article writing on girl education

Essay on Girl Education for Students and Children

500+ words essay on girl education.

If we look at the demographics, India is one of the most populated countries. However, the rate of girl education is quite low in the country. It is quite troubling to see the figures in a country where women are given the status of goddesses. The figures have significantly improved to an extent but there’s still a long way to go.

Women were not allowed to even step out of their houses in ancient India , but times are changing. Along with changing times, people’s thinking is also changing. They wish to educate their girls and see them succeed in life. However, this is not the case in rural India which makes for more than 60% of the population. We need to identify the factors responsible for such low rates of girl education to find some solutions.

Factors Contributing to Low Rate of Girl Education

There are various factors that make it impossible for girls to get an education in our country. Firstly, the poverty rate is alarming. Even though education is being made free, it still involves a substantial cost to send girls to school. Therefore, families who are struggling to make ends meet fail to pay the educational expenses of their children.

Secondly, in rural areas, there aren’t many schools. This creates a distance problem as they are located far from the villages. In some areas, students have to walk for three to four hours to reach their school. This is where the safety of the girls gets compromised so parents don’t see it fit to send them off so far.

Furthermore, the regressive thinking of the people makes it tougher for girls to get an education. Some people still believe girls are meant to stay in their houses and look after the kitchen. They do not like women to do any other tasks expect for household ones.

Other than that, social issues like child marriage and child labor also stop the girl from getting an education. Parents pull daughters out of school to marry them off at an early age. Also, when girls indulge in child labor, they do not get time to study.

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Benefits of Girl Education

If we wish to see India progress and develop, we need to educate our girl child. They are indeed the future of our nation. Moreover, when they become educated, they will not have to be dependent on others for their livelihood.

One of the most important benefits of girl education is that the country’s future will be brighter and better. Similarly, our economy can grow faster if more and more women become financially strong thereby reducing poverty.

Furthermore, women who are educated can take proper care of their children. This will strengthen the future as lesser kids will die due to a lack of vaccination or a similar reason. Even for women, they will be less likely to become a patient of HIV/AIDS as they will be aware of the consequences.

Most importantly, educated women can result in a decrease in social issues like corruption, child marriage , domestic abuse and more. They will become more confident and handle their families better in all spheres. Thus we see how one educated woman can bring so much change in her life along with the others as well.

Some FAQs on Girl Education

Q.1 Why is girl education not encouraged in India?

A.1 India is still a developing country. It has too much poverty and regressive thinking. It is one of the main reasons why people don’t encourage girls to get an education.

Q.2 What are the advantages of educating girls?

A.2 When we educate girls, we educate a whole nation. As she teaches everyone around her. The education of girls will result in a better economy and a brighter future along with enhanced confidence of the girl.

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Girls' Education

Every day, girls face barriers to education caused by poverty, cultural norms and practices, poor infrastructure, violence and fragility. Girls’ education is a strategic development priority for the World Bank.

Ensuring that all girls and young women receive a quality education is their human right, a global development priority, and a strategic priority for the World Bank. 

Achieving gender equality is central to the World Bank Group mission to end poverty on a livable planet. As the largest financing development partner in education globally, the World Bank ensures that all of its education projects are gender-sensitive, and works to overcome barriers that are preventing girls and boys from equally benefiting from countries’ investments in education.

Girls’ education goes beyond getting girls into school. It is also about ensuring that girls learn and feel safe while in school; have the opportunity to complete all levels of education, acquiring the knowledge and skills to compete in the labor market ; gain socio-emotional and life skills necessary to navigate and adapt to a changing world; make decisions about their own lives ; and contribute to their communities and the world.

Both individuals and countries benefit from girls’ education. Better educated women tend to be more informed about nutrition and healthcare, have fewer children, marry at a later age, and their children are usually healthier, should they choose to become mothers. They are more likely to participate in the formal labor market and earn higher incomes. A 2018 World Bank study estimates that the “ limited educational opportunities for girls, and barriers to completing 12 years of education, cost countries between US$15 trillion and $30 trillion in lost lifetime productivity and earnings. ” All these factors combined can help lift households, communities, and countries out of poverty.

The Challenge

According to  UNICEF   estimates, around the world, 122 million girls are out of school, including 34 million of primary school age, and 87 million of secondary school age. 

Globally, primary, and secondary school enrollment rates are getting closer to equal for girls and boys (92% male, 90% female). But while enrollment rates are similar – in fact, two-thirds of all countries have reached  gender parity in primary school enrollment  – completion rates for girls are lower in low-income countries where 63% of female primary school students complete primary school, compared to 67% of male primary school students.  In low-income countries, secondary school completion rates for girls also continue to lag, with only 38% of girls completing lower secondary school compared to 43% of boys. Upper secondary completion rates have similar disparities in lower income countries, the rate is 26% for young men and  21% for young women.

The gaps are starker in countries affected by fragility, conflict, and violence (FCV) . In FCV countries,  girls are 2.5 times  more likely to be out of school than boys, and at the secondary level, are 90% more likely to be out of secondary school than those in non-FCV contexts.  

Both girls and boys are facing a learning crisis. Learning Poverty (LP) measures the share of children who are not able to read proficiently at age 10. While girls are on average 4 percentage points less learning-poor than boys, the rates remain very high for both groups. The average of Learning Poverty in in low- and middle- income countries is 50% for females, and 56% for males. The gap is narrower in low-income countries, where Learning Poverty averages about 93% for both boys and girls.

In many countries, enrollment in tertiary education slightly favors young women, however, better learning outcomes are not translating into better work and life outcomes for women. There is a large gender gap in labor force participation rates globally. It is especially stark in regions such as South Asia and the Middle East and North Africa, which have some of the  lowest female labor force participation rates  at 26% and 20% per region, respectively. These are appallingly low rates, considering what is observed in other regions like Latin America (53%) or East Asia (59%), which are still below rates for men. 

Gender bias  within schools and classrooms may also reinforce messages that affect girls’ ambitions, their own perceptions of their roles in society, and produce labor market engagement disparities and occupational segregation. When gender stereotypes are communicated through the design of school and classroom learning environments or through the behavior of faculty, staff, and peers in a child’s school, it goes on to have sustained impact on academic performance and choice of field of study, especially negatively affecting young women pursuing science, technology, engineering, and mathematics (STEM) disciplines.

Poverty  is one of the most important factors for determining whether a girl can access and complete her education. Studies consistently reinforce that girls who face multiple disadvantages — such as low family income, living in remote or underserved locations or who have a disability or belong to a minority ethno-linguistic group — are farthest behind in terms of access to and completion of education.

