Transgender Empowerment through Education: Role of Higher Education Institutions (HEI’s) With Reference to New Education Policy (NEP) 2020

Prakasha.C, Research Scholar, Department of Education, Kuvempu University, Shankaraghatta, Shivamogga, Karnataka, India. E-mail: prakasha88birur@gmail.com

Phone: 9036947434, 9113267940

Dr.JagannathK. Dange, Professor and Dean Department of Education, Kuvempu University, Shankaraghatta, E-mail: drjkdange@gmail.com

Abstract

The recognition of transgender rights and identities has progressed significantly, yet transgender individuals, particularly students, continue to face unique challenges in education. The article discusses the educational challenges faced by transgender individuals in India, highlighting the historical context of their recognition and the low literacy rate. It highlights discrimination, stigma, and limited access, lack of gender-sensitive facilities, mental health issues, and bullying. The Indian National Education Policy 2020 aims to promote inclusivity and equity through multidisciplinary curricula, equitable access, special education programs, and diversity. Higher education institutions are urged to implement non-discrimination policies, offer affirmative action, and create a welcoming campus climate. Collaboration among institutions, policymakers, and communities is crucial for empowering transgender individuals.

Keywords: Transgender, Inclusive, Discrimination, New Education Policy (NEP) 2020, Sensitization, Higher Education Institutions (HEI’s), LGBTQ+.

Introduction                               

The recognition of the rights and identities of transgender individuals has increased in recent years, but challenges persist, especially in the realm of education. The article discusses the educational status of transgender individuals, highlighting their unique challenges in higher education. It emphasizes the importance of higher educational institutions in fostering inclusivity and support. Transgender individuals, who often identify with a different gender, were included in the 2011 census as a third group. The goal is to encourage a deeper understanding of these barriers and advocate for necessary changes to make higher education more welcoming and equitable. The census included only male and female gender categories, with no option for a third gender. However, the Indian Supreme Court accepted transgender people as a third gender in 2014, confirming their inclusion in the population count (Pallav Das, 2019). India's transgender population is around 4, 87,803 with a literacy rate of 57.06%. In 2011, there were 54,854 transgender children below six. The NEP-2020 aims to empower transgender education and dismantle age-old barriers. The national education policy draft, released in March 2019, was approved by the government on July 29, 2020. The revised policy aims to promote transformation and holistic growth in education, replacing the 34-year-old policy.(Thakur, P., & Kumar, R. 2020). The Indian National Education Policy (NEP) 2020 recognizes the discrimination and special difficulties faced by transgender students and seek to advance their inclusion and assistance. It highlights how important it is to create a more equal and inclusive learning environment. The promotion of transgender empowerment through education is emphasized in this article by higher education establishments.

Status of Transgender Education in India

The educational status of transgender students in India is a significant issue, as they lack understanding of their identity and are considered the third or new gender in the Indian Constitution. Their lack of social and cultural engagement restricts access to public spaces, healthcare, and education, violating their constitutional rights to equality and protection under the law.(Ashok Raj, 2019).

The 2011 Indian census marked the first time transgender persons were included in the census, marking a significant shift in the classification of genders. Previously, only male and female were included in the census. However, in 2014, India's Supreme Court recognized transgender persons as a third gender. Despite this, transgender individuals continue to pursue education, demonstrating their right to education under the Universal Declaration of Human Rights.(Vats, N.K 2017). Additionally, the census showed that the transgender community had a low literacy rate 46% compared to the general population's 74%. The low literacy rate among transgender is a result of their persecution and prosecution.

Educational Status

Transgender people in India lack a preferred education system, leading to a loss of family and educational environment, resulting in discontinuation of education and putting future employment at risk. Despite being predominantly illiterate or undereducated, they may become reticent to seek higher education due to low enrolment rates and high dropout rates.(Raj Kumar, 2016).

Problems of Transgender students

In India, the National Education Policy (NEP) 2020 seeks to address a number of systemic concerns, among them the acceptance and assistance of transgender students. The NEP highlights the need for a more inclusive and equitable learning environment while acknowledging the particular difficulties and discrimination experienced by transgender students. According to the NEP 2020, transgender students face a number of issues, including:

1. Discrimination and Stigma: Transgender students frequently experience prejudice and stigma from their peers as well as from educators and school officials. The NEP recognizes that schools and colleges need to foster an environment that is more inclusive and non-discriminatory.

