WOMEN'S PERCEPTION ON GENDER DISCRIMINATION IN EDUCATION

(A Study of Women aged 20 and a o!e "u##ent$y Re%&d&ng &n 'at(mandu )a$$ey*

Su m&tted to SIRF Secretariat, SNV Nepal Bakhundole, Lalitpur P. O. Box 1966 ath!andu Nepal

+y "#. Lila $dhikari ath!andu, Nepal

AC'NOW,EDGMENTS
I &ould like to thank# to SNV Nepal 'or 'inancial and technical #upport and I a! (rate'ul to "artin chautari 'or it# )alua*le #upport *+ pro)idin( (uideline and &ork#hop 'or the #tud+ I &ould like to expre## !+ heart+ (ratitude to ,r. Pra!od Bhatta 'or hi# #uper)i#ion and &orth+ (uideline# that pa)ed a !ile#tone to acco!pli#h thi# #tud+. I cannot re!ain &ithout thankin( "r. -rilochan Pokharel, Lecturer, Pokhara .ni)er#it+ 'or hi# acade!ic and technical #upport. "ean&hile, I a! !uch (rate'ul to !+ hu#*and "r. /+anendra Pokharel 'or hi# )alua*le #u((e#tion durin( the #tud+, *rother in0la& "r. Netra Pra#ad Pokharel and "r. -anka Pra#ad Pokharel 'or their kind help in 'ield&ork and co!puter proce##in(. I !u#t #hare the credit to !+ all 'a!il+ !e!*er#, e#peciall+ 'or !+ parent#. $ll o' !+ collea(ue# are &orthil+ accounta*le o' thank# 'or their help# at )ariou# #ta(e o' thi# re#earch &ork. $ll re#pondent# are dul+ ackno&led(ed 'or their )alua*le in'or!ation. La#t *ut not lea#t, I &ould like to #hare the credit to !+ dau(hter $pek#h+a Pokharel 'or not di#tur*in( durin( the re#earch &ork.

Lila $dhikari ath!andu Fe*ruar+, %112

CONTENTS
Pa(e No

C-APTER ONE INTRODUCTION

.0 .0

1.1 Back(round .........................................................................................................................11 1.%. State!ent o' pro*le! .........................................................................................................13 1.4. Re#earch 5ue#tion#..............................................................................................................12 1.3. O*6ecti)e# o' the #tud+........................................................................................................12 1.7. Li!itation# o' #tud+ ...........................................................................................................12 1.6 Si(ni'icance o' the #tud+......................................................................................................19 1.8 Or(ani9ation o' report .........................................................................................................19

C-APTER TWO ,ITERATURE RE)IEW C-APTER T-REE MET-ODO,OG0

20 20 2/ 2/

%.1 /lo*al #cenario o' (ender di#cri!ination............................................................................%1 %.% /ender di#cri!ination in Nepal...........................................................................................%3

4.1 Stud+ area ............................................................................................................................%6 4.% Stud+ population..................................................................................................................%6 4.4 Stud+ de#i(n ........................................................................................................................%6 4.3 Sa!ple #i9e..........................................................................................................................%6 4.7 "ethod o' data collection ...................................................................................................%8 4.6 :ue#tionnaire de#i(n............................................................................................................%8 4.8 Operational de'inition o' )aria*le# .....................................................................................%8 4.2 ,ata !ana(e!ent.................................................................................................................%2

C-APTER 1OUR PRESENTATION AND ANA,0SIS O1 DATA

22 22

3.1 Socio0de!o(raphic characteri#tic#......................................................................................%9 3.% Perception on (ender di#cri!ination in education...............................................................41 3.4 ,i#cri!inated (roup# and rea#on# 'or di#cri!ination ........................................................4% 3.3 ;on#e5uence# o' (ender di#cri!ination in education .........................................................43 3.7 Perception a*out di#cri!inator# ..........................................................................................46 3.6 Rea#on# 'or #chool dropout .................................................................................................42 3.8 Fa!il+ and #chool en)iron!ent ..........................................................................................49 3.2 Re#pon#i*le in#titution# 'or eli!ination o' (ender di#cri!ination .....................................31 3.9 Su((e#tion# 'or i!pro)e!ent..............................................................................................3%

C-APTER 1I)E SUMMAR0 1INDINGS4 CONC,USION AND RECOMMENDATION

33 33

7.1 Su!!ar+ 'indin(#................................................................................................................33 7.% ;onclu#ion ..........................................................................................................................37 7.4 I!plication# o' the #tud+ .....................................................................................................38

RE1ERENCES

35

,IST O1 TA+,ES
-a*le 1a< Socio0de!o(raphic characteri#tic# o' Re#pondent# -a*le 1*< Socio0de!o(raphic characteri#tic# o' Re#pondent# -a*le %< no&led(e and perception o' (ender di#cri!ination in education -a*le 4< ,i#cri!inated (roup# and rea#on# 'or di#cri!ination -a*le 3< ;on#e5uence# o' (ender di#cri!ination in education -a*le 7< Perception o' re#pondent# on di#cri!inator# -a*le 6< Perception o' re#pondent# on di#cri!inator *+ ca#te=ethnicit+ -a*le 8< Rea#on# 'or #chool dropout -a*le 2< Fa!il+ and #chool en)iron!ent durin( #tud+ -a*le 9< Fa!il+ and #chool en)iron!ent *+ le)el o' education -a*le 11< Re#pon#i*le in#titution# 'or eli!ination o' (ender di#cri!ination Pa(e No %1 %1 %% %3 %6 %2 %9 %9 41 4% 4%

A++RE)IATIONS
;BS ;>,$? F/, /$, /,I I;P, I "o@P SPSS .N .N,P .N>S;O .NFP$ .NI;>F ;entral Bureau o' Stati#tic# ;on)ention on >li!ination o' $ll For!# o' ,i#cri!ination a(ain#t ?o!en Focu# /roup ,i#cu##ion /ender and ,e)elop!ent /ender Related ,e)elop!ent Index International ;on'erence on Population and ,e)elop!ent e+ In'or!ant "ini#tr+ o' @ealth and Population Stati#tical Packa(e 'or Social Science .nited Nation# .nited Nation ,e)elop!ent Pro(ra!!e .nited Nation >ducational, Scienti'ic and ;ultural Or(ani9ation .nited Nation Population Fund .nited Nation ;hildrenA# >!er(enc+ Fund

A+STRACT
-hi# #tud+ &a# carried out to identi'+ the &o!enA# perception on (ender di#cri!ination in education. -he #tud+ 'ollo&ed a #ur)e+ re#earch !ethod !akin( it# tar(et to ur*an &o!en &ho &ere re#idin( in ath!andu )alle+ at the ti!e o' #tud+. $ total o' 1%1 re#pondent# B81 'or 5uantitati)e and 71 'or 5ualitati)eC &ere included. :uantitati)e in'or!ation &a# collected u#in( a 5ue#tionnaire #chedule ad!ini#tered to 81 re#pondent# &herea# 5ualitati)e in'or!ation &a# collected throu(h F/, and ori(inal. "o#t o' the &o!en *elie)ed to *e di#cri!inated in education . ;onclu#ion &a# dra&n that &o!en &ere not (ettin( e5ual en)iron!ent a# !ale in 'a!il+. Particularl+, &o!en alle(ed that the+ &ere not a*le to co!plete the de#ired le)el o' education and opportunitie# &ere not a)aila*le 'or utili9in( their educational a*ilit+. -heir di##ati#'action &a# !ore concentrated to the parent# a# the+ *elie)ed &o!en are !o#tl+ di#cri!inated *+ parent# in ca#e o' education. Indicatin( that &o!en are depri)ed in education 'acilitie# due to poor econo!ic condition and hou#ehold &orkload, the+ pointed out the p#+cholo(ical, econo!ic and #ocial con#e5uence# o' #uch di#cri!ination. ?o!en care'ull+ ackno&led(ed the pro(re## !ade in #ince #o!e decade#, #u((e#tin( to pa+ additional e''ort to rai#e &o!enA# #tatu# to an accepta*le le)el. $ di##ati#'action &a# re)ealed on the inco!petence o' (o)ern!ent to i!ple!ent the policie#. ;on#i#tent to their perception, the+ &anted 'a!il+ Bparent#C to *e !ore re#pon#i*le 'or re!o)in( (ender di#cri!ination in education. ?o!en percei)ed (ender di#cri!ination in education to *e !ulti'aceted. $ccordin( to the re#pondent de#pite #o!e i!pro)e!ent, parent# #till pre'er #on# &hile !akin( critical deci#ion related to education. I in &hich 71 &o!en participated. Re#earcher &a# care'ul to capture &o!enA# expre##ion and opinion in

C-APTER ONE IN-RO,.;-ION

.6. +a"7g#ound /ender di#cri!ination i# &ide#pread pheno!enon perpetuated in e)er+ #ector o' #ocial, econo!ic and political #phere#. /ender0*a#ed )iolence, 'or exa!ple, i# the #e)ere con#e0 5uence o' di#cri!ination a(ain#t &o!en. -here are )er+ 'e& area# &here &o!en are not di#cri!inated. Bein( di#cri!inated ha# *eco!e a culture to &o!en &hich the+ internal0 i9e a# their 'ate. -he &ord Adi#cri!inationA i# deri)ed 'ro! Latin &ord Adi#cri!inareA !eanin( to Adi#tin0 (ui#h *et&eenA. But the ter! Adi#cri!inationA i# applica*le 'or 'ar &ide practice# *a#ed on pre6udice re#ultin( in un'air treat!ent o' people. -o di#cri!inate #ociall+ i# to !ake a di#tinction *et&een people on the *a#i# o' cla## or cate(or+ &ithout re(ard to indi)idual !erit. >xa!ple# o' #ocial di#cri!ination include racial, reli(iou#, #exual, &ei(ht, di#a*il0 it+, ethnic, occupation and a(e0related di#cri!ination1. /ender di#cri!ination, a 'or! o' #ocial di#cri!ination *ut o'ten co!prehen#i)e and &ide#pread than other 'or!#, i# de'ined a# Adi''erential treat!ent &ith re'erence to #ex o' a characterA irre#pecti)e o' other 5uali'ication#. -he ?ikipedia online enc+clopaedia de0 'ine# (ender di#cri!ination a# Adi#cri!ination a(ain#t a per#on or (roup on the (round# o' #ex, #exual orientation, or (ender identit+A. Sociall+, #exual di''erence# ha)e *een u#ed to 6u#ti'+ #ocietie# in &hich one #ex or the other ha# *een re#tricted to #i(ni'icantl+ in'erior and #econdar+ role#. ?hile there are non0ph+#ical di''erence# *et&een !en and &o!en, there i# little a(ree!ent a# to &hat tho#e di''erence# are. /ender di#cri!ination i# u#uall+ under#tood a# the un'air treat!ent a(ain#t people o' ei0 ther o' #ex. But the exa!ple# and #tati#tic# 'ro! around (lo*e #ho& &o!en are le## ad0 )anta(ed and di#cri!inated *ecau#e o' 6u#t *ein( 'e!ale. $n exa!ple e)en &idel+ prac0
1

http<==en.&ikipedia.or(=&iki=di#cri!ination

ticed in de)eloped #ocietie# i# D(la## ceilin(D and there are no #ocietie# &here &o!en en0 6o+ e5ual opportunitie# a# !en. -he ter! D(la## ceilin(D i# to de#cri*e the proce## *+ &hich &o!en are di#appro)ed 'ro! pro!otion *+ !ean# o' #e)eral in)i#i*le *arrier# BBell, "cLau(hlin E Se5ueira, %11%C. In Nepal, #uch di#cri!ination# are al!o#t perpetual. It i# hard to identi'+ a &o!an &ho ha# not experienced an+ 'or!# o' di#cri!ination. Such di#cri!ination# ha)e ine)ita*l+ deteriorated the li)e# and &ell*ein( o' &o!en. ?o!en are denied 'ro! the pu*lic li)e#, political participation#, econo!ic contri*ution and deci#ion !akin(. Such denial# are pro!oted on the (round# o' cultural and le(al pro)i#ion# !ade *+ !ale do!inated #ocial, le(al, political and cultural #+#te!#. Becau#e o' ine#capa*le 'encin( o' di#cri!ination, &o!en in !an+ #ocietie# 6u#ti'+ di#0 cri!ination a(ain#t the!. -he+ ad!it to *e di#cri!inated or *ein( #uppre##ed i# *ecau#e o' their !erit# and de!erit# in earlier li)e# Bpurba juniC. -he &ide per#i#tence o' di#cri!ination in de)eloped #ocietie# i# al#o e)idenced *+ the &o!en !o)e!ent that #tarted in !id %1th centur+. In !an+ de)eloped countrie# &o!en till !id %1th centur+ &ere not en6o+in( political ri(ht# o' )otin(, ri(ht# o' deci#ion !akin( at 'a!il+, #ocial and national a''air#. -here are #i(ni'icant chan(e# o)er the li)e# o' &o!en at the end o' %1th centur+ and *e0 (innin( o' %1#t centur+. -he need o' addre##in( i##ue# o' &o!en and reducin(, at lar(e eli!inatin(, all 'or!# o' di#cri!ination a(ain#t &o!en ha# *eco!e the !a6or i##ue o' polic+ initiati)e#. >nhance!ent o' capa*ilitie# o' &o!en and increa#in( participation in all #phere# o' econo!ic and #ocial li)e# are the !a6or co!!it!ent# !ade at national and international le)el. ;on)ention on >li!ination o' $ll For!# o' ,i#cri!ination a(ain#t ?o!en B;>,$?C, 1989 ha# reco(ni9ed di#cri!ination a(ain#t &o!en ha# o)erarchin( i!pact on pro(re## o' &o!en. -he ;>,$? B1989C identi'ied 11 area# o' di#cri!ination a(ain#t &o!en. It ha# de'ined di#cri!ination a(ain#t &o!en a# in it# $rticle 1 Fan+ di#tinction, exclu#ion or re#triction !ade on the *a#i# o' #ex &hich ha# the e''ect or purpo#e o' i!pairin( or