Violence  also prevents girls from accessing and completing education – often girls are forced to walk long distances to school placing them at an increased risk of violence and many experience violence while at school. Most  recent data  estimates that approximately 60 million girls are sexually assaulted on their way to or at school every year. This often has serious consequences for their mental and physical health and overall well-being while also leading to lower attendance and higher dropout rates. An estimated  246 million children experience violence in and around school every year , ending school-related gender-based violence is critical. Adolescent pregnancies can be a result of sexual violence or sexual exploitation. Girls who become pregnant often face strong stigma, and even discrimination, from their communities. The burden of stigma, compounded by unequal gender norms, can lead girls to drop out of school early and not return. 

Child marriage  is also a critical challenge. Girls who marry young are much more likely to drop out of school, complete fewer years of education than their peers who marry later. They are also more likely to have children at a young age and are exposed to higher levels of violence perpetrated by their partner.  In turn, this affects the education and health of their children, as well as their ability to earn a living. Indeed, girls with secondary schooling are up to six times more likely to marry as those children with little or no education.  According to a 2017 report , more than 41,000 girls under the age of 18 marry every day. Putting an end to this practice would increase women’s expected educational attainment, and with it, their potential earnings. According to the report’s estimates, ending child marriage could generate more than US$500 billion in benefits annually each year.

COVID-19  is having a negative impact on girls’ health and well-being – and many are at risk of not returning to school once they reopen. Available  research  shows that prevalence of violence against girls and women has increased during the pandemic – jeopardizing their health, safety and overall well-being. As school closures and quarantines were enforced during the 2014‐2016 Ebola outbreak in West Africa, women and girls experienced more sexual violence, coercion and exploitation. School closures during the Ebola outbreak were associated with an increase in teenage  pregnancies . Once schools re-opened, many “visibly pregnant girls” were banned from going back to school. With schools closing throughout the developing world, where stigma around teenage pregnancies prevails, we will probably see an increase in drop-out rates as teenage girls become pregnant or married. As girls stay at home because of school closures, their household work burdens might increase, resulting in girls spending more time helping out at home instead of studying. This might encourage parents, particularly those putting a lower value on girls' education, to keep their daughters at home even after schools reopen. Moreover,  research  shows that girls risk dropping out of school when caregivers are missing from the household because they typically have to (partly) replace the work done by the missing caregiver, who might be away due to COVID-19-related work, illness, or death. Therefore, with the current COVID-19 pandemic, we might see more girls than boys helping at home, lagging behind with studying, and dropping out of school.

The World Bank is committed to seeing every girl prosper in her life. Our projects support the education of hundreds of millions of girls and young women across the world. Working through interventions in education, health, social protection, water, infrastructure, and other sectors, we are making an even stronger commitment to support countries in ensuring that every girl receives the quality education she deserves.

Our 162 active projects (as of February 2024) are impacting more than  150 million girls and young women worldwide . Hundreds of millions more have been impacted over the past few decades. 

We tackle key barriers that girls and young women face when trying to obtain an education. Guided by evidence on what works for girls’ education, our projects use multi-pronged approaches across areas including:

1. Removing barriers to schooling

• Addressing financial barriers, through scholarships, stipends, grants, conditional cash transfers
• Addressing long distances and lack of safety to and from school by building schools, providing transportation methods for girls to get to school
• Addressing a lack of information about returns to girls’ education but running community awareness campaigns engaging parents, school leaders, and local community leaders
• Working with the community to address and inform on social and cultural norms and perceptions that may prevent girls’ education

2. Promoting safe and inclusive schools 

• By constructing and rehabilitating schools to create safe and inclusive learning environments, 
• Efforts at the community- and school-levels, and programs to engage the school (including teachers, girls, and boys) in reducing gender-based violence (GBV) and ensuring available mechanisms to report GBV
• Support for hygiene facilities and menstrual hygiene management for adolescent girls

3. Improving the quality of education 

• Investing in teacher professional development, eliminating gender biases in curriculum and teaching practices, and focusing on foundational learning
• Adapting teaching and learning materials , and books to introduce gender sensitive language, pictorial aspects, and messaging

4. Developing skills and empowering girls for life and labor market success 

• Promoting girls’ empowerment , skills development programs and social programs
• Prioritizing and promoting women in STEM subjects and careers in both traditional and non-traditional sectors
• Reducing barriers and providing incentives through scholarships for women to enroll in higher education and TVET programs
• Support for childcare programs for women and girls to join the labor market

For more information on our girls’ education investment and projects, please read  Count Me In: The World Bank Education Global Practice: Improving Education Outcomes for Girls and Women  (PDF) , which highlights our decades-long commitment to girls’ education, and showcases how Education GP projects are creating opportunities for girls around the world to succeed in their education and beyond.

The WBG supports girls’ education through a variety of interventions.  Our focus on girls’ education and wellbeing goes beyond school attendance and learning outcomes – we strive to ensure girls have safe, joyful, and inclusive experience with education systems that set them up for success in life and motivate them to become lifelong learners. This  approach , reflected in the current Education portfolio impacting at least 150 million girls and young women, prioritizes investments in four key areas listed below. 

1. Removing barriers to girls’ schooling

• Our projects providing stipends to improve primary and secondary school completion for girls and young women in Bangladesh, Pakistan, and the Sahel benefit close to half a million girls. 
• Our  Girls Empowerment and Learning for All Project in Angola  will use a variety of financial incentives to attract adolescent girls to schools, including scholarships, and new school spaces for girls. 
• The AGILE (Adolescent Girls Initiative for Learning and Empowerment) project in Nigeria is providing conditional cash transfers to households for sending girls to school, removing cost barriers to their education. 
• The MIQRA (Mali Improving Education Quality and Results for All Project) has a school feeding and nutrition program targeted at retention and attendance for girls in schools.

2. Promoting safe and inclusive schools for girls

• In Tanzania, the Bank is supporting the training of a counselor in every school who will provide life-skills training in girls’ and boys’ clubs – which is important because closing gender gaps is not only about interventions for girls but also for boys. 
• In Nigeria, female counselors will provide life skills training to about 340,000 girls in safe spaces. Several of our other projects also support the construction of separate sanitary toilets for girls, as well as introducing GBV-reducing and reporting mechanisms in school systems. 

3. Improving the quality of education for girls (and boys)

• In Ghana, the Accountability and Learning Outcomes Project is conducting teacher training for gender-sensitive instruction, and aims to create guides for teachers to support gender sensitivity in classrooms. 
• In Honduras, the Early Childhood Education Improvement Project, will create a revised preschool curriculum that will include content on gender equity, inclusion, and violence prevention, as well as training for teachers, including training to combat GBV.
• The Girls Empowerment and Quality Education for All Project in Sao Tome & Principe is creating girls’ clubs after school, where they are also provided with life skills training, and counseling.

