1. 1
Education is a key part of strategies to improve individuals' well-being and societies' economic
and social development. One contemporary phenomenon is that women should be formally
educated as equally as men. In the past, there was practically no formal education for women.
When education was first available to women, it was only a few women of the upper classes who
were given some education. But, even here, there was tremendous social resistance. The notion
of providing education to female children never entered into the minds of parents. It was well
established then that the place of the woman was the home and that women were to remain poor
and only get married. With the coming of feminists, the scenario has changed significantly,
though marginally in some places. The liberal feminists believe, as this paper outlines, that
education is the solution to the problems that women experience in society.
According to Tong, (1989) liberal feminism is an individualistic form of feminist theory, which
focuses on women’s ability to maintain their equality through their own actions and choices.
Liberal feminists argue that society holds the false belief that women are, by nature, less
intellectually and physically capable than men; thus it tends to discriminate against women in the
academy, the forum, and the marketplace. Groenhout, (2002) asserts that liberal feminists believe
that "female subordination is rooted in a set of customary and legal constraints that blocks
women’s entrance to and success in the so-called public world". They strive for sexual equality
via down to earth political and legal reform. Probably the most positive thing liberal feminism
has for itself is the fact that it has contributed to considerable social change, especially in relation
to employment opportunities and conditions, and social policy.
Acker, (1987) elucidates that the main aim of the liberal feminists is the creation of equal
opportunities, particularly in education and work. Liberal feminists writing about education use
concepts of equal opportunities, socialization, sex roles and discrimination. Their strategies
involve altering socialization practices, changing attitudes and making use of relevant legislation.
According to Groenhout, (2002) imposing different educational expectations on men and women
was not only unjust but also counterproductive, tending to create less productive female citizens
with "artificial, weak characters" Both sexes, Wollstonecraft argued, have the capacity to reason;
hence both should be educated as to enhance their rationality, which she defined as the ability to
act as fully responsible moral agents. Mill on the other hand feared and thought that when
provided with the same educational and civic opportunities that men had, most women would

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choose to remain wives and mothers, improving domestic life for the family. Acker, (1987)
argues that regardless, many feminists noticed that the liberal feminist goal of removing legal
and social barriers to the full participation of women in education and employment did not
completely address the issue of women's challenges. Two issues in particular remained to be
addressed: the economic condition of women and the structure of the family. This was realized
when disparities between men and women continued due to society views concerning the
subordinate and domestic roles of women.
The problems that women face all over the world are related. Puja, (2005) notes that gender bias
can be seen among working women in the offices where either in promotional ranking or
distributing pivotal works, men sweep them off. Even when it comes to physical labour, women
are discarded with the excuse of them being physically weak than men. Although, this has seen a
change recently and more and more women are indulging themselves into any kind of work, out
of their comfort zone. Oftentimes, it can be seen in some families that parents are deviated from
their daughters towards their sons. Rahman, (2014) adds that certain cultures tend to lean more
on sons in respects to education, career and other personal affairs such as property distribution.
To them, daughters receiving their basic education and are made to sit back home for domestic
roles. It is also believed by such people that a woman, once married, should look after her
children and husband and the breadwinner is always supposed to be the male member of the
family. The woman is almost is always an object prone to gender based violence by the male.
This goes along with sexual harassment and abuse from an early age; while rape cases are
equally common. More than often, women are seen as someone who should always maintain a
low profile and keep it silent most of the time as that reflects her “beauty”. Purghat, (2001)
recounts that according to traditional status: the first duty of a woman is to be a good daughter.
The second is to be a good wife. And the third is to be a good mother. With good education, a
woman can still keep these roles and perform them better. This does not mean that women
should go for professional studies in these areas. Education teaches a mother what she should be.
It also teaches her how she would do it to be a good daughter, a good wife and a good mother.
The assertion that educating a woman would end women’s problems may be seen to be an
understatement because in fact it is everyone who benefits. Napoleon once said," Give me good
mothers, I'll give you a good nation". Moreover, Simo, (2013) asserts that the living standard of

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people increases by female education as educated women get employment opportunities and they
can also contribute in supporting their family financially. This way, they no longer have to
depend on males and the socio-economic condition of women improves. As a result, gender
discrimination is controlled. Education of women can also be helpful in eradicating social evils
like dowry problem, unemployment problem, sati system, etc. This way, social peace can be
established. According to Valentine, (1998) as women's educational attainment has increased,
more women have moved into the job market. But women's participation in the labor force is still
low.
Women education is well established where girls are given sound education. Improving girls'
educational levels has been demonstrated to have clear impacts on the health and economic
future of young women, which in turn improves the prospects of their entire community. Infant
mortality rate of babies whose mothers have received primary education is half that of children
whose mothers are illiterate. In the poorest countries of the world, 50% of girls do not attend
secondary school. Yet, research shows that every extra year of school for girls increases their
lifetime income by 15%. Improving female education, and thus the earning potential of women,
improves the standard of living for their own children, as women invest more of their income in
their families than men do (UN, 2000).
That women might have the chance of a healthier and happier life should be reason enough for
promoting girls' education. However, there are also important benefits for society as a whole. An
educated woman has the skills, information and self-confidence that she needs to be a better
parent, worker and citizen. An educated woman is, for example, likely to marry at a later age and
have fewer children. Cross-country studies show that an extra year of schooling for girls reduces
fertility rates by 5 to 10 per cent. And the children of an educated mother are more likely to
survive. In India, for example, the infant mortality rate of babies whose mothers have received
primary education is half that of children whose mothers are illiterate. An educated woman will
also be more productive at work -- and better paid. Indeed, the dividend for educational
investment is often higher for women than men. Studies from a number of countries suggest that
an extra year of schooling will increase a woman's future earnings by about 15 per cent,
compared with 11 per cent for a man (UNICEF, 1996). This has also been stressed by Dwyer and
Bruce, (1988) that as female education rises, fertility, population growth, and infant and child

