education for girl essay

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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Why educating women is more important than we realize

The Times of India

The Stri or the Female Energy is the creatrix, mother of all gods, conqueror of all evil, dispenser of all boons in the Indian culture. She is considered the divine power of the universe from where all beings are born. This divine female energy is worshipped with intense adoration and devotion in India.

Yet, it is in India itself that we find the most intense contradiction towards the female shakti.

On one hand we surrender to the divine Durga to protect us and on the other hand we look down upon the feminine principle with condemnation, contempt, cause of all failures, source of lust and miseries.

An Indian woman suffers this wrath both in her mind and heart right from her birth. She struggles to understand her true role, position, and identity in human society. She lives in a dilemma, wondering whether to relate to the feminine deities being erected all around her or to an unborn female avatar which was never allowed to be born.

Since ancient times women have not been denied legal, social, and educational rights in India but certainly in practise they have been more preoccupied and confined to domestic affairs and that is where their social subordination began.

Despite such subjugation, women have survived important roles such as bold householders, strong mothers, queens, administrators, warriors, elected representatives and leaders. Therefore, despite oppression and denial, India has, time and again, truly experienced the shakti of this female creative force.

The way forward for India and humans in general is to treat the Female Shakti (The Feminine Powerhouse) with respect, deep regard, equal access to experiences, learning and opportunities. All sexes should be allowed to find, above all sexual differences, their full inner potential.

India, the land of diversity and contrast, India the ardent worshipper of the Shakti-The Durga can perhaps lead mankind into human success based in deep regard for the deep inner potential, intellectual prowess and ingenuity of women. Denying women their due place is denying mankind its due success.

Women Across the Globe

The battle for legal, civil, social, and educational equality is a central element of woman’s rights globally. However, a deeper understanding of the women’s needs has revealed that in daily life they struggle to voice their objections and opinions, struggle to agree or disagree, condemn, or promote, speak, share, discuss, and struggle to manage, participate and lead.

Therefore, it would not be incorrect to state that the battle is only half won if the women get access to education and opportunities but no access to exercise their will.

Women across the globe may be characterized by diversity in feminine energy and feminine approach to life, work, family, and society yet their basic emotional, psychological, physical, mental, intellectual, social, professional, and creative needs tie them together to a common cause. The common cause being-women across the globe want to be active participants and decision makers in their own lives and refuse the passivity that is expected of them.

A modern progressive woman prides herself with all her feminine virtues. She wishes to embrace her own self in entirety not to put men down but only to break out of an oppressed state so that she can realize her own untapped full potential.

Women today are capable of and want to accumulate the advantages of both the sexes, but she is not willing to pay an unfair price for achieving this. For instance, a young mother wants the right to work or not to work to lie within the realms of her decision-making powers.

She wishes to be able to make a choice between scenarios where in one she wishes to fully involve herself in her motherhood and suspend her professional aspirations without being made to feel undeserving or financially dependent. Or in another scenario where she wishes to strike a balance between her motherhood and professional duties and yet not labelled as irresponsible and selfish. Such a state of choice with dignity would be true liberation for a young mother.

Equal Education is a Steppingstone Towards Gender Equality, Quality Socialization and Economic Growth

Denying women access to equal and quality education opportunities encourages gender segregation and stereotypical behaviour in society. Perceptions towards gender roles are sowed by members of family and society very early on in the lives of men and women which adversely impacts the quality of the socialization process.

Creating gender neutral learning environments can serve as a steppingstone to quality socialization. This in turn can help in creating favourable position for women in creative, scientific, technological, professional endeavours and lessen their personal and social struggles.

Any society that denies and discourages women from boldly participating in the learning process is only encouraging biased patterns that are deeply rooted in promoting the influential masculine identity.

Quality education can help both men and women understand these deep-seated issues in our society, raise their collective and individual levels of awareness, understand the importance of all people, irrespective of sex, in building a healthy and conscious society. In order to ensure sustainable development, it has become imperative to recognize the importance of all the sexes.

When a girl is educated, she is empowered. She can make her own decisions, raise the standard of living for her family and children, create more job opportunities, and reform society as a whole. As a result, a shift in attitudes toward girl child education in India is urgently needed. Every girl child deserves to be treated with love and respect. If all girls complete their education and participate in the workforce, India could add a whopping $770 billion to the country’s GDP by 2025!

Some Important Statistics

As per statistics presented by UNICEF, 129 million girls are out of school around the world, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age.

Borgen Project, a US based not for profit, study has revealed that every year, 23 million girls in India drop out of school after they begin menstruating due to lack of sanitary napkin dispensers and overall hygiene awareness in schools.

As per National Survey of India, Literacy Rate in India has increased from 73% in 2011 to 77.7% in 2022, however it still stands behind the global literacy rate which stands at 86.5% (as per UNESCO). Of the 77.7% Indian literacy rate in 2022, male literacy rate stands at 84.7% and female literacy rate stands at 70.3% as compared to global average female literacy rate of 79% (as per UNESCO).

There are several factors that influence poorer literacy rates in women as compared to men, the biggest and most crucial factors being inequality and sex-based discrimination. This discrimination pushes the girl child to either never be born (female infanticide) or the woman to be predominantly pushed into household affairs.

Low enrolment rates, high dropout rates, social discrimination, unsafe public spaces, prioritizing boy child education are some other important factors that negatively influence female education.

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Why girls’ education should remain a priority

Raja bentaouet kattan, laura rawlings, courtney melissa merchant.

A decade after the World Development Report 2012: Gender Equality and Development we have seen encouraging improvement in education outcomes for girls. Primary school completion rates are almost equal between boys and girls, and there has been significant progress in secondary education enrollment rates.

Girls’ education matters, but our focus must evolve to meet new challenges.

First, girls in high poverty and settings of fragility, conflict and violence (FCV) still face challenges in attendance and enrollment. Learning remains a critical issue for both boys and girls alike.   

Second, ensuring that girls access quality education is a central part of building and protecting human capital for themselves today, for their future economic prospects and for successive generations. Human capital promotion and protection are a key outcome of the proposed World Bank Group Gender Strategy 2024-30 .  In Achieving Gender Equality in Education: Examining Progress and Constraints , an underpinning for the new gender strategy, we take a close look at the latest research and findings on gender equality outcomes in education, as well as issues, evidence on promising solutions, operational good practices, and areas for future engagement.  

We need multipronged approaches based on what works to close gaps in girls’ education

The benefits of girls’ education are clear, including across health, social and economic outcomes.    And the evidence is decisive on many areas of what works to overcome barriers that girls face—for example, tackling obstacles of distance and cost through interventions including scholarships, stipends, and cash transfers.

At the same time, there are fewer studies in many areas such as the utility of social campaigns for boosting girls’ education enrollment; how gender-sensitive curricula, textbooks, and teaching can reduce bias and further girls’ achievement; and the impacts of school-based interventions for girls, such as separate toilets, school safety, and gender-based violence (GBV) reduction mechanisms. Studies are beginning to emerge in these areas, and more are needed.

This research informs policy approaches that target multiple barriers faced by girls, providing a strong base to continue to test, learn, adapt and expand on these approaches.

Schools are social incubators, playing a pivotal role in empowering girls and shaping norms

Research shows the clear impact of social norms on gender outcomes , including schooling and education outcomes.  Importantly, we know that schools have the power to shape these norms and give both girls and boys the ability to positively transform their roles, behaviors and futures. We consider schools as “incubators” where students develop a view of their own potential and rights, and as critical to empowering all students. 

One way we can bolster this link is through empowerment programs targeting adolescent girls. Evidence from Africa and South Asia has demonstrated the impressive impact of adolescent girls’ empowerment programs, for example from the World Bank’s Adolescent Girls Initiative .  The World Bank is now supporting a “new generation” of projects in Angola, Tanzania, Nigeria, and Mozambique that build on lessons from previous efforts, including the Adolescent Girls Initiative and the Sahel Women's Empowerment and Demographics Project. These approaches target sexual and reproductive health and rights, GBV, and women’s economic participation. For example, the Sudan Basic Education Support Project includes activities to train schools and their surrounding communities on GBV reduction.

We must bridge the broken link to employment

There are clear disparities in  women and men’s labor market outcomes, and education has a pivotal role in this tackling this. We see an education-employment paradox, in which high learning outcomes are not translating to labor market outcomes for girls. On the flip side, boys often face the challenge of underperformance in schools , but have higher labor market outcomes.

As more and more girls are accessing education, we need to look at how we can help them translate education into successful outcomes.   A striking 1 in 4 girls aged 15–19 globally are not in education, employment or training (NEET), compared to 1 in 10 boys.   That is a quarter of girls who are not able to engage fully in developing higher order skills or realizing the returns to their education in the workforce. In Latin America, a recent World Bank study finds the share of girls who are NEETs is significantly higher than among young men, and can be as high as 46%. They find that the challenges girls face are often different than for boys and are often strongly impacted by gender norms.

Access to reproductive health services among adolescents, encouraging girls’ agency and aspirations including for employment in higher paying occupations, and using proven approaches such as mentoring to address occupational segregation are all needed.

How can education programs contribute to address this problem? The Economic Acceleration and Resilience for NEET Project in Bangladesh , for example, is working with girls and their family members to increase access to education and skills training and promote the employability of the NEET youth, especially girls and women. The project also promotes equal access and opportunities for other subgroups, including persons with disability, transgender, and ethnic minorities.

Girls’ education is essential for sustainable, resilient, and inclusive development

This year, the World Bank has created a new vision for an evolving mission, one that emphasizes addressing global challenges on a livable planet .  This cannot be achieved without gender equality in education. 

Girls’ education is highly vulnerable to disruption from fragility and crises including conflict and climate change effects. Notably, girls in FCV situations are some of the most marginalized.  At the same time, educating girls strengthens countries’ resilience to shocks . Girls and women also have a pivotal role in addressing climate change, whether at the household level, in the community or in the labor market. One way to support this is through STEM investments, which empower girls to shape their societies and environments as scientists, innovators and active citizens . In Tanzania, for example, the Higher Education for Economic Transformation Project is making a strong, multi-pronged push to promote more girls and young women in STEM subjects.

Where do we go from here?

It is increasingly pressing to support girls’ abilities to thrive in an ever-changing world and to be able to tackle global challenges. These ideas and more are detailed in our policy note.  You can download it here , and share your feedback on the WBG gender strategy to help us shape the path ahead. 

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The US role in advancing gender equality globally through girls’ education

In 1995, just after the 75th anniversary of the 19th Amendment to the U.S. Constitution, then-First Lady Hillary Rodham Clinton gave a historic speech in Beijing at the United Nations Fourth World Conference on Women. There, she famously declared that “human rights are women’s rights, and women’s rights are human rights,” discursively weaving the struggle for gender equality in the U.S. to the struggle for gender equality around the world.

