While some researchers have stressed on the advantages and significance of single-sex education as the single most tool of enhancing the educational experience of the students and securing their long term prospects, yet others have vehemently opposed the same, categorizing such a system as essentially reintroducing gender barriers and providing differing treatment to students on the basis of their gender. This paper focuses on the both these aspects from a broad perspective and explores the vast amount of literature available to arrive at a logical conclusion.
Although, with respect to any given educational setting, learning outcomes are a consequence of an interplay of various factors – such as, social, emotional, psychological, physical and intellectual and can hardly be construed as resulting from a single variable. The educational policy of the schools, composition of subjects taught, family background of the students etc work collaboratively towards enhancing the student’s overall performance.
The present decade has witnessed the resurfacing of the single-sex educational system, which is largely attributed to the transformation in the educational reform policies, and most of all to the rising cynicism about the credibility of co-educational systems with respect to its ability to offer an unbiased learning environment to the students and its approach towards the treatment of issues concerning gender bias.
The arguments in favor of and against a particular type of educational system which has helped shaped our perspectives, although wide in number, are more or less, ambiguous both in terms of nature and content, and hence inconclusive. The success or failure of a single-sex education or co-education is dependent on various factors such as the objectives and mission of the institutions, indicators of success used to analyze the phenomenon, historical perspectives, financial constraints, availability of resources etc. among others.
Given the fact that all