nulli'+in( the reco(nition, en6o+!ent or exerci#e *+ &o!en, irre#pecti)e o' their #tatu#, on the *a#i# o' e5ualit+ o' !en and &o!en, o' hu!an ri(ht# and 'unda!ental 'reedo! in the political, econo!ic, #ocial, cultural, ci)il, or an+ other 'ieldG B.N, 1989C. -he International ;on'erence on Population and ,e)elop!ent BI;P,C, 1993 'urther clai!ed that (ender di#cri!ination not onl+ de'or!# &o!enA# &ell*ein( !ore than that it retard# the approach o' #u#taina*le de)elop!ent. -here'ore, it con'ir!# that DH.ad)ancin( (ender e5ualit+ and e5uit+ and the e!po&er!ent o' &o!en and eli!ina0 tion o' all kind# o' )iolence a(ain#t &o!en and en#urin( &o!enA# a*ilit+ to control their o&n 'ertilit+ are corner#tone# o' population and de)elop!ent related pro(ra!!e#D B.NFP$, %113C. -here'ore, need o' eli!inatin( (ender di#cri!ination i# not a #in(le e''ort (oal and re0 #pon#i*ilit+ o' #o!e #elected population. .nle## the approach i# !ade co!prehen#i)e and internali9ed a# the !a6or i##ue o' #u#taina*le #ocio0econo!ic de)elop!ent, the ex0 pected outco!e# &ill not *e achie)ed. /ender di#cri!ination i# !ulti'aceted pheno!enon ter!# a# D#ocial di#ea#eD de#tro+in( li)e# o' hundred# o' thou#and# &o!en, o'ten lettin( the! to depart 'ro! li'e or li)e !i#era*le li)e#. Sen B1999C con'ir!#, (i)en e)en rou(hl+ e5ual treat!ent and opportuni0 tie# 'or (irl# and *o+#, and 'or !en and &o!en, there #hould *e o)er 111 !illion !ore 'e!ale# in the &orld toda+ than are pre#entl+ ali)e. -he realit+ o' A!i##in(A &o!en te#ti0 'ie# the di#cri!ination a(ain#t &o!en ri(ht 'ro! the *irth BSen, %111C. ?hen 'urther ex0 plored, the di#cri!ination# co)er al!o#t all a#pect# o' hu!an li)e#, particularl+ di#ad0 )anta(in( &o!enA# &ell*ein(. -he )er#atile 'or! o' di#cri!ination &a# reco(ni9ed 'or the 'ir#t ti!e *+ -he .ni)er#al ,eclaration o' @u!an Ri(ht# B1932C. .nder#tandin( the pain#takin( di#cri!ination, (ender di#cri!ination a 'or! o' that, the docu!ent at the )er+ *e(innin( #tated that HH..every human being is born free and equal in dignity and rights BOAB+rne, %117C.

"o#t o' the concern# re(ardin( (ender di#cri!ination &ere *rou(ht into 'ore'ront a'ter the adoption o' the ;>,$? B1989C. $# the !arked achie)e!ent o' the docu!ent ele)en area# o' (ender di#cri!ination &ere addre##ed. ,i#cri!ination# a(ain#t &o!en )ar+ *a#ed on the pro'ile# the+ ha)e. In particular &o!en are di#cri!inated in political and pu*lic li'e, international repre#entation and participation, nationalit+, education, e!plo+!ent, health, #ocial and econo!ic *ene'it#, la& and ci)il #ociet+, and !arria(e and 'a!il+ #tatu# BPokharel, %117C. Such di#cri!ination# are per)a#i)e i' &o!en ha)e poor pro'ile#. Pradhan B%116C ar(ue# #tereot+pin( o' &o!en and !en re(ardin( re#pon#i*ilitie# and &ork# ha)e contri*uted to 'or!ali9e the di#cri!ination a(ain#t &o!en. She i# con)inced that the #ociet+ de!on#trate# a !ale character a# 0 producti)e, hou#ehold head, *read0 &inner, career0holder, executi)e and re#pon#i*le 'or external acti)itie# &herea# 'e!ale# are characteri9ed a# 0 li!ited to reproducti)e role#, hou#e&i'e, #u*ordinate, reco(nition deri)ed 'ro! hu#*and, li!ited to internal acti)itie#. -he natural 'unctionin( o' &o!enA# *od+ i# u#ed to dra& a line to declare the! pollutin( and i!po#in( control# in their *od+ and 'eelin(#. $# a re#ult the !ale# (ain pri)ile(e# o)er &o!en. -he centurie# &ith thi# trend 'inall+ 6u#ti'ied !ale do!ination o)er 'e!ale a# a cultural trait. /ender di#cri!ination in educational opportunit+ i# &ide#pread in !an+ countrie#. ?o!en are denied 'ro! pri!ar+ education &hich !ake# the! )ulnera*le to other 'or!# o' di#cri!ination. -he #ocial, cultural, econo!ic and political role# a##i(ned to &o!en are the !a6or *arrier# 'or their educational de)elop!ent. /ender di#a((re(ate data o' Nepal #ho&# that thou(h the literac+ rate o' *oth !ale and 'e!ale i# increa#in(, the (ap *et&een !ale# and 'e!ale# i# decrea#in( !uch #lo&er B"o@P, %116C. $# the educational le)el increa#e#, &o!enA# participation, thou(h increa#in(, i# #i(ni'icantl+ poor. ?o!en *elie)e di#cri!ination in educational 'acilitie# i# the !a6or 'or! o' di#cri!ination *a#ed on &hich other 'or!# o' di#cri!ination# (er!inate.

.626 Statement of 8#o $em ,e#pite the con'ir!ation that (ender di#cri!ination i# all enco!pa##in( and hittin( all a#pect# o' #ocial, econo!ic, political, le(al and cultural li)e#, &o!enA# perception on di#cri!ination #hould *e a##e##ed in order to root out the cau#e# o' di#cri!ination. Re0 #earche# to date ha)e (eneral con#en#u# that the perpetual di#cri!ination a(ain#t &o!en irre#pecti)e o' their #ocial0econo!ic, political and de!o(raphic #tatu# are re#pon#i*le 'or their une5ual #tatu#. Political e!po&er!ent, the !o#t i!portant tool 'or eli!inatin( di#0 cri!ination, ha# *eco!e a !a6or pro*le! 'or rootin(0out all 'or!# o' di#cri!ination. ,e0 #pite the achie)e!ent in reducin( (ap# *et&een !ale# and 'e!ale# in ter!# o' #ocio0eco0 no!ic indicator#, #e)eral de)eloped countrie# are la((in( *ehind in reducin( (ender in political participation. -he continued practice# o' di#cri!ination are a((ra)ated *+ the culture o' particular #o0 cial (roup#. In Nepal the lo& #tatu# o' &o!en, #+#te!# o' partilineal de#cent, parti0local re#idence and rule# o' inheritance interact to i#olated and #u*ordinate &o!en throu(hout the countr+. /ender i##ue# are thu# inter&o)en #+#te!aticall+ into the *a#ic #ocial #truc0 ture o' the #ociet+ a# ore other traditional cultural )alue#. ,eepl+ e!*edded, the+ o*0 #truct the e!po&er!ent o' the poor and the di#ad)anta(ed (roup# throu(hout the countr+ B.N,P, %113C. ,i''erential treat!ent in 'a!il+, #ociet+ and national #tate0!echani#! ha# pre)ented the 'e!ale#A acce## to education. -raditionall+ con'ined to elite, education ha# onl+ recentl+ *een reco(ni9ed a# a 'unda!ental ri(ht and in !an+ area# thi# attitude ha# +et to *eco!e the nor! &hen con#iderin( (irl children B.N>S;O, %117C. ,e#pite ha)in( un*eata*le i!portance o' &o!enA# education in #ociet+, (irl# are re5uire to 'ul'il a )ital role &ithin the ho!e and are o'ten una*le to attend #chool a# &ell a# co!plete their do!e#tic ta#k#. O'ten con#idered Ite!porar+ propert+J a# (irl# !o)e to a hu#*andJ# ho!e a'ter !arria(e, it i# not thou(ht to *e econo!icall+ #ound to in)e#t in their 'uture. In relation to the de0 )elopin( countrie#, &o!enA# educational #tatu# i# 'ar *ehind than the cut0o'' point. -he

#ituation i# a((ra)ated *+ the un*reaka*le #ocio0cultural nor!# #et *+ the patriarchal #o0 ciet+. Fro! an earl+ a(e Nepali (irl# are expected to a##i#t rearin( +oun(er #i*lin(#, and #hare in the arduou# da+ to da+ ta#k# o' runnin( a hou#ehold. -hi# 're5uentl+ !ean# that e)en i' enrolled in #chool, a (irl child !a+ not ha)e enou(h hour# in the da+ to co!plete her do!e#tic ta#k# and attend cla##. >)en i' #he !ana(e# to do *oth, the ph+#ical and !ental #train i# not conduci)e to learnin(. $# &o!en traditionall+ 6oin their hu#*andJ# hou#e0 hold a'ter !arria(e it i# con#idered !ore econo!icall+ )ia*le to #pend !one+ educatin( a #on &ho &ill re!ain at ho!e, than to expend hard earned 'und# on a child &ho &ill lea)e. >)en educated &o!en 'ind it hard to *reak the c+cle o' *ein( treated a# #econd0 cla## citi9en#, a# the+ are expected to eat la#t and #ho& de'erence to !en. Fe!ale# are 'orced to accept the#e nor!# a# their o*li(ation# and concentrate on the! rather than in education. -reatin( (ender i##ue# in i#olation ha# rando!i9ed the pro(re## o' &o!en. /ender i# *oth #tructural and indi)idual. It i# al#o an axi# alon( &hich po&er, hierarch+ and ine0 5ualit+, a!on( other#, are di#tri*uted, explained and rationali9ed B$char+a, %113C. -here0 'ore, i!partin( kno&led(e and #kill alone to &o!en and !akin( the! !ore re#pon#i*le to the hou#ehold# &ill not achie)e the (oal o' (ender e5ualit+ B.N>S;O, %113C and !an+ literac+ pro(ra!!e# o' Nepal are una*le to internali9e thi# #ociolo(+. >ducation reduce# the po&er i!*alance# and #ocial and 'inancial dependencie# B@addock and ;incotta, %116C that !ake 'e!ale# )ulnera*le to other 'or!# o' di#cri!ination. >du0 cation ha# a pro'ound i!pact on the 'uture cour#e o' &o!enA# li)e#, in'luencin( e!plo+0 !ent opportunitie#, earnin( potential and political participation. /ender nor!# are the !a6or *arrier# to in'luencin( (irlA# acce## to #choolin( B?a#9ak, -hapa and ,a)e+, %114C. Parent# are !ore likel+ to educate #on# than dau(hter# and o'ten keep the (irl# in ho!e to help in do!e#tic chore# and look a'ter +oun(er #i*lin(#. Parent# pre'er to keep their dau(hter# at ho!e in#tead o' #endin( the! to #chool to en#ure that the+ re!ain

cha#te until !arria(e. >)en &hen 'a!ilie# ha)e the econo!ic !ean# to #end *oth #on# and dau(hter# to #chool, the+ o'ten #end *o+# to F(ood *oardin( #chool#G and keep dau(hter# in local #chool#%. -he nexu# o' di#cri!ination i# deepl+ rooted &ith &o!enA# perception di#cri!ination. Perception the+ are inculcated &ith i# (rounded in the culture, econo!ic and 'inancial interdependencie# and political and #ocial participation#. Becau#e, there'ore, e)idence# are a)aila*le, unle## &o!en reali9e that the+ #hould *e a&are and take leader#hip 'or read6u#tin( tho#e nor!# that are har!'ul 'or their &ell*ein(, the expected outco!e# are not po##i*le to achie)e. /ender, here *ein( the #ociall+ con#tructed con#tellation o' idea# )alue#, a##u!ption#, hope# and 'ear# a*out A!alene##A and A'e!alene##A #hould not pro!ote di#cri!ination 'or #hake o' culture#. No*el Laureate $!art+a Sen B%111C had &ell identi'ied #e)en area# o' di#cri!ination# *et&een !ale# and 'e!ale#. @e &a# con)inced that &o!en experience di''erential treat0 !ent# in !ortalit+, natalit+, *a#ic 'acilitie#, #pecial 'acilit+, pro'e##ional, o&ner#hip and hou#ehold. "an+ 'or!# o' di#cri!ination# are di''icult to eli!inate *ecau#e, &o!en percei)e #uch di#cri!ination# a# their 'ate and the+ had no co!plaint a(ain#t. /irl# are le## )alued than *o+#. -he+ recei)e le## !edical care and education, and chau)ini#tic attitude# preclude )ital opportunitie#. Fe!ale illiterac+ and 'e!ale 'oeticide rate# are alar!in(. /irl# are !arried earl+, de#pite the (o)ern!entJ# o''icial !ini!u! a(e re0 5uire!ent#. -he lack o' education perpetuate# the pro*le! o' child !arria(e and the pro*le! o' child !arria(e perpetuate# the lack o' education. >arl+ !arria(e al#o contri*0 ute# to poor !aternal and child health, a# +oun( (irl# are unprepared 'or pre(nanc+. -hrou(hout their li)e#, &o!en 'ace reduced opportunitie# and di#cri!ination. Literac+ rate# are !uch lo&er 'or &o!en than !en. ?o!en o'ten 'ace do!e#tic )iolence and har0 a##!ent, &ith no le(al recour#e, a# paternali#! and (ender di#cri!ination i# deepl+ en0 trenched in #ociet+. "an+ la&# are explicitl+ *ia#ed a(ain#t &o!en, e#peciall+ tho#e re0 (ardin( propert+, citi9en#hip and !arria(e. Our #ocio0de!o(raphic co!po#ition i#
%