As the U.S. commemorates the centenary of the 19th Amendment and the world celebrates 25 years since the Beijing Platform for Action —which set a global agenda to remove systemic barriers holding back women’s full participation in public and private life—there is much stocktaking that the U.S. needs to do with regard to its role in advancing gender equality beyond our borders. In particular, the U.S. government’s role in promoting girls’ education, a key pathway to achieving gender equality, must be stepped up significantly.

Why girls’ education?

Girls’ education, alongside improved sexual and reproductive health and rights, has often been cited as the world’s best investment , the key to enabling girls and women more agency in their homes, communities, and countries. Educating girls contributes later to their increased formal economic opportunity and wages , decreases in pregnancy and early marriage , reduction in child and maternal mortality , better educated children when they do bear children, increased participation in politics , and decreased climate risk vulnerability . The list of spillover effects from an investment in girls’ education runs long as a result of empowered women; healthier families; and more resilient economies.

In the United States, progress in the education of women and girls has been an important step to (and byproduct of) advancing gender equality in all facets of domestic and work life. The story of female education and progress toward gender equality has been similar in many other high-income and upper-middle income countries around the world. But it has been patchwork or stalled in many low-income countries due to geopolitical, economic, and social barriers, as well as a lack of funding targeting countries with the greatest gender gaps in education.

An uneven story of progress, threatened by COVID-19

While women in the U.S. were surpassing men in earning doctoral degrees in the early 2000s , the number of illiterate women in low-income countries was actually increasing by 20 million between 2000 and 2016 )—although this trend was primarily the result of decades of exclusion from education as girls aged into adulthood. During this same period, access to education for successive cohorts of girls began to increase as the era of the Millennium Development Goals ushered political attention to address gender gaps in education. Indeed, in just under two decades, gender gaps in education closed tremendously. Between 2000 and 2018, the number of primary school aged girls out of school fell by 44% , and by 2019 nearly two-thirds of countries had achieved gender parity in primary education. However, progress has plateaued over the last decade. Conflict in Northern Africa and Western Asia have made the region furthest from parity in primary education, and gender gaps in secondary education persist in sub-Saharan Africa.

Some of the barriers obstructing progress in low-income countries include gender discriminatory policies like prohibiting pregnant schoolgirls and adolescent mothers from attending school; gender-blind education budgets that may disproportionately benefit boys; gender-insensitive school facilities that may discourage girls and female teachers from attending school especially during their menstrual cycles; gender biased curriculum and teaching that may teach girls their future is in the marriage market rather than the labor market; and harmful gender practices like child marriage and female genital mutilation that may lead to girls dropping out of school prematurely.

Analysis at the Brookings Institution estimates that education gaps between rich and poor girls will take a long time to close; universal secondary education for the poorest girls in sub-Saharan Africa is estimated to be achieved by 2111. When it comes to individual countries, these gaps may take even longer to close .

The COVID-19 pandemic is worsening this timeline. Girls’ increased burden on domestic work and unpaid care during stay-at-home orders, their increased vulnerability to gender-based violence due to limited mobility during lockdown, and their lower access to technology and the internet means girls have less time and fewer resources to engage in remote learning , are at risk of unwanted and unplanned pregnancies , and are more likely to remain out of school when they eventually reopen. We don’t yet have a full understanding of what the long-term effects of COVID-19 school closures will be on girls, but research from previous protracted school closures suggests that learning loss combined with girls’ unique vulnerabilities can have long-term consequences for girls and the road to gender equality.

Prior to the pandemic, estimates suggest that 130 million girls were out of school around the world. If countries like the U.S. do not actively work to ensure special attention is paid to girls in the COVID-19 recovery plans of countries where girls face increased vulnerabilities, there could be an additional 20 million girls globally who do not return to school.

A troubling trend toward realizing gender equality through education

Since First Lady Clinton’s speech, girls’ education has become a political priority among many governments and high-level political fora promoting gender equality. The money appeared to have followed, most notably in the last decade as corporate engagement in girls’ education increased and as special funds, like the UK Department for International Development’s Girls’ Education Challenge , were dedicated. In 2010, 20% of overseas development assistance (ODA) targeted at gender equality went to the education sector, making the education sector the largest recipient of ODA targeting gender equality . But in 2018, while the overall ODA bucket to gender equality nearly doubled (from US$25.3 billion in 2010 to US$48.7 billion ), the education sector’s share has been halved .

Moreover, globally, investment decisions have not always appeared to be made on the assessment of need alone. For example, a Brookings analysis of multilateral, bilateral, foundation, and corporation financing of girls’ education found that countries with some of the largest gender gaps in education were not receiving any ODA or philanthropic donor funding targeting gender equality in education.

So, while investments toward promoting gender equality are on an upward trend, countries may be losing sight of the importance of investing in girls’ education as a critical entry point. And, those funds that have been allocated may not be targeting geographies where the road to gender equality is the longest and hardest.

A troubling trend in U.S. leadership

Amidst this global trend in girls’ education leadership and financing, it appears that the United States may be moving in the wrong direction for girls as well. Indeed, the U.S. record on advancing gender equality overseas has been inconsistent and highly dependent on the incumbent administration’s priorities. The last few years suggest a troubling trend.

Under the Obama administration, bilateral, allocable aid targeting gender equality grew from 0.05% to 7.91% of total aid between 2009 and 2016 . Within his first week in office, President Obama signed into law legislation that would strengthen women’s ability to challenge pay discrimination in the U.S., setting in motion a host of government initiatives and programs that would signal his feminist presidency at home and to the world. During this time, too, the U.S. adopted a whole of government approach to empower adolescent girls, which focused attention on enhancing girls’ access to quality education among other strategies to enhance the status of girls, improve girls’ health, and build girls’ leadership.

However, the Trump administration brought quick rollbacks. Notwithstanding his unabashed parading of misogyny and sexism, within his first 100 days in office President Trump reinstated and expanded President Reagan’s Global Gag Rule , which cut all federal aid associated with efforts to provide girls and women access to safe family planning, and derailed Let Girls Learn , First Lady Michelle Obama’s initiative targeting educational opportunities for adolescent girls. Such signaling was followed by a host of setbacks for gender equality in the U.S. and a sharp fall in the percentage of U.S. aid (to 2.6% by 2018) aimed at principally advancing gender equality overseas.

Although Ivanka Trump, an advisor to the president, spearheaded the Women’s Global Development and Prosperity Initiative   in 2019 as a means of maintaining U.S. foreign policy objectives in women’s economic empowerment, there is a notable absence of attention to girls’ education and family planning—two important factors to ensuring women’s economic inclusion. And while attention to girls’ education is present in USAID’s 2020 draft, Gender Equality and Women’s Empowerment Policy , the absence of attention to “gender-related power imbalances” (which was referenced in the 2012 policy), sexual and reproductive health and rights, and girls’ and women’s access to comprehensive family planning, means that efforts to advance gender equality through education will ultimately fall short.

As things currently stand, the U.S. has gone from an intersectional approach to gender equality that sought to combat discrimination on multiple, simultaneous, and intersecting fronts, to one that is piecemeal, incoherent, and takes several steps backward .

Three actions to reverse course

As we mark 100 years since the 19th Amendment to the U.S. Constitution and 25 years since the Beijing Declaration, we must consider that girls today in developing countries do not have another 100 years to wait for gender equality. If humanity is to realize Generation Equality by 2030, the U.S. has an important role to play in helping other countries “ build back equal ” for girls, especially in the wake of COVID-19. It can start in three ways:

1. Adopt a feminist foreign policy . A feminist foreign policy can be defined as: “the policy of a state that defines its interactions with other states … in a manner that prioritizes peace, gender equality and environmental integrity [and] seeks to disrupt colonial, racist, patriarchal and male-dominated power structures.” To date, only five countries (Sweden, Canada, France, Luxembourg, and Mexico) have adopted a feminist foreign policy—although many more countries have declared being a feminist government.

The U.S. should lead the charge in the second wave of countries adopting a feminist foreign policy. It can do so by centering girls’ education (as well as girls’ sexual and reproductive health and rights) into U.S. foreign policy, national security, international development, and humanitarian assistance. With such strong returns on investments in girls’ education and the current lack of such funding in the regions that need it most, girls’ education is low-hanging fruit when it comes to advancing progress in gender equality and promoting girls’ and women’s full participation in public and private life.

This idea already has momentum on Capitol Hill. In September, Congresswomen Jackie Speier (CA-14), Lois Frankel (FL-21), and Barbara Lee (CA-13) introduced legislation to support the goals of a feminist foreign policy. Their legislation calls for a U.S. foreign assistance policy among others that will “promote gender equality and focus on the experience of women and people who experience multiple and intersecting forms of discrimination, such as gender-based violence, lack of access to sexual and reproductive health, lack of access to education, and the burden of unpaid care responsibilities.”

2. Increase ODA toward gender equality as a principal goal . Feminist advocates recommend that countries should allocate at least 20 percent of their total aid to investments with gender equality as a principal objective, and at least 85 percent as a significant objective. Presently, the U.S. is far below the OECD average and trails behind Sweden and Canada, two governments that have adopted a feminist foreign policy. Although the U.S. is the fourth largest net funder of gender equality ODA, this amount reflects only 21% of its overall aid (compared to 90% in Canada and 87% in Sweden). The U.S. needs to dramatically increase its gender equality ODA if it wants to walk its talk.

3. Give way to gender transformative leadership . Research has pointed to the important role of transformative leadership to promote progress in girls’ education specifically and gender equality broadly. Such leadership is needed not only at the level of individual political leadership (e.g., President and First Lady Obama, Congresswoman Nita Lowey, former Executive Director of the White House Council on Women and Girls Tina Tchen, etc.), but also through collective political leadership (e.g., through whole of government approaches, bipartisan working groups, cross-agency partnerships, and the members of the Democratic Women’s Caucus pushing for a feminist foreign policy today). Luckily, the U.S. isn’t short on transformative feminist leaders whose leadership on issues of gender equality should be amplified throughout U.S. international development programs, including education.

Congress doesn’t have to start from scratch when it comes to enabling policy frameworks for greater feminist action. For example, Congress passed the bipartisan Reinforcing Education Accountability in Development (READ) Act in September 2017, making it easier for the U.S. to partner with other countries and organizations to promote basic education in developing countries. Congress should use this groundwork to further advance legislative efforts that identify and address the specific barriers girls face in accessing and completing quality, gender transformative education around the world. Requiring outward facing departments such as the Department of State and USAID to develop strategies that bolster adolescent girls’ participation in democracy, human rights, and governance would help cement women’s and girls’ rights in the center of foreign policy decisions instead of being tacked on to programs with other aims.

There never was a better moment to take stock of the United States’ role in advancing gender equality at home and overseas. As the world is still trying to land on its feet from the COVID-19 shock, a fuller commitment to girls’ education through a U.S. feminist foreign policy could help reinvigorate global progress toward gender equality. In another 100 years, we should hopefully be able to look back and say that universal education for girls did for women and girls in the world what the enactment of the 19th Amendment did for gender equality in the U.S.