4. Developing skills for life and labor market success for young women

• The Nurturing Excellence in Higher Education Project in Nepal is focusing on increasing access to tertiary education for young women from low-income groups, and additional providing scholarships for the poorest applications, alongside communication and advocacy campaigns for more female enrollment in STEM subjects. 
• The ASSET (Accelerating and Strengthening Skills for Economic Transformation) project in Bangladesh is working to increase the participation of women in skills training programs, and conducting awareness and communications campaigns to address dropout.
• In Pakistan, the  Higher Education Development  project seeks to support women enrolled in STEM programs, with an aim to move them from 2-year to more comprehensive 4-year programs. 
• The  Higher Education Project  in Moldova and the Higher Education Modernization Project in Belarus will both support and finance activities to increase enrollment of women in STEM fields. The Côte d'Ivoire  Higher Education Development Support Project  provides scholarships for women in higher education, and extra tutoring support for females pursuing STEM subjects.
• Schemes to increase participation of girls in higher education. Through the Africa Centers of Excellence (ACE) project, the Bank has supported increased enrollment of females in masters and PhD programs. The number of female students in ACE centers was 343 in 2014 and was 3,400 in 2020; a tenfold increase. The Bank is also building the pipeline of female students interested in computer science and engineering programs and retain them.  

The WBG works closely with governments and other development organizations on girls’ education issues to identify and advance interventions that improve girls’ education outcomes and provide resources to support countries implementing such initiatives. Partnerships both within and outside of the World Bank are critical to the Education GP’s work on girls’ education. The Education GP works with other global practices in the Bank to improve girls’ education—for example, collaborating with the Water GP for access to sanitation and hygiene in schools, with Social Protection and Jobs GP for challenges related to labor market transition, or Energy GP to improve school safety. 

The World Bank collaborates actively with many donors and organizations. As a signatory to the G7 Charlevoix Commitment, the Bank has already committed an estimated $2.5 billion to girls’ education in FCV countries as of September 2021—exceeding its pledge of $2.0 billion from 2018 to 2023. 

The Education GP: 

• is collaborating with the Foreign, Commonwealth & Development Office FCDO (UK) about targets and high-level engagement with G7 donors, to support aid and financial commitment for girls’ education; 
• is a member of the Inter-agency Network for Education in Emergencies (INEE) Girls’ EiE Reference Group, which seeks to further research and advocacy for girls’ education in emergencies; 
• a member of the UNESCO Gender Flagship Reference Group and has provided technical contributions to the UNESCO-commissioned study (December 2020-July 2021); and 
• is working closely with the Global Partnership for Education (GPE) as the implementing agency for 65 percent or $5.5 billion of the total GPE grants since inception, that also support girls' education.
• is a member of the United Nations Girls’ Education Initiative (UNGEI), which comprises over 20 partners representing multilateral, bilateral, civil society, and non-governmental organizations.
• collaborated with the International Center for Research on Women (ICRW) to produce Economic Impacts of Child Marriage , a recent report detailing the effects of child marriage, which was supported by the Bill & Melinda Gates Foundation , the Children’s Investment Fund Foundation , and GPE.

Publication:   Achieving Gender Equality in Education: Examining Progress and Constraints

Report:  Breaking Barriers, Improving Futures: Challenges and Solutions for Girls’ Education in Pakistan

Girls’ education in conflict is most at risk: Here’s how to reach them

Why girls’ education should remain a priority

Closing the gap: Tackling the remaining disparities in girls’ education and women’s labor market participation

Empowering adolescent girls in Africa through education

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Key data on girls and women’s right to education

This page presents several graphics analyzing the data generated from  HerAtlas , UNESCO’s interactive tool monitoring girls and women’s right to education worldwide . The graphics are updated regularly to reflect the latest data from the tool. 

Unless specified otherwise, data source is HerAtlas .

Right to education, pregnant and parenting girls

According to our monitoring tool, worldwide, 2% of countries restrict the right to education of married, pregnant and parenting girls and women in their legal framework. These countries are located in three different regions. The restrictions could either prohibit them from attending school or sitting an exam, limiting them to attend adult or evening classes, or separating them from their peers and isolating them for fear that they would ‘influence’ other students.

Data demonstrates that secondary school-aged girls are substantially more likely to be out of school when the legal right to education of pregnant and parenting girls is restricted, especially at the upper secondary level. It also follows the general trend, as there are more adolescent out-of-school at the upper secondary level.

62% of countries do not have a legislation that explicitly protect girls’ right to education in case of pregnancy but 33% do have such provisions, which are sometimes very detailed and protective. Latin America and the Caribbean is the region with the most countries that protect explicitly their right to education, followed by Europe and North America and then Africa.

While in 2019, 8 countries were restricting the right to education of pregnant, parenting and married girls in their legislation, four countries in the African region have put an end to such ban, therefore leaving only four countries with an explicit ban. 

The following graphics represent the data of indicator 12 of Her Atlas. According to the methodology of HerAtlas , the legislation is considered as explicitly protecting the right to education of pregnant and parenting girls only if there is a provision mentioning expressly pregnancy, parenting and education. Guaranteeing the right to education without discrimination is not considered as an explicit protection for this indicator.

Right to education, child marriage and gender-based violence in schools

According to the Joint CEDAW General Recommendation / CRC General Comment , capable child below the age of 18 may be allowed to get married provided that the child is at least 16 years old and that such decisions are made by a judge based on legitimate exceptional grounds defined by law and on the evidence of maturity.

Worldwide, 17% of countries still allow marriage before the age 18 years old for girls. 44% allow it from 18 years old, but with exceptions before that age. In such cases, exceptions can for example require a parental consent only, or a judicial one but with a minimum age below 16, and an absolute minimum age is not always set. 34% of countries do set a minimum age of marriage at 18 for girls, with no exception or judicial exceptions only with an absolute minimum age set at 16 years old.

At the regional level, Europe and North America is the region with the fewest number of countries that allow marriage before 18 years old for girls and with the highest number of countries setting 18 as the minimum age without exceptions, or only judicial ones with an absolute minimum age set at 16.

Globally, the percentage of child marriage is higher in countries where education is neither compulsory nor free. The percentage of women aged 20 to 24 who were first married or in union before their 18 is more than halved in countries where education is compulsory for nine years or more and fee for 12 years or more in comparison to countries where education is neither compulsory nor free.

