Gender Inequality in Education among Scheduled Tribes of Manipur

MARCHANG REIMEINGAM

(Two days national seminar on "development discourse: The expanding horizons", 18-19 March 2013, IGNTU)

Abstract: Education, the means for future well-being, has a persistent gender inequality which has unequivocally resulted due to cultural beliefs, biases, expectations, attitudes and poverty. An educational opportunity of females is hindered by social traditions, cultural beliefs, religious beliefs, job opportunities and most importantly the economic costs. In Manipur, Christianity has concurrently introduced the modern English education from the late 19^th century under British rule. In 2011, Manipur (including the estimated literates of Paomata, Mao Maram and Purul sub-divisions of Senapati district) has attained 80 percent literacy rates. Educational gender inequality has substantially narrowed down in all the tribal-hill districts of Manipur. The paper tries to capture the gender inequality in education and direction on education among the scheduled tribes (STs) of Manipur based on the available secondary data from the Census of India covering the year of 1991 and 2001. The latest census data of 2011 cannot be incorporated at present in the detail analysis as the similar data on education classified by tribes is yet to be published. At present there are 34 STs in the state; however, only 29 recognised STs as per the 2001 census are covered in the study. Secondary data shows that ST population comprised of slightly over 34 percent in Manipur against slightly more than eight percent in India. Kuki-Chin-Mizo (KCM) group dominates the tribal population at present, which was earlier dominated by the Nagas, partly due to the exclusion of the three sub-divisions of Senapati district in 2001 census and partly due to the high KCM population growth. In Manipur, the population of ST has stabilized due to the dismally low growth of Naga population. The sex ratio has improved due to the change in the attitude of son preference. More than 95 percent of the tribal lived in rural areas as a result almost a similar share of the students were studying in it.  Literacy rates and educated (secondary and above) rates has substantially increased for both the genders signalling educational development. Literacy rate was growing faster for females than males for all the tribes due to the government intervention through free educational scheme, establishment of schools in tribal remote areas, reservation policy, increase in motivation, recognising the importance of education for formal employment, etc. Yet, females are lacking behind in it, as males are continued to be considered as family bread winner in the patriarchal family system, resulting to a gender gap. However, interestingly, over the years the gap of literacy rates between the genders has narrowed down among most of the tribes. There prevails a gender inequality among the educated as females are behind the males in it for almost all the tribes. The gap can be reduced by disseminating the importance of education not only for entering into formal job but to empowerment women. The share of students in relation to population were larger in urban than rural areas because of the rural-urban migration, rural poverty and better urban educational infrastructure, accessibility and competition. Both the genders receive similar opportunity in studies; however, females are still deprived as the share of students in their corresponding population is lower for them than for the males for almost all the tribes in both the areas. It indicates that females are not much interested in studies or married at their prime age or parents did not support daughters as much as to their son. It prevail a lesser gender biasness in motivating, accessing, delivering and supporting in educating children in urban areas as the sex ratio of students in it was much better than in rural areas. Over eight-tenth of the students were in school institutions and the rest in college, vocational and other institutions. Female students were behind the males in pursuing education in college, vocational and others in both the areas for most of the tribes indicating, arguably, that males are more ambitious or economically more responsible or females has social obligation besides job discrimination.