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carr+in( (eneration# &ith di''erent principle#. -he clear de!arcation in ter!# o' culture, education, under#tandin(, p#+cholo(+ and (oal# ha)e (i)en the #ociet+ a co!plex pano0 ra!a. ,e'initel+, the de!arcation# are o*#er)ed in ter!# o' (ender di#cri!ination and the perception to&ard it. $char+a B%114C ar(ue# the patriarch+ ideolo(+ a# the root 'or per)adin( all a#pect# o' #o0 cial li)e#. ?o!enA# #u*ordination i# all round 0 econo!ic, #ocial, reli(iou#, cultural, po0 litical and ideolo(ical, each o' &hich rein'orce each other. -here'ore the e''ort# to li*er0 ate &o!en 'ro! the oppre##i)e (ender relation# !u#t *e all round. She #ee!# to *e opti0 !i#tic on i!pro)e!ent# o' &o!enA# #tatu# and reduction o' (ender di#cri!ination *e0 cau#e an i!pro)e!ent in /ender0related ,e)elop!ent Index B/,IC, an index to !ea#ure &o!enA# achie)e!ent in education, decent li)in( and health+ li)e, ha# *een o*#er)ed. In 1991 the /,I &a# 1.41% &hich &a# increa#ed *+ a*out 1.16 point# and reached to 1.389. But #he con'ir!# a *reakthrou(h i# re5uired in cultural and #ocio0p#+cholo(ical trait# in order to accelerate the anti0di#cri!ination practice#. /irl#A #chool attendance i# not partial i##ue &here #o!e 72 !illion (irl# in the de)elopin( &orld are not in #chool. ?hether or not a (irl (oe# to #chool can *e a !atter o' li'e or death !atter. In co!pari#on to her educated counterpart#, an un#chooled (irl i# !ore likel+ to *e poor, !arr+ earl+, die in child*irth, lo#e a child to #ickne## or di#ea#e, ha)e !an+ *irth# clo#el+ #paced, and ha)e children &ho are chronicall+ ill or !alnouri#hed BSa)e -he ;hildren, %117C. Bi#ta B%113C ar(ue# #ocial and cultural *elie'#, practice# and attitude# are not 'a)oura*le to (irl# a# a re#ult !an+ do not attend #chool. -hou(h the pri!ar+ co#t o' attendin( #chool i# re!o)ed the poor and !ar(inali9ed 'a!il+ cannot a''ord the #econdar+ co#t. $nd in 'a!ilie# &hich econo!icall+ #ound, the di''erential treat!ent in education i# o*#er)ed. @o&e)er, the rea#on# are not &ell identi'ied, &hich i# the re#earcherA# intere#t to &ork into, &o!en 'eel di#cri!ination in education a# the un'or(otten tra(ed+ o' their li)e#.

-he (ender (ap in ur*an area i# *ein( reduced *ut &o!en #till 'eel di#cri!inated at lar(e. -hi# #tud+ ha# concentrated to identi'+ rea#on# 'or #uch di#cri!ination#. .696 Re%ea#"( :ue%t&on% -he re#earch ha# pri!aril+ tried to explore &o!enA# perception in the 'ollo&in( re#earch 5ue#tion< 0 $re &o!en are experiencin( (ender di#cri!ination in educational opportu0 nitie#L 0 I# (ender di#cri!ination in'luenced *+ &o!enA# conte!porar+ #ocio0econo!ic and political pro'ile#L 0 0 ?hat are other 'actor# that in'luence (ender di#cri!ination in educationL ?hat are the con#e5uence# o' (ender di#cri!ination in education in &o!enA# li)e#L .636 O ;e"t&!e% of t(e %tudy -he #tud+ i# pri!aril+ de)oted to explore &o!enA# perception on (ender di#cri!ination in educational opportunitie#. @o&e)er, the #tud+ co)er# the 'ollo&in( #peci'ic o*6ecti)e#< -o a##e## the &o!enA# experience# o' (ender di#cri!ination in educationM -o identi'+ &o!enA# perception on (ender di#cri!ination in educationM and -o explore rea#on# 'or (ender di#cri!ination in educationM .6<6 ,&m&tat&on% of %tudy -hi# #tud+ depend# on #el' perception o' &o!en re(ardin( (ender di#cri!ination and not on data (eneration throu(h e!pirical #tud+. So it pro)ide# onl+ (eneral perception o' &o!en re(ardin( (ender di#cri!ination rather than per#onal experience. -here'ore, the

#ocio0p#+cholo(ical a#pect# o' the re#pon#e# ha)e *een e!pha#i9ed. "ale perception# are dul+ !i##in( *ecau#e o' re#earch o*6ecti)e#. -he #tud+ i# li!ited to &o!en re#idin( in ath!andu )alle+ durin( the period o' #tud+. .6/ S&gn&f&"an"e of t(e %tudy -he expectation o' re#earcher i# that the outco!e o' thi# re#earch &ill *e i!portant to 'ill the (ap# o' kno&led(e on the #ocio0p#+cho a#pect# o' (ender di#cri!ination in education. ,e#pite ha)in( acade!ic i!portance, thi# #tud+ &ill *e u#e'ul to the polic+ !aker#, plan0 ner# and ad!ini#tratorM and all other in#titution# de)oted 'or eli!ination o' (ender di#0 cri!ination. -he re#earcher ha# *een care'ul to un)eil the true re#pon#e 'ro! &o!enA# &itne##in( (ender di#cri!ination &hich &ill, po##i*l+, !ake the re#earch outco!e )alu0 a*le. -he re#earch &ill *e help'ul to re!o)e the di#cri!ination a(ain#t &o!en in educa0 tion opportunitie#. .6= O#gan&>at&on of #e8o#t -he entire re#earch report i# di)ided into 'i)e chapter#. -he 'ir#t chapter docu!ent# *ack0 (round, #tate!ent o' pro*le!, o*6ecti)e#, li!itation and #i(ni'icance o' #tud+. -he #econd chapter pre#ent# a re)ie& o' pre)iou# literature related to (ender di#cri!ination. "ethodolo(+ o' #tud+ i# explained in the third chapter. -he 'ourth chapter i# allocated to pre#entation and anal+#i# o' data. -he la#t chapter pre#ent# #u!!ar+ o' 'indin(, conclu#ion and reco!!endation#.

C-APTER TWO LI->R$-.R> R>VI>?

-hi# chapter ha# t&o #ection#. -he 'ir#t #ection co)er# the (lo*al #cenario o' (ender di#0 cri!ination 'ocu#in( on educational opportunitie# and the #econd #ection docu!ent# the Nepali #cenario. 2.. G$o a$ %"ena#&o of gende# d&%"#&m&nat&on ,i#cri!ination i# percei)ed a# a 6ud(e!ent that one ha# *een treated un'airl+ *ecau#e o' hi# or her #ocial (roup !e!*er#hip B"a6or, :uinton, and "c;o+, %11%C. It i# ho&e)er, di''icult to 6ud(e &hether a per#on i# di#cri!inated in the #a!e a!ount that he or #he percei)e# *ecau#e di#cri!ination i# contextual B ai#er and "a6or, %116C. Indi)idualA# likelihood o' #eein( the!#el)e# i# in'luenced *+ per#onal, #ituational and #tructural 'actor#. -he )er#atile 'or! o' di#cri!ination &a# reco(ni9ed 'or the 'ir#t ti!e *+ -he .ni)er#al ,eclaration o' @u!an Ri(ht# B1932C. .nder#tandin( the pain#takin( di#cri!ination, (ender di#cri!ination a 'or! o' that, the docu!ent at the )er+ *e(innin( #tated that HH..every human being is born free and equal in dignity and rights BOAB+rne, %117C. /ender di#cri!ination i# !ulti'aceted pheno!enon ter!# a# D#ocial di#ea#eD de#tro+in( li)e# o' hundred# o' thou#and# &o!en, o'ten lettin( the! to depart 'ro! li'e or li)e a !i#era*le li)e#. Sen B1999C con'ir!#, (i)en e)en rou(hl+ e5ual treat!ent and opportunitie# 'or (irl# and *o+#, and 'or !en and &o!en, there #hould *e o)er 111 !il0 lion !ore 'e!ale# in the &orld toda+ than are pre#entl+ ali)e. -he realit+ o' A!i##in(A &o!en te#ti'ie# the di#cri!ination a(ain#t &o!en ri(ht 'ro! the *irth BSen, %111C. ?hen 'urther explored, the di#cri!ination# co)er al!o#t all a#pect# o' hu!an li)e#, particularl+ di#ad)anta(in( &o!enA# &ell*ein(.

"o#t o' the concern# re(ardin( (ender di#cri!ination &ere *rou(ht into 'ore'ront a'ter the adoption o' the ;>,$? B1989C. $# the !arked achie)e!ent o' the docu!ent 11 area# o' (ender di#cri!ination &ere addre##ed. ,i#cri!ination# a(ain#t &o!en )ar+ *a#ed on the pro'ile# the+ ha)e. In particular &o!en are di#cri!inated in political and pu*lic li'e, international repre#entation and participation, nationalit+, education, e!plo+0 !ent, health, #ocial and econo!ic *ene'it#, la& and ci)il #ociet+, and !arria(e and 'a!il+ #tatu# BPokharel, %117C. Such di#cri!ination# are per)a#i)e i' &o!en ha)e poor pro'ile#. -he Bei6in( ;on'erence on &o!en !ade #i(ni'icant contri*ution to eli!inate di#cri!ina0 tion a(ain#t &o!en. -he con'erence ha# &ell docu!ented area# &here &o!en are di#cri!inated !o#tl+ and the taken nece##ar+ #tep# to *e taken to eli!inate the!. -he 1% ;ritical $rea# o' ;oncern# docu!ented in the Bei6in( Plat'or! o' $ction are i!portant land!ark# 'or the (o)ern!ent and other in#titution# re#pon#i*le 'or in#titutional arran(e!ent# to reduce #uch di#cri!ination# B.NFP$, %117C. One o' &hich i# concen0 trated to educational #tatu# o' &o!en. /ender inclu#ion in education ha# *een ad)ocated alon( &ith the ;>,$? B1989C, the -hird BNairo*i, 1927C and Fourth BBei6in(, 1997C ?orld ;on'erence# on ?o!en &hen the+ called 'or e5ual ri(ht# 'or &o!en and (irl# in education. The 1985 Conference had declared education as a vehicle for raising womens status. Since then, the dramatic effect of the education for girls and women on human society and social and economic development has ecome apparent. !or e"ample, women who are educated marry later, have fewer children and provide etter care for themselves and for children. The educated women also see# medical attention for themselves and their children sooner, leading to a higher survival rate. $ecause of such outcomes, gender e%uity in education has een recogni&ed as a ma'or

priority as identified at the (orld Conference on )ducation for *ll +)!*, at -omtien, Thailand in 199. +/0)SC1, 2..3 op. cit.,. ?hen (ender di#a((re(ated #tati#tic# in education are re)ie&ed, &orld&ide, 114 !illion children o' pri!ar+ #chool a(e are out o' #chool, o' &hich 72 !illion are (irl#. -&o third# o' illiterate adult# are &o!en. Relation#hip o' !other#A education i# re'lected childrenA# #ur)i)al. For exa!ple, children o' uneducated !other# are !ore than t&ice a# likel+ to die or *e !alnouri#hed than children o' !other# &ho ha)e #econdar+ or hi(her education. In a t+pical de)elopin( countr+ &ith a population o' %1 !illion and an under 7 !ortalit+ rate o' 171 death# per 1111 children, (i)in( (irl# one additional +ear o' #choolin( &ould #a)e a# !an+ a# 61,111 childrenA# li)e# BSa)e -he ;hildren, %117C. I!pro)e!ent# in (irl#A education are re!arka*le in !an+ de)elopin( countrie#. Boli)ia ha# experienced *etter i!pro)e!ent# &hich are 'ollo&ed *+ the introduction o' ne& cur0 ricula, i!pro)ed teacher trainin( and the *etter learnin( !aterial# in the cla##roo!# B.NI;>F, %11%C. In the education pro(re## o' en+a, role o' non0(o)ern!ent or(ani9a0 tion i# #i(ni'icant. -he+ ha)e helped to reduce !an+ o' the *arrier# that once kept (irl# out o' #chool, includin( lack o' !one+, parental attitude#, hara##!ent *+ !ale teacher# and 'ello& #tudent#, pre(nanc+ and earl+ !arria(e. In an e''ort to *uild on recent (ain#, en+aJ# (o)ern!ent introduced 'ree pri!ar+ education in %114 and i# &orkin( on addi0 tional re'or!# to i!pro)e acce##, retention and co!pletion rate# 'or (irl# BSaitoti, %117C. /irl# are le## likel+ to continue #chool *ecau#e o' (ender0*ia#ed teachin( !aterial#, a!on( other#. -ext*ook# are in#en#iti)e to (ender neutralit+, 'or !ore #peci'ic, are inclined to !ale do!ination. "an+ countrie# reali9in( the 'act# are intere#ted and co!!itted to re)i#e text*ook#. For exa!ple, Vietna! i# de)elopin( ne& (ender #en#iti)e teacher0trainin( !odule#, en#urin( that 'uture text*ook# are (ender neutral, and pro)idin( trainin( in (ender and child ri(ht# to national education !ana(er# and !e!*er# o' local parent0teacher a##ociation# B.nice', %113C.

