Women's Declining Employment with Access to Higher Education: Issues and Challenges

Autor/in	Sangar, Sunita
Titel	Women's Declining Employment with Access to Higher Education: Issues and Challenges
Quelle	In: Higher Education for the Future, 1 (2014) 2, S.155-171 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/2347631114539887
Schlagwörter	Access to Education; Womens Education; Enrollment Trends; Higher Education; Employment Level; Urban Areas; Outcomes of Education; Foreign Countries; College Graduates; Gender Differences; Females; India + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Beschäftigungsgrad; Urban area; Stadtregion; Lernleistung; Schulerfolg; Ausland; Hochschulabsolvent; Hochschulabsolventin; Geschlechterkonflikt; Weibliches Geschlecht; Indien
Abstract	Access to higher education opened up avenues for more women workforce in decent employment contributing to the national economy. Government policies/schemes played a significant role in improving this significant indicator of women empowerment. This access also had an impact on their enrolment and choice of subjects but was accompanied by several challenges. More women in higher education were not accompanied by increase in employment for women, and have remained vastly inadequate. This is evident from the declining workforce participation rate for women in the country. This article attempts to analyze this disconnect or mismatch between higher education and employment for women despite phenomenal improvements in their access to higher education in India especially in the urban context. It highlights the key reasons pertaining to this disconnect and emphasizes that the quest of women's declining employment can only be resolved by plugging the gap between higher education and employment for women in future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01