Volume 4, Issue 1, 1998/1999
Table of Contents

Women in Technology

By K.S. Babai
Principal, Dr. Dharmambal Government Polytechnic for Women
Chennai, India

Like their counterparts anywhere in the world, women in India are called on to perform multiple roles as daughters, wives, mothers, homemakers and workers. Meeting the demands of each of these callings requires a strong socio-economic support framework. The Government of India and the State Governments have therefore focused their attention on the liberation of women through education. The participation of women in all forms of education, and particularly in technical education, is seen as a necessary prerequisite to their full integration in the country’s economic and social development.

It has been observed that girls perform better than boys in high school and in competitive examinations. However, enrollment figures differentiated by gender show women lagging behind in the attainment of technical education. One of the various socio-economic constraints inhibiting the enrollment of women in technical courses is an unwillingness on the part of parents to enrol their female children due to the misconception that this type of training is strenuous and employment prospects are doubtful. In addition, traditional economic priorities within the family often do not allow for the education of women or for entry into the institution or course of choice. The lack of hostel or accommodation facilities and concerns for safety while working and travelling also contribute to the less-than-optimal enrollment of women in post-secondary technical institutions.

Bringing down the barriers

The technological developments of recent decades, coupled with educational and social necessities, are slowly bringing down some barriers and encouraging enormous changes in the attitude, status and role of women in relation to nation building. For example, the growth of Engineering Colleges and Polytechnics, coupled with current government policy that reserves a certain percentage of seats for women in the education and work sectors, has resulted in a gradual increase in the number of women enrolling in post-secondary technical institutions. Entry into the Polytechnic system provides the initial knowledge and training to strengthen inherent capabilities and build careers. Ability and technical education will be an essential combination for women, especially as they ascend to higher-level, technological jobs in a competitive, male-dominated sphere.

During the past decade, the number of women entering Polytechnics has been high compared to Engineering Colleges, perhaps due to the many academically autonomous polytechnics exclusively for women. The role of these institutions is significant in terms of their ability to develop courses to suit the specific requirements of women. However, some courses offered to women, such as Electronics, Computer Science, Architecture Assistantship, Commercial Practice, Interior Design, Instrument Technology and Food Technology, become hobby rather than professional courses and thus fail to measure up to the high technical standard demanded by the relevant industry. To fully equip women for the technologically-oriented work force, the Polytechnic syllabi must be reformulated so that graduates can meet the employment needs of industries or align themselves with the potential for entrepreneurship.

Designed to strengthen the industry-relevance and curriculum of the polytechnic system in India, the Canada India Institutional Cooperation Project (CIICP) involves 13 Polytechnics in the southern States of Karnataka, Kerala and Tamil Nadu. In partnership with the Canadian International Development Agency and the Association of Canadian Community Colleges, CIICP initiatives have included building Industry Institution Interaction and Curriculum Development Cells within institutions. During recent endeavours to revise the curriculum in the Polytechnics, it was encouraging to see a large number of industries and organizations participate in the type of interaction that builds employers’awareness of the suitability and availability of women in the work force, raises the institution's awareness of the industry's need and promotes the sharing of resources for mutual benefit.

Impact

The impact of technical skills training on women can be seen most clearly through actual case studies. Consider the case of Ms. Niraimathi, a good, academically-sound Computer Science student. Ms. Niraimathi was exposed to the Quality Circle - a group which reviews and monitors institution-industry interaction. Eventually she led her group to participate in national and international conferences and train industry and educational institutional representatives in Quality Circle concepts. No longer just a good student, Ms. Niraimathi has seen how she can excel and aim high by embracing the more intangible aspects of her education.

Hailing from a humble background, Ms. Sathyavathi is a 48 year-old self-made entrepreneur - a strong woman who is receptive to new ideas and willing to learn. We first met her selling home-made juices, jams and pickles. Upon seeing her success as a small-scale entrepreneur, the Women in Development Cell of the Polytechnic asked Ms. Sathyavathi, along with other women entrepreneurs, to address the students through an informal seminar. Ms. Sathyavathi was thrilled to be recognized as a role model; the experience has given her confidence in her abilities and she continues to improve her skills. She recently took driving lessons and was subsequently offered a job as a driver - a unique occupation for women in India.

Another example concerns a female faculty member of a CIICP Polytechnic. In management workshops and other meetings, this woman appeared unobtrusive, shy and unwilling to opt for training or accept additional assignments other than her teaching duties. Yet, after she was identified as back-up for the Staff Development Manager of her Polytechnic, she became, in her own words, a "transformed person." Her outlook is now confident and focussed and her communication skills and level of interaction are dynamic. Motivation, encouragement, exposure and direction can nurture otherwise dormant talents. The resulting change in a person may be subtle or marked but it is always for the better.

Issues

A quick scan shows that there is no lack of opportunities for women. So, how do we explain the low percentage of the female work force in the technical field? How do we perceive the fact that the percentage of women employed in states such as Kerala and West Bengal does not match the high percentage of educated women living in the same states? Do women seek education with a purpose? Will offering technical education, job-oriented and job-relevant courses give women a sense of purpose, of a duty? What about the fear that a purposeful education will dilute or distort the role of mother or wife?

To find the best answers, we must first explore the avenues which support the wider participation of women in technically-oriented post-secondary education. One specific step is to educate the parents and wards so that they discard the notion that women are not suited for technical jobs. As such, the Government Polytechnic for Women organized an Open House and a "Poly at Work" session for the students of high schools to raise awareness in the community. The Polytechnic has also found that designing courses with flexible hours is an important factor in making technical education more attractive to women. The concept of Continuing Education, one of the CIICP initiatives in the polytechnic, is working successfully in fulfilling this need. Entrepreneurship, self development and career guidance programs also help women to address the issues of access to education and jobs, work performance and employment searches. These types of services have been extended to women outside the polytechnic through integrated activities such as the Community Polytechnic Scheme.

What are the next steps? While considering the changes needed to ensure equal opportunities for women in technical education, we must remember that the framework must fit to what women want and will use. With all the roles that women enjoy, a technical education should compliment rather than complicate a woman’s life. Let us choose our steps accordingly.

The Indian Women's Polytechnics’ Philosophy...