So!e o' the #cholar# ar(ue, countrie#A #tatu# can *e identi'ied 'ro! ho& !uch i!portance the+ (i)e to &o!enA# education. ,ollar and /atti B1999C ha)e e!pha#i9ed the role o' le(al ri(ht#, political 'reedo! and reli(ion a''iliationM countrie# that in)e#t poorl+ in &o!en education are characteri9ed *+ #ocial and cultural *ack&ardne## that li!it their (ro&th potentialM !oreo)er, the+ ha)e 'ound that !ore (ender e5ualit+ i# a##ociated &ith hi(her le)el# o' 'a!il+ inco!e. -he anal+#i# o' Fil!er B1999C con'ir!# the exi#tence o' a correlation *et&een a)aila*ilit+ o' econo!ic re#ource# and in)e#t!ent in 'e!ale education< a &ider educational (ender (ap characteri9e# the poore#t countrie# &ith re#pect to the one# &ith a hi(her a)era(e per capita inco!e. ;ultural #+#te!# o' a countr+ ha)e a #tron( in'luence in (ender di#cri!ination in educa0 tion. Binelli B%114C ar(ue# cu#to!ar+ (ender nor!# in'luence in)e#t!ent deci#ion# and credit !arket#J i!per'ection# operate in a cultural and econo!ic en)iron!ent &here !ale i# con#idered !ore pro'ita*le than 'e!ale educationM a# a con#e5uence, ine''icient 'inancial !arket# penali9e &o!enJ# !ore than !enJ# hu!an capital accu!ulation. -hrou(hout the &orld (ender di#cri!ination and #tereot+pin( li!it the 'ull de)elop!ent and participation o' (irl# and +oun( &o!en a# &ell a# *o+# and +oun( !en. .ntil all (irl# recei)e the #a!e opportunitie# a# their !ale counterpart#, their 'unda!ental hu!an ri(ht# are denied and the condition# 'or #u#taina*le de)elop!ent are un'ul'illed. It i# )ital 'or the 'uture that (irl# and +oun( &o!en (ro& up to *eco!e leader# in their 'a!ilie# and co!!unitie#, and increa#in(l+ in the &orkplace and in #ociet+. Ver+ o'ten &o!en are treated poorl+ and un6u#tl+ *+ #ociet+ and ha)e little opportunit+ or lack the political )oice to chan(e the #ituation and to *e in)ol)ed in educational acti)itie#. Si!ilarl+, !en o'ten 'eel pre##ure 'ro! #ociet+ to *e the *read&inner# and are o'ten not (i)en the op0 portunit+ to help &ith *rin(in( up children and loo#e #el'0con'idence and #el'0e#tee! i' the+ are out o' &ork. @o&e)er it i# reco(ni#ed that in !o#t #ocietie#, the opportunitie# 'or *o+# and (irl# are not e5ual BScoutPax, %118C.

262 Gende# d&%"#&m&nat&on &n Ne8a$ Nepali &o!en percei)e (ender di#cri!ination on cultural, natural, #ocial, econo!ic and political *a#i#. -ho#e &ho *elie)e di#cri!ination a# cultural and natural are le## reluctant to di#cri!ination thinkin( that itA# their 'ate. -ho#e &ho *elie)e it to *e #ocial, econo!ic and political are critical or #uch di#cri!inator+ practice# and are &illin( to chan(e. Lo& participation o' &o!en in education i# the re#ult o' 'a!il+ deci#ion at the *e(innin( *ecau#e &hen 'a!ilie# choo#e &hich o' their children &ill or &ill not *e educated, or &hich &ill ha)e *etter education opportunitie#, #on# are pre'erred. Such di''erential in)e#t!ent i# done #tandin( on the ar(u!ent that educatin( #on i# in)e#tin( in hi# a*ilit+ to look a'ter hi# a(ein( parent# &hile educatin( dau(hter i# con#idered a non0return in)e#t!ent. $'ter !arria(e a dau(hter i# otherA# propert+ and in)e#t!ent in otherA# propert+ i# &orthle##. Both the opportunit+ and ca#h co#t# o' education lock (irl# out o' #chool#. -he !a6orit+ o' (irl# in Nepal are dau(hter# o' #u*#i#tence 'ar!er# li)in( near or *elo& the po)ert+ line. >lde#t dau(hter# o'ten pro)ide !o#t o' the #i*lin( care. Far! and do!e#tic &ork al#o pull (irl# out o' #chool. $lthou(h tuition and *ook# are 'ree in pu*lic #chool#, other 'or!# o' #tudent 'ee# !a+ *e prohi*iti)e. -he !ental and ph+#ical ten#ion (irl# #u''er in the #chool or on the &a+ to #chool al#o reduce intere#t in #tud+, a# re#ult dropout rate 'or (irl#A increa#e#. -he increa#in( education #tatu# i# indicati)e o' pro(re## &here &o!en ha)e al#o *ene'ited either. $lthou(h enroll!ent rate 'or 'e!ale# i# increa#in( #teadil+ and &o!enA# participation in hi(her education i# nota*le, the en)iron!ent the+ (et 'or #tud+ i# lar(el+ di#cri!inator+. Percenta(e o' (irl# in total enroll!ent ha# *een #teadil+ increa#ed in Ne0 pal 'ro! 42.8 percent in 1994 to 33.2 percent in %111 in pri!aril+ le)el &herea# the cor0 re#pondin( 'i(ure# 'or lo&er #econdar+ and #econdar+ le)el are 43.1 and 41.1 in 1991, and 3%.% and 31.3 in %111 re#pecti)el+ B"anandhar and Shre#tha, %114C. ;o!pared to other# re(ion# o' Nepal, ath!andu )alle+ record# hi(he#t percenta(e o' (irl#A enroll!ent

rate in pri!ar+ le)el. @o&e)er, the proportion o' 'e!ale teacher# in pri!aril+ le)el &a# %7.4 percent in %111 &hich dra#ticall+ decrea#e# in lo&er #econdar+ le)el B13.1NC and #econdar+ le)el B8.9NC. Participation o' 'e!ale# in hi(her education i# poorl+ increa#in(. In %111, the proportion o' 'e!ale# in po#t(raduate le)el o' -ri*hu)an .ni)er#it+, countr+A# leadin( and pro!inent uni)er#it+, &a# 19.4 percent B;BS, %114C. In a recent #tud+ *+ $dhikari B%118C, &o!en ha)e expre##ed that di#cri!ination in edu0 cation 'acilit+ i# al!o#t o*#er)a*le. ?o!en ha)e clai!ed to *e di#cri!inated *+ 'a!il+ at lar(e and the+ 'ind 'a!il+ !ore re#pon#i*le to pro!ote &o!enA# #tatu#. -he+ al#o #u(0 (e#t &o!en #hould *e !ore in)ol)ed to up(rade their #tatu#. -he #tud+ 'urther identi'ie# &o!en 'ro! lo&er pro'ile# are the )icti!# o' di#cri!ination. "otherA# education &a# 'ound to *e a !a6or deter!inin( 'actor 'or children education. -he #tud+ clai!# (irl# &ith literate !other# are 1.17 ti!e# B#i(ni'icant at 1.111 le)elC le## likel+ to experience di#0 cri!ination in education co!pared tho#e &ith illiterate !other#. Si!ilarl+, &o!en 'ro! 6oint 'a!il+ and Madhesi/Dalits ca#te=ethnic (roup are !ore likel+ to experience di#0 cri!ination than &o!en 'ro! nuclear 'a!il+ and Brah!in=;hettri (roup. In addition, the #tud+ clai!# &o!en &ith hi(her education are !ore likel+ to (et e5ual en)iron!ent in 'a!il+ co!pared to tho#e &ith lo&er le)el o' education and=or illiterate.

C-APTER T-REE ">-@O,OLO/O

-hi# #tud+ i# *a#ed on pri!ar+ data. -he #tud+ ha# *een de#i(ned to explore the perception# o' &o!en on (ender di#cri!ination in education 'ocu#in( on the #ocio0 p#+cho anal+#i#. Follo&in( i# an outline o' the !ethod# o' #tud+ that &a# adopted durin( thi# #tud+. 96. Study a#ea Stud+ &a# conducted &ithin ath!andu Valle+ &hich &a# con)enientl+ #elected on the

(round# that the )alle+ pro)ide# re#idence 'or population repre#entin( all (eoph+#ical and cultural )ariation# o' Nepal. In addition, the re#earcher &a# intere#ted to kno& the per0 ception# o' ur*an 'e!ale# &ho are #i(ni'icantl+ expo#ed to education, co!!unication and other opportunitie#. -here'ore, ath!andu )alle+ i# co!pati*le re#earch area. 962 Study 8o8u$at&on -he #a!ple included all &o!en de#pite their !arital #tatu#, education, occupation, ca#te=ethnicit+, reli(ion and other characteri#tic#. @o&e)er, the a(e &a# the #election criteria 'or re#pondent#. -here'ore, the #tud+ population co!pri#ed o' all tho#e 'e!ale# o' a(e# %1 and a*o)e currentl+ re#idin( in ath!andu )alle+. 969 Study de%&gn -he purpo#ed #tud+ e!plo+ed a #ur)e+ !ethod 'or collectin( #tati#tic# and de#cripti)e anal+#i# &a# u#ed to produce !a6or 'indin(#. 963 Sam8$e %&>e $ total o' 81 'e!ale# a(ed %1 or a*o)e &ere inter)ie&ed 'or 5uantitati)e in'or!ation and 71 'e!ale# pro)ided 5ualitati)e in'or!ation o' &hich 3 'ocu# (roup di#cu##ion B11 participant in each (roupC and 11 ke+ in'or!ant#. Sa!ple #i9e &a# deter!ined *a#ed on

the re#ource, ti!e and #tati#tical accepta*ilit+. Se5uential #a!plin( techni5ue Bre#pon0 dent# !eetin( the #election criteria &ere indi#cri!inatel+ #elected to !eet re5uired #a!0 plin(C &a# u#ed to identi'+ indi)idual re#pondent. 96< Met(od of data "o$$e"t&on ,irect per#onal inter)ie& !ethod &a# applied to ad!ini#ter the #tructured 5ue#tionnaire#. @o&e)er, checkli#t and outline &ere prepared to conduct 'ocu# (roup di#cu##ion and ke+ in'or!ant inter)ie&. -he re#earcher her#el' &ith the #upport o' other per#onnel &a# in0 )ol)ed in the entire proce## o' re#earch. 96/ ?ue%t&onna&#e de%&gn :ue#tionnaire 'or thi# #tud+ &a# di)ided into t&o !a6or #ection# 0 iC *ack(round charac0 teri#tic# and iiC experience# and perception# on (ender di#cri!ination in education. -he *ack(round ha# co)ered the #ocio0de!o(raphic, econo!ic and cultural in'or!ation &hile the later co)ered the experience# and perception o' (ender di#cri!ination# in education *a#ed on #ocio0cultural, econo!ic and political di!en#ion#. -he !o#t i!portant part o' the #tud+ i# to identi'+ perception# o' &o!en on (ender di#cri!ination in education. -here'ore, #u''icient attention &a# paid &hile #electin( )aria*le# and de#i(nin( 5ue#tion# 'or !ea#urin( &o!enA# perception#. Pre0te#tin( o' 5ue#tionnaire &a# done to eli!inate incon#i#tencie# and un#een error#. Nece##ar+ !odi'ication# on 5ue#tionnaire &ere !ade *a#ed on the pre0te#tin(. 96= O8e#at&ona$ def&n&t&on of !a#&a $e% For the purpo#e o' thi# #tud+, the )aria*le# u#ed in the re#earch are de'ined a# 'ollo&#< Pe#"e8t&on@ i# the under#tandin( o' a per#on #peci'ic to the #u*6ect. Gende# d&%"#&m&nat&on@ i# di''erential treat!ent *et&een !ale and 'e!ale *a#ed on the #ex. EA8e#&en"e@ i# e)ent that happened in re#pondentA# o&n li'e.

