Subhashree Mandhata Dr.

Krupani Prasad Mishra

B.ED 1st Year
Roll No.: B.ED-16-003
 Introduction
 Socio Economical inequalities in
Indian Society
 Gender inequality in Indian Society
 Policy of Gender inequality
 Educational inequalities n Indian
society
 Educational Implication
 Conclusion
 The difference between the things some groups
of people have compared to other people.
Example of inequality:-
 In sport: some athletes have better facilities and
training than others.
 Between countries some countries are wealthy
while others are extremely poor and have large
scale poverty.
 Within countries: in some countries there are
many people who only have a little and a few
people who have a lot more this could be
money, or things like better health care of
education.
Economic inequality refers to disparities in the
distribution of economic and income. The
economic equality is caused by the unequal
distribution of wealth.
Gender inequality refers t unequal treatment or
perceptions of individuals based in thei gender.
It arises from difference in socially constructed
gender roles as well as biologically through
chromosomes, brain, structure and hormonal
difference.
In the past two decades, the Philippines did well
in promoting gender equality and women’s
empowerment . These are evident in
The inclusion of gender equality principles in
development programmes and processes and
legislative reforms.
 Hostels for working women: with the change in the
economic structure more and more women are moving
from their homes in search of employment.
 Women’s training centre: It is open to every body
interested in using training or learning as a means to
advance gender equality women’s empowerment and
women’s rights.
 Short stay homes for women & girls : Short stay home
for women and girls was introduced as a social
defence mechanism , by the ministry of social welfare
in 1969. Swadhar scheme was launched by the
department of women 2001-02.
 Family life institute: The association for social health in
India runs the family life institution in Delhi.
 Support to training and employment programme for
women (STEP) : This programme launched in 1987,
seeks to provide updated skills and new knowledge to
poor and asset less women in the traditional sectors
such as agriculture development for enhancing their
productivity and income generation.
 Commission of (SATI) Act 1987: This act is to provide
for the more effective prevention of the commission
and glorification of sati and for matter connected there
with.
 National expert committee on women prisoners: An
expert committee was set up at the national level in
may 1986. To enquire into treatment of women of
finders at various stages of the criminal proceedings,
facilities available for women prison and their eventual
rehabilitation.
 National Commission on self employed women:
This was set up under the department of women
and child development on January 05. 1987 for an
all-round development of the present status and
welfare of women.
 Women’s development corporation: A scheme to
set up women’s development corporation was
formulated during 1986-87, with the objectives of
providing better employment a venues for women
both at the can become economically independent
and self reliant
 Policies of the government: The major policy
initiatives undertaken by the government in the
recent past for welfare of women include internal
restructuring of IMY, BSY, RWDEP, NCW, NCC, NCF,
NNP and RMR.
Educational inequality in the difference in the
yearning results or efficiency, experience by
students coming from different groups .
 Societal inequality: Max Weber explain social inequality
in terms of the relationship between status and party.
 Socio-economical inequality: Economic inequality
refers to disparities in the distribution of economic
assets and income.
 Cultural inequality: Students from diverse culture back
grounds may be disadvantaged in a variety f ways when
pursuing their education.
 Initial inequality: Students may be disadvantaged in
their education due to their personal and familiar
circumstances .
 Programmatic inequality: School programme may
be structured in ways that are perceived to be
unfair because they contribute to inequitable or
unequal educational results for some students.
 Staffing inequality: Wealthier schools located in
more desirable while also providing better
compensation that attracts more experienced and
skilled teachers.
 Instructional inequality: Students may be enrolled
in courses taught by less-skilled teachers who may
teach in a comparatively uninteresting on in
effective manner in which significantly less content
in taught.
 Assessment inequality: Students may be
disadvantaged when taking tests other types of
assessments due to the design content because
they have learning disabilities that may impair their
performance
 Linguistic inequality: The linguistic items one
knows show the experience of the person.
 Reform: Someone is trying to change something.
 Averages (means years of schooling enrolment rates)
are not enough.
 We should track absolute inequality to compare
countries, and pay attention to how the bottom f the
distribution moves over time.
 With this in mind what measures can we use do
make international and inter temporal compressions
of education attainment.
 For international comparisons: Absolute gini
coefficients
 For inter temporal comparisons: Gains incidence
curves.
 They find that education inequality fill in nearly
every country over. But these are relative gini
coefficient .
Social inequality refers to disparities in the
distributes of economic assets and income, while
economic inequality is caused by the unequal
accumulation of wealth. Social inequality has been
long recognized both as the caused and as the
effect of under development.