4. 4
mortality fall and family health improves. Increases in girls' secondary school enrollment are
associated with increases in women's participation in the labor force and their contributions to
household and national income. Women's increased earning capacity, in turn, has a positive
effect on child nutrition. Children — especially daughters — of educated mothers are more
likely to be enrolled in school and to have higher levels of educational attainment. Educated
women are more politically active and better informed about their legal rights and how to
exercise them.
The influence of an educated woman is overarching. Purghat, (2001) expresses that having
experienced problems herself, she understands the difficulties faced by other women. She is
therefore more sympathetic to their cause. Also, with the armor of education around her, she acts
in a way as ‘motivator and a leader of the movements to remove social malaise from the society.
She can share very intimate relationship with other women and therefore, promote them to voice
their grievances. She then acts as a carrier of their aspirations and lets the people in power know
it. Having studied history and politics herself, she understands the power of unity. So she can act
as the force to unify the unprivileged section of the society and’ then force leaders to accede to
its demands. Of course, she acts as a grand role model for other women to follow. To her
children, the mother exercises a very great influence over their lives and is able to mould their
thoughts and characters. Puja, (2005) asserts that if a woman is educated she will make such an
impression on the mind of her child, that it will enable him in later life to grow into a good and
great man. As an educated mother, she knows better the importance of cleanliness and well
balanced nutritious diet. So she produces children who are healthy and also conscious of their
civic duties. She acts as a very good civic teacher.
Women are the mothers of the future generations. If women are educated, the future generation
is also educated. Educated mothers teach their children good values and enables them to become
responsible citizens of tomorrow. All the campaigns for following traffic rules, fighting diseases
and hygiene will be a waste if the woman of the family is uneducated and they will be not only
very ineffective but sometimes even unnecessary if the woman of the family is educated.
Purghat, (2001) argues that a man may get himself educated for purely economic reasons and
being the sole bread earner. In most of the cases, he doesn't pay so much attention or is inspired

5. 5
as much for his children's education as his educated wife would be. So by teaching women, we
are in fact creating a torch bearer of change, a harbinger of literacy.
Education is the single most important determinant of both age at marriage and age at first birth
where women give birth soon after marriage. Educated women generally want smaller families
and make better use of reproductive health and family planning information and services in
achieving their desired family size. Women with more education also tend to have healthier
families. Most women know something about modern contraception, but more-educated women
tend to know about a wider range of available methods and where to get them (UNESCO, 2002).
According to UN, (2000) it is not enough to make education more widely available; the quality
of the education also needs to be improved. Educational systems should be sensitive to the
specific needs of girls and women. The gender gaps in education vary greatly across countries
but are generally wider in countries where overall literacy and school enrollment are lower. The
international community recognizes that unless girls' education improves, few of the MDGs will
be achieved. Two of the goals deal specifically with female education and women's
empowerment. Goal 2 is to achieve universal primary education by 2015 for all children. MDG
3 is to promote gender equality and empower women by eliminating gender disparities in
primary and secondary education, preferably by 2005, and at all levels of education no later than
2015 (UN, 2003). As more women get educated, the levels of illiteracy decline.
Though girls and women have made much educational gains in recent years, they still have a
long way to go before their historic educational disadvantage is eradicated. The education
system, like many other social institutions, has long been discriminatory towards the women.
Many INGOs and NGOs like UNESCO, UNICEF, UNDP have been working with the objective
to educate females and uplift the conditions of women. Women activists, who generally come
from the educated segments of society, are challenging the status quo; demanding equality in the
family and society; and calling for women's economic, political, and social empowerment.
Education helps women take advantage of opportunities that could benefit them and their
families, preparing women for the labor force and helping them understand their legal and
reproductive rights. All matters working together, the status of women in society would be
upheld and their problems would, at least be regarded on the same footing with the male.

6. 6
References
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Education. Volume 33, Issue 4, pp 419-435.
Dwyer, D. and Bruce, J. (1988) A Home Divided: Women and Income in the Third World.
Stanford, CA: Stanford University Press.
Groenhout, R. E., (2002) "Essentialist Challenges to Liberal Feminism." Social Theory and
Practice 28:l, 51-75.
Pedersen, J. S., (1987) Education, gender and social change in Victorian liberal feminist theory.
History of European Ideas. Volume 8, Issue 4-5.
Puja, M., (2005) The Necessity of Women’s Education. Bombay: Murah.PH.
Purghat, H., (2001) Teach a man and you teach an individual, teach a woman and you teach a
generation. Mysore: University of Mysore.
Rahman, A., (2014) Problems Women Face all Over the World. Education Lifestyle. July 5, 2014
Simo, R., (2013) Female Education in Nepal. Female education Nepal.
Tong, R., (1989). Feminist Thought: A Comprehensive Introduction. Oxon: Unwin Human.
UNICEF, (1996) Girls Education: A lifeline to development. UNICEF.
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accessed january, 4 2015).
United Nations, (2000) The World's Women 2000: Trends and Statistics. NY.
United Nations Educational, Scientific, and Cultural Organization (2000) Institute for Statistics,
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Valentine M. M., (1998) Women, Work, and Economic Reform in the Middle East and North
Africa (Boulder, CO: Lynne Rienner Publishers, 1998).

7. 7
Some liberal feminists believe that education is the solution to the problems experienced by
women. Discuss.