Con%e:uen"e@ i# re#ult o' (ender di#cri!ination in &o!enA# li)e#. E$&m&nat&on@ i# re!o)al o' di#cri!inator+ practice#. -&g( e"onom&" g#ou8@ re'er# to people li)in( a &ealth+ and pro#perou# li'e. M&dd$e e"onom&" g#ou8@ re'er# to people li)in( a !oderate and ha)in( no pro*le! to #ur)i)al, particularl+ econo!icall+. Poo# e"onom&" g#ou8@ re'er# to people li)in( a li'e *elo& or around the national po)ert+ line and ha)in( di''icult ti!e# to #ur)i)al, e#peciall+ econo!icall+. Une:ua$ en!&#onment@ i# a condition &here *oth *o+# and (irl# donAt (et #i!ilar oppor0 tunitie# in education or other acti)itie#. 965 Data management -he ra& data a'ter co!pletion o' 5ue#tionnaire ad!ini#tration &ere edited, recoded and #crutini9ed *e'ore to tran#'er into co!puter. SPSS pro(ra! &a# u#ed to tran#'er 5ue#0 tionnaire into co!puter. Further anal+#i# o' the data &a# done u#in( the #a!e BSPSSC #o't&are.

C-APTER 1OUR PR>S>N-$-ION $N, $N$LOSIS OF ,$-$

-hi# chapter i# concentrated 'or pre#entation and anal+#i# o' data. In'or!ation o' re#pon0 dent# explainin( #ocio0econo!ic and de!o(raphic characteri#tic#M and kno&led(e, per0 ception and experience# o' (ender di#cri!ination in education i# pre#ented in thi# chap0 ter. In'or!ation 'ro! 5ualitati)e data #ource i# !er(ed in appropriate #ection durin( the interpretation. 36. So"&oBdemog#a8(&" "(a#a"te#&%t&"% ?hile di#tri*utin( the total re#pondent# in 'i)e +ear a(e (roup, hi(her concentration B72.6NC &a# o*#er)ed in lo&er a(e# B*elo& 41C. "edian a(e o' the re#pondent# &a# o*#er)ed to *e %9 +ear#. "ore than t&o third# B81.1NC o' the re#pondent# &ere !arried. On the *a#i# o' ca#te=ethnicit+, onl+ t&o (roup# &ere identi'ied 0 hill Brah!in=;hettri B63.4NC and Janajatis3 B47.8NC. -a*le 1a< Socio0de!o(raphic characteri#tic# o' Re#pondent# ;haracteri#tic# N Age g#ou8 %10%3 %3 %70%9 18 41043 11 47049 11 31 and a*o)e 9 Tota$ =0 Ma#&ta$ %tatu% "arried 39 .n!arried %1 Tota$ =0 Ca%teCet(n&"&ty @ill *rah!in=chhetri 37 Pana6atie# Bethnic %7 (roup#C
4

Percenta(e 43.4 %3.4 13.4 13.4 1%.9 .0060 81.1 41.1 .0060 63.4 47.8

Include# Ne&ar# and all other nationalitie# Bethnic (roupC.

Tota$
-a*le 1< ;ontdH

=0

.0060

Reli(ion @indu Buddhi#t ;hri#tian Tota$ Source< Field Sur)e+, %118.

61 8 % =0

28.1 11.1 %.9 .0060

O' the total re#pondent# an o)er&hel!in(l+ lar(e !a6orit+ B28.1NC &ere identi'ied a# @indu, 'ollo&ed *+ Buddhi#t B11.1NC, a# #i!ilar to the national trend B-a*le 1aC. -a*le 1*< Socio0de!o(raphic characteri#tic# o' Re#pondent# ;haracteri#tic# Edu"at&on $e!e$ Illiterate Literate Bno #choolin(C Lo&er #econdar+ Secondar+ Po#t0#econdar+ Tota$ O""u8at&on /o)t=pri)ate #ector #er)ice Bu#ine## $(riculture @ou#e&i'e ,ail+ &a(e# Student Tota$ P$a"e of &#t( In#ide ath!andu )alle+ Out#ide ath!andu )alle+ Tota$ Source< Field Sur)e+, %118. On the *a#i# o' educational attain!ent o' re#pondent#, 31.3 percent re#pondent# had po#t0 #econdar+ le)el o' education, 'ollo&ed *+ #econdar+ le)el B%7.8NC and onl+ a 'e& N 6 7 1% 12 %9 =0 %9 %1 6 6 7 4 =0 12 7% =0 Percenta(e 2.6 8.1 18.1 %7.8 31.3 .0060 31.3 41.1 2.6 2.6 8.1 3.4 .0060 %7.8 83.4 .0060

re#pondent# &ere illiterate B2.6NC. Be#ide a 'e&, lar(e proportion o' re#pondent# &ere en(a(ed in non0a(ricultural occupation, in &hich the lar(e#t proportion &a# in #er)ice #ector B31.3NC, 'ollo&ed *+ *u#ine## B41.1NC. $*out 9 percent re#pondent# reported to ha)e a(riculture a# occupation. $*out three 5uarter# o' the re#pondent# &ere *orn out#ide the 1*C. ath!andu )alle+, re)ealin( that the !a6orit+ o' re#pondent# &ere !i(rant# B-a*le

362 Pe#"e8t&on on gende# d&%"#&m&nat&on &n edu"at&on -hi# #ection docu!ent# the perception o' &o!en on (ender di#cri!ination in education. Re#pondent# &ere a#ked #e)eral 5ue#tion# to kno& &hether the+ are a&are o' (ender di#cri!ination and ho& the+ 'eel a*out. -he re#pon#e# are hi(hli(hted in -a*le % -a*le %< no&led(e and perception o' (ender di#cri!ination in education ;haracteri#tic# N A#e Domen d&%"#&m&nated &n edu"at&on fa"&$&t&e%E Oe# 79 No 11 ,onAt kno& 1 Tota$ =0 A#e edu"at&on fa"&$&t&e% fo# Domen a% e:ua$ a% menE Oe# 11 No 61 Tota$ =0 O88o#tun&t&e% to %tudy u8 to de%&#ed $e!e$E Oe# 1 No 69 Tota$ =0 O88o#tun&t&e% to ut&$&>e edu"at&ona$ a &$&tyE Oe# 7 No 67 Tota$ =0 Source< Field Sur)e+, %114. Percenta(e 23.4 13.4 1.3 .0060 13.4 27.8 .0060 1.3 92.6 .0060 8.1 9%.9 .0060

?hen &o!en &ere a#ked &hether there i# (ender di#cri!ination in education 'acilitie#, !ore than 2 in 11 reported the pre)alence o' (ender di#cri!ination in education and

#i!ilar proportion o' re#pondent# a(reed &o!en donAt (et e5ual opportunitie# a# !en in education. -hi# &a# al#o a(reed durin( 'ocu# (roup di#cu##ion BF/,C a# participant a(reed that &o!en=(irl# en6o+ le## 'reedo! o' #electionM (irlA# education i# !ore dictated *+ parent# and #ociet+. /irl# cannot decide &here to #tud+, &hat to #tud+ and ho& to #tud+. But the parent# are !ore 'lexi*le 'or *o+#A option#. Participant# al#o a(reed that there ha# *een an i!pro)e!ent in the #ituation *ut not a# expected, e#peciall+ 'or tho#e (irl# li)in( in rural and !ar(inali9ed area# &here *ecau#e o' the poor econo!ic condition and hou#ehold &orkload that (irl# ha)e to #u''er 'ro!. $l!o#t all re#pondent# a(reed that &o!en donAt (et opportunit+ to continue their education to the le)el the+ &anted. -he rea#on# *ehind thi# perception a# expre##ed *+ participant# &ere poor #ocio0econo!ic #tatu#, &orkload, (ender di#cri!ination, !arria(e and cultural re#triction#. $ participant o' F/, durin( the di#cu##ion re!arked HH Daughters are expected to join husband's household after marriage so parents pay little attention in their education. e see many improvements in the situation compared to past but still there several barriers !hich prevent !omen to achieve the desired level of education. -hi# #tate!ent &a# al#o #upported *+ !an+ other# participant#. -here &ere di##ati#'action# in an o)er&hel!in(l+ !a6orit+ o' re#pondent# B9%.9NC that &o!en &ere una*le to utili9e their educational achie)e!ent. -he+ clai!ed it &a# hou#e0 hold &orkload that pre)ent# &o!en to 6oin outdoor acti)itie# or other pro'e##ion that #uit# their education. @o&e)er, #o!e participant# al#o *elie)ed on their 'ate 0 everyone enjoys !hat she has been given by fate , a F/, participant expre##ed. omen lac" confi# dence and opportunity to utili$e their ability% simultaneously, a ke+ in'or!ant ar(ued. 369 D&%"#&m&nated g#ou8% and #ea%on% fo# d&%"#&m&nat&on Ba#ed on the o*#er)ation that all &o!en are not e5uall+ di#cri!inated in educational op0 portunitie#, a 5ue#tion &a# a#ked to collect perception o' &o!en re(ardin( &hat cate(or+ o' &o!en the+ think are !ore )ulnera*le to di#cri!ination. -a*le 4 #ho&# that hi(he#t percenta(e o' re#pondent# B31.3NC #tated that &o!en 'ro! the poor econo!ic pro'ile are

!ore likel+ to *e di#cri!inated, 'ollo&ed *+ Dalit=ethnic &o!en B41.1NC and rural &o!en B12.6NC. Rea#on# 'or di#cri!ination &ere al#o 5uanti'ied u#in( a 'ollo&0up 5ue#tion. Sli(htl+ !ore than hal' o' the re#pondent# *elie)ed econo!ic li!itation a# the !a6or rea#on that pre)ent# &o!en to en6o+ education opportunitie#. -he other rea#on# percei)ed *+ re#pondent# &ere hou#ehold &orkload B71.1NC, &o!enA# !ar(inali9ation B43.4NC, cultural=reli(iou# rea#on# B%%.9NC and le(al re#triction B7.48NC B-a*le 4C. -a*le 4< ,i#cri!inated (roup# and rea#on# 'or di#cri!ination ;haracteri#tic# N G#ou8% of Domen d&%"#&m&nated &n edu"at&on o88o#tun&ty Lo& econo!ic (roup %9 ,alit=ethnic &o!en %1 Rural &o!en 14 "iddle econo!ic (roup % $ll 7 Tota$ =0 Rea%on% fo# d&%"#&m&nat&on FF >cono!ic li!itation 48 @ou#ehold &orkload 47 ?o!enA# %3 !ar(inali9ation ;ultural=reli(iou# rea#on 16 Le(al re#triction 3 Source< Field Sur)e+, %118. QQ Percent total !a+ exceed due to !ultiple re#pon#e.

Percenta(e 31.3 41.1 12.6 %.9 8.1 .0060 7%.9 71.1 43.4 %%.9 7.8

,urin( F/,, &o!en ar(ued that lar(e nu!*er o' children, internal 'a!il+ pro*le!#, pa0 triarchal #ociet+, &orkload and #ocial di#cri!ination pre)ent &o!en 'ro! recei)in( edu0 cational opportunit+. $ participant o' F/, ar(uedHHH. &he aged long stereotyping that !omen should not read or the study has no value for !omen has made them psycho# logically !ea". 'o% although the opportunities are provided they cannot perform !ell. (ut situation is changing everyday. omen have become a!are of the importance of education. &hey send their daughters to school. (ut still the girls are unable to enjoy equal privilege as boys because of several social and cultural reasons.

363 Con%e:uen"e% of gende# d&%"#&m&nat&on &n edu"at&on In order to capture co!prehen#i)e perception a*out con#e5uence# o' (ender di#cri!ina0 tion in education, re#pondent# &ere a#ked #e)eral 5ue#tion#. -he+ &ere a#ked &hat &ould happen i' &o!en &ere pre)ented 'ro! iC 6oinin( #chool, iiC 'a)oura*le learnin( en)iron!ent and iiiC co!pletin( de#ired le)el o' education. :ualitati)e in'or!ation on the#e three di!en#ion# &a# collected. In the next part, the con#e5uence# &ere 5uanti'ied to !ake a #i!ple explanation. Se)eral con#e5uence# &ere reported *+ the participant#, i' &o!en &ere not (i)en op0 portunit+ to 6oin #chool. -he+ *elie)ed &o!enA# li)e# &ould ha)e di''icult ti!e#, the+ &ould *e ne(lected in do!e#tic and #ocial #phere#. So!e participant# al#o &arned re0 #triction in 'e!aleA# education i# not onl+ har!'ul 'or &o!enA# li)e# *ut al#o to the 'a!il+ and e)entuall+ to the #tate, at lar(e. $ +oun( (irl participant in ke+ in'or!ant inter)ie& ar(ued HH.&he relation of !omen's education is beyond the family. )t is a "ey to social% political and economic transformation of the state. )f they are not provided opportunities to study% !omen !ill suffer from humiliation% exclusion and discrimination% hence% pro# ducing a challenge to the entire progressive movement. ?o!en al#o a(reed re#triction in education !ake# the! una&are o' #ocial in#titution# and their 'unctionin(. So the+ cannot #peak a*out the #ocial di#cri!inator+ practice#, neither the+ #ho& intere#t in #ocial, political and le(al i##ue#. ?o!enA# opinion# &ere !ore #peci'ic &hen the+ &ere in5uired a*out the con#e5uence# o' not pro)idin( 'a)oura*le learnin( en)iron!ent 'or (irl# in educational in#titution#. -he+ indicated increa#in( dropout and ine''ecti)e learnin( a# con#e5uence#. *nfavourable environment !ould increase distress in learning consequently increasing dropout% a participant ar(ued. &here is danger of falling in un!anted activities and spoiling the entire life, #he 'urther clari'ied. Be#ide#, &o!en al#o pointed that it con#e5uence# !a+ ha)e ne(ati)e i!pact on per#onalit+ de)elop!ent, #ocial