Regarding legal protection against gender-based violence and corporal punishment within education establishments, 14% of countries provide for a wide protection (protecting from corporal punishment and physical, psychological and sexual violence), 54% with a partial protection, and 29% do not provide protection, among those, some authorizes the use of corporal punishment in schools. At the regional level, Latin America and the Caribbean is the region with the most countries providing a wide protection, but also with the most countries that do not provide for protection.

Right to education, compulsory, and free education

Worldwide, 16% of countries still do not guarantee the right to education in their Constitution or laws. Among the 84% of countries that legally protect the right to education, 58% explicitly guarantee it without discrimination based on sex and/or gender.

At the regional level, it is in Asia Pacific that the highest percentage of countries not guaranteeing the right to education can be found, while it is in the Arab region that there is the highest percentage of countries legally protecting the right to education without discrimination. Finally, both the Arab region and the Latin America & Caribbean region have the highest percentage of countries explicitly guaranteeing the right to education without discrimination based on sex and/or gender.

Regarding compulsory and free pre-primary education, worldwide, 27% of countries guarantee it in their legislation while 19% legally guarantee free or compulsory pre-primary education. At the regional level, it is in the Latin America & Caribbean region that there is the highest percentage of countries legally guaranteeing compulsory and free pre-primary education, followed by the Europe & North America region.

At the global level, 31% of countries legally guarantee compulsory primary and secondary education for at least nine years and free education for at least 12 years, while 5% of countries do not guarantee neither compulsory nor free primary and secondary education. The others either guarantee compulsory or free primary and secondary education, or they do guarantee both, but the duration of compulsory education is less than nine years, or the duration of free education is less than 12 years. At the regional level, it is in the Europe & North American region that there is the highest percentage of countries legally guaranteeing compulsory and free primary and secondary education, for a duration of respectively at least nine and 12 years.

Out of school and enrolment rate compared to the legal protection of free and compulsory education

When pre-primary education is neither legally compulsory nor free, the out-of-school rate of girls of primary school age is higher than the out-of-school rate of boys of the same age. On the contrary, when pre-primary education is legally compulsory and free, the out-of-school rate of girls of primary school age is lower than the out-of-school rate of boys of primary school age. For both boys and girls, the out-of-school rate of children of primary school age is lower when pre-primary education is legally compulsory and free.

Similarly, the out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age is divided by three when primary and secondary education is compulsory for at least nine years and free for at least twelve years, compared to the out-of-school rate when education is neither compulsory nor free. While the out-of-school rate of girls is higher than the one of boys when education is neither compulsory nor free, the out-of-school rate of boys is higher than the out-of-school rate of girls when education is compulsory for at least 9 years and free for at least 12 years.

Finally, the gross enrolment ratio (GER) for tertiary education is multiplied by 6 when primary and secondary education is compulsory for 9 years and free for 12 years, compared to the tertiary education GER when primary and secondary education is neither compulsory nor free. The GER of boys in tertiary education is the same than the GER of girls when primary and secondary education is neither compulsory nor free, but the GER of boys is lower than the GER of girls when primary and secondary education is compulsory for 9 years and free for 12 years.

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Leaving no girl behind in education

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We know from decades of research that when girls and women are educated, we see faster poverty reduction, better maternal health, lower child mortality, greater HIV prevention and reduced violence. Each additional year a girl spends in school can also boost her earnings as an adult by  up to 20 per cent .

As the world comes together for the  Transforming Education Summit  this September, we must remember that all children deserve to learn and despite great strides made in girls’ education over the last few decades, girls from the poorest households and in rural areas are still being left behind. According to UN Women and UNDESA’s new report,  Progress on the Sustainable Development Goals: The Gender Snapshot , even without the COVID-19 fallout, it will take at least another 54 years to reach universal primary school completion for girls.

The report also cites recent data from 29 countries showing that gaps in upper secondary school completion among the poorest rural girls and the richest urban girls can range from 11.5 to 72.2 percentage points.

Discrimination based on race, ethnicity, religion, migratory status and disabilities can also disrupt education. Children with disabilities have less access to early childhood education, according to data from 42 countries, and the disparity is greater for girls (only 18 per cent of girls with one or more functioning difficulties attended an early childhood education programme, compared to 28 per cent of girls without). And pandemic-related disruptions to education have further deepened inequalities in learning for girls and young women.

COVID-19 compounds existing inequalities

Now more than two years into the pandemic, despite most schools being reopened, the disruptions in education will leave lasting impacts, particularly among marginalized and vulnerable girls. For instance, the Gender Snapshot reveals that in rural Pakistan, learning losses are higher among girls than boys across all subjects. In the Mexican states of Campeche and Yucatan, the share of 10-year-old students who can comprehend simple texts declined by 25 percentage points among those with low socioeconomic status, compared to 15 percentage points for those from higher socioeconomic backgrounds. Worldwide, nearly 130 million girls are not enrolled in formal education, and more than half of them are in crisis-affected countries. In Afghanistan, girls are no longer even allowed to attend secondary school.

To address these problems, time and resources are required, yet fewer than 3 per cent of COVID-19 stimulus funds have gone to education.

COVID-19 also brought increased adolescent pregnancies, which further threaten girls’ education. The Gender Snapshot reveals that in Kenya, Rwanda, Uganda and the United Republic of Tanzania, 56 per cent of adolescent girls from hard-to-reach populations who dropped out of school early in the pandemic were currently or recently pregnant. The pandemic has also placed girls at greater risk of gender-based violence, mental health disorders and food and economic insecurity.

COVID-19 illnesses and deaths among adult caregivers have also yielded lower educational outcomes. As of October 2021, over 5 million children had lost a parent or primary caregiver to COVID-19. For adolescent girls in sub-Saharan Africa, such losses increased their risk of sexual violence, exploitation, HIV infection and lower educational attainment.

Missing opportunities in tech and innovation

The report also notes that long-held biased gender norms and stereotypes remain embedded in curricula, textbooks and teaching, derailing girls’ choices of what to study and what careers to pursue. Globally, young women outnumber men in tertiary education, but in science, technology, engineering and math (STEM), women make up only 35 per cent of students, and in ICT, women make up just 3 per cent.

Across countries, girls are steered away from STEM. Teachers and parents, both intentionally and inadvertently, perpetuate biases around what work is “suitable” for women and men. In the Philippines, girls as young as 10 lose interest in STEM subjects, perceiving such careers as male-dominated and believing that girls are naturally less skilled in STEM. Without women role models in STEM, these perceptions are continually reinforced. Women make up just 19.9 per cent of science and engineering professionals.