I would like to thank Katie Poteet for providing valuable research assistance.

This piece is part of 19A: The Brookings Gender Equality Series.  Learn more about the series and read published work »

About the Author

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Education as the Pathway towards Gender Equality

About the author.

Amartya Sen, often referred to as the father of the concept of ‘human development’, reminds us of a quote by H.G. Wells, where he said that “human history becomes more and more a race between education and catastrophe”. Sen maintains that “if we continue to leave vast sections of the people of the world outside the orbit of education, we make the world not only less just, but also less secure”. To Sen, the gender aspect of education is a direct link between illiteracy and women’s security.

Not being able to read or write is a significant barrier for underprivileged women, since this can lead to their failure to make use of even the rather limited rights they may legally have (to own land or other property, or to appeal against unfair judgment and unjust treatment). There are often legal rights in rule books that are not used because the aggrieved parties cannot read those rule books. Gaps in schooling can, therefore, directly lead to insecurity by distancing the deprived from the ways and means of fighting against that deprivation. 1

For Sen, illiteracy and innumeracy are forms of insecurity in themselves, “not to be able to read or write or count or communicate is a tremendous deprivation. The extreme case of insecurity is the certainty of deprivation, and the absence of any chance of avoiding that fate”. 2 The link between education and security underlines the importance of education as akin to a basic need in the twenty-first century of human development.

GENDERED EDUCATION GAPS: SOME CRITICAL FACTS

While a moral and political argument can continue to be made for the education of girls and women, some facts speak powerfully to the issue at hand. Girls accounted for 53 per cent of the 61 million children of primary school age who were out of school in 2010. Girls accounted for 49 per cent of the 57 million children out of school in 2013. In surveys of 30 countries with more than 100,000 out-of-school children, 28 per cent of girls were out of school on average compared to 25 per cent of boys. Completion of primary school is a particular problem for girls in sub-Saharan Africa and Western Asia. 3

Surveys in 55 developing countries reveal that girls are more likely to be out of school at a lower secondary age than boys, regardless of the wealth or location of the household. Almost two thirds of the world’s 775 million illiterate adults are women. In developing regions, there are 98 women per 100 men in tertiary education. There are significant inequalities in tertiary education in general, as well as in relation to areas of study, with women being over-represented in the humanities and social sciences and significantly under-represented in engineering, science and technology.

Gender-based violence in schools undermines the right to education and presents a major challenge to achieving gender equality in education because it negatively impacts girls’ participation and their retention in school. In addition, ineffective sexual and reproductive health education inhibits adolescents’ access to information and contributes to school dropouts, especially among girls who have reached puberty.

The education of girls and women can lead to a wide range of benefits from improved maternal health, reduced infant mortality and fertility rates to increased prevention against HIV and AIDS. 4 Educated mothers are more likely to know that HIV can be transmitted by breastfeeding, and that the risk of mother-to-child transmission can be reduced by taking drugs during pregnancy.

Each extra year of a mother’s schooling reduces the probability of infant mortality by 5-10 per cent. Children of mothers with secondary education or higher are twice as likely to survive beyond age 5 compared to those whose mothers have no education. Improvements in women’s education explained half of the reduction in child deaths between 1990 and 2009. A child born to a mother who can read is 50 per cent more likely to survive past age 5. In sub-Saharan Africa, an estimated 1.8 million children’s lives could have been saved in 2008 if their mothers had at least a secondary education. In Indonesia, 68 per cent of children with mothers who have attended secondary school are immunized, compared with 19 per cent of children whose mothers have no primary schooling. Wages, agricultural income and productivity—all critical for reducing poverty— are higher where women involved in agriculture receive a better education. Each additional year of schooling beyond primary offers greater payoffs for improved opportunities, options and outcomes for girls and women.

In the varied discussions on the post-2015 education related agendas, there was strong consensus that gender equality in education remains a priority. Various inputs noted that inequalities in general, and particularly gender equality, need to be addressed simultaneously on multiple levels—economic, social, political and cultural. A response on behalf of the International Women’s Health Coalition maintained that “all girls, no matter how poor, isolated or disadvantaged, should be able to attend school regularly and without the interruption of early pregnancy, forced marriage, maternal injuries and death, and unequal domestic and childcare burdens”.

Other inputs highlighted the importance of ensuring access to post-basic and post-secondary education for girls and women. Referring to secondary education, the German Foundation for World Population noted that the “completion of secondary education has a strong correlation with girls marrying later and delaying first pregnancy.” While access to good quality education is important for girls and women, preventing gender-based violence and equality through education clearly also remains a priority.

Gender-based discrimination in education is, in effect, both a cause and a consequence of deep-rooted differences in society. Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Moreover, harmful practices such as early marriage, gender-based violence, as well as discriminatory education laws and policies still prevent millions of girls from enrolling and completing their respective education. 5

Additionally, given the extensive and growing participation of women in income generating activities, education for girls and women is particularly important, especially in attempting to reverse gendered patterns of discrimination. Not only is it impossible to achieve gender equality without education, but expanding education opportunities for all can help stimulate productivity and thereby also reduce the economic vulnerability of poor households.

GENDER EQUALITY, EQUITY AND HUMAN RIGHTS

Equity is the strongest framing principle of a post-2015 rights-based agenda, and underlines the need to redress historical and structural inequalities in order to provide access to quality education at all levels. This heralds what was effectively one of the strongest themes that emerged in the post-2015 education consultations, i.e., a rights-based approach in which rights are indivisible. This implies that all aspects of education should be considered from a rights perspective, including structural features of education systems, methods of education, as well as the contents of the education curricula. Indeed, overcoming structural barriers to accessing good quality education is vital for realizing education rights for all.

In related post-2015 consultations, equity is affirmed as a fundamental value in education. Several inputs noted that inequality in education remains a persistent challenge. This is connected to a focus in the Millennium Development Goals on averages without an accompanying consideration of trends beneath the averages. Many contributions in the education consultation, as well as in the other thematic consultations, highlighted the lack of attention to marginalized and vulnerable groups.

Equal access to good quality education requires addressing wide-ranging and persistent inequalities in society and should include a stronger focus on how different forms of inequality intersect to produce unequal outcomes for marginalized and vulnerable groups. Post-2015 consultations suggest that overcoming inequality requires a goal that makes national governments accountable for providing minimum standards and implementing country specific plans for basic services, including education. Equity in education also implies various proactive and targeted measures to offer progressive support to disadvantaged groups.

Amartya Sen notes empirical work which has brought out very clearly how the relative respect and regard for women’s well-being is strongly influenced by their literacy and educated participation in decisions within and outside the family. Even the survival disadvantage of women compared with men in many developing countries (which leads to “such terrible phenomenon as a hundred million of ‘missing women’) seems to go down sharply, and may even get eliminated, with progress in women’s empowerment, for which literacy is a basic ingredient”.

In the summer of 2009, the International Labour Organization (ILO) issued a report entitled “Give Girls a Chance: Tackling child labour, a key to the future”, which makes a disturbing link between increasing child labour and the preference being given to boys when making decisions on education of children. The report states that in cultures in which a higher value is placed on education of male children, girls risk being taken out of school and are then likely to enter the workforce at an early age. The ILO report noted global estimates where more than 100 million girls were involved in child labour, and many were exposed to some of its worst forms.

Much of the research around women and education highlights the importance of investing in the education of girls as an effective way of tackling the gamut of poverty. This is in line with assertions made in numerous other references, which also point to a strong link between education, increased women’s (as opposed to girls’) labour force participation, the wages they earn and overall productivity, all of which ultimately yields higher benefits for communities and nations. In other words, it pays to invest in girls’ and women’s education.

GENDER SOCIALIZATION

In the late 1970s and early 1980s, Western feminist stalwarts, such as Simone de Beauvoir, were elaborating the difference between biological ‘sex’ and social gender. Anne Oakley in particular, is known for coining the term gender socialization (1979), which indicates that gender is socially constructed. According to Oakley, parents are engaged in gender socialization but society holds the largest influence in constructing gender. She identified three social mechanisms of gender socialization: manipulation, canalization, and verbalization (Oakley, 1972). Oakley noted that gender is not a fixed concept but is determined by culture through the use of verbal and nonverbal signifiers and the creation of social norms and stereotypes, which identify proper and acceptable behavior. The signifiers are then perpetuated on a macro level, reinforced by the use of the media, as well as at the micro level, through individual relationships.

The concept entered mainstream lexicon on gender relations and development dynamics, and through criticism and counter criticism, ‘gender socialization’ itself became an important signifier. As a tool to highlight discriminatory practices, laws and perceptions (including stereotypes), gender socialization is often identified as the ‘root cause’ which explains various aspects of gender identities, and what underlies many gender dynamics.

In 2007, the United Nations Children’s Fund (UNICEF) defined gender socialization as “[T]he process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples. Gender socialization begins as early as when a woman becomes pregnant and people start making judgments about the value of males over females. These stereotypes are perpetuated by family members, teachers and others by having different expectations for males and females.”

There is, therefore, a clear interaction between socio-cultural values (and praxis) with gender socialization. This only partly explains why it is that in many developing societies there is a persistent prioritization of women’s ‘domestic’ roles and responsibilities over public ones. Most young girls are socialized into the ‘biological inevitability’ of their socially determined future roles as mothers. This is closely connected, in many relatively socially conservative contexts, with the need to ensure (the prerequisite of) marriage.

Most related studies maintain that women with formal education are much more likely to use reliable family planning methods, delay marriage and childbearing, and have fewer and healthier babies than women with no formal education. The World Bank estimates that one year of female schooling reduces fertility by 10 per cent, particularly where secondary schooling is undertaken.

In fact, because women with some formal education are more likely to seek medical care and be better informed about health care practices for themselves and their children, their offspring have higher survival rates and are better nourished. Not only that, but as indicated earlier, these women are less likely to undergo early pregnancy. Being better informed increases the chances of women knowing how to space their pregnancies better, how to access pre and post-natal care, including prevention of HIV/AIDS, sexually transmitted diseases and family planning in general. The World Bank estimates that an additional year of schooling for 1,000 women helps prevent two maternal deaths.

The World Bank, along with UNICEF and the United Nations Population Fund highlight in several of their reports the intergenerational benefits of women’s education. An educated mother is more likely, it is maintained, to attempt to ensure educational opportunities for her children. Indeed, the World Bank specifically notes that “ in many countries each additional year of formal education completed by a mother translates into her children remaining in school for an additional one- third to one-half year”. 6

In short, girls’ education and the promotion of gender equality in education are critical to development, thus underlining the need to broadly address gender disparities in education.

The rhetorical question that needs to be raised here is whether the consistent elements of gender socialization in the region, and the confusing messages for both sexes, can only lead to entrenching processes of gender inequality. At the very least, it is safe to argue that gender socialization, combined with the continuing discrepancies in education opportunities and outcomes not only provide a negative feedback loop, but effectively contribute to entrenching patriarchal norms.