de)elop!ent, exclu#ion 'ro! opportunitie#, !ental hara##!ent, narro& !ind#et and 'eelin( o' hu!iliation. ,ropout rate !a+ increa#e and &o!enA# #tatu# !a+ 'all *ack&ard. "o#t o' the &o!en &ere #eriou# &hen a#ked the con#e5uence# o' &o!en not *ein( a*le to co!plete the le)el the+ de#ire. -he+ *elie)ed it &ould *e di''icult to lead a (ood and to *e a *etter per#on. Increa#in( di#tre## in li'e &ould lead to the 'eelin( o' hu!iliation, lo## o' con'idence and p#+cholo(ical depre##ion. So!e &o!en 'urther ar(ued it &ould ha!per the de)elop!ent o' #ociet+ and nation. $ participant durin( the di#cu##ion pointedH.. omen !ould be compelled to struggle for survival and !ould be possibly neglected in every social% political% economic and legal affair. Se)eral &o!en #upported the ar(u!ent. In addition, the+ *elie)ed hou#ehold chore# &ould not ca#e to 'ollo& &o!en and the+ &ould *e co!pelled to li)e a do!inated li'e. So!e o' the &o!en &ere concerned &ith the 'uture &ell*ein( that &ould *e ne(ati)el+ in'luenced &hen &o!en couldnAt co!plete the de#ired le)el o' education. In order to !ake a #i!ple 5uantitati)e anal+#i#, &o!enA# re#pon#e# a*out the con#e0 5uence# o' (ender di#cri!ination are pre#ented in -a*le 3. -a*le 3< ;on#e5uence# o' (ender di#cri!ination in education ;haracteri#tic# N Con%e:uen"e% of gende# d&%"#&m&nat&on FF P#+cholo(ical 32 e''ect=ten#ion=depre##ion Ne(ati)e i!pact in 'uture 38 ,ecrea#e in #el'0e#tee! 37 Increa#e in dependenc+ 33 Increa#e in con#er)ati)e thinkin( 42 Lo## in creati)it+ 41 Li!ited opportunitie# %9 ,i#tre## in pu*lic li'e=participation %6 Source< Field Sur)e+, %118. QQ Percent total !a+ exceed due to !ultiple re#pon#e#.

Percenta(e 62.6 68.1 63.4 6%.9 73.4 3%.9 31.3 48.1

$ total o' 2 con#e5uence# &ere reported *+ the re#pondent#. O' &hich, !ore than 6 in 11 re#pondent# *elie)ed (ender di#cri!ination in education &ould lead to p#+cholo(ical

e''ect=ten#ion=depre##ion, ne(ati)e i!pact in 'uture, lo## o' #el'0e#tee! and increa#e in dependenc+. -he other reported con#e5uence# &ere increa#e in con#er)ati)e thinkin( B73.4NC, lo## in creati)it+ B3%.9NC, li!ited opportunitie# B31.3NC and di#tre## in pu*lic li'e=participation B48.1NC. $ &o!an had per#onal experience a# #he #aidHH ould you see me here if ) !ere edu# cated. +robably not, ) had a dream to be an educated !oman contributing something better to the society and nation. (ut% !hen ) !as married at -.% ) !as studying in class /% everything ended. My life is almost limited to "itchen% caring family members and rearing children. She 'urther #aid H. (ut ) have promised not to discriminate bet!een son and daughter. $ +oun( colle(e (irl re!e!*ered 000.&hough things have changed compared to past% still girls have to face many difficulties to enjoy same freedom as boys do. 1ven in my family !hen !e 2brother and me3 need to enjoy similar environment% ) feel brother gets favour from parents than me. 00. &his ma"es me feel uneasy. P#+cholo(ical di#co!'ort i# the !o#t co!!on con#e5uence that &o!en !o#t repeatedl+ experience. ?o!en al#o ar(ued the+ are treated a# docile and dependent *ecau#e the+ are educationall+ poor. Once the+ ha)e *etter education, #tereot+pin( a(ain#t &o!en &ould *e reduced #i(ni'icantl+. But there &ere other (roup o' &o!en &ho con#i#tentl+ ar(ued that althou(h education i# )er+ i!portant, acce## to opportunitie# in addition to education &ould onl+ i!pro)e &o!enA# #ituation. 36< Pe#"e8t&on a out d&%"#&m&nato#% It i#, ho&e)er, i!portant to kno& a*out the indi)idual and=or in#titution# 'ro! &here &o!en are di#cri!inated !o#t. Re#ult# &ere #tartlin( a# !ore than 91 percent o' re#pondent# reported that &o!en are !o#tl+ di#cri!inated 'ro! parent# in educational 'acilitie# B-a*le 7C. -he+ ad!itted that althou(h chan(e# are o*#er)ed the#e da+#, an+ti!e &hen deci#ion i# critical, parent# 'a)our #on#. Daughters are less favoured !hen

the decision is to be made about investment in children's education , a (irl durin( the inter)ie& ar(ued. ) !anted to go abroad for higher study but my parents denied000 because ) am a girl, #he 'urther added. -a*le 7< Perception o' re#pondent# on di#cri!inator# ;haracteri#tic# N D&%"#&m&nato#%FF Parent# 66 @u#*and %6 State 9 -eacher# 4 Friend# 4 Source< Field Sur)e+, %118. QQ Percent total !a+ exceed due to !ultiple re#pon#e#.

Percenta(e 93.4 48.1 1%.9 3.4 3.4

Follo&ed *+ parent#, 48.1 percent re#pondent# percei)ed &o!en are di#cri!inated 'ro! hu#*and# in their !arital li'e B-a*le 7C. $ &o!an ar(ued, HH.. males fear that !omen !ould have equal status !hen they have better education so some males are intentionally interested to restrict !omen. Many husbands pay little attention in education of !ives. &hey 2husbands3 !ant their !ives to engage in rearing and caring of family and children. $*out 14 percent re#pondent# *elie)ed &o!en are di#cri!inated *+ the #tate. -he+ ar0 (ued #tate ha# pro!oted di#cri!inator+ practice# *+ not i!ple!entin( appropriate poli0 cie# and pro(ra!!e# to pro!ote &o!enA# educational #tatu#. $ F/, participant re0 !arked HHH.4overnment is guardian to all citi$ens and especially for those !ho are deprived and discriminated. 4overnment of 5epal has failed to address the educational issue of !omen as expected. ?hen the data &a# cla##i'ied *+ ca#te=ethnicit+ o' re#pondent#, &o!en 'ro! ethnic (roup B111.1NC &ere !ore likel+ to report that &o!en are di#cri!inated 'ro! parent# co!pared to &o!en 'ro! @ill Brah!in=chettri B91.1NC B-a*le 6C.

-a*le 6< Perception o' re#pondent# on di#cri!inator *+ ca#te=ethnicit+ Ca%teCet(n&"&ty Tota$ D&%"#&m&nato -&$$ Gana;at&e% (et(n&" #FF +#a(m&nC"((et#& g#ou8%* N H N N N N Parent# 31 91.1 %7 111.1 66 93.4 @u#*and 13 41.1 1% 32.1 %6 48.1 State 8 17.6 % 2.1 9 1%.9 -eacher# 4 6.8 4 3.4 Friend# 4 6.8 4 3.4 Source< Field Sur)e+, %118. QQPercent total !a+ exceed 111 due to !ultiple re#pon#e#. 36/ Rea%on% fo# %"(oo$ d#o8out Re#pondent# &ere a#ked the rea#on# 'or increa#in( dropout rate o' (irl#. $n intere#tin(l+, lar(e proportion B88.1NC o' re#pondent# *elie)ed (irl# ter!inate #chool &hen the+ are !arried. For the!, !arria(e ha# #er)ed a# a #chool ter!inator. "ore than 6 in 11 re#pon0 dent# *elie)ed hou#ehold &orkload co!pel# (irl# to ter!inate #chool. $nother #i(ni'icant rea#on reported &a# &eak econo!ic condition B71.3NC. $ 'e& proportion o' re#pondent# al#o ad!itted un'a)oura*le #chool en)iron!ent B17.8NC, #exual=p#+cholo(ical hara##0 !ent B11.3NC in #chool and un'a)oura*le education polic+ B2.6NC in'luence (irl# to lea)e #chool in *et&een B-a*le 8C. -a*le 8< Rea#on# 'or #chool dropout Rea#on# ;hild !arria(e @ou#ehold &orkload ?eak econo!ic condition .n'a)oura*le en)iron!ent in #chool Sexual=p#+cholo(ical hara##!ent in #chool .n'a)oura*le education polic+ Source< Field Sur)e+, %118. "o#t o' the participant# in F/, and

N 73 36 46 11 2 6

Percenta(e 88.1 67.8 71.3 17.8 11.3 2.6

I ad!itted !arria(e a# ter!inator o' (irl#A educa0

tion. @ou#ehold &orkload al#o co!pel# (irl# to lea)e #chool. -hi# i# !o#t co!!on in hou#ehold# &ith a(riculture a# 'a!il+ occupation.

Participant o' F/, *elie)edHH.)f parents are educated girls get favourable environ# ment of continue school. 1ducated parents understand the importance of education. *n# educated parents see little advantages of education and do not prefer to send daughters to school. )f sent to school girls don't get conducive environment to continue school. $r0 (uin( econo!ic condition a# the !a6or 'actor to deter!ine (irl#A acce## to #chool a I re!arked HHH. &he major reason for girls' dropout is the poor economic condition of family. 6amily cannot afford the educational expenses. )f the family has a little to spend% it prefers to sons ignoring daughters !hich is culturally% socially and religiously moti# vated. (ecause% sons are considered as old#age careta"er and the only that continues the family clan. /irl# ha)e to take hou#ehold re#pon#i*ilit+ at +oun(er a(e# &hich pre)ent# the! to con0 tinue #chool. I' parent# are a*#ent or unhealth+, (irl# ha)e to lea)e #chool to look a'ter +oun(er children, cattle and 'ar!. I!pact o' econo!ic hard#hip in the 'a!il+ directl+ 'all# on (irl#. Parent# decide to ter!inate dau(hter 'ro! #chool i' and &hen the+ ha)e econo!ic pro*le!#. 36= 1am&$y and %"(oo$ en!&#onment Be+ond the perception, &o!en &ere a#ked the en)iron!ent that the+ experienced in 'a!il+ and #chool. @i(he#t percenta(e o' re#pondent# B32.6NC reported to ha)e experi0 enced une5ual 'a!il+ en)iron!ent. @o&e)er, a #li(htl+ lo&er B38.1NC proportion o' re0 #pondent# reported to ha)e experienced e5ual en)iron!ent that can *e con#idered a# an i!pro)e!ent o)er the pa#t #ituation. $nd a 'e& B3.4NC re#pondent# reported to ha)e ex0 perienced !ore 'a)oura*le en)iron!ent than !ale !e!*er# B-a*le 2C.

-a*le 2< Fa!il+ and #chool en)iron!ent durin( #tud+ ;haracteri#tic# N 1am&$y en!&#onment Fa)oura*le to !ale 43 >5ual to !ale 44 Fa)oura*le to 'e!ale 4 Tota$ =0 S"(oo$ en!&#onment >5ual to !ale 33 Fa)oura*le to !ale %% Fa)oura*le to 'e!ale 3 Tota$ =0 Source< Field Sur)e+, %118.

Percenta(e 32.6 38.1 3.4 .0060 6%.9 41.3 7.8 .0060

-a*le 2 #ho&# that co!pared to 'a!il+ en)iron!ent, 'e&er proportion# o' re#pondent# B41.3NC reported to ha)e experienced !ale 'a)oura*le en)iron!ent in the #chool &herea# the proportion o' re#pondent# experiencin( e5ual en)iron!ent increa#ed to 6%.9 percent and al#o #li(ht increa#e B7.8NC in re#pondent# experience 'e!ale 'a)oura*le en)iron!ent &a# o*#er)ed. ,urin( the 'ield )i#it a +oun( (irl, #tud+in( in cla## 9 in one o' the popular #chool o' Bhaktapur di#trict, &a# 'ound har)e#tin( padd+ alon( &ith their parent#. She he#itantl+ #hared HH..My brother is at school no!. My parents never as" my brother to help in field!or" but ) have to leave school several times because of field!or". &his hampers my education. ) tried to convince my parents but every time they ignore and !ant me to help them. -hi# t+pe o' di''erential treat!ent &a# ad!itted *+ !an+ participant# that parent# pre'er dau(hter to #upport in hou#ehold &ork. ?hen the data on 'a!il+ and #chool en)iron!ent &a# cla##i'ied *+ education le)el, it &a# o*#er)ed that &o!en &ith hi(her education &ere !ore likel+ to experience e5ual en)iron!ent at either 'a!il+ or #chool=colle(e. $l!o#t all re#pondent# &ho &ere illiterate and not #chooled reported to ha)e experienced une5ual en)iron!ent in 'a!il+ and #chool. But there &a# #till a lar(e proportion o' re#pondent# &ith hi(her education reportin( to ha)e experienced une5ual en)iron!ent in 'a!il+ and #chool.