2. Lack of Access to Education: Bullying, harassment, and a lack of acceptance and support from educational institutions are major causes of school dropout for transgender students. The goal of the NEP is to make education more accessible to everyone, including transgender people.

3. Absence of Gender-Sensitive Facilities: Restrooms and changing areas those are transgender or gender-neutral are commonplace in educational institutions. The NEP places a strong emphasis on the development of inclusive facilities and infrastructure.

4. Mental Health and Well-Being: The stress of discrimination and social rejection causes transgender students to frequently experience mental health issues. The NEP acknowledges that educational institutions require mental health support services.

5. Bullying and Harassment: Transgender students who experience bullying and Harassment may experience a decline in their self-worth and academic achievement. Strict anti-bullying policies and enforcement are emphasized by the NEP-2020.

Challenges of the transgender students

Recognizing the particular difficulties faced by transgender students, India's National Education Policy (NEP) 2020 seeks to address these problems in order to build a more welcoming and equal learning environment. According to the NEP 2020, transgender students encounter a number of difficulties, such as:

1. Limited Access to Education: Due to societal discrimination, a lack of understanding, or a fear of harassment, many transgender people may have limited access to education, which can lead to lower enrolment and higher dropout rates.

2. Lack of Sensitivity and Awareness: When it comes to transgender issues, teachers and staff may not be sensitive enough, which can result in miss gendering, insensitivity, and a lack of support for transgender students.

3. Bullying and Harassment: Transgender students are more likely to face violence, harassment, and bullying both inside and outside of the school, which has a detrimental effect on their mental and emotional health.

4. Absence of an Inclusive Curriculum: Transgender students are further alienated when educational materials and curricula fail to address transgender issues, history, or contributions.

5. Gender-Insensitive Facilities: The absence of gender-neutral changing areas and restrooms in many schools can cause transgender students to feel uncomfortable and subject to discrimination.

6.  Legal and Policy Gaps: Transgender students may face obstacles in the form of trouble obtaining documents of identification that correspond to their gender identity or trouble applying for financial aid or scholarships due to legal and policy gaps.

7. Lack of empathy and need for advice: Pervasive societal norms and prejudice denounce transgender people by teachers. This insensitivity of teachers towards the transgender community negatively affects them. Most members of the educational fraternity lack knowledge and sensitivity to transgender issues and are hesitant to provide education (Prakasha C., Jagannath K. Dange, 2023).

8. Inclusion in Schools, Colleges, and Universities: Including transgender students in high school and college may present challenges. It is very challenging to provide transgender students with the same educational opportunities as other students of the same gender because of the inclusion issue with both male and female students.(Prakasha C., Jagannath K. Dange, et.al, 2022).

Role of Higher Education Institutions (HEI’s)

1. Multidisciplinary and Flexibility: NEP 2020 promotes the adoption of a multidisciplinary approach and increased course structure flexibility in higher education institutions. This aids in meeting the needs and interests of a wide spectrum of students. Programs should be created by institutions to accommodate a diverse range of students, including those from underrepresented groups and those with disabilities.

2. Equitable Access: The goal of inclusive education is to give everyone, regardless of gender, physical ability, or socioeconomic background, equitable access to high-quality education. Institutions of higher learning should endeavour to remove obstacles to admission, such as cost, location, and discriminatory policies.

3. Special Education Programs: In order to support students with disabilities, higher education institutions must create special education programs, according to NEP 2020. To guarantee that no one is left behind, this may entail offering support services, accessible infrastructure, and assistive technologies.

4. Local Language and Culture: In higher education, the policy promotes the use of local languages and cultures. Through fostering a connection with students' backgrounds and improving accessibility, this can contribute to the inclusiveness of education.

5. Diversity and Inclusion: Academic institutions should make a concerted effort to increase the diversity of their faculty, staff, and student body. In order to foster an environment that is welcoming to everyone, they should also put anti-discrimination policies and practices into place.

6. Mentoring and Support: To assist students in meeting their needs and making educated decisions, NEP 2020 recommends the creation of academic and career Counsellingcentres. This holds special significance for students hailing from underprivileged backgrounds.

7. Research and Innovation: In order to better meet the needs and styles of a diverse student body, higher education institutions are expected to conduct research and innovate in the areas of pedagogy, technology, and teaching practices.