Political events and the endorsement of political leadership are often catalytic, if not necessary determinants, of policy change. In fact, most education reform programmes are often linked to political dynamics. To date, such reforms are typically launched through a political or legal act. In most cases, countries prioritize aspects such as forging a common heritage and understanding of citizenship, instruction in particular language(s), and other means of building capacities as well as popular support for party programmes. All developing country governments have, at one time or another, put special effort into including girls in the education system. While there is a continuous role for policy makers and governments, it is increasingly clear that the socio-cultural terrain is where the real battles need to be waged in a studied, deliberate and targeted fashion.

Influencing the way people think, believe and behave; i.e., culture is the single most complicated task of human development. And yet, in policy and advocacy circles globally, this particular challenge still remains largely considered as ‘soft’ and, at best, secondary in most considerations. What is maintained here is that within the current global geopolitical climate, particularly where an increasing number of young men—and now also young women—are reverting to extremes such as inflicting violence, and where this is often exacerbated by socialization processes which often enforce certain harmful practices (e.g., early marriage) and outdated forms of gender identity and roles, then culture needs to be a high priority.

Needed cultural shifts require several key conditions. One of these is the importance of bridging the activism around gender equality and doing so by involving both men and women. While this still remains anathema to many women’s rights activists, it is nevertheless necessary that men become more engaged in gender equality work, and that women realize that their rights are incumbent on the systematic partnership with men and on appreciating the specific needs and challenges that young boys and men themselves are struggling with.

Another critical determinant of cultural change is that it has to be from within. Those who have worked with human rights issues more broadly have had to learn the hard way that any change that appears to be induced ‘from outside’, even if responding to a dire need and with perfectly sound reason, is destined for failure in many cases. Sustainable change has to be owned and operated locally. This points to the importance of identifying the ‘cultural agents of change’ in any given society, which include both its men and women activists, religious leaders, traditional and community leaders (in some cases these categories converge), media figures, charismatic community mobilizers, and especially youth themselves, who are the most critical agents of change.

At the same time, it is a fallacy to think that there can be no linkages whatsoever between local ownership and external dynamics. International, especially multilateral, development partners have an important role to play in facilitating the bridge building between and among the cultural agents of change themselves on the one hand, and between them and their respective policymakers on the other. But in this day and age of technology and increasing speed of technology, international development actors, as well as transnational academic actors, are already facilitating the building of bridges between youth. Some of this is already happening through a plethora of fora (including social websites), and the impact remains difficult to gauge.

All this points to the fact that education in the traditional sense of school enrolment, drop-out rates, curricula development, and structural dynamics thereof are in multiple stages of transition. It remains to be seen how, and in what way, new forms of education, knowledge acquisition, and information sharing will significantly change patterns of gender socialization itself. It is too soon to definitely assess the shifting sands we are standing on. Nevertheless, it would be a mistake to either overestimate the power of entrenched patriarchy, or to underestimate the capacity of women and men to significantly refashion their realities. At the same time, the changes in the culture of international development goal setting are already producing critical insights and inputs which are shaping the agenda of global, regional and national dynamics for upcoming decades.

The opinions expressed in this article belong to the author only and do not necessarily reflect the opinions or positions of any institution, Board or staff member.

1 UNICEF and UNESCO: The World We Want— Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013 . Available at http://www.unicef.org/education/files/ Making_education_a_Priority_in_the_Post-2015_Development_ Agenda.pdf.

3 “Making education a Priority in the Post-2015 Development Agenda: report of the Global Thematic Consultation on education in the Post-2015 Development Agenda”.

4 All the figures and data herein presented from UNESCO. 2011b. EFA Global Monitoring Report 2011. The Hidden Crisis: Armed Conflict and Education, Paris and UNESCO . World Atlas of Gender equality in education. Paris, 2012.

5 UNESCO— http://www.unesco.org/new/en/education/themes/leading-the-international-...

Alger, Chadwick. “Religion as a Peace Tool”, The Global Review of Ethnopolitics , vol.1,4: 94 -109. (June 2002).

Diamond, Larry (ed.). Political Culture and Democracy in Developing Countries (Boulder and London, Lynne Rienner, 1994). Huntington, Samuel. ‘The Clash of Civilizations?’, Foreign Affairs , vol.72, No.3, Summer 1993, pp. 19 -23.

Johnson, Chalmers. Blowback: The Costs and Consequences of American Empire (New York , Henry Holt and Company, 2000).

Karam, Azza. Transnational Political Islam: Religion, Ideology and Power (London, Pluto Press, 2004).

Leftwich, Adrian (ed.). Democracy and Development: Theory and Practice (London, Polity Press, 1996).

Macrae, Joanna. Aiding Recovery? The Crisis of AID in Chronic Political Emergencies (London and New York, Zed Books in Association with ODI, 2001).

Pilch, John J. “Beat His ribs While He is young” (Sir 30:12): A Window on the Mediterranean World”, Biblical Theology Bulletin: A Journal of Bible and Theology, vol. 23, 3 (1993) pp 101-113.

Tynedale, Wendy. (ed.). Visions of Development: Faith-based Initiatives (UK: Ashgate, 2006).

United Nations Development Programme (UNDP)’s Arab Human Development Report (New York, 2002, 2004, and 2005).

UNESCO, “Key Messages and Data on Girls’ and Women’s education and literacy” (Paris, April 2012).

UNICEF and UNESCO, The World We Want—Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013 . Available at http://www.unicef.org/education/files/Making_education_a_Priority_in_the... . United Nations Population Fund (UNFPA) State of World Population Report: Reaching Common Ground—Culture, Gender and Human Rights (2008).

Williams, Brett (ed.). The Politics of Culture (Washington D.C., The Smithsonian Institution, 1991).

World Bank MENA report: The Road Not Travelled: Education Reform in the Middle East and North Africa , (Washington D.C. The World Bank, 2008).

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• Girl Education Essay for Students in English

Essay on Girl Education

If we see our India it is the second-largest country in the world, wherein in some fields we are equal to other countries, but when it comes to education for girls we are too behind, hence the rate of girl education is very very low. India is known for the study of a goddess but when it comes to the real picture it’s different. The poor people are not able to give proper education to their daughters. Education for girls has somewhat improved over the last few decades but there is still a long way to go, and for this the government should take action. In The past, people were not much interested in educating their daughters, they used to think that they should not leave home. But slowly the time is changing, people are also changing their mindset in terms of giving education to their daughters because they also want to see them getting success in their life but still not happening to people living in rural areas.

Girl education is a term used in context to describe and resolve issues in the educational upliftment of women as a group. Historically in almost all major societies and cultures, women were expected to be doing household chores and all major social work were done by the men. Men used to be the ones competing for positions and resources in society. When education became a thing it was men who started to learn new things and have a formal process to get through with the education. 

As the industrial revolution came into existence the ability of men which gave them an edge over women became irrelevant. Women went out and started contributing to society. But there was one problem, women were yet to achieve their fair share of education and hence were unable to compete with men for the position available. 

Challenges in Girl Education

Poverty: A major challenge in girl education is poverty. When families struggle to get their basic needs it becomes tough for them to send their children for education. Even if somehow they can afford some basic schooling it always prefers boys over girls to send them for education.

Social Conservatism: In many developing countries the boy stays with parents throughout their life and takes care of them. While girls marry and move in with their husband and his family. This always reduces the incentive for families to educate their girls.

Safety: In many countries, the safety of girls is very risky and families stop their education over their safety. This as a society is our responsibility to create a safe environment for everyone at least till they don't fear to come for education. 

Religion: Some of the religious texts have girl children forbidden to have education, at least it is how the religious texts get translated by the religious people for use in daily life. This prevents families from sending their girl child for education.

Many organizations have come forward to help the world with the issue involved in girl child education. This problem is more acute in developing nations as compared to developed countries. We as a nation should have to definitely work on it as India suffers most from this issue. We have the second largest population and so we have the second-largest women population and if we won't be able to bring them to the frontline with better education it will be very tough for us to compete with the world.

FAQs on Girl Education Essay for Students in English

1. What are the economic implications of girl education?

Women are half of the population of any country or world as a whole. If they don't have proper education then it would be tough for them to contribute to the development of the country by engaging themselves in productive work. Due to this we as a society are losing a huge workforce and if we could be able to resolve the issue then we can solve many other problems in the society and our development will surely pick up at a greater pace.

2. Which organizations are working on improving girl education?

There are many organizations working on improving girl education with UNICEF leading the way. It has a tagline "gender equality in education benefits everyone". It promotes the importance of girl education throughout the world and even provides many kinds of support to countries to achieve it. It has many dedicated funds which gather money from all around the world in support of this mission. In India, the ministry of women and child development is the major body that works on resolving the issue of girl education. It has worked extensively with many NGOs to help the government with different activities related to the issue and doing a great job at it.

3. What are the benefits of girl education?

When a girl child gets an education it not only helps her to achieve something in her life but also does a lot of benefits to society. When a girl gets educated she becomes more independent and doesn't rely on anyone, she gets married late and can give birth to healthy children. When she gets educated she will be able to participate in the decision making process of society which will help every one of us. This makes the society more stable and resilient which provides opportunities for every individual to fulfil their true potential including boys.

4. Where can I find more about gender equality?

We, at Vedantu , truly believe that a society should be fully inclusive with equal opportunity to every one of us. Equality starts with gender equality and has a huge impact on society. We have published a lot of materials on gender equality, its issues and the possible solution to those on our website. We don't consider gender equality as a topic of education rather a topic of discussion and everyone should give their thoughts to it. Our materials are created by people from all sectors including science, math, economics, history and geography. This will help you to get a perspective from all the directions into the issue. Sign up today and start exploring the best of all the topics on Vedantu .

5. What are the growths achieved in the field of girl education?

If you check the board results of all the education boards for secondary and higher secondary in India you will find that girls are doing way better than they used to do a decade back. We can also see a trend of girls dominating the topper lists of the results for the board exams. 

The percentage of increase in literacy rate for women has increased more than that of the increase in literacy rate of men. We can also see women excelling in many fields all over the country and this will provide icons and idols for every girl child to look up to and in future, we will achieve gender equality in each and every field.

Education for Girls History: Why Girls’ Education Was Lagging Than Provided to Boys Essay

Introduction, rooting of sexism, list of references.

Since the emerging of the first mass secondary education systems in the United States there was an issue with education of girls. This issue consisted of the fact that girls education was lagging behind the education provided to boys. In fact, the secondary schools were not the only ones involved in this inequity. This discrepancy touched upon all levels of education system, starting from elementary and ending at postsecondary.

It was widely believed that the task of a woman was to sit at home with the children and to be the bearer of one’s own wine and fig tree. And consequently, if it was meant for the woman to sit at home and perform housework, there was no actual need for her to get proper education, as if her husband and children were happy, she succeeded in her life.