-a*le 9< Fa!il+ and #chool en)iron!ent *+ le)el o' education

Edu"at&on $e!e$ Illiterate Literate Bno #choolin(C Lo&er #econdar+ Secondar+ @i(her education Tota$ Illiterate Literate Bno #choolin(C Lo&er #econdar+ Secondar+ @i(her education Tota$ 1am&$y en!&#onment 1a!ou#a $e to 1a!ou#a $e to E:ua$ to ma$e ma$e fema$e N H N H N H 6 111.1 7 111.1 1 2.4 11 91.8 11 77.6 2 33.3 %% 87.9 3 14.2 4 11.4 99 3=6. 93 356/ 9 369 S"(oo$ en!&#onment 6 111.1 7 111.1 8 72.4 7 31.8 17 24.4 4 16.8 %% 87.9 4 11.4 3 14.2 33 /262 22 9.63 3 <6= Tota$ N 6 7 1% 12 %9 =0 6 7 1% 12 %9 =0 H 111.1 111.1 111.1 111.1 111.1 .0060 111.1 111.1 111.1 111.1 111.1 .0060

Source< Field Sur)e+, %118. 365 Re%8on%& $e &n%t&tut&on% fo# e$&m&nat&on of gende# d&%"#&m&nat&on Re#pondent# &ere a#ked to #tate in#titution# that are !ore re#pon#i*le to eli!inate (ender di#cri!ination in education. @i(he#t percenta(e o' re#pondent# B62.1NC *elie)ed 'a!il+ &a# !ore re#pon#i*le to eli!inate (ender di#cri!ination in education. Intere#tin(l+ and i!portantl+, !ore than hal' o' the re#pondent# al#o *elie)ed &o!en the!#el)e# &ere re0 #pon#i*le. Sli(htl+ !ore than a 5uarter a(reed on the #tateA# re#pon#i*ilit+ B-a*le 11C. -a*le 11< Re#pon#i*le in#titution# 'or eli!ination o' (ender di#cri!ination ;haracteri#tic# N Percenta(e Re%8on%& $e &n%t&tut&on% Fa!il+ 38 62.1 ?o!en the!#el)e# 31 79.3 State %1 %9.1 Social or(ani9ation 11 13.7 Source< Field Sur)e+, %118. ,urin( the F/,, participant# expre##ed their opinion that 'a!il+ i# 'ir#t place &here 'e!ale experience# di#cri!ination and there'ore, it &a# 'a!il+ to contri*ute 'or re!o)al o' di#cri!inator+ practice# *+ !aintainin( (ender e5ualit+. $ I #hared her )ie& a#

HH.*nless !e start a change from family !here !omen don't get equal environment for their capability development% changes in other institutions do not function appropriately. )t is responsibility of parents 2family3 to pay equal attention to daughters. $ participant &ho ar(ued &o!en a# !ore re#pon#i*le 'or re!o)al o' di#cri!inator+ practice# put her ar(u!ent a# H.... e have seen unless !omen are a!are on their issue% no other !ill help. omen are discriminated because !e are tolerating it. (ut no! !e have to stop tolerating and fight for the equal right. -here &ere #e)eral other ar(u!ent# re(ardin( the re#pon#i*ilit+ o' #tate and other #ocial or(ani9ation. $ participant cautiou#l+ a#ked HHH..)t's responsibility of government to provide education facility to all people in !hich !omen should be given main priority because !omen are suppressed since aged#long. )f !e pay tax to government% !hy doesn't it loo" in our problems7 4overnment should manage necessary arrangement for promoting girls education. "o#t o' participant# did not den+ the pri!ar+ re#pon#i*ilit+ o' 'a!il+ 'or en#urin( edu0 cational ri(ht# o' (irl#. -he+ al#o pointed #tate #hould pa+ attention to pro)ide education 'acilit+ to tho#e &ho are econo!icall+ and #ociall+ *ack&ard. 362 Sugge%t&on% fo# &m8#o!ement In order to docu!ent &o!enA# perception &hat the+ &ant the concerned in#titution# to do 'or i!pro)e!ent o' &o!enA# educational #tatu# re#pondent# &ere a#ked to pro)ide #u(0 (e#tion#. "o#t o' the re#pondent# #u((e#ted chan(in( hou#ehold (ender role# and re0 lea#in( and pro!otin( (irl# 'or educational attain!ent. -heir #tre## &a# on !akin( an inte(rated i!pro)e!ent in all #phere# o' #ocial, econo!ic, political and cultural re(ulation#. -he+ ha)e under#tood #u#taina*le i!pro)e!ent in &o!enA# educational attain!ent i# then po##i*le &hen all 'orce# o' the #ociet+ are co!!itted. So!e o' the re#pondent# (enuinel+ ur(ed chan(e# in hou#ehold (ender po&er relation. Structure# that co!pel &o!en to hold the &orkload #hould *e chan(ed *ecau#e !an+ (irl# do not 6oin or lea)e #chool due to hou#ehold &orkload. ?o!en reali#ed &o!enA#

#ituation can *e i!pro)ed i' &hen the di#cri!inator+ practice# in 'a!il+, #ociet+ and #tate are re!o)ed. So!e o' the &o!en al#o clai!ed #ocietal )alue# #hould *e chan(ed in 'a0 )our o' (ender e5ualit+. $ participant #hared her opinion HHH.. &he first !or" to improve !omen's educational status is to establish school !here there not then government and other social organi$a# tions should encourage girls to go school by providing them additional support. hereas in the long#term !omen's economic condition should be improved so that their educa# tional achievement !ill be sustained. 8 mass campaign is also required to generate a!are !as about the educational right of !omen. In addition to the opinion expre##ed earlier, a I cautiou#l+ re!arked HHH. (etter is

to start from family. 9ousehold !or"load should be shared. 6amily should mange appropriate environment for !omen's education. 1qual preference should be given to sons and daughters. +arents should not force daughters to marry unless they complete desired level of education and government should manage free education to all females at all levels. ?o!en &ere al#o 'ound cautiou# a*out the inco!petence o' (o)ern!ent a# a participant co!!ented HH+olicies are for implementation not for sho!ing but most of polices are just for sho!ing. e need a commitment from government for translation of policies into practice. )f honestly the existing polices are implemented% !omen's status !ould have been improved significantly. $ co!!on con#en#u# &a# dra&n that de#pite 'a)oura*le and i!pro)ed national policie# to pro!ote &o!enA# education, i!ple!entation o' tho#e policie# &a# lar(el+ critici9ed. Participant# al#o cautiou#l+ ackno&led(ed i!pro)e!ent# in &o!enA# educational #tatu# in the la#t 'e& decade#. -he+ #u((e#ted that 'a!ilie# #hould *e !ore re#pon#i*le 'or i!pro)in( educational #tatu# o' &o!en &here (o)ern!ent and #ocial or(ani9ation #hould pla+ a catal+#t role throu(h appropriate policie# and pro(ra!!e#. Opti!i#ticall+, the+ #a& a (radual i!pro)e!ent and &ant an accelerated i!pro)e!ent in the da+# to co!e.

C-APTER 1I)E S.""$RO FIN,IN/S, ;ON;L.SION $N, R>;O"">N,$-ION

<6. Summa#y f&nd&ng% ?ith the pri!ar+ o*6ecti)e o' explorin( &o!enA# perception on (ender di#cri!ination in education, the re#earch &a# conducted a!on( 1%1 &o!en B81 5uantitati)e and 71 5ualitati)eC a(ed %1 or a*o)e &ho &ere re#idin( ath!andu )alle+ at the ti!e o' #tud+. -he pre#ent #tud+ ha# tried to docu!ent &o!enA# re#pon#e and perception on the conte!porar+ i##ue o' (ender di#cri!ination in education. -he re#earch ha# docu!ented the 'ollo&in( !a6or 'indin(#. "ore than 2 in 11 re#pondent# percei)ed there &a# (ender di#cri!ination in education and nearl+ #i!ilar proportion a(reed &o!en &ere una*le to (et e5ual en)iron!ent a# o' !ale. $l!o#t all re#pondent# concluded &o!en did not (et opportunit+ to #tud+ up to the le)el the+ &ant and !ore than 9 in 11 a(reed &o!en did not (et opportunit+ to utili9e their educational a*ilit+. Re#pondent# percei)e &o!en 'ro! lo&er econo!ic (roup B31.3NC and Dalit=ethnic (roup B41.1NC are !o#tl+ di#cri!inated in educational opportunitie#. >cono!ic li!itation B7%.9NC, hou#ehold &orkload B71.1NC, &o!enA# !ar(inali9ation B43.4NC and cultural=reli(iou# rea#on B%%.9NC &ere i!portant rea#on# concluded *+ re#pondent# a# the rea#on# 'or (ender di#cri!ination in education. ?o!en &ere #eriou# a*out the con#e5uence# o' (ender di#cri!ination. $ total o' 2 t+pe# o' #ocio0p#+cho con#e5uence# &ere appro)ed *+ re#pondent#. P#+cholo(ical e''ect=ten#ion=depre##ion B62.6NC, ne(ati)e i!pact in 'uture B68.1NC, decrea#e in #el'0 e#tee! B63.4NC, increa#e in dependenc+ B6%.9NC and increa#e in con#er)ati)e thinkin( B73.4NC &ere !a6or con#e5uence# appro)ed. "ore than 9 in 11 re#pondent# a(reed &o!en are di#cri!inated 'ro! parent#, 'ollo&ed *+ hu#*and# B48.1NC.

;hild !arria(e a# a(reed *+ 88.1 percent re#pondent# &a# the !a6or rea#on 'or increa#in( dropout o' (irl#, 'ollo&ed *+ hou#ehold &orkload B67.8NC and &eak econo!ic condition B71.3NC. Nearl+ hal' o' the re#pondent# reported to experienced une5ual en)iron!ent in 'a!il+ durin( their #tud+ &herea# a 'airl+ !a6orit+ B6%.9NC reported to ha)e e5ual en)iron!ent in #chool. Fa!il+ and #chool en)iron!ent &a# 'ound relati)e to the re#pondentA# current le)el o' education. "a6orit+ o' re#pondent# *elie)ed 'a!il+ B62.1NC and &o!en the!#el)e# B79.3NC &ere re#pon#i*le 'or i!pro)e!ent o' &o!enA# educational #tatu#. @o&e)er nearl+ 4 in 11 re#pondent# pointed the re#pon#i*ilit+ o' #tate. Re#pondent# (a)e a )ariet+ o' #u((e#tion 'or i!pro)e!ent o' &o!enA# education #tatu#. "o#t co!!on #u((e#tion# &ere e#ta*li#h!ent o' #chool, pro)i#ion o' 'ree education, chan(e in hou#ehold (ender relation, !a## ca!pai(n 'or creatin( a&arene## and !akin( policie# and pro(ra!!e e''ecti)e and conduci)e to pro!ote &o!enA# education. <62 Con"$u%&on /ender di#cri!ination ha# #e)eral a##ociated di!en#ion#. ,i#cri!ination in education 'acilitie# i# one o' the critical a#pect# &hich ha# li'e lon( i!pact. ;on#i#tent to the 'indin(# *+ pre)iou# #tud+, &o!en ar(ued that education doe# not co!e aloneM #e)eral other opportunitie# and capa*ilitie# 'ollo& education. $ *etter health, econo!ic and #ocial #tatu# i# o*#er)ed in education &o!en co!pared to tho#e denied 'ro! educational opportunitie#. -he proportion o' &o!en &ho percei)ed that &o!en are di#cri!inated in education i# #i(ni'icantl+ lar(e. -he+ ar(ue &o!enA# poor pro'ile i# the !ain rea#on 'or #uch di#cri!ination. $lthou(h chan(e# ha)e *een o*#er)ed, #ituation ha# not turned out to *e co!pletel+ 'a)oura*le to &o!en. -he+ ha)e to 'ace di#cri!ination either directl+ or indirectl+ at e)er+ #ta(e R 'a!il+, #chool, #ociet+ or #tate. ?o!enA# interpretation &a# apprecia*le a# the+ expre##ed *alanced opinion 0 ad!irin( the pro(re## and critici9in( the inco!petence.