Gaps in STEM education and careers are even larger for women and girls disadvantaged by the intersection of gender and other vulnerabilities. In the United States of America, the report reveals that Black and Hispanic women in STEM earn about $20,000 a year less than the average for STEM jobs and about $33,000 less than their white male counterparts.

With the Transforming Education Summit bringing together so many leaders and experts, its critical that we take this convening as an opportunity to make bold and transformative commitments that advance girls’ education, including by promoting more girls in STEM fields and prioritizes learning and education outcomes of girls from marginalized communities who are most at risk, and then carry that momentum on to next year when the  67 th  session of the Commission on the Status of Women  comes together under the theme “Innovation and technological change and education in the digital age for achieving gender equality and the empowerment of all women and girls”.

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Why girls’ education matters

Sarah Holst

Lead Adviser - Girls' Education

In recent years, huge strides have been made in girls’ education. In many countries, girls are now just as likely to attend primary school as boys. More girls than ever before are finishing primary school and transitioning to secondary education, and in many countries, female university graduates easily outnumber their male counterparts. So why do we still need to talk about girls’ education? In this article, we explore the systemic challenges which continue to prevent many girls from accessing and completing high-quality education, and the implications of these inequalities for millions of girls and their communities worldwide.

Progress in parity?

Over the last 25 years, gender parity in education around the world has skyrocketed. The percentage of countries with gender parity in primary education rose from 56% in 1995 to 65% in 2018. In the same period, this proportion of countries achieving gender parity at lower secondary level rose from 45% to 51%, and from 13% to 24% at upper secondary level.

Gender parity, however, is only a surface measure and does not capture the numerous issues which continue to prevent many girls fulfilling their right to education. Even in countries that have achieved gender parity, girls and young women continue to fall behind boys and young men in access to resources (such as well-paid jobs, smartphones, or connections to civic and political leaders) and the ability to enjoy their rights – for example, to freedom from violence and harmful practices like child marriage. In low-income countries, the number of out-of-school girls of primary school age fell by 48%, while the number of out-of-school girls and young women of upper secondary school age increased by 37% between 2000 and 2020.ii In some contexts, the pandemic took away hard-won gains in girls’ education. In others, notably Afghanistan, regime changes have created new barriers to girls’ learning. In still others, girls notionally have access to equal opportunities, but longstanding or cultural biases mean that they are less likely to access or take advantage of the options available to them.  

Globally, deeply entrenched social norms and expectations can limit girls’ opportunities both in and out of schools. Early marriage and early childbearing can force others – especially the most marginalised – to drop out of school, further limiting their career opportunities. While educational opportunities in many contexts appear equal, girls are still subject to higher levels of gender-based violence, discrimination and abuse than boys. Even in countries where girls outnumber boys at in secondary and tertiary education, the education sector itself is far from being gender-equal, with continued overrepresentation of female teachers in lower-paid, temporary jobs. 

What is more, progress in parity too often leaves the most marginalised behind, including the poorest girls, those living in remote areas, those with disabilities and those who are orphaned, refugees or living in crisis settings. Those girls who are least educationally marginalised are those who are already better able to attend and learn in school, whilst the additional funding and resources provided to support the most marginalised – such as girls with disabilities and those living in crisis – are too often insufficient. Simply achieving parity does not translate to the inclusion of such marginalised groups: when parity is the goal, and when parity reached, the most marginalised are frequently left behind.  

The critical importance of educating girls

Educating girls is critical to moving countries along the path to gender equality, making progress towards the Sustainable Development Goals and changing the lives of women and their families – as well as the future prospects of the countries they live in. Schooling has the potential to effectively tackle harmful gender norms and unlock girls’ potential to lead more fulfilling lives, to exercise their human rights, to fully contribute to the economies and societies in which they live, and to become leaders in their communities. This can all lead to a wider group of leaders tackling injustice, discrimination such as gender-based violence, and contributing to a more peaceful and sustainable world.  

Educated girls tend to marry later and to earn more as adults, enabling them to provide for their families, contribute to the global economy and have greater power in decisions that affect them. They also have lower rates of maternal and infant mortality – a UNESCO study found that if all mothers completed a primary education, maternal deaths would decrease by 60%, saving approximately 98,000 lives per year.iii The children of educated mothers also tend to be healthier, with lower rates of malnutrition and higher rates of vaccination.  

Barriers to girls’ learning

The unfortunate reality is that although educating girls is vitally important, around the world too many girls face barriers to learning. These barriers can exist at various levels of the education system and wider society. High rates of early marriage, teen pregnancy and gender-based violence remain huge barriers to education, especially for older girls. Meanwhile, in their homes and communities, girls may face more domestic responsibilities than their male counterparts, alongside lower aspirations for their academic and economic potential. This can lead to limited support for their learning at home or fewer resources to support them to stay in school and learn.  

Even when they are in school, girls too often face gendered barriers to learning. In some contexts – especially where gender intersects with other forms of marginalisation, such as extreme poverty, remote communities, the effects of crisis or conflict, and living with disabilities – this means that girls’ learning is falling behind that of boys. Meanwhile, cultures and attitudes within schools can reinforce cultural norms which limit girls’ learning, participation and aspirations, and school leadership may not be focused on quality instruction. Even where school leaders have the relevant data and will to enforce change, they often lack knowledge of how to address gender issues in their schools. There is also too often a lack of enforcement of safeguarding policies, and system incentives which are not geared towards ensuring that pupils (both girls and boys) learn in a safe and supportive environment. 

In addition, there are specific barriers at classroom level which prevent girls from learning: these pedagogy-related challenges further hinder their ability to learn and thrive in school. Research shows that teaching and learning methods, curricula, school textbooks and learning materials, language and behaviour management approaches can all consciously or unconsciously reinforce harmful gender stereotypes, negatively affecting girls’ ability to learn. Teaching approaches can demonstrate higher expectations of boys, limiting aspirations, confidence and opportunities for girls, who are further disadvantaged when assessments are over-reliant on multiple choice and closed short answers, and when opportunities for collaborative and group learning in the classroom are lacking.  Meanwhile, teacher training, recruitment and career progression processes also often reinforce or sustain gender biases.  

As a result of all this, girls – and their peers, teachers, and communities – may have limiting beliefs about what they can do, perpetuating a cycle in which lower confidence and participation can be perceived as a lack of ability, and result in less support to succeed in learning. It is therefore critically important to ensure that teachers and school leaders have confidence and believe in the abilities of all their students, especially girls and those with disabilities, and that they continue to focus on improving the quality of pedagogy for learning as well as equity. Only then can we ensure that all girls and boys can reach their full potential. 