In the beginning of the 20 th century, what we now call sexism was rooted in not just American education system, but in all education systems all over the world. But back then there was no such definition as sexism, as such treatment of female gender was considered to be a social norm.

Sexism was rooted not just in education but its essence lied much deeper, in the reproductive biological differences, and just like racism it intertwined with class. This phenomenon was quite wide spread in almost all educational institutions and its basis was an idea of that a man and a woman had different roles that they were obliged to perform by their nature.

There was a historically formed belief that women were genetically inferior comparing to men, but really they were just genetically different. This very difference was exploited as basis for sexism. This phenomenon was also closely linked to class, as girls from upper class families were able to obtain better education than those from lower working class.

This could be explained by the following. The owners of production means require those individuals that could dedicate their time to labor. But such laborers can not be viewed as machines, as they have physical and emotional needs, as well as their children must be raised for the purpose of entering the workforce in the future. As it was pointed out by Oakley, “Industrial capitalism requires somebody to buy the food, cook the meals, wash the clothes, clean the home, and bear and bring up the children. Without this backup of domestic labor the economy could not function.” And since it was nature for women to bore and nurse children, they had to become servants of unpaid labor at home, the labor which produced other laborers required by capital.

As a result of the above, the society not only refused the concept of a woman as emancipated from other men individual, but the girls and later women themselves did not fell that need to get education and succeed in life through it.

Around one hundred years ago the most popular academic aspect concerned female education. Professor Silliman of the Yale University gave address of this topic in 1853 and stated that the best diploma for a young woman will be a happy husband and a large family, as well as that the man in the family should have priority in all fields of family life. At that time the education of women, especially girls was debated. These debates focused around three questions: what was the woman’s sphere, could a woman’s mind be educated, and could her mind be viewed equally to a man’s mind.

According to the traditional convictions, the sphere of a woman was mainly home based, and therefore education for girls was somewhat limited. As the industrial revolution progressed, the woman had less tasks to do at home, and her activity range contracted. As the financial status due to husband’s profits improved, the number of activities for a woman became even smaller. What used to be her direct responsibility, like the kitchen and nursery had stepped out of the woman’s sphere.

It was a while before the education of women gained its critical momentum. In 1944 along with the Butler act came mass secondary education for girls, and from that time the tendency of females towards education became unstoppable. If we were to compare the situation from one hundred years ago with the current one, we would observe a totally opposite tendency. Right now girls are getting better results at GCSE, and get more A level A grades comparing to men. More women than men enter universities and there are more Firsts and fewer Thirds among women who graduate from universities comparing to their masculine colleagues.

Resulting from the most current trends in education, there is nobody left to do all the labor that used to be performed by women. Consequently, many men might have to adopt female roles, but play them in their own fashion. A good example of this might be the past tendency of hiring women for the positions of teachers, as they were moderately intelligent, highly motivated, and good-at-coursework.

In fact, this was one of the only opportunities for a woman to make something of her career. Right now, we are seeing more and more male teachers, as this position needs substitution, and some women that could have been teachers, are making their careers are doctors and lawyers, which would be impossible in the past. Right now girls are outshining boys, as this year men got less first-class degrees than women. In today’s world everything is controlled by knowledge, interpretation, and analysis, as these things are crucial for economic success. With girls now being motivated to receive better education, they might be the ones running everything in the nearest future.

Annie Oakley, Subject Women (New York: Academic Press, 1981), p. 167.

Webb, Dean. The History of American Education: A Great American Experiment . Prentice Hall, 2005.

Western Plow Boy , vol. I, no. 3, 1853, p. 48.

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IvyPanda . 2022. "Education for Girls History: Why Girls’ Education Was Lagging Than Provided to Boys." April 29, 2022. https://ivypanda.com/essays/education-for-girls-history/.

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Bibliography

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Essay on Girl Education for Children and Students

Table of Contents

Education is an essential part of a living being, whether it’s a boy or a girl. Education helps an individual to be smarter, to learn new things and to know about the facts of the world. It plays one of the most important roles in Women Empowerment. It also helps to put a stop to discrimination based on gender. Education is the first step to give women the power to choose the way of life she wants to lead.

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Education helps women to be more productive in her work. A knowledgeable woman has the skills, information, talent, and self-confidence that she requires to be a superior mother, employee, and resident. Women constitute almost half the population of our country. Men and Women are like two sides of the coin and need identical opportunity to contribute to the country’s development. One cannot survive without the other. Here are essays of varying lengths on Girl Education to help you with the topic in your exam. You can select any Girl Education essay according to your need:

Essay on Girl Education

Girl Education Essay 1 (200 words)

Girl Education in India is largely essential for the growth of the nation because girls can do most of the things better than the boys. Nowadays girl education is necessary and is also compulsory because girls are the future of the country. In India, girl’s education is necessary as to develop socially and economically. Educated women yield a positive impact on Indian society through their contribution in professional fields like – medical, defence services, science and technology. They do good business and are also well-versed in handling their home and office. An improved economy and society are the outcome of girl’s education. Educated women can also help in controlling the population of the country by marrying at the right or later age in comparison to the uneducated women.

Women education in early Indian society was quite good but in the middle age, it was not because of numerous limitations towards women. However, again it is getting improved and better day by day as people in India have understood the fact that without the growth and development of women, the growth of the country is not possible. It is very true that equivalent expansion of both sexes will boost the economic and social growth in every area of the country.

Girl Education Essay 2 (300 words)

Girl Education was never considered necessary in the previous time. But over the period of time people have realized the importance of a girl’s education. It is now considered as the awakening of girls in the modern era. Women are now competing with men in all the spheres of life. But still, there are people who oppose girl’s education because they believe that a girl’s sphere is at home and also they think that it is wastage of money to spend on a girl’s education. This thought is wrong as girl education can bring an uprising in the culture.

Importance of Girl Education

There are a lot of advantages involved in the education of girls. A well-educated and grown up girl can play an important role in the development of the country. An educated girl can share the load and burden of the men in different fields. A well-educated girl if not forced to marry in her early age, can serve as writer, teacher, advocate, doctor, and scientist. She can perform very well in other important fields too.

Education is a boon for girls in this age of economic crises. In today’s time, it is really difficult to meet both the ends in a middle-class family. After the marriage, an educated girl can work and help her husband in bearing the expenses of the family. She can also earn if in case her husband expires and there is no helping hand in the family.

Education also broadens the thought of the women, thus it helps in the good upbringing of her children. It also gives her the freedom of thought to decide what best is there for her and the family.

Education helps a girl become economically independent while she knows her rights and women empowerment which helps her to fight against the problem of gender inequality.

The improvement of a nation depends on girl’s learning. So, girl’s education should be encouraged.

Girl Education Essay 3 (400 words)

Women education is essential for the appropriate social and economic development of the country. Both men and women run parallel like two wheels in every society. Hence, both are significant components of growth and development in the country. Thus, both require equal opportunity when it comes to education.

Advantages of Women Education in India

Girl education in India is required for the future of the country as women are the primary teachers of their kids who are the future of the nation. Uneducated women cannot dynamically contribute in managing the family and take proper care of the children and thus result in a weak future generation. There are numerous advantages of girl education. Some of the top ones are mentioned as under:

• Educated women are more able to influence their future.
• An Educated women are able to reduce poverty by working and being economically strong.
• Educated women have Low risk of child mortality.
• An Educated women are 50% more likely to have their child immunized.
• Educated women are less likely to be taken advantage of and less likely to contact HIV/AIDS.
• An Educated women are less likely to become victims of domestic or sexual abuse.
• Educated women reduce corruption and change the conditions that lead to terrorism.
• An Educated women are better operational to contribute to the family earnings.
• Educated women are healthier and tend to have greater self-esteem and self-confidence.
• An Educated women help contribute and prosper their community.
• Women who are educated see the potential and need to promote education in others.

Educated women can, without doubt, handle her family more efficiently. She can make each family associate accountable by imparting good qualities in children. She can take part in the social workings and this can be a great contribution towards the socioeconomic healthy nation.

Women Education in India

By educating a man, only a part of the nation would be educated however by educating a woman, the whole country can be educated. Lack of women education weakens the potent part of the society. So, women should have full rights for the education and should not treated inferior to men.

Conclusion :

India is now a leading country on the basis of women education. Indian History is not devoid of talented women. It is full of women philosophers like Gargi, Viswabara and Maitreya. Other renowned women include Mirabai, Durgabati, Ahalyabi and Laxmibai. All the legendary and historical women in India are an inspiration and motivation for today’s women. We can never overlook their contributions to the society and country.

Girl Education Essay 4 (500 words)

Female education is the need of the hour. We can’t become a developed nation without educating the women of the country. Women play an essential role in the all round progress of the country. Women must educated to make a democracy successful. They are the real builders of a happy home.

By educating a man, we educate one person, but if we educate a woman, we educate the whole family. This highlights the significance of female education. It is true that a woman is the first teacher for her children and they receive their very first lesson in mother’s lap. Hence, if a mother well-educated then she can play an important role in shaping her children’s future.

Educated Girls Vs Uneducated Girls

If we look at it, we will observe that a knowledgeable girl not only serve for her family but also serve for her nation. She can serve her nation as a teacher, a nurse, a doctor, an administrator, a soldier, a policewoman, a reporter, an athlete, etc.

It is a fact that the girls have gained more achievements than the boys in less time.

An educated wife can split the load of her husband’s life by doing jobs or by sharing her knowledgeable views about the jobs. An educated housewife can educate her children and can teach her children about the rights and moral values. She can also guide them to differentiate between good and bad things.

Girls are gaining their rights and respect in the society and our society is working hard for this. Girls have the potential to lead their country in every field.

Once Napoleon said – “Nation’s progress is impossible without trained and educated mothers and if the women of my country are not educated, about half of the people will be ignorant.” Thus we should create an atmosphere in which not a single woman remains uneducated.

Duties of a Girl and Contribution of Education

There are three major roles which are performed by women in her course of life – A daughter, a wife and a mother. Except for these significant duties, they have to establish themselves as good citizens of a nation. Hence, it is essential to give women a diverse kind of education from the one given to boys. Their learning should be in such a way that it should enable them to do their duties in an appropriate way. By education, they become fully mature in all the fields of life. An educated woman is well aware of her duties and rights. She can contribute to the development of the country in the same way as men do.

Women should be given equivalent chance in education like men and they should not be cut off from any development opportunities. To extend the significance and progress the level of women education all over the country, proper awareness programs are necessary, especially in the rural areas. A knowledgeable female can teach her whole family and also the whole country.

Girl Education Essay 5 (600 words)

In terms of inhabitants, India is the second largest nation in the world and the rate of female education is much low in India. Girl education was the subject of worry in India in the middle age though it has now solved to an immense extent. Education to women has given a lot of priority in India just like men to carry some encouraging changes in the community. Previously women not permitted to exit the gate of their houses. They were only restricted to the household works.

