Annual Report - National Council Of Educational Research And ...

NCERT
36
aid for gender sensitivity and evolving strategies for integrating this medium in
content and pedagogy of other disciplines.
Major Activities
RESEARCH
A Study of Barriers in Secondary Education (Classes IX-X) of Muslim
Girls
The study was undertaken during 2010-11 with a view to analyse the status of
participation of Muslim girls in secondary education to identify barriers that
affect Muslim girls’ participation and assess the level of awareness of Muslim
parents and community members about government schemes and progammes
available for secondary education of girls in general. The study was empirical in
nature. The study covered four districts namely Rampur, Bahraich, Bareilly and
Bijnor of Uttar Pradesh representing both eastern and western parts of the state
for collection of both primary and secondary data. The primary data was collected
from the sample households through household survey using semi-structured
household schedule. The study attempted to answer some of the questions such
as ‘Do the Muslim girls have adequate access to secondary education in the
sample districts?’ ‘If yes, what are the barriers which are responsible in their not
attending schools?’ ‘In what ways family beliefs and socio-cultural factors of a
local community affect participation of Muslim girls in secondary levels of modern
school education?’ Analysis of data generated through household survey covering
400 households and report writing is in progress. However, the broad findings of
the analysis of field data indicate that lack of easy access to secondary level
education facilities is one of the major barriers in secondary education of Muslim
girls. The socio-cultural beliefs of Muslim families, especially that of girls, do not
need higher education is also indicative as a strong barriers in secondary level
educational attainment of Muslim girls. Gender sensitisation campaigns of
community and training of teachers working in schools imparting religious as
well as secular education are strongly required in areas of Muslim concentration
especially in districts Rampur and Bijnor.
A Study of the Maktabs and Madarsas of Southern States of India
from a Gender Perspective
The objectives of the study are to analyse the curriculum of Maktabs and
Madarsas and the perceptions of stakeholders of the sample institutions visited.
The field work in the sample district Thiruvananthapuram of Kerala was
undertaken wherein 17 maktabs and Madarsas were visited. Questionnaires
were administered to students, teachers, head teachers, board members and
community leaders. Interaction with all of the above was carried out and their
curriculum was also analysed to find out if it is favourable to boys and girls or
both or none. It has been found that, as in district Malappuram, all the students
go to a regular school recognised either under Kerala Board or CBSE; the religious
education till Class VII or Class X is imparted in the morning/evening Madarsas
which operate generally before/after regular school for 2-3 hours each day. A
high school student (girl or boy) has the choice to either go to a regular school for
higher secondary or in specialised Arabic colleges. In these colleges, during the
first two years the entire time is devoted to building the foundation of Arabic
Annual Report 2010-11