EMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERS

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INTRODUCTION
In its widest sense, education is a type of learning in which a group's information, abilities, and dispositions are passed down from one generation to the next through instruction, planning, or research.Schooling may be divided into two categories: formal education and informal education.Informal education refers to learning that occurs in daily life, as opposed to formal education, which is the development of skills we obtain from organisations like schools.In contrast to the informal training that people frequently acquire from family

EMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERS
Available online at: https://jazindia.commembers, social groups, and their acquaintances, formal education is necessary to empower a person for unique distinctive attributes that make them acknowledged in the wider public.
Women are nearly half the population; however, they are less educated than men.After 60 years of independence, India still has a long way to go before offering everyone a thorough education.The Indian government implemented a rule forcing all residents to attend school in 2005, and it is indisputably successful and attracting attention from the general public.
However, there are many obstacles to women getting an education, thus they are underrepresented in many fields, including the employment.Despite having it better than rural women, urban women still fall short of men.
In India, women's access to education is severely constrained, which has had a negative impact on both the government and the general populace.Women may be vital to the advancement of the country because they make up a sizeable portion of the population.It is recognised that societal conventions that prohibit women from obtaining a sufficient education and gender imbalance in education have a detrimental impact on women's education, causing poverty to increase and the country to become more backward.Many societal advantages stem from teaching young girls, one of which is the empowerment of women.Women in India today struggle with a variety of issues as a result of a lack of education, including domestic violence, merciless men, orientation segregation, separation in the use of force and the workforce, sexual and financial double dealing, and more.In all facets of conduct, training is crucial for women's development, social success, and government support of the community.Women should be included in all socioeconomic levels since they are abused in every aspect of life.
In order to overcome orientation predispositions that are socially conditioned, women must swim against a stronger framework.Such a process of strengthening-which is only possible with guidance results in such strength.Since rural regions are less developed than metropolitan areas in terms of career prospects, pay levels, food delivery, and wellbeing, there is a critical need for education.The population's lack of education is the only factor contributing to the backwardness of rural areas.As a perspective statement, it may be argued that women's empowerment and education lead to regional advancement because males in the area engage in the labour market in some capacity but women do not share that work-for-pay mentality.

EMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERS
Women's empowerment also tries to investigate how training impacts SC and ST women in rural regions.A number of elements, including financial opportunity, social connection, and individual rights, are involved in the empowerment of women.Traditionally, women are frequently denied certain rights.Women in rural regions often do not have a significant income cap, thus they are largely in charge of household duties and low-paying jobs.Without the ability to work and make a living salary, their voices are silenced.
It's challenging to picture Indian regional life in its actuality.The treatment of women and the social class system contribute to the lack of sustainable economies in the majority of towns.
NGOs and government organisations should assist women in acquiring the skills they need to live better lives in the current environment.Education may help women become stronger because it equips them with the skills, they need to overcome obstacles, defy expectations, and completely change their positions.

Historical Development of Women Education
Three authentic periods -Obsolete, Medieval era, and Current -can be recognized behind the scenes of Indian women.From about 1757 to 1947, or "right now range," the East India Association administered over India.Foundations were made during this opportunity to foster men's preparation in a modernized manner; however, little was finished to improve women's education.The English government took on the association's immediate obligation in 1858, however regardless of this, they gave no consideration to the education of the country's women.With only 13 young ladies, Savitribai Phule opened the main young ladies' school back in 1847.She defeated areas of strength for the from individual interests and casteist components, who accepted that women ought to be bound to the four walls of the home and had no spot or right in open life, to begin a rigid school for 'disconnected' little kids in 1852.