Upliftment of Girl Education

The Upliftment of girl education was mainly done by Raja Ram Mohan Ray and Iswara Chandra Vidyasagar during the British rule in India. They paid attention towards women education. Also, there were some leaders like Jyotiba Phule & Baba Sahib Ambedkar from lower caste community who took various initiatives to make education available to the women of India. It was with their efforts that after the Independence the government also adopted various measures to provide education to women. As a result, the women’s literacy rate has grown up since 1947.

Despite the fact that many more women are getting educated and women being literate nowadays, there is still a gap between the literacy rate of men and women. If we look closer towards the women literacy rate, the situation looks very discouraging. According to a survey only 60% of girls receive primary education and further, it lowers down drastically to 6% when it comes to high secondary education.

Factors Responsible for Low Rate of Girl Education

There are some factors which are responsible in our Indian society which restrict the girls to attend school. These are:

• Parents negative attitude
• Insufficient school infrastructure
• Religious factor
• Child marriage
• Child labour

Though education is free still there a lot of cost involved in sending children to school. It includes the cost of uniform, stationery, books, and conveyance which is too much for a family living below poverty line. They can’t even afford a day’s meal, educational expenses are too far to incur. That is the reason why parents prefer to keep their girl child at home.

In many parts of India, a primary school situated too far away from the villages. There is 4-5 hours long walk to reach the school. Keeping in mind the safety and other security factors parents restrict the girl child to go to school.

Insecurity –

Girls sometimes have to face various forms of violence at the school. Including violence on the way to school, by the school teacher, students and other people involved in the school environment. So girls’ parents think that she might not be safe at that place hence forbid them from going to school.

Negative Attitude –

People generally think that a girl should learn how to cook, how to maintain the house and to do household tasks as these should be the primary focus of girl’s life. Their contribution to the household work valued more than their education.

Child Marriage –

In Indian society, still there are cases of child marriage. A girl forced to marry at an early age and often pulled out of the school at a very early age. Due to early marriage, they get pregnant at an early age and thus all their time devoted towards the child and no time left for studying.

Child Labour –

This is also a major cause to forbid girls from studying. Working and earning at an early age is the main factor to held responsible for not studying. Parents due to poverty force girls to work at an early age hence the girls forbidden from studying.

Religious factor –

India is a vast country and consists of various religions. Some religious practitioners also forbid the girl child to educated. According to them, it is against the religion.

There is an immense need of educating the parents about the merits and benefits of girl child education. It’s not only the duty of the government but it’s our responsibility also to educate people around us. The best thing is that our P.M. has taken a very good initiative towards the girl child education through ‘ Beti Bachao Beti Padhao ’ campaign in villages. As per him, if we want to see our country developed then we have to make all girls educated.

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• Educating a girl, educating a nation

One girl’s dream is to become a teacher

Kandahar Afghanistan, 22 Feb 2019 – On a rainy winter day ,  12 year-old Wasilla was walking on a muddy and slippery road of Kotal Morcha village to get to her accelerated learning centre (ALC)  class.

 “I came from Shawlikot district in where we have a big house, large garden and lots of land; but we lacked security,” says Wasilla.    As the youngest child of the family, Wasilla’s father decided to leave their village and move to another village to ensure that Wasilla continues her education.

Wasilla’s father enrolled her in one of the UNICEF-supported accelerated learning centres.  He was keen on having his youngest daughter continue her education.

“When my father enrolled in class, I was excited that I didn’t sleep throughout the night,” says Wasilla.   “I like the class and I like my classmates.”

Wasilla is enrolled in Grade 3.  “ I would like to continue my education to become a teacher and to return back to my hometown and to enroll  girls in school,” says Wasilla with hope in her eyes. Wasilla hopes that one day she will have a better school environment, with desks, blackboards, and a nice building.  “I want to thank my parents for believing in my education and thanks to those supporting us to learn,” says Wasilla. 

An inspiration to other students

Wasilla is the top student of her class.  She arrives to the ALC on time, and is always helping her peers to learn.

“She is a true inspiration to the whole class,” says Wasilla’s teacher.  “I hope all parents will do the same like Wasilla’s father – believe in the value of educating girls.”

After class, Wasilla goes home to complete her homework.  When she finishes her homework, she helps her mother in the daily house chores. 

“I am eager to sustain my high grades to continue my education,” says Wasilla.  “As soon as I come back from class, I study and if I have time, I help my mom.”

In 2018, UNICEF supported 320 community-based education classes, known as accelerated learning centers. In Kandahar, 58 of these centres are functional serving most vulnerable students. 

Most of the students attending these centres are girls. A recent report by the Ministry of Education and UNICEF showed that 3.7 million children are out-of-school, 60 per cent are girls.

To further support most vulnerable children like Wasilla, the Government of Afghanistan, Education and Cannot Wait and UNICEF launched a multi-year (2018 – 2021) education response programme. The new programme is aimed at supporting  the government’s policy on community based-education, and improving access to safe and reliable education for 500,000 most vulnerable children, including 325,000 girls. 

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More to explore, a safe school for nadia.

Improving learning environments with water, sanitation, and hygiene facilities

Learning to read, daring to dream

In her new community-based classroom in central Afghanistan, Khadija finds hope and inspiration through her blossoming education

Safer schools, secure futures

In partnership with the European Union in Afghanistan, UNICEF is ensuring children have safer, more conducive learning environments to pursue an education

UNICEF receives $59.5 million from GPE for safe learning

This contribution will ensure that children in remote and hard-to-reach areas of Afghanistan continue attending community-based education classes

Bright ideas take flight at girls-only STEM workshop to identify potential world-beaters

Ten-year-old Hannah McGuire has been thinking about creating an app for a while now.

"I really like technology and I've always thought about making an app but I wasn't sure what to make because there are already so many," she says.

But a day brainstorming with her classmates at St Anthony's Primary School, south of Brisbane, has delivered a solution.

They've designed an educational app that uses a game to teach children what is healthy to eat and what isn't.

"I'm very proud and excited to be making this," Hannah says.

"It's a great idea and a way to encourage kids to eat healthy and get them excited about it."

Hannah is one of a group of girls asked to define a problem with food security and zero in on a solution.

Tiffani Seaton, who runs the girls-only program developed by the Academy for Enterprising Girls and the Council of Small Business Organisations Australia, says the workshops are designed to get girls thinking like entrepreneurs and considering careers in science, technology, engineering, and maths (STEM). 

"It's about rewiring the brain and having the opportunity to create solutions from problems and not getting stuck at the barrier of 'oh, here's a problem, I can't solve it'," Ms Seaton says.

"We want girls to develop these skills at a young age and see themselves as future leaders and future founders."

The program is gaining momentum, with more than 16,500 girls taking part since 2020, creating more than 6,000 entrepreneurial ideas.

After hours of thinking and planning, 11-year-old Claudia Dunn and her team have come up with a clear idea. 

"We're doing a breakfast truck where it's like an ice cream truck but it comes in the morning," she says.

"It's healthy, nutritious and also cheap because we know food prices are going way up."

Claudia is already an aspiring businesswoman and says the workshop has made her even more determined.

"People think boys are stronger, better, think they're better than every girl," she says.

"But I'm like nup, nope, we can be stronger and better at everything as long as we try."

Grace Sciacca's team settles on a business model based on a community garden and a communal kitchen.

"You can pick things and we'll have kitchens and you can cook it," she says.

"Then you can sell it at the garden to make money. 

"This took a lot of teamwork but we combined all our ideas to make it."

Teachers Kris Smith and Anthony Moss are learning about problem-solving and design thinking, too.

They'll have access to online resources to help female students stay engaged in those areas.

"As a teacher it can be hard to do STEM because you need more resources, you need more information and it takes more research on my part to give the students a quality experience," Ms Smith says.

"I often find the girls are quite creative, with out-of-the box thinking," Mr Moss adds.

"At times they're reluctant to start but once they've got their ideas they've got the focus to stick to it."

The workshops are funded by the federal government.

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NEET-UG 2024: NTA rejects claims of paper leak, exam reconducted for 120 students due to wrong distribution of papers

Despite the claims of the paper leak going viral on social media, there has been no substantial evidence to prove it..

NTA NEET Exam 2024: The National Testing Agency has refuted claims of NEET-UG exam question paper leak. The exam was reportedly held in 557 cities across India and 14 cities abroad. Despite the claims of the paper leak going viral on social media, there has been no substantial evidence to prove it.

Students at the exam center Girls Higher Secondary Adarsh Vidya Mandir, Sawai Madhopur, Rajasthan, said that the Hindi medium students got English question papers when the exam started. NTA accepted this error but made it clear that it was not a case of a paper leak. According to The Indian Express, a senior official revealed that by the time the invigilator could act on the mistake, some students had already left the exam hall. Following this, the question paper was circulated on social media. 

According to Sadhna Parashar, Senior Director of NTA, examinations were later reconducted for all the 120 candidates who faced the problem at the center, a PTI report said.

Students appeared for this examination in a single shift which started from 2 pm and continued till 5.20 pm. A record number of 23 lakh students enrolled themselves for this year’s examination. Maharashtra, Uttar Pradesh, and Rajasthan hold the highest numbers of representation of students. 

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Serge Schmemann

Student Protest Is an Essential Part of Education

By Serge Schmemann

Mr. Schmemann is a member of the editorial board and a former Moscow bureau chief for The Times. He was a first-year graduate student at Columbia in 1968.

Anyone who was at Columbia University in the spring of 1968 cannot help but see a reprise of those stormy, fateful and thrilling days in what is happening on the Morningside Heights campus today.

But there is a troubling and significant difference. If the students back in ’68 were divided into rebellious, longhaired pukes and conservative, close-cropped jocks, with a lot of undecided in between, the current protests at Columbia — and at the growing number of other campuses to which they have spread — have witnessed personal and often ugly divisions between Jewish students and Arab or Muslim students or anyone perceived to be on the “wrong” side of the Israeli-Palestinian conflict.

That, in turn, has thrust the protests squarely into the polarized politics of the land, with politicians and pundits on the right portraying the encampments as dangerous manifestations of antisemitism and wokeness and demanding that they be razed — and many university administrations calling in the police to do just that.

The transformation of the protests into a national political football is perhaps inevitable — everyone up to President Richard Nixon sounded off about students in ’68 — but it is still a shame. Because student protests, even at their most disruptive, are at their core an extension of education by other means, to paraphrase Carl von Clausewitz’s famous definition of war.

The hallowed notion of a university as a bastion of discourse and learning does not and cannot exclude participation in contemporary debates, which is what students are being prepared to lead. From Vietnam to apartheid to the murder of George Floyd, universities have long been places for open and sometimes fiery debate and inquiry. And whenever universities themselves have been perceived by students to be complicit or wrong in their stances, they have been challenged by their communities of students and teachers. If the university cannot tolerate the heat, it cannot serve its primary mission.

The counterargument, of course, is that without decorum and calm, the educational process is disrupted, and so it is proper and necessary for administrations to impose order. But disruption is not the only byproduct; protests can also shape and enhance education: a disproportionate number of those who rose up at Columbia in 1968 went into social service of some sort, fired by the idealism and faith in change that underpinned their protests and by the broader social movement of the ’60s.

