The twentieth century can be recognized as an expansion of public education systems worldwide particularly in the context of developing economies like India. From 1947 to recent times, state plays a very fundamental role in developing national education system and society acts in response. The performance of national education system falls in question considering low literacy rate, high drop-out and low human capital index relative to other developing countries. There are various types of prevalent myths which justify the national education system and for the above indicators that society is responsible for it. Some of these are: people have a little interest and parental indifference plays a negative role in education attainment. Poor and illiterate parents don’t know the importance of education, as a corollary, students don’t pay attention in schools, colleges and university level education. According to Dreze and Sen(2002), these myths take the form of oversimplified, single-focus ‘explanations’ of the problem of educational deprivation in India. We tried to explore this in a different way by conducting interviews with women of various age groups with respect to their social and economic class in the village system. This study is micro empirical and qualitative in nature and tries to understand myths through interviews with women across economic and social class. Information is collected from hundred women and twenty young girls across ten villages of two districts Mansa and Bathinda. The ides of this paper is to

understand predominantly how women think about these prevailing myths about education. Because, we understand that in a patriarchal society, women act as subordinate to men who decide and organize household decisions. There is no say of women in the decision making about the education of her children in the family. The main finding of the paper is that women and girls are very much conscious about the meaning of education which helps to dispel the myths about education.