Our approach to girls’ education

As we have seen, barriers to girls’ learning can be complex and inequalities at all levels of education systems continue to limit opportunities for girls. To address this, our approach is not simply about improving access to education for girls, but rather about working at all levels of the education system to equip and empower girls, their teachers, their communities and educational leaders to challenge harmful gender norms and address the deep-rooted issues and power imbalances which continue to advantage men and boys over girls. 

We work to not only highlight girl-specific barriers, but also to transform education approaches to ensure education systems are inclusive for all. We are dedicated to ensuring that all students have a safe, quality and engaging learning experience by addressing stereotypes and norms which act against this.  

We base our approaches to girls’ education on strong evidence of what works, and back this up by detailed gender analysis in every context – to ensure the best results for the girls we work with and for. We draw on our portfolio of research and generate, disseminate and apply evidence on what works in ensuring girls’ learning. Our wealth of research, consultancy and delivery experience and expertise in girls’ learning gives us a strong and nuanced understanding of the challenges and how to overcome them. In addition, we closely monitor and evaluate our own work and programmes to understand the elements of programming that are most effective and enable the most effective approaches to be scaled. We also share this evidence of what works and use data to inform decision-making at all levels, and to help our partners to target resources and develop and scale good practices – because rising to the specific challenges of girls’ education matters.  

To find out more about our work in  girls’ education, click here . 

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Article On Importance of Education for Women 500, 200 Words for Kids, Children and Students in English

April 6, 2023 by Prasanna

Article On Importance of Education for Women: Women Education is an umbrella term that refers to the state of health and education until the tertiary level for all girls and women. About 65 million girls across the world remain out of school, and most of them belong to the underdeveloped and developing countries.

Women play a vital role in a nation’s development. It is a necessary step for all the countries, including the underdeveloped and developing countries to improve their condition of female education.

Education is a fundamental right, and along with education facilities, one must refrain from discrimination based on sexes or gender. Unfortunately, discrimination based on gender still prevails in many parts of our country. It is necessary to make people understand that female education is a fundamental right, just like men.

The involvement of women in all sectors has improved and increased the growth rate of our country. The growth of women in various fields has expanded India’s literacy rate.

You can read more  Article Writing  about people, sports, technology many more.

Long and Short Articles on Importance of Education for Women in English

We have provided two types of articles on the Importance of Education for Women- a 500 words Long article and a 200 words Short Article. The Long Article on the Importance of Education for Women consists of 400-500 words. The Long Article provides a framework that helps students with their competitive exams, assignments, article writing, debate, etc. The short essay on the Importance of Education for Women is written for 200 words and is suitable for children and kids with their classwork.

Long Article on Importance of Education for Women 500 Words in English

Given below is a Long Article on Importance of Education for Women for aspirants of competitive exams and students belonging to classes 6,7,8,9, and 10. The Importance of Education for Women article helps the students with their class assignments, comprehension tasks, article writing, debate, and even competitive examinations.

Women play a significant role in society – a wife, a mother, a sister, a caretaker, a nurse, etc. They have a better understanding of the social structure and are more compassionate towards the need of others. An educated mother will weigh the importance of female education, the same as boys.

Education is a tool that builds confident and ambitious women. Women become aware of their rights and raise their voice against exploitation, discrimination, or any form of injustice.

A famous anonymous African proverb- states the importance of education for women in society- ‘If you educate a man, you educate an individual. If you educate a woman, educate a nation, is a reminder of the prevailing customs in society. Education is a weapon that carves a progressive path for women and their families.

Read More: Importance Of English Article

Importance of Education for Women or Girls

Elimination of Crime against women

Education plays a vital weapon in eliminating many social crimes and evils against women prevailing in society. Social customs such as Sati, Dowry, Female infanticide, Flesh Trade, and other harmful customary practices can be eradicated through female education.

An educated woman is pivotal in a civilized society and influences the beliefs and thoughts of its members. She stands up for the injustice pitted against women in the family or society against other girls or women.

Improvised Standard of Living:

Female education improvises and elevates the standard of living. A family relying on double wages leads to a more satisfied and happy family over a family that relies on a single-parent income.

An educated women’s family member earns equal pay as the male members and aid and elevates the family’s financial needs and the standard of the family. Two incomes under the same roof improve the quality of living and ensure and facilitate the importance of female education in the family and society.

Self-Reliance

Education is vital for women as it makes women become self-reliant and eliminates her need to depend on a third person for her and her family’s survival.

She becomes aware of her rights and employment on an equal plank with men and fends her family’s needs. Financially independent women raise her voice against prevailing old social customs and injustices.

Prevents Social Exclusion

An uneducated female child or woman is likely to work as domestic help or in extreme cases, become a victim of flesh trade, over the opposite gender. Women who spend their life as domestic help or any other menial jobs often get secluded from society.

The seclusion or exclusion of women by society leads to physical as well as psychological traumas and ailments. An educated woman brews a balanced society.

Promotion of Women Education

In a developing country like India, awareness begins at home and the rural sections of the society. Awareness of the importance of female education in different villages leads to a positive reaction to women’s education.

Furthermore, the construction of schools, healthcare centers, and other facilities at shorter distances diminishes the fear among people. Also, proper security, strict actions, and punishment against those who commit crimes against women aid the welfare of the women community.

Short Article on Importance of Education for Women 200 Words in English

The 200 words short Article mentioned below is suitable for kids and classes 1, 2, 3, 4, 5 and 6. The article is written to guide the children with their school works-assignments and comprehension exercises.

Women’s education contributes to the overall development and progression of our country. Women play very vital roles in our lives. A society lacks behind if its women weep silently. An educated woman builds a better environment for her family members.

The lacking focus of development in many underdeveloped and developing countries is the failure to implement the growth of women. A country loses its goals of integral and sustainable developments when women remain uneducated and unempowered.

Women must be exposed to platforms with equal opportunities and need encouragement to pursue aspiring professions such as- lawyers, journalists, doctors, technocrats, scientists, adventurists, etc. Through the importance of Education for women, India will achieve its goal of sustainable development by 2030.

India comprises of eminent women personalities like Anandibai Gopalrao Joshi, Kiran Bedi, Kiran Mazumdar-Shaw, etc., who have contributed to the overall development of our country.

Over the past years, India’s government passed a significant bill that stated abortion of a female child to be a criminal offense. This bill has decreased female infanticide and has increased the birth rate of female children.

To promote and create awareness of Women’s education and empowerment in India, various campaigns like Beti Bachao and Beti Padhao were initiated.

Thus, it is crucial to understand the importance of education for women for better health and hygiene, the nation’s economy, etc.

