• Dimpal Kumari Ph.D., Student, Department of Education, University of Delhi, Delhi


Contemporary Education, Challenges, Equality, Equity, Transgender


Equality and equity are always a core of Indian Educational System. Our educational policy is trying to achieve this commitment which was driven and guided by our Constitutional values, which give and ensure the fundamental right to Education for every individual besides of their race, caste, class, gender and religion. We all are free to get an education to make ourselves as well as our nation get progressed. After independence, various measures have been established to fulfill this goal and serve education to all equally and without any hinder. However, educational access and equity remain quite elusive for some communities, such as the Third Gender (Transgender). In India, transgender people have been marginalized for many years, since the colonial period and still remain deprived, underprivileged, and ostracized. The purpose of this assignment is to highlight those challenges that minimize educational opportunities for trans-people in India by reviewing the historic isolation and marginalization, socio-cultural practices, resource deprivation and poverty, harsh social conditions and contemporary scenario. Additionally, this article will try to critically examine the emerging efforts and opportunities including their Constitutional educational rights to improve educational opportunities for them. To promote transgender Education with equity and equality. Also, tries to provide some suggestions to improve their status. The work is mainly based only on secondary data, which includes various literature resources i.e. books, periodical, research articles, official publication of government and Non- Governmental organizations, websites.


I. Babu, C. D. (2015). Awareness about Fundamental Rights Among Transgender. In C. Subramanian, & M. Sugirtha, Transgender Rights: A Panoramic View (pp. 36-44). New Delhi: Serial Publications (P) LTD.

II. Neathravathi.G (2015). Factorial Influence of support system in the Educational attainment of gender varient person. In C. Subramanian, & M. Sugirtha, Transgender Rights: A Panoramic View (pp.45-57). New Delhi: Serial Publications (P) LTD.

III. Rajesh,naved.A,(2013). Approach paper on Education and Employment oportunities & challeges for Transgender. New Delhi: GOI.

IV. Nanda, S. (1990). Neither man nor woman. Belmont California: Wadworth Publishing Company.

V. PUCL-K. (2003). Human Rights Violations against Sexuality Minorities in India: A PUCL-K Fact-Finding Report about Banglore. Banglore: PUCL-K.

VI. Reddy, G. (2005). With respect to sex: Negotiating Hijra identity in South India: Yoda Press.

VII. Kumar,P.(2014). Education and Employment Opportunities for transgender- An Interctive session, DACCE.New Delhi,

VIII. Jeyaseelan.M. (2015). Knowledge of Transgender on RIght to Education and Privileges, In Tirupattur, Vllore (Dist). Indian Journal of Applied Research, 5(9), 143-146.

IX. GLSEN. (2009). Harsh realities: The experiences of transgender youth in our nation's school. New York.

X. Rivers,I. (2004). recollections of Bullying at school and their long-term implications for lesbian, gay men, and bisexuals crisis. vol. 25, no.(4)

XI. Rands, K. E. (2009, September-October). Considering Transgender people in Education: A Gender-Complex Approach. Journal of Teacher Education, 60(4), 419-431.

XII. Sathya, T., & Thasian, T. (2015, April). Educational Discrimination encounter by Transgender community in Chennai. Indian e-Journal on Teacher Education (IEJTE), 3(2), 64-73.

XIII. PRAXIS (2013), Draft report, Intersectionality framework to track budgets for transgender communities in Tamilnadu, May 2013, India.

XIV. GOK,(2015). State Policy: For Transgenders in Kerala 2015.

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How to Cite

Dimpal Kumari. (2020). CONTEMPORARY EDUCATION IN INDIA: A NEED TO FOCUS ON EDUCATION OF TRANSGENDER COMMUNITY. International Education and Research Journal (IERJ), 6(9). Retrieved from