ISSUES AND CHALLENGES OF WOMEN IN HIGHER EDUCATION - A GLOBAL OUTLOOK

Mrs. P.NANDHINI; Dr.N.MURUGESWARI

Volume : VII, Issue : XII, December - 2018

ISSUES AND CHALLENGES OF WOMEN IN HIGHER EDUCATION - A GLOBAL OUTLOOK

Mrs. P. Nandhini, Dr. N. Murugeswari

Abstract :

This debate aims to examine the status quo with regard to the major issues related to women in higher education. It will point to strategies which may help Member States and other higher education stakeholders in their efforts to strengthen the role of women in this sector and their contribution to social development in general.

Over the past years, and as secondary education enrolments increase, the access of women to higher education has improved significantly. However, progress is still possible, notably their participation in fields such as science and technology.

In contrast, the presence of a critical mass of women in the decision–making process remains vastly inadequate. Also, a number of cultural barriers still exist which seriously impedes their development as citizens and professionals.

The WCHE will provide clear guidelines for the next phase in the dynamic which will ensure full equity for women graduates and students. The UNESCO Special Project, Women, Higher Education and Development, will provide examples of good practice in this respect.

Women and Development: Guiding Principles

Firstly, UNESCO aims to foster a gender–inclusive culture through education, including higher education, in order to promote sustainable human development and peace.

The key dimensions of human development have become: empowerment, co–operation, equity, sustainability and security.

The commitment to these goals by the family of world nations can only be possible if effective partnerships are formed to construct a more human society in order to realize the potential of investment in human capital and co–operative action. This emphasis on dialogue, on coalition and on collaboration forms the basis of the new approach to development strategy and requires full participation from the relevant factors involved – that is to say, from men and women. The principle of gender equality must be related to the legal rights of women. In this regard the main normative instruments are:

§ The Universal Declaration on Human Rights,1948

§ The Convention against Discrimination in Education, 1960

§ The Convention on the Elimination of All Forms of Discrimination against Women, 1979.

These links to the resolutions and recommendations of major UN conferences and initiates which emphasize the importance of the gender dimension in the resolution of global issues, inter alia:

§ The Nairobi Forward–looking Strategies for the Advancement of Women, 1985

§ The report on the World Decade for Cultural Development, 1988–1997

§ The World Conference on Education for All, Jomtien, 1990

§ The United Nations Conference on Environment and Development, Rio de Janeiro 1992

§ The Conference on Population and Development, Cairo, 1994

§ The World Summit for Social Development, Copenhagen 1995

§ The 4th World Conference on Women, Beijing 1995

§ Habitat II, Istanbul, 1996

§ The World Food Summit, Rome 1996

§ The United Nations Decade on Education for Human Rights 1995–2004

§ 5th International Conference on Adult Education.

Together, these legal instruments and strategic reports form a framework inside which the gender dimension of education can be assured of reference and advancement.