10 Lines on Importance of Education for Women

• Women are increasingly becoming a vital component of the economy and development through education.
• Women’s education in the rural section of the country has played a crucial role in making them employable.
• As per the census data, the female literacy rate area in India is over 65.46%.
• The contributing factors affecting women’s education are gender inequality, lack of security, a crime against women, etc.
• Education of Women gives them a chance to emerge as socially and financially independent individuals.
• Through education, liberation and empowerment of women have to lead to economic gains in India.
• Education plays a vital role in securing the fundamental rights of women in India, thereby maintaining their social status in society.
• Education, social injustices, exploitation, violence, and other social customs against women are eradicated.
•  An educated woman contributes to the country’s overall development through her role in the army, social service, politics, education, corporate sector, etc.
• The government should lay primary emphasis on girl child education and health in the rural section of India due to the high population rate in villages compared to metropolitans.

FAQ’s on Article On Importance of Education for Women

Question 1. What role does Education play for women?

Answer: Education makes women self-reliant and dignified, eliminates crime and other social atrocities, prevents the exclusion, improves better standards of living, etc.

Question 2. What role do educated women play in society?

Answer: An educated woman brings positive changes in her family as well as in society. She improves the nation’s literacy rate, raises voice against crime and exploitation, and contributes to its development.

Question 3. What is the current Literacy rate in India?

Answer: As per the census data, the female literacy rate area in India is over 65.46%, where the male literacy rate is over 80%.

Question 4. How can one create awareness of the importance of Women’s Education in India?

Answer: In a developing country like India, awareness of the importance of Education for women begins at home, and the rural sections of the society through schemes and social activities.

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Article on Importance of Girl Education

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• Article on Importance of Girl ...

There are approximately 34 million adolescent girls out of school. Another shocking fact is that two-thirds of the 796 million illiterates are women. According to the 2011 census, the male literacy rate is 82.14% and the female literacy rate is only 65.46% in India. All these statistics certainly reveal the kind of discrimination that women face in today's world.     

According to the 2011 census, the literacy rate of men is 82.14% and that of women only 65.46% in India. All these statistics certainly reveal the kind of discrimination that women face in today's world. 

Education is as important as air, food and housing for both men and women. Girls in India are considered a burden on parents by some people. People think that girls must first be raised, then married and sent to another house, while boys are considered the legal heirs of the family.   

They are considered the guardians of parents in their old age. People think that investing in a boy's education would be beneficial rather than a girl's, since they will go to another house. 

People think that women are sent to Earth just to cook, clean and give birth to children. Because of this thought, girls suffer and they are ignored. Things have got so much worse that some of the girls are killed before birth in the mother's womb and if they have given birth; they are despised by the family. Some are killed after birth too.     

The fundamental problem with this is that in India, a lot of importance is attached to marriage. People in India think that the ultimate home of a girl is her husband's house and that her fate should remain confined to the four walls of the house. 

People will not be bothered to spend so much on a wedding as on a girl's education. For this reason, all girls must give up their dreams. One person can not be blamed but the entire society is responsible for the fate of the girls. People do not realize that educating a girl is as important as educating a boy. Whenever a girl has the opportunity to prove her abilities, she has always proven herself.       

Education has a global impact on girls. Education makes a person strong mentally, socially and intellectually by increasing our knowledge. Educated girls are confident. They can make decisions on their own and become self-reliant.     

They can earn for themselves and take care of their families. They are independent and do not depend on men to validate their existence. 

After the wedding, they can help their husband financially and add to the family income. They will take care of their children and help to educate and transmit good values. 

Someone rightly said, "If you educate a man, you educate a person, but if you educate a woman, you educate the whole family and a nation."

Writing Fannishly: Authorship and Minor Writing in L. M. Montgomery’s Emily of New Moon Trilogy and Rainbow Rowell’s Fangirl

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• Yan Du   ORCID: orcid.org/0000-0003-4167-3263 1  

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This article reanimates critical conversations concerning representations of female youth authorship in classic and contemporary adolescent fiction. It advocates for a reassessment of the significance of “low-brow”, “less original” types of authorship represented by fanfiction—or, what I term, “fannish writing.” Often dismissed by academics as a hindrance to the professional achievements of female writer protagonists, these modes of authorship actually provide a conduit for aspiring writers to challenge and disrupt established literary cultures and authorial conventions. This article explains how this process works in juvenile fiction by drawing from Deleuze and Guattari’s idea of minor literature, especially how this concept maps onto the characteristics of fannish writing. Through detailed analyses of L. M. Montgomery’s Emily of New Moon trilogy and Rainbow Rowell’s Fangirl , this study illustrates how drawing parallels between young female characters’ fannish writing endeavours and Deleuzian minor politics offers a fresh perspective on authorial practices in female Künstler narratives, enabling critics to conceptualise acts of writing beyond the expectations of dominant authorship values. In this way, this work complicates previous research that disparages the legitimacy of fanfiction in narratives of female Künstler figures, revealing the distinct and vital worth of such writing as a ‘minoritarian’ discourse that shapes our perception of the subversive capacity of young girls’ writing strategies in adolescent fiction.

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Acknowledgements

The author would like to thank her doctoral supervisor, Joe Sutliff Sanders, and her doctoral thesis examiners, Roberta Seelinger Trites and Blanka Grzegorczyk, for providing feedback and insights on the chapter that would become this article. She would also like to thank the peer reviewers for their kind input.

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Du, Y. Writing Fannishly: Authorship and Minor Writing in L. M. Montgomery’s Emily of New Moon Trilogy and Rainbow Rowell’s Fangirl . Child Lit Educ (2024). https://doi.org/10.1007/s10583-024-09598-4

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University of Wisconsin fires former porn-making chancellor who wanted to stay on as a professor

Former University of Wisconsin-La Crosse Chancellor Joe Gow and his wife, Carmen Wilson, take questions after a hearing before a committee that will determine whether he can teach after being fired as the campus leader for making pornographic videos on Friday, Sept. 20, 2024, in Madison, Wis. (AP Photo/Scott Bauer)

Former University of Wisconsin-La Crosse Chancellor Joe Gow, right, and his wife, Carmen Wilson, center, take questions after a hearing before a committee that will determine whether he can teach after being fired as the campus leader for making pornographic videos, Friday, Sept. 20, 2024, in Madison, Wis. (AP Photo/Scott Bauer)

FILE - This undated photo provided by University of Wisconsin system shows UW-La Crosse Chancellor Joe Gow. (University of Wisconsin-La Crosse via AP, File)

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MADISON, Wis. (AP) — The Universities of Wisconsin Board of Regents voted unanimously Friday to fire a communications professor who was seeking to retain tenure after his dismissal as chancellor of one of the system’s campuses for making pornographic films.