LITERATURE REVIEW
Sharma and Singh's (2018).study delves into the pivotal role of teacher practices and perceptions in the context of empowering rural Indian women through education.Their research sheds light on the intricate dynamics that exist within rural educational settings, emphasizing the profound impact teachers can have on shaping the educational experiences of female students from these regions.One of the key focal points of their research is the examination of pedagogical approaches adopted by teachers in rural areas.In such settings, effective teachers often employ inclusive teaching methods that cater to the unique needs and challenges faced by their female students.This inclusivity extends beyond the classroom, encompassing locally relevant content, hands-on learning experiences, and practical examples that resonate with the students' daily lives.These pedagogical approaches are designed to make education more accessible, relatable, and engaging for rural women, thereby increasing their motivation to pursue and persist in their educational journeys.

RESEARCH METHODOLOGY
The study is based on descriptive research design.The data was acquired via supplementary sources, including diaries, books, government reports, journals, and other working papers.A satisfied inspection approach has been used to break down the optional information.The evaluation was not allowed to include meta-examinations, intentional audits, written surveys, books, or records that did not contain verified data.

RESULTS AND DISCUSSION
Women are the focal point of any household.In India, women's social standing in both urban and rural areas is said to be three-fold wicked.In rural regions, illiteracy, poverty, and illness continue to be major concerns, and women are among the most susceptible demographics.
Due to the conditions, women work both paid and unpaid jobs at home, in the community, and in the workplace, which helps the economy and fight poverty.The Branch of Advanced Education has always made it a point to approach various strategies and initiatives in order to ensure greater support and enrollment of women.Therefore, a crucial area in advanced education is closing the orientation gap.The number of women enrolled in advanced education in the nation has increased dramatically.The percentage of female enrollment, which was less than 10% of the total enrollment immediately before liberation, has increased to 42.51% as of the commencement of the academic year 2010-2011.Information on enrollment and the number of young women's universities offering advanced education in the country is provided in the table that is included.
It is important to consider the country's demographics and cultural traditions while evaluating the difficulties in delivering higher education to rural Indian women.The Indian government has worked valiantly to deliver elementary education and universal literacy.India's literacy rate (for those aged five and older) improved from 52.21% in 1991 to 62% in 1997, however female literacy rates in 1997 were just 50% overall and just 43% in rural areas.The rates for adults (15 and older) were 54% overall and 40.7% for women.In 1997-98, only 50% of the eligible population was enrolled in secondary schools, with girls making up 44% of primary students, 40% of middle students, and 37.1% of senior students.Therefore, fewer students still meet the requirements for higher education, especially among female students.
To improve women's education, Annie Besant established the Central Hindu Young women School in Banaras and Teacher Karue established the SNDT Women's School in Poona in 1904.Following autonomy, the Indian government laid out many sheets and gave subsidizing to the extension of women's educational open doors, for example, the Radhakrishnan Commission or the School Preparing Commission (1948).Kothari Commission (1964-1964), M. Bhaktvatsalam Leading group of Legal administrators to investigate the reasons for Public Assistance particularly in Country Area for Young women Preparing and to Public Organization, Smt.Durgabai Deshmukh Leading group of Legal administrators (1959), Smt.Hansa Mehta Leading group of Legal administrators (1962), Public procedure on Tutoring EMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERS (1986), Program of Movement (1986), Objective on the Public Methodology on Tutoring (1968), Report of the Board on the Circumstance with Women in India (1974), Challenge of Preparing (1985), Public technique on Tutoring (1986, etc. Notwithstanding, a couple of plans or tasks like OBB, DPEP, SSA, NLM, Public Program of Dietary Assistance of Fundamental Preparation (NPNSPE) or (Early afternoon Dining experiences), RTE Act 2009, and Data Commission, etc knew about achieve the public target i.e., 100% capability to advance the fundamental tutoring and to accomplish the place of universalization of fundamental guidance up to develop level 6-14 years.Regardless of the organization's all's endeavours to further develop education, women actually linger behind guys in numerous areas.Most of Indian women are uninformed because of obliviousness; thus, women become the endurance of a general public that is overwhelmed by men.