I was a first-year graduate student at Columbia in ’68, living in the suburbs and so more of a witness than a participant in events of that spring. But it was impossible not to be swept up in the passions on the campus.

The catalyst was a protest by Black students over the construction of a gym in Morningside Park , which touched on many Black grievances against the university — the way it was pushing into Black neighborhoods, the gym’s limited access and separate door for area residents, many of them Black. The slogan was “Gym Crow must go.”

The Black sit-in quickly galvanized students from all the other social and political causes of that turbulent era — a war that was killing scores of American boys and countless Vietnamese every week, racism that just weeks earlier took the life of the Rev. Dr. Martin Luther King Jr. and, yes, a celebration of flower power and love. The gym issue at Columbia was quietly resolved, but by then, other students were occupying several buildings. Finally, Columbia’s president, Grayson Kirk, called in the police.

I have a snapshot embedded in my memory of groups of students milling about the grounds, which were littered with the debris of the confrontation, many of them proudly sporting bandages from the injuries inflicted by the violent sweep of the Tactical Patrol Force. Psychedelic music blared from some window, and a lone maintenance man pushed a noisy lawn mower over a surviving patch of grass.

The sit-ins had been ended, and order was being restored, but something frightening and beautiful had been unleashed, a faith that mere students could do something about what’s wrong with the world or at least were right to try.

The classic account of Columbia ’68, “The Strawberry Statement,” a wry, punchy diary by an undergraduate, James Simon Kunen, who participated in the protests, captures the confused welter of causes, ideals, frustrations and raw excitement of that spring. “Beyond defining what it wasn’t, it is very difficult to say with certainty what anything meant. But everything must have a meaning, and everyone is free to say what meanings are. At Columbia a lot of students simply did not like their school commandeering a park, and they rather disapproved of their school making war, and they told other students, who told others, and we saw that Columbia is our school and we will have something to say for what it does.”

That’s the similarity. Just as students then could no longer tolerate the horrific images of a distant war delivered, for the first time, in almost real time by television, so many of today’s students have found the images from Gaza, now transmitted instantly onto their phones, to demand action. And just as students in ’68 insisted that their school sever ties to a government institute doing research for the war, so today’s students demand that Columbia divest from companies profiting from Israel’s invasion of Gaza. And students then and now have found their college administrators deaf to their entreaties.

Certainly there’s a lot to debate here. Universities do have a serious obligation to protect Jewish students from antisemitism and to maintain order, but it is to their students and teachers that they must answer, not to Republicans eager to score points against woke “indoctrination” at elite colleges or to megadonors seeking to push their agendas onto institutions of higher learning.

Like Mr. Kunen, I’m not sure exactly how that spring of 1968 affected my life. I suspect it forced me to think in ways that have informed my reporting on the world. What I do know is that I’m heartened to see that college kids will still get angry over injustice and suffering and will try to do something about it.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Serge Schmemann joined The Times in 1980 and worked as the bureau chief in Moscow, Bonn and Jerusalem and at the United Nations. He was editorial page editor of The International Herald Tribune in Paris from 2003 to 2013.

Girl Education Essay

Education is an essential part of a living being, whether it’s a boy or a girl. Education helps an individual to be smarter, to learn new things and to know about the facts of the world. Education plays one of the most important roles in Women Empowerment. It also helps to put a stop to discrimination based on gender. Education is the first step to give women the power to choose the way of life she wants to lead.

Education helps women to be more productive in her work. A knowledgeable woman has the skills, information, talent, and self-confidence that she requires to be a superior mother, employee, and resident. Women constitute almost half the population of our country. Men and Women are like two sides of the coin and need identical opportunity to contribute to the country’s development. One cannot survive without the other. Here are essays of varying lengths on Girl Education to help you with the topic in your exam. You can select any Girl Education essay according to your need:

Essay on Girl Education

Girl Education Essay 1 (200 words)

Girl Education in India is largely essential for the growth of the nation because girls can do most of the things better than the boys. Nowadays girl education is necessary and is also compulsory because girls are the future of the country. In India, girl’s education is necessary as to develop socially and economically. Educated women yield a positive impact on Indian society through their contribution in professional fields like – medical, defence services, science and technology. They do good business and are also well-versed in handling their home and office. An improved economy and society are the outcome of girl’s education. Educated women can also help in controlling the population of the country by marrying at the right or later age in comparison to the uneducated women.

Women education in early Indian society was quite good but in the middle age, it was not because of numerous limitations towards women. However, again it is getting improved and better day by day as people in India have understood the fact that without the growth and development of women, the growth of the country is not possible. It is very true that equivalent expansion of both sexes will boost the economic and social growth in every area of the country.

Girl Education Essay 2 (300 words)

Girl Education was never considered necessary in the previous time. But over the period of time people have realized the importance of a girl’s education. It is now considered as the awakening of girls in the modern era. Women are now competing with men in all the spheres of life. But still, there are people who oppose girl’s education because they believe that a girl’s sphere is at home and also they think that it is wastage of money to spend on a girl’s education. This thought is wrong as girl education can bring an uprising in the culture.

Importance of Girl Education

There are a lot of advantages involved in the education of girls. A well-educated and grown up girl can play an important role in the development of the country. An educated girl can share the load and burden of the men in different fields. A well-educated girl if not forced to marry in her early age, can serve as writer, teacher, advocate, doctor, and scientist. She can perform very well in other important fields too.

Education is a boon for girls in this age of economic crises. In today’s time, it is really difficult to meet both the ends in a middle-class family. After the marriage, an educated girl can work and help her husband in bearing the expenses of the family. She can also earn if in case her husband expires and there is no helping hand in the family.

Education also broadens the thought of the women, thus it helps in the good upbringing of her children. It also gives her the freedom of thought to decide what best is there for her and the family.

Education helps a girl become economically independent while she knows her rights and women empowerment which helps her to fight against the problem of gender inequality.

The improvement of a nation depends on girl’s learning. So, girl’s education should be encouraged.

Girl Education Essay 3 (400 words)

Women education is essential for the appropriate social and economic development of the country. Both men and women run parallel like two wheels in every society. Hence, both are significant components of growth and development in the country. Thus, both require equal opportunity when it comes to education.

Advantages of Women Education in India

Girl education in India is required for the future of the country as women are the primary teachers of their kids who are the future of the nation. Uneducated women cannot dynamically contribute in managing the family and take proper care of the children and thus result in a weak future generation. There are numerous advantages of girl education. Some of the top ones are mentioned as under:

• Educated women are more able to influence their future.
• Educated women are able to reduce poverty by working and being economically strong.
• Educated women have Low risk of child mortality.
• Educated women are 50% more likely to have their child immunized.
• Educated women are less likely to be taken advantage of and less likely to contact HIV/AIDS.
• Educated women are less likely to become victims of domestic or sexual abuse.
• Educated women reduce corruption and change the conditions that lead to terrorism.
• Educated women are better operational to contribute to the family earnings.
• Educated women are healthier and tend to have greater self-esteem and self-confidence.
• Educated women help contribute and prosper their community.
• Women who are educated see the potential and need to promote education in others.

Educated women can, without doubt, handle her family more efficiently. She can make each family associate accountable by imparting good qualities in children. She can take part in the social workings and this can be a great contribution towards the socioeconomic healthy nation.

By educating a man, only a part of the nation would be educated however by educating a woman, the whole country can be educated. Lack of women education weakens the potent part of the society. So, women should have full rights for the education and should not be treated inferior to men.

Conclusion :

India is now a leading country on the basis of women education. Indian History is not devoid of talented women. It is full of women philosophers like Gargi, Viswabara and Maitreya. Other renowned women include Mirabai, Durgabati, Ahalyabi and Laxmibai. All the legendary and historical women in India are an inspiration and motivation for today’s women. We can never overlook their contributions to the society and country.

Girl Education Essay 4 (500 words)

Female education is the need of the hour. We can’t become a developed nation without educating the women of the country. Women play an essential role in the all round progress of the country. Women must be educated to make a democracy successful. They are the real builders of a happy home.

By educating a man, we educate one person, but if we educate a woman, we educate the whole family. This highlights the significance of female education. It is true that a woman is the first teacher for her children and they receive their very first lesson in mother’s lap. Hence, if a mother is well-educated then she can play an important role in shaping her children’s future.

Educated Girls Vs Uneducated Girls

If we look at it, we will observe that a knowledgeable girl not only serve for her family but also serve for her nation. She can serve her nation as a teacher, a nurse, a doctor, an administrator, a soldier, a policewoman, a reporter, an athlete, etc.

It is a fact that the girls have gained more achievements than the boys in less time.

An educated wife can split the load of her husband’s life by doing jobs or by sharing her knowledgeable views about the jobs. An educated housewife can educate her children and can teach her children about the rights and moral values. She can also guide them to differentiate between good and bad things.

Girls are gaining their rights and respect in the society and our society is working hard for this. Girls have the potential to lead their country in every field.

Once Napoleon said – “Nation’s progress is impossible without trained and educated mothers and if the women of my country are not educated, about half of the people will be ignorant.” Thus we should create an atmosphere in which not a single woman remains uneducated.

Duties of a Girl and Contribution of Education

There are three major roles which are performed by women in her course of life – A daughter, a wife and a mother. Except for these significant duties, they have to establish themselves as good citizens of a nation. Hence, it is essential to give women a diverse kind of education from the one given to boys. Their learning should be in such a way that it should enable them to do their duties in an appropriate way. By education, they become fully mature in all the fields of life. An educated woman is well aware of her duties and rights. She can contribute to the development of the country in the same way as men do.

Women should be given equivalent chance in education like men and they should not be cut off from any development opportunities. To extend the significance and progress the level of women education all over the country, proper awareness programs are necessary, especially in the rural areas. A knowledgeable female can teach her whole family and also the whole country.

Girl Education Essay 5 (600 words)

In terms of inhabitants, India is the second largest nation in the world and the rate of female education is much low in India. Girl education was the subject of worry in India in the middle age though it has now been solved to an immense extent. Education to women has been given a lot of priority in India just like men to carry some encouraging changes in the community. Previously women were not permitted to exit the gate of their houses. They were only restricted to the household works.

Upliftment of Girl Education

The Upliftment of girl education was mainly done by Raja Ram Mohan Ray and Iswara Chandra Vidyasagar during the British rule in India. They paid attention towards women education. Also, there were some leaders like Jyotiba Phule & Baba Sahib Ambedkar from lower caste community who took various initiatives to make education available to the women of India. It was with their efforts that after the Independence the government also adopted various measures to provide education to women. As a result, the women’s literacy rate has grown up since 1947.

Despite the fact that many more women are getting educated and women are being literate nowadays, there is still a gap between the literacy rate of men and women. If we look closer towards the women literacy rate, the situation looks very discouraging. According to a survey only 60% of girls receive primary education and further, it lowers down drastically to 6% when it comes to high secondary education.