Joe Gow , who had served as chancellor of UW-La Crosse for nearly 17 years, argued last week that he should be allowed to retain a teaching position on campus. But university attorneys argued he was unethical, violated terms of his employment contact, damaged the reputation of the university and interfered with its mission.

The regents met in closed session Friday morning before voting in public to fire Gow. There was no discussion in open session before the board voted.

Gow has been on paid leave from his back-up faculty position since the regents fired him as chancellor in 2023, shortly after university leaders became aware of the videos, which were posted on pornographic websites . The case has garnered national attention both for the salaciousness of a high-profile university official making pornographic movies and publicly talking about it, and the questions it raises about free speech rights.

Gow argued that his videos and two e-books he and his wife, Carmen, have published about their experiences in adult films are protected by the First Amendment. The university’s attorney countered that Gow’s videos themselves are legal but they are not protected speech under his employment contract.

Gow said Friday that he plans to file a lawsuit against the university and accused the regents of stifling his free speech rights. He insisted in a statement that he produced the pornography on his own time without referencing the university system and questioned the system’s commitment to academic freedom and freedom of expression.

“The people who fired me today aren’t a ‘Board of Regents,’ they’re a ‘Board of Hypocrites,’” Gow said in the statement. “They have zero credibility on free speech and expression.”

Zach Greenberg, an attorney with free speech advocacy group Foundation for Individual Rights and Expression, called the regents’ decision “a major blow to academic freedom and free speech rights.”

“FIRE has said time and time again: public universities cannot sacrifice the First Amendment to protect their reputations,” Greenberg said. “We’re disappointed UW caved to donors and politicians by throwing a tenured professor under the bus.”

Universities of Wisconsin President Jay Rothman has been working since he took the job in 2022 to navigate thorny relationships with Republican legislators who view the system as a liberal incubator. Last year, the GOP forced the system to scale back its diversity initiatives .

Rothman has been careful to avoid alienating conservatives any further as he seeks support for an $855 million increase for the system in the next state budget. Earlier this month his administration ordered university leaders to maintain neutral viewpoints in their public statements. Retaining Gow in any capacity could open up the system to more Republican criticism and torpedo any chance of securing the additional funding.

Gow was criticized in 2018 for inviting porn actor Nina Hartley to speak on campus. She was paid $5,000 out of student fees to appear. He developed the idea of bringing her to campus after shooting a pornographic video with her, the university said.

Gow and his wife’s e-books were written under pseudonyms: “Monogamy with Benefits: How Porn Enriches Our Relationship” and “Married with Benefits — Our Real-Life Adult Industry Adventures.” But they also star in a YouTube channel called “Sexy Healthy Cooking,” in which the couple cooks meals with porn actors.

Gow holds a bachelor’s degree in journalism and a master’s degree in communications. He served as director of the communication studies program at Alfred University in New York state in the 1990s, earning the school’s Excellence in Teaching Award three times.

But the chair of the UW-La Crosse communications department, Linda Dickmeyer, opposed Gow’s return to the classroom. She said that because Gow has not taught for 20 years, he would be assigned general education courses, but she opposes letting him teach in any role.

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Pussycat Doll Carmit Bachar Is Writing a Memoir About Her Time in Girl Group — And Her Life Outside It (Exclusive)

Bachar opened up about wanting to not only focus on her time with the Pussycat Dolls in her forthcoming book, but also the other important parts of her life

Charlotte Phillipp is a Weekend Writer-Reporter at PEOPLE. She has been working at PEOPLE since 2024, and was previously an entertainment reporter at The Messenger.

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Pussycat Dolls alum Carmit Bachar has an brand-new project in the works.

Speaking exclusively to PEOPLE at the Rookie Kids Fashion Show on Thursday, Sept. 26 Bachar, 50, revealed that she is working on a "couple different projects," including a book that is "about a third of the way done."

"Right now, I'm working on a couple different projects," she says. "Of course, new music is coming. I'm working on a book, and I'm aiming for Broadway. That's been my next goalpost, so I'm excited."

Although the musician and dancer says she will be including some of her experience being in the chart-topping girl group in this new memoir, she's also hoping to focus on other aspects of her life — including her advocacy for children with cleft palates.

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"I guess people could say that," she joked, when asked if the book will give some insight into the lives of the Pussycat Dolls. "I mean, it's reality. It's real."

"It will be my experience, and my life is not just the Pussycat Dolls," she adds. "It's a chunk of it, but it's not my entire experience. I was born with a cleft palate. I'm the ambassador for Operation Smile. And, yes, been through this entire journey of life and the industry and to persevere and come out smiling is what the book's about."

Bachar made headlines back in 2008 when she became the first founding member of the Pussycat Dolls to exit the group.

Although she was involved in the most recent Pussycat Dolls reunion in 2010 to release their new single " React ," along with her former bandmates Nicole Scherzinger, Ashley Roberts, Kimberly Wyatt, Jessica Sutta and Melody Thornton, the tour was delayed by the pandemic and  later scrapped   amid a lawsuit  between Scherzinger and Antin.

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Elsewhere in her conversation with PEOPLE, Bachar opened up about how she made a decision to "excommunicate people that were toxic for my life," and revealed that she mostly only keeps in touch with her former bandmate Sutta.

"It's unfortunate that this industry breeds narcissists, and it feeds that monster, the fame game, the whole thing. And I think it changes people," she tells PEOPLE. "And, hopefully, as you grow older, you are wiser, and you do the work. But if you don't do the work, then you can't actually evolve."

"It's one of those complicated things," she adds. "Everybody's definitely in a different place in their life at different times. So, we have what we accomplished, and I will always cherish that and be proud of that. And the moments that we had on stage were great and fun, and I choose to remember those."

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Bachar has been candid about her journey as a parent — often opening up on social media about how she husband, actor Kevin Whitaker, parent their daughter Keala, 13, — and now, she's supporting her daughter as she takes the spotlight herself to walk in the Rookie show.

"As a Pussycat Doll, I’ve been through the ringer in the industry, and I make sure that we seek out the right projects. It's not about quantity, it's about quality," Bachar says, opening up about her daughter's work in entertainment.

"She did her first print job was when she was six months. She barely was sitting up. So, she's been through a lot of things, but also not everything," she adds. "We've been very selective about the projects that she's involved in, and making sure that she has a real like childhood, kid experience, not just being in the industry."

Bachar adds that fans can expect her to finish writing possibly by next year — and she hopes to record her own audiobook to accompany the memoir's release.

"It'll be fun," she teases.

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