1. Introduction
In order to promote women's access into engineering and technological careers, the University Grants Commission proposes to support professional courses for women during the Tenth Plan period.
The current guidelines aim at ensuring the introduction of high quality, frontline courses for women in different universities and colleges in the country, and thereby ensure women's participation in the ongoing technological revolution, thus granting access and equity.
The guidelines presented here are divided into two parts: Part I has an approach paper that will broadly outline the changing educational scenario and the special needs of women. It will include the aims of the scheme and certain recommendations to improve the quality of the programme. Part II seeks to make the programme operational and guide its implementation.
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Part-I
In the last round of the international trade negotiations that established the World Trade Organization, a comprehensive agreement called the General Agreement in Trade in Services (GATS) was made. This multilateral agreement (positing legally enforceable rights to trade in services and investments) aims at promoting international trade in health and education. With reference to education, it encourages private enterprise and allows foreign universities/institutions to cross borders and compete with the national systems of education by scouting for students, or by establishing bilateral tie-ups with local institutions. In order to meet competition, institutions of higher education across the world are evolving flexible structures, innovative modes of delivery systems and curricula by creatively adapting information and communication technologies.
In the last round of the international trade negotiations that established the World Trade Organization, a comprehensive agreement called the General Agreement in Trade in Services (GATS) was made. This multilateral agreement (positing legally enforceable rights to trade in services and investments) aims at promoting international trade in health and education. With reference to education, it encourages private enterprise and allows foreign universities/institutions to cross borders and compete with the national systems of education by scouting for students, or by establishing bilateral tie-ups with local institutions. In order to meet competition, institutions of higher education across the world are evolving flexible structures, innovative modes of delivery systems and curricula by creatively adapting information and communication technologies. The full import of this development on higher! education in India is evident from the comprehensive policy statement entitled, Xth Plan Profile of Higher Education in India issued by the University Grants Commission, New Delhi and the Report on A Policy Framework for Reforms in Education brought out by the Prime Minister's Council on Trade and Industry with Mukesh Ambani as Convenor and Kumaramangalam Birla as member.
These documents indicate the future thrust on higher education, granting autonomy to private educational institutions, encouraging Indian universities to scout for foreign students and setting up educational shops in other countries. These measures, in short, aim to make the economic laws of demand and supply applicable to education and have far-reaching implications. Indian universities and colleges will now have to compete with the alternative systems of education that are likely to be better equipped and able to offer innovative courses to students. To meet the challenge, Indian universities will have to restructure their existing educational delivery systems, develop innovative teaching / learning packages and provide students with greater course options.
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Changing Patterns of Economy and its Implications for Higher Education
Educational restructuring is necessitated by the changes in economic organization. Developed economies are becoming increasingly, knowledge-based; additionally two thirds of the growth of the world's GDP is expected to come from technology-led businesses. Educational reforms (especially in engineering and technology) are vital because of the changing labour market. The current industrial downsizing and outsourcing have altered the employment market trans-nationally. Industries will increasingly operate through decentralized and diversified umbrella structures. The workforce must adapt itself to these changes, as secure jobs in government and other public sector concerns will be scarce. The focus of education should be on developing entrepreneurship and self-employment.
These changes are not necessarily bleak: the globalization of the job market and the recognition accorded to Indian technical skills, have opened up opportunities in the international vista; greater cross-border opportunities in the labour market are now available for the highly qualified and skilled (as corporate executives, scientists and technologists), but are limited for the unskilled and less educated. University education is thus confronted with not only enhancing quality but also ensuring equity of access to the various vulnerable groups.The rapid expansion of the university education system in India was partly propelled by this compulsion to expand access to education and also meet the requirements of a diversifying economy. This increase is not without costs - for, apart from a few premier institutions, universities have not necessarily developed the infrastructure to meet the diverse needs of students for multiple options in courses and flexible educational packages. Further, graduating students are unable to develop the requisite skills to enter the world of work; despite the encourag! ement and support provided by the UGC to restructure courses, institut ions have neither invested in improved workshop/laboratory facilities, nor tied up with industries to provide students with on-the-job training.
On the plus side, the Indian education system has been recognized internationally as having the capacity to provide quality education. Indians are participating in scientific and technology revolutions (particularly in computer science, electronics and biotechnology) as well as in finance and other related fields. The system has brought about social change through its affirmative action programmes to ensure that students from the vulnerable groups such as SC, ST, OBC and tribals have access to higher education.
Rationale for Special Provisions for Women's Education
A major concern in educational planning today is to ensure access and equity in education. With the rise in educational costs, it is likely that the various marginalized sections of society will be deprived of educational opportunities. This differential access to education is particularly evident when examining the access parameters. It indicates that despite the rapid strides made by University education, women's enrolment has not kept pace with that of men.
This disparity between men and women's access to higher education becomes more apparent while examining the discipline-wise proportion of men and women to the total enrolment. Women are largely concentrated in the so-called feminine sector of medicine, education and the arts and do not enter engineering and technology, as these are seen as male-centered disciplines.
The reasons why women do not figure largely in the engineering a! nd technology streams are because of the prevailing construction of gender identities and notions of entitlements in society. Notions of appropriate gender roles prevent families and educational institutions from investing in the development of women's talents. Many discriminatory practices are subtle and barely discernible; others are overt and repressive. Within the family, girls' education may be neglected because they are not seen as core members of the family-a neglect that is likely to be exacerbated with the current rise in cost of education. Hence, a strong thrust is required to reduce gender imbalance and mainstream gender in the sphere of engineering and technology.
Within educational/research institutions, the discouragement may arise through practices that do not recognize their special needs. This is because policies and programmes since Independence had not adequately addressed the need to ensure women's entry into higher education particularly engineering and technology. It was only in the last decade that special efforts have been made to enhance women's entry into these careers. During the Ninth Plan period (1997-2002) the UGC made provisions for the introduction of new UG/PG courses in engineering and technology in women's universities-a programme that must be extended to other Universities to ensure that women can be encouraged to enter fields that are generally male dominated.
Within educational/research institutions, the discouragement may arise through practices that do not recognize their special needs. This is because policies and programmes since Independence had not adequately addressed the need to ensure ! women's entry into higher education particularly engineering and technology. It was only in the last decade that special efforts have been made to enhance women's entry into these careers. During the Ninth Plan period (1997-2002) the UGC made provisions for the introduction of new UG/PG courses in engineering and technology in women's universities-a programme that must be extended to other Universities to ensure that women can be encouraged to enter fields that are generally male dominated.