8. Teacher Training: In order to give educators the tools they need to successfully serve a diverse student body, NEP 2020 suggests improving teacher training initiatives. Training in inclusive teaching techniques and strategies may fall under this category.

9. Technology Use: Using technology to its full potential can help create a more inclusive learning environment. To guarantee accessibility for all students, higher education institutions should make investments in digital resources, assistive technologies, and online learning environments.

10. Community Engagement: Working together with non-governmental organizations and local communities can assist higher education institutions in reaching out to marginalized groups and promoting inclusivity in education at the local level.

11. Curriculum Development: Topics and issues pertaining to transgender people should be included in university curricula. Courses on LGBTQ+ studies, gender studies, and other pertinent topics can fall under this category. Universities give students the chance to learn about transgender issues and experiences by offering these kinds of courses.

12. Training for Faculty and Staff: Educating faculty and staff about transgender issues and inclusivity is crucial. By ensuring that faculty and staff are aware of the particular needs and challenges faced by transgender people, this training can help foster a more supportive environment for transgender students.

13. Support Services: Educational institutions ought to set up transgender student-specific support services. Counselling services, gender-neutral restrooms, and housing options that honour transgender students' gender identities are a few examples of this. The goal of these services is to establish a welcoming and safe campus community.

14. Non-Discrimination and Inclusivity: Academic institutions ought to proactively foster a culture that is both non-discriminatory and inclusive. This entails establishing guidelines and procedures that forbid prejudice against transgender students and guaranteeing that every student is accorded respect and dignity.

15. Affirmative Action and Scholarships: Universities can use affirmative action policies to promote access to higher education for transgender people and address historical disadvantages. For transgender students, they can also offer financial aid and scholarships tailored to their needs in order to support their academic endeavours.

16. Campus Climate: It's critical to establish a friendly campus environment. Events, workshops, and support groups that encourage acceptance, diversity, and inclusion can be arranged by universities. These programs help to create a welcoming environment for transgender students as well as all other students.

17. Collaboration: In order to jointly work towards establishing a more inclusive educational system and society, universities can collaborate with LGBTQ+ organizations, governmental bodies, and other institutions. Cooperation can support policy changes and assist in addressing systemic issues.

18. Examination fee exemption: Examining bodies such as UGC, UPSC, SSC, KPSC, NTA, KEA, and others ought to waive examination costs for transgender individuals, enabling them to take more exams and gain enhanced trust in their careers.

19. Reimagining Vocational Education: To fully realize India's demographic dividend, this policy aims to achieve skills developed among at least 50% of learners through the school and higher education system by 2025. Over the next ten years, vocational education will be gradually introduced into all educational institutions. The selection of focus areas will be determined by mapping local opportunities and conducting a skills gap analysis. Technical and vocational education will be integrated into a broader liberal education framework. This decision will be overseen by the National Committee for the Integration of Vocational Education (NCIVE). With the support of a distinct "Vocational Education Inclusion Fund for Integration," this shift will be aided by cooperation between academic institutions, technical institutions, and companies.(Sagar Shankar Borate, 2023).

20. Separate study centre: Transgender students' accomplishments can be accelerated by higher education institutions, universities, by setting up study chairs to examine their achievement culture and way of life.

21. Holding conferences and workshops: Transgender students are able to accomplish more when universities host national and international conferences, seminars, and workshops on trans  genderism at these levels.

Conclusion

The article highlighted the challenges faced by transgender individuals in India, particularly in pursuing higher education. It highlights the historical lack of recognition and social exclusion, as well as the challenges they face, such as limited access to education and healthcare. It emphasized the need for systemic changes to overcome these challenges. Strategies for fostering inclusivity and support for transgender students include multidisciplinary approaches, equitable access, special education programs, promotion of local language and culture, diversity and inclusion efforts, mentoring and support services, research and innovation, teacher training, technology use, community engagement, curriculum development, support services, non-discrimination policies, affirmative action, research and advocacy, campus climate improvement, collaboration, examination fee exemption, reimagining vocational education, establishment of separate study centres, and hosting conferences and workshops. The National Education Policy (NEP) 2020 is crucial in addressing these issues, including discrimination, lack of access to education, gender-sensitive facilities, mental health challenges, bullying, and harassment.  The article calls for a comprehensive approach to creating a more inclusive and supportive educational environment for transgender students, addressing systemic challenges, and promoting positive changes at various levels of the education system to empower transgender students.

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