hich pla+# i!portant

role to expand &o!enA# capa*ilit+. ?o!en 'eel di#cri!inated 'ro! parent#. Parent#A

di''erential treat!ent# are *a#ed on the culture &hich place# a hi(her )alue on #on# than

dau(hter#. -here'ore, &o!en !ade #u((e#tion# to chan(e the culture# that di#cri!inate

*et&een #on# and dau(hter#. $ co!prehen#i)e a&arene## pro(ra!!e i# #u((e#ted to

a&are parent# to encoura(e 'or !ana(in( education 'acilitie# to dau(hter# &ithout

di#cri!ination.

Still !arria(e ha# *eco!e a ter!inator o' &o!enA# #chool=colle(e attain!ent. $'ter

!arria(e )er+ 'e& &o!en are a*le to !ana(e #chool=colle(e attendance. ?o!en #ilentl+

a(ree to ter!inate #chool=colle(e thinkin( it i# natural and cultural to do #o. -here'ore,

al!o#t all re#pondent# concluded &o!en cannot co!plete the de#ired le)el o' education

a((ra)ated *+ di''erent #ocial, econo!ic and cultural rea#on#.

?o!en are di##ati#'ied *ecau#e the+ ha)e not (ot appropriate opportunit+ to utilie their

education a*ilit+. -heir di##ati#'action &a# a(ain#t the 'a!il+ parent#C a# the+ percei)ed

hou#ehold &orkload i# the *arrier 'or their poor educational per'or!ance. -he

re#pon#i*ilit+ o' hou#ehold &ork re#t# on the #houlder o' &o!en. $# a re#ult the+ (et

)er+ little #pare ti!e to la*our 'or acade!ic exerci#e#. $# a #olution, the+ ha)e #u((e#ted

to #hare hou#ehold &orkload &hich reduce# *urden on (irl# and the+ (et !ore #pare ti!e


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to continue #chool. ?o!en ha)e expected )er+ le## 'ro! the #tate. -he+ ha)e hi(her

expectation 'ro! 'a!il+ &hich i#, *+ !an+ rea#on#, u#ti'ied either.

Voice o' a F/ participant #hould *e re#pected. She co!!ented HHomen should not

be limited to household !or". )t should be !ell understood by family% society and state

that !omen have equal right to enjoy education and other opportunities as men do. $

'ir! co!!it!ent and appropriate policie# and pro(ra!!e# are needed to en#ure

education ri(ht o' &o!en in the tar(et o' D>ducation 'or $llD.


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RE1ERENCES

$char+a, ", %4, D;han(in( /ender Statu# 0 $chie)e!ent and ;hallen(e#D +opulation

Monograph of 5epal :ol. )) ath!andu< ;BSC.

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LMJ t#f>sf6 a4'fl"s lNylt s6 "f6F la'fl"tcla'fl"t LMLOJ

ol l''fl"t "f6 eg6 slt 'if>dfl''f" ug:> eBsf6 "f6P F

pd6'if>dfJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

L t#f>sf6 hft s6 "f6 F #"f86 'f":g,Qf% L


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MLRJ dl"nfsf6 h'gdf &4lQfsl'e6n6 0ofpg @Sg6#lffd"7 s6 ":g @S5gP F

dgf6a41flgsc@Xtgf'Xg4fAotfel'io lgdf>fdf gsffTdsc@@ldt c'@@fdflhs h'gdf c7lrX@"eflutfdf c@rgfTds sfddf "Hf@c7sf6 cflbttfdf '\lV7l9'f @f6rf>df '\lV

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33 Lila Adhikari_1336386559cmta

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