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Abstract
Women who have received an education are in a better position to make major contributions to the development of their families and, consequently, their communities. Women who have received an education tend to have fewer, healthier children and are more likely to nurture their offspring to become educated and contributing members of society, thus contributing to the development of a society that is both more advanced and more stable (UNICEF, 2007). Children who grow up in homes with educated parents have a head start on a wider range of professional opportunities and potential open doors in the future. This is a direct result of the type of teaching that they receive as well as the norms that they construct with the help of their mothers. Regrettably, a relatively small number of children in India have access to this opportunity. When it comes to the education of the family's children, a young girl child receives less priority than a male youngster as compared to the other children in the household. The 2011 Education Rate Enumeration shows that the male proficiency rate is higher than 80%, but the female proficiency rate is just 65.46%, according to the registration in 2011. Despite the fact that orientation segregation is not new to Indian culture, it has been the explanation for the disavowal of education and, as a result, vocation opportunities that are significant to women in India. Since the dawn of recorded history, the status of Indian females has been inextricably linked to the unfolding of subsequent events. During the time before the Vedas, women were given the same rights as men, and they were allowed to participate in labour and receive an education. This article focuses on women education, and their empowerment through education and also on various socio-psychological issues impacting their lives.