It i# note&orth+ to re!e!*er a participant &ho co!!ented HH.. &he situation at present is more favourable to !omen. &his is because no! the national and international policies promote !omen's status. &he thing !e need is to only capitali$e the opportunities. -here i# nothin( to di#a(ree a*out thi# #tate!ent a# Nepal ha# no& co!!itted to !ain#trea! and e!po&er &o!en in education, e!plo+!ent and political participation and en#urin( (ender e5ualit+. -he policie# are !ore inclu#i)e and participator+. But &o!en are &orried *ecau#e o' pa#t practice#. -he+ #u#pect &hether the policie# &ill *e hone#tl+ i!ple!ented. ;on#iderin( &o!enA# ar(u!ent, 'a!il+ i# the critical in#titution &hich pla+# i!portant role to expand &o!enA# capa*ilit+. ?o!en 'eel di#cri!inated 'ro! parent#. Parent#A di''erential treat!ent# are *a#ed on the culture &hich place# a hi(her )alue on #on# than dau(hter#. -here'ore, &o!en !ade #u((e#tion# to chan(e the culture# that di#cri!inate *et&een #on# and dau(hter#. $ co!prehen#i)e a&arene## pro(ra!!e i# #u((e#ted to a&are parent# to encoura(e 'or !ana(in( education 'acilitie# to dau(hter# &ithout di#cri!ination. Still !arria(e ha# *eco!e a ter!inator o' &o!enA# #chool=colle(e attain!ent. $'ter !arria(e )er+ 'e& &o!en are a*le to !ana(e #chool=colle(e attendance. ?o!en #ilentl+ a(ree to ter!inate #chool=colle(e thinkin( it i# natural and cultural to do #o. -here'ore, al!o#t all re#pondent# concluded &o!en cannot co!plete the de#ired le)el o' education a((ra)ated *+ di''erent #ocial, econo!ic and cultural rea#on#. ?o!en are di##ati#'ied *ecau#e the+ ha)e not (ot appropriate opportunit+ to utili9e their education a*ilit+. -heir di##ati#'action &a# a(ain#t the 'a!il+ Bparent#C a# the+ percei)ed hou#ehold &orkload i# the *arrier 'or their poor educational per'or!ance. -he re#pon#i*ilit+ o' hou#ehold &ork re#t# on the #houlder o' &o!en. $# a re#ult the+ (et )er+ little #pare ti!e to la*our 'or acade!ic exerci#e#. $# a #olution, the+ ha)e #u((e#ted to #hare hou#ehold &orkload &hich reduce# *urden on (irl# and the+ (et !ore #pare ti!e

to continue #chool. ?o!en ha)e expected )er+ le## 'ro! the #tate. -he+ ha)e hi(her expectation 'ro! 'a!il+ &hich i#, *+ !an+ rea#on#, 6u#ti'ied either. Voice o' a F/, participant #hould *e re#pected. She co!!ented HH omen should not be limited to household !or". )t should be !ell understood by family% society and state that !omen have equal right to enjoy education and other opportunities as men do. $ 'ir! co!!it!ent and appropriate policie# and pro(ra!!e# are needed to en#ure education ri(ht o' &o!en in the tar(et o' D>ducation 'or $llD. <69 Im8$&"at&on% of t(e %tudy $ 'urther re#earch explorin( the !ale and rural &o!enA# perception &ould u#e'ul to under#tand (ender and (eo(raphical di''erence#. ?o!en &ant parent# *e cooperati)e on their education. @ence, parent# are #u((e#ted to pa+ e5ual attention to education o' (irl#. /o)ern!ent ha# to introduce 'a!il+ li'e education and i!ple!ent appropriate policie# and pro(ra!!e# e''ecti)el+ to pro!ote &o!enA# education. Political partie# need to concentrate on the educational i##ue# o' &o!en. Social or(ani9ation# are re5uired to &ork &ith rural and !ar(inali9ed co!!unit+ 'or #upportin( &o!enA# education.

RE1ERENCES
$char+a, ", %114, D;han(in( /ender Statu# 0 $chie)e!ent and ;hallen(e#D +opulation Monograph of 5epal :ol. )) B ath!andu< ;BSC. $char+a, ", %113, /ender "ain#trea!in( Strate(+ 'or "O>S, B ath!andu< S$@$V$/IC. $dhikari, L., %118, omen's +erception in 4ender Discrimination in 5epal , $n

.npu*li#hed ,i##ertation #u*!itted to ;entral ,epart!ent o' Population Studie#, -ri*hu)an .ni)er#it+, B ath!andu< ;,PSC. Binelli, ;., %114, 1ducational 4ender 4ap% )nequality and 4ro!th; 8 4ender 'ensitive 8nalysis, BLondon< .ni)er#it+ ;olle(e LondonC. Bi#ta, ", %113, <evie! of <esearch =iterature on 4irls' 1ducation in 5epal B ath!andu< .N>S;OC. Bell, ".P., "cLau(hlin, ".>. E Se5ueira, P.", %11%, D,i#cri!ination, hara##!ent and the (la## ceilin(< ?o!en executi)e# a# chan(e a(ent#D, Journal of (usiness 1thics, 48, 67086 B?e#tport< In'or!ation $(e Pu*li#herC. ,ollar, ,. and R. /atti, 1999, F/ender Ine5ualit+, Inco!e, and /ro&th< $re /ood -i!e# /ood 'or ?o!enLG +olicy <esearch <eport on 4ender and Development , ?ork0 in( Paper Serie# n.1 Fil!er, ,, 1999, F-he Structure o' Social ,i#paritie# in >ducation< /ender and ?ealthG +olicy <esearch <eport on 4ender and Development, ?orkin( Paper Serie# n.7 @addock, S and R. ;incotta, %116, >losing the 4ender 4ap in 1ducation; )s there 1vi# dence of 'hort#term Declines in 8dolescents 6ertility , B?a#hin(ton< Population $ction InternationalC.

"ini#tr+ o' @ealth and Population B"o@PC, %116, 5epal Demographic and 9ealth 'ur# vey ?@@A B ath!andu< "o@PC. OAB+rne ,P., %117, 9uman <ights; 8n )ntroduction B,elhi< Pear#on >ducationC. Pokharel, -., %117, 1quality< $ paper pre#ented on the occa#ion o' ?orld Population ,a+ %117 BPokhara< Pokhara .ni)er#it+C. Pradhan B., %116, D/ender and @u!an ,e)elop!entD <eadings in 9uman Development B ath!andu< .N,PC. Saitoti, .ht!l Sa)e -he ;hildren, %117, 'tate of the 4irls' 1ducation. ScoutPax, %118, Cne orld Cne +romise; 4ifts for +eace +lanning and 8ctivities . orld's Mother ?@@.; &he +o!er and +romise of /. Buality 1ducation and 'ocial )nclusion.

http<==&&&.i*e.une#co.or(=International=I;>38=>n(li#h="e#"O>=!e##a(e#=ken+a

Bhttp<==&&&.one&orldaction.or(C. Sen, $!art+a, 1999, D$##e##in( @u!an ,e)elop!ent Special ;ontri*utionD 9uman De# velopment <eport -DDD BNe& Oork< .N,PC. Sen, $!art+a, %111, )nequality< Lecture (i)en at Radcli'' In#titute at @ar)ard .ni)er#it+ on $pril %3, %111. .N>S;O, %114, 4ender <esponsive 5on#formal 1ducation in 5epal; 8 >ase 'tudy , B ath!andu< .N>S;OC. .N>S;O, %113, ,e!ocrac+, /ender >5ualit+, and ?o!enA# Literac+< >xperience 'ro! Nepal B ath!andu< .N>S;OC.

.N>S;O, %117%

inning +eople's

ill for 4irl >hild 1ducation; >ommunity Mobili$a#

tion for 4ender 1quality in (asic 1ducation, B ath!andu< .N>S;OC. .NI;>F, %11%, 8t a 4lance; (olivia.

http<==&&&.unice'.or(=in'o*+countr+=*oli)iaK%3162.ht!l .nice', %113, 'trategies for 4irls 1ducation, BNe& Oork< .nice'C. .nited Nation Population Fund B.NFP$C, %113, +rogramme of 8ction; 8dopted at the )nternational >onference on +opulation and Development% >airo -DDE BNe& Oork< .NFP$C. .nited Nation# B.NC, 1989, >onvention on 1limination of 8ll 6orms of Discrimination 8gainst omen BNe& Oork< .NC.

.nited Nation# ,e)elop!ent Pro(ra!!e B.N,PC, %113, 5epal 9uman Development <eport ?@@E B ath!andu< .N,PC.
?a#9ak, , S. -hapa and P. ,a)e+, %114, D-he In'luence o' /ender Nor!# on the Reproducti)e

@ealth o' $dole#cent# in Nepal R Per#pecti)e# o' OouthD , in Bott Saraha et. al. BedC &o!ards 8dulthood >xplorin( the Sexual and Reproducti)e @ealth o' $dole#cent# in South $#ia, B/ene)a< ?orld @ealth Or(ani9ationC.

$NN>S<
.6 ?ue%t&onna&#e (Eng$&%(*
111 11% ?hat i# +our current a(eL ?hat i# +our !arital #tatu#L ;o!pleted +ear#HHHHH Ne)er !arried ;urrentl+ !arried ?ido& ,i)orced=Separated ;o!pleted +ear#< HHHH.. @ill Brah!in=;hettri Pan6atie#=nationalitie# -erai ori(in ethnic (roup ,alit# Other# BSpeci'+C< HHHH. @indu Buddhi#t "u#li! ;hri#tian Other# BSpeci'+C< HH.. Illiterate Literate onl+ No #choolin( Pri!ar+ Lo&er #econdar+ Secondar+ Po#t Secondar+ Non0'or!al -echnical Other# BSpeci'+C< HHH $(riculture Pri)ate *u#ine## /o)ern!ent=pri)ate #er)ice Paid la*our Social &ork Politic# @ou#e&i'e Student No occupation Other# BSpeci'+C< HHHH. ath!andu )alle+ Out o' ath!andu )alle+ Other# BSpeci'+C< HHHH 1 % 4 3 1 % 4 3 1 % 4 3 1 % 4 3 7 6 8 2 9 1 % 4 3 7 6 8 2 9 1 %

114 113

I' !arried, &hat &a# +our a(e at !arria(eL ?hich ca#te=ethnic (roup +ou *elon( toL

117

?hich reli(ion do +ou *elon( toL

116

?hat i# +our education #tatu#L

118

?hat i# +our current occupational #tatu#L

112

?here i# +our place o' *irthL

+6 D&%"#&m&nat&on &n edu"at&on

%11 %1%. ,o +ou a(ree &o!en are di#cri!inated in educational opportunitie#L In +our opinion, do &o!en (et e5ual acce## to education a# !enL Oe# No ,onJt kno& Oe# No 1 % 4 1 %

%14.

I' no, &h+ donJt (et e5ual acce##L

%13. %17.

$re all &o!en a*le to co!plete de#ired le)el o' educationL I' no, &h+L

%16. %18.

In +our opinion, do &o!en ha)e opportunitie# to utili9e their 5uali'icationL I' no, &h+L

%12

In +our opinion &o!en 'ro! &hich (roup are di#cri!inated in educational opportunitie#L

%19

?hat are the !a6or rea#on# &o!en di#cri!inated in educational opportunitie#L

are

%11.

?h+ are &o!en di#cri!inated in educational opportunitie#L ?hat are con#e5uence# i' &o!en &ere re#tricted to 6oin #choolL

%11.

%1%.

?hat are the con#e5uence# i' &o!en do not (et 'a)ora*le en)iron!ent in #chool=educational in#titution#L

%14.

?hat are the con#e5uence# i' &o!en &ere una*le

HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH. Oe# No HHHHHHHHHHHHHHHHHH.. HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH. Oe# No HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH Ooun(=adole#cent >lderl+=a(ed Poor=!ar(inali9ed=di#ad)anta(ed ,alit# "i(rated=di#placed ?ido&=#in(le Pre(nant ;hildle## &o!an=in'ertile @andicapped .ne!plo+ed $ll &o!en Other# BSpeci'+C< HHHHHH.. ;ultural=reli(iou# nor!# Le(al (round# "ar(inali9ation Patriarchal #ocial co!po#ition >cono!ic li!itation ?orkload Other# BSpeci'+C<HHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH.

1 %

1 %

1 % 4 3 7 6 8 2 9 11 11 1 % 4 3 7 6

to co!plete educationL

%13.

?hat are the con#e5uence# o' di#cri!ination in educational opportunitie# in &o!enJ# li)e#L

%17.

Fro! &ho! are &o!en educational 'acilitie#L

di#cri!inated

in

%16.

@o& are &o!en di#cri!inatedL B$ccounta*le to :N %17C

%18

?h+ i# dropout rate 'or (irl# hi(herL

%12.

@o& doe# each 'actor a''ect 'or dropout rateL B$ccounta*le to :N %18C

%19.

@o& &a# the 'a!il+ en)iron!ent &hen +ou are=&ere #tud+in(L @o& &a# the #chool=colle(e en)iron!ent &hen +ou are=&ere #tud+in(L ?ho #hould *e !ore re#pon#i*le 'or i!pro)in( &o!enJ# educational #tatu#L

%%1.

%%1.

%%%

?hat do +ou &ant to #u((e#t i!pro)in( &o!enJ# educationL

HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH P#+cholo(ical har! =depre##ion= 'ru#tration Ne(ati)e i!pact on career de)elop!ent Li!ited opportunitie# ,i#tre## on pu*lic li)e#=participation Lo## o' creati)it+ Increa#ed dependenc+ Increa#ed con#er)ati)ene## Lo## o' con'idence Other# BSpeci'+C< HHHHHHH Parent# @u#*and State School teacher# Friend# Other#<HHHHHHH HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH ,o!e#tic &orkload >arl+ !arria(e Lack o' (irl 'riendl+ #chool Sexual=!ental hara##!ent in #chool Inappropriate education polic+ ?eak econo!ic condition o' 'a!il+ Other# BSpeci'+C<HHHHHHHH. HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHH >5ual to !ale !e!*er Fa)oura*le to !ale Fa)oura*le to 'e!ale Other# BSpeci'+C<HHHHHHHHH. >5ual to !ale #tudent# Fa)oura*le to !ale Fa)oura*le to 'e!ale Other# BSpeci'+C<HHHHHHHHH. State Fa!il+ ?o!en the!#el)e# Social or(ani9ation# Other# BSpeci'+C< HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH

1 % 4 3 7 6 8 2 1 % 4 3 7

1 % 4 3 7 6

1 % 4 1 % 4 1 % 4 3

HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH

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