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首页> 外文期刊>Evolutionary and Institutional Economics Review >'Work Experience Education' in secondary schools in India: a women's empowerment perspective
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'Work Experience Education' in secondary schools in India: a women's empowerment perspective

机译：印度中学的“工作经验教育”：妇女的赋权观点

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This study looks at women's education in India, arguing that young women should be empowered to enter the labor market. Women's empowerment, along with school education, is one of the main contributors to women's participation in the workplace. This study examines Work Experience Education (WEE) in secondary schools from the perspective of women's empowerment. WEE, as a subject, reduces socio-economic disparities and helps participants achieve self-improvement through practical activities and experiences. Interviews with teachers and student questionnaires were conducted in secondary schools in Ⅹ city in Maharashtra to examine current teaching approaches and students' acceptance of teaching. Results showed that first, current classroom activities differ from the original curriculum. Second, teachers and students, especially male students had expectations associated with teaching/ acquiring disciplinary knowledge and multiple skills (two out of the three components of WEE). Third, WEE contributes to three aspects of women's empowerment: access to resources, job opportunities, and the acquisition of decision-making skills. However, few students or teachers expected to receive a boost in self-esteem, one of the key aspect of women's empowerment. The present study indicates that enhanced self-esteem is a crucial element in women's work-related education in South Asian developing countries, where development is based on a patriarchal system. The results of this study indicate that WEE in its current form does not establish sufficient levels of self-esteem, a crucial component of women's empowerment.
机译：本研究介绍了印度的女性教育，争论年轻妇女应该有权进入劳动力市场。妇女的赋权以及学校教育是妇女参与工作场所的主要贡献者之一。本研究从妇女赋权的角度审查了中学的工作经验教育（WEE）。作为一个主题，黎明减少了社会经济差异，并帮助参与者通过实际活动和经验实现自我改善。在马哈拉施特拉邦的ⅹ城中中学进行了与教师和学生问卷的访谈，审查当前的教学方法和学生接受教学。结果表明，首先，目前的课堂活动与原始课程不同。二，教师和学生，特别是男性学生对教学/获得学科知识和多种技能有关的期望（其中三个组成部分）。第三，吴致力于妇女权力的三个方面：获得资源，就业机会和收购决策技能。然而，有很少的学生或教师预计将获得自尊的自尊，是妇女赋权的关键方面之一。本研究表明，增强的自尊是南亚发展中国家妇女与妇女的工作相关教育的关键因素，在发展是基于父权制系统。本研究的结果表明，其目前的形式未建立足够的自尊水平，是妇女赋权的重要组成部分。

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