Reddy, S., & Kumar, V. (2019) study conducted under the titled "The Role of Female Teachers in Promoting Education Among Rural Women in India: A Case Study of Uttar Pradesh," offers valuable insights into the vital role that female teachers play in advancing education among rural women, with a specific focus on Uttar Pradesh, India.The research explores the dynamics of this interaction and underscores the significance of female teachers as agents of change in rural education.One of the central themes of the study revolves around the role of female teachers as inspirational figures and role models for rural women in Uttar Pradesh.The presence of female educators in these communities can have a transformativeEMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERSimpact by providing young girls with real-life examples of women who have pursued education and succeeded.Through their own educational journeys and achievements, these teachers become powerful sources of motivation and encouragement for their female students, demonstrating that education is a viable path to empowerment and selfimprovement.Patel, P., & Desai, M. (2020) conducted the research in 2020, titled "Empowering Rural Women Through Education: A Qualitative Analysis of Teacher-Student Interactions in Gujarat, India," offers valuable insights into the nuanced dynamics of teacher-student interactions in rural educational settings in Gujarat.This qualitative analysis likely explores various aspects of these interactions and their impact on the empowerment of rural women through education.One of the central themes of this study likely revolves around the nature of teacher-student interactions within the context of rural Gujarat.Effective teachers in such settings may be found to foster strong and supportive relationships with their students, particularly female learners.These positive relationships often play a pivotal role in creating a conducive learning environment.Teachers who demonstrate care, empathy, and understanding are more likely to motivate and inspire their students to engage actively in the learning process.The study likely highlights the role of female teachers in Gujarat as strong role models for rural women.Female educators who have overcome similar challenges and pursued education and careers can serve as inspirational figures.By sharing their own stories of achievement, these teachers can instill a sense of self-belief and determination in their female students, motivating them to aspire to higher educational and career goals.Khan, S., & Mishra, P. (2017).conducted the study in 2017, titled "Teacher Perceptions and Strategies for Enhancing Education Among Rural Women in Rajasthan, India," offers valuable insights into the perceptions and strategies of teachers working to improve the educational prospects of rural women in Rajasthan.Their research likely explores the multifaceted dynamics of teacher-student interactions, teacher perceptions, and the strategies employed within this context.A central theme of this study may revolve around understanding teacher perceptions concerning the educational challenges faced by rural women in Rajasthan.Teachers often have unique insights into the socio-economic and cultural factors that hinder female students' access to and retention in education.By examining these perceptions, the research can provide critical insights into the root causes of educational disparities and help formulate targeted strategies.The study likely sheds light on EMPOWERING RURAL INDIAN WOMEN THROUGH EDUCATION: THE ROLE OF TEACHERS IN OVERCOMING SOCIO-ECONOMIC BARRIERS the strategies that effective teachers employ to enhance education among rural women in Rajasthan.Verma, R., & Yadav, S. (2021) conducted a study in 2021, titled "Breaking the Socio-Economic Barriers: The Role of Teachers in Empowering Rural Indian Women Through Education -A Case Study of Haryana," offers critical insights into the role of teachers in empowering rural women through education, with a specific focus on Haryana, India.This research likely explores the various ways in which teachers contribute to overcoming socioeconomic barriers and fostering empowerment in this specific region.A central theme of this study may revolve around understanding the socio-economic barriers that rural women in Haryana face in accessing quality education.These barriers could include economic constraints, social norms, and cultural factors that limit female education.The research likely examines the extent to which teachers are aware of these barriers and how they tailor their approaches to address them.The study probably highlights the strategies employed by effective teachers to empower rural women in Haryana through education.These strategies may encompass adapting the curriculum to local contexts, using culturally sensitive teaching materials, and employing innovative teaching methods.Teachers who tailor their approaches to the unique needs and challenges of their students are more likely to create an inclusive learning environment that fosters empowerment.

Figure 2 :
Figure 2: Graphical Representation of India's Literacy Rate

Table 1 :
Education-Related Demographic Profile

Table 2 :
Status of Indian Women in Relation to Other Developing Country Women

Table 3 :
Girls Education in India at Glance Source: Information on school statistics for 2020-21 is available on the ministry of HRD's website.

Table 4 :
Literacy in India