Factors Responsible for Low Rate of Girl Education

There are some factors which are responsible in our Indian society which restrict the girls to attend school. These are:

• Parents negative attitude
• Insufficient school infrastructure
• Religious factor
• Child marriage
• Child labour

Poverty – Though education is free still there is a lot of cost involved in sending children to school. It includes the cost of uniform, stationery, books, and conveyance which is too much for a family living below poverty line. They can’t even afford a day’s meal, educational expenses are too far to incur. That is the reason why parents prefer to keep their girl child at home.

Distance – In many parts of India, a primary school is situated too far away from the villages. There is 4-5 hours long walk to reach the school. Keeping in mind the safety and other security factors parents restrict the girl child to go to school.

Insecurity – Girls sometimes have to face various forms of violence at the school. Including violence on the way to school, by the school teacher, students and other people involved in the school environment. So girls’ parents think that she might not be safe at that place hence forbid them from going to school.

Negative Attitude – People generally think that a girl should learn how to cook, how to maintain the house and to do household tasks as these should be the primary focus of girl’s life. Their contribution to the household work is valued more than their education.

Child Marriage – In Indian society, still there are cases of child marriage. A girl is forced to marry at an early age and is often pulled out of the school at a very early age. Due to early marriage, they get pregnant at an early age and thus all their time is devoted towards the child and no time is left for studying.

Child Labour – This is also a major cause to forbid girls from studying. Working and earning at an early age is the main factor to be held responsible for not studying. Parents due to poverty force girls to work at an early age hence the girls are forbidden from studying.

Religious factor – India is a vast country and consists of various religions. Some religious practitioners also forbid the girl child to be educated. According to them, it is against the religion.

There is an immense need of educating the parents about the merits and benefits of girl child education. It’s not only the duty of the government but it’s our responsibility also to educate people around us. The best thing is that our P.M. has taken a very good initiative towards the girl child education through ‘ Beti Bachao Beti Padhao ’ campaign in villages. As per him, if we want to see our country developed then we have to make all girls educated.

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Teacher ‘groomed’ girl before groping her in N.J. school hallway, parents say in lawsuit

• Updated: May. 06, 2024, 3:06 p.m. |
• Published: May. 06, 2024, 7:29 a.m.
• Eric Conklin | NJ Advance Media for NJ.com

A teacher “groomed” a 14-year-old girl before grabbing the teenager inappropriately at a New Jersey school , according to a lawsuit filed against the instructor and local education officials.

Special education teacher Jenna Sciabica left her job at Marlboro Memorial Middle School last month before she was charged with one count of harassment-offensive touching following a month-long investigation by school officials and local police.

The petty disorderly persons charge was filed days after the alleged victim’s mother went to a Marlboro school board meeting and publicly accused the teacher of sexually assaulting the teenager. “She molested my daughter,” the mother said before the board.

Nima Ameri, an attorney representing the student’s parents, filed the lawsuit in Monmouth County Superior Court last week. The complaint alleges a video shows Sciabica fondling the student’s breast in the hallway in view of another teacher.

Sciabica repeatedly made sexual comments in front of students, the lawsuit said. The alleged comments included inappropriate remarks about other teachers at the school and remarks about her own sex life to her students, who were between 10 and 14.

Marlboro Public School Superintendent Michael Ballone did not immediately respond to a request to comment on the lawsuit.

Sciabica’s attorney, Mitchell Ansell, alleged the lawsuit is a “money grab” by the student’s family. He denied the teacher did anything wrong and said Sciabica intends to plead not guilty to the criminal charge and have her “exemplary” reputation as a teacher restored.

“For this lawsuit to now claim that my client was ‘sexually grooming this girl’ is absolutely outrageous,” Ansell said in a statement.

Police began investigating the misconduct after the March 13 incident in the hallway, according to the lawsuit.

Sciabica was a tutor and was familiar to the teenager’s family. Sciabica privately tutored the girl’s two younger brothers, the complaint says. The girl was also a student in Sciabica’s classroom at school.

“The woman who filed this frivolous lawsuit welcomed my client into her home and treated her like family for the past three years,” Ansell said. “She wanted my client to be actively involved in helping to raise her daughter. They treated my client as if they were her aunt.”

Ameri, the parents’ attorney, said the teacher and the family were on good terms before the incident.

“They developed a friendly relationship, but that doesn’t justify what happened,” Ameri said.

At the school board meeting last month, the girl’s mother accused school officials of failing to prevent Sciabica’s wrongdoings, adding that her daughter was forced to go to the teacher’s classroom following the alleged sexual assault.

Ameri previously alleged the teacher texted the girl’s parents, asking them to cover for her because she was afraid she would lose her job. Sciabica also allegedly visited the family’s home to speak with them that day.

The parents also allegedly sent a letter to the school board seeking a settlement weeks before Sciabica was charged and their attorney filed their civil case.

The Marlboro school district had a turbulent week after the family publicly accused the teacher of sexual abuse. The district closed one day and had a delayed opening the following day after bomb threats were emailed to a staff member, school officials said. Police have not said whether the threats were related to the accusations against the teacher.

Stories by Eric Conklin

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The Campus-Left Occupation That Broke Higher Education

Elite colleges are now reaping the consequences of promoting a pedagogy that trashed the postwar ideal of the liberal university.

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F ifty-six years ago this week, at the height of the Vietnam War, Columbia University students occupied half a dozen campus buildings and made two principal demands of the university: stop funding military research, and cancel plans to build a gym in a nearby Black neighborhood. After a week of futile negotiations, Columbia called in New York City police to clear the occupation.

The physical details of that crisis were much rougher than anything happening today. The students barricaded doors and ransacked President Grayson Kirk’s office. “Up against the wall, motherfucker, this is a stick-up,” Mark Rudd, the student leader and future member of the terrorist organization Weather Underground, wrote in an open letter to Kirk, who resigned a few months later. The cops arrested more than 700 students and injured at least 100, while one of their own was permanently disabled by a student.

In other ways, the current crisis brings a strong sense of déjà vu: the chants, the teach-ins, the nonnegotiable demands, the self-conscious building of separate communities, the revolutionary costumes, the embrace of oppressed identities by elite students, the tactic of escalating to incite a reaction that mobilizes a critical mass of students. It’s as if campus-protest politics has been stuck in an era of prolonged stagnation since the late 1960s. Why can’t students imagine doing it some other way?

Perhaps because the structure of protest reflects the nature of universities. They make good targets because of their abiding vulnerability: They can’t deal with coercion, including nonviolent disobedience. Either they overreact, giving the protesters a new cause and more allies (this happened in 1968, and again last week at Columbia), or they yield, giving the protesters a victory and inviting the next round of disruption. This is why Columbia’s president, Minouche Shafik, no matter what she does, finds herself hammered from the right by Republican politicians and from the left by her own faculty and students, unable to move without losing more ground. Her detractors know that they have her trapped by their willingness to make coercive demands: Do what we say or else we’ll destroy you and your university. They aren’t interested in a debate.

Michael Powell: The unreality of Columbia’s ‘liberated zone’

A university isn’t a state —it can’t simply impose its rules with force. It’s a special kind of community whose legitimacy depends on mutual recognition in a spirit of reason, openness, and tolerance. At the heart of this spirit is free speech, which means more than just chanting, but free speech can’t thrive in an atmosphere of constant harassment. When one faction or another violates this spirit, the whole university is weakened as if stricken with an illness. The sociologist Daniel Bell, who tried and failed to mediate a peaceful end to the Columbia occupation, wrote afterward:

In a community one cannot regain authority simply by asserting it, or by using force to suppress dissidents. Authority in this case is like respect. One can only earn the authority—the loyalty of one’s students—by going in and arguing with them, by engaging in full debate and, when the merits of proposed change are recognized, taking the necessary steps quickly enough to be convincing.

The crackdown at Columbia in 1968 was so harsh that a backlash on the part of faculty and the public obliged the university to accept the students’ demands: a loss, then a win. The war in Vietnam ground on for years before it ended and history vindicated the protesters: another loss, another win. But the really important consequence of the 1968 revolt took decades to emerge. We’re seeing it now on Columbia’s quad and the campuses of elite universities around the country. The most lasting victory of the ’68ers was an intellectual one. The idea underlying their protests wasn’t just to stop the war or end injustice in America. Its aim was the university itself—the liberal university of the postwar years, which no longer exists.

That university claimed a special role in democratic society. A few weeks after the 1968 takeover, the Columbia historian Richard Hofstadter gave the commencement address to a wounded institution. “A university is a community, but it is a community of a special kind,” Hofstadter said—“a community devoted to inquiry. It exists so that its members may inquire into truths of all sorts. Its presence marks our commitment to the idea that somewhere in society there must be an organization in which anything can be studied or questioned—not merely safe and established things but difficult and inflammatory things, the most troublesome questions of politics and war, of sex and morals, of property and national loyalty.” This mission rendered the community fragile, dependent on the self-restraint of its members.

The lofty claims of the liberal university exposed it to charges of all kinds of hypocrisy, not least its entanglement with the American war machine. The Marxist philosopher Herbert Marcuse, who became a guru to the New Left, coined the phrase repressive tolerance for the veil that hid liberal society’s mechanisms of violence and injustice. In this scheme, no institution, including the university, remained neutral, and radical students embraced their status as an oppressed group.

Charles Sykes: The new rules of political journalism

At Stanford (where my father was an administrator in the late ’60s, and where students took over a campus building the week after the Columbia revolt), white students compared themselves to Black American slaves. To them, the university was not a community dedicated to independent inquiry but a nexus of competing interest groups where power, not ideas, ruled. They rejected the very possibility of a disinterested pursuit of truth. In an imaginary dialogue between a student and a professor, a member of the Stanford chapter of Students for a Democratic Society wrote: “Rights and privacy and these kinds of freedom are irrelevant—you old guys got to get it through your heads that to fight the whole corrupt System POWER is the only answer.”

A long, intricate , but essentially unbroken line connects that rejection of the liberal university in 1968 to the orthodoxy on elite campuses today. The students of the ’68 revolt became professors—the German activist Rudi Dutschke called this strategy the “long march through the institutions”—bringing their revisionist thinking back to the universities they’d tried to upend. One leader of the Columbia takeover returned to chair the School of the Arts film program. “The ideas of one generation become the instincts of the next,” D. H. Lawrence wrote. Ideas born in the ’60s, subsequently refined and complicated by critical theory, postcolonial studies, and identity politics, are now so pervasive and unquestioned that they’ve become the instincts of students who are occupying their campuses today. Group identity assigns your place in a hierarchy of oppression. Between oppressor and oppressed, no room exists for complexity or ambiguity. Universal values such as free speech and individual equality only privilege the powerful. Words are violence. There’s nothing to debate.

The post-liberal university is defined by a combination of moneymaking and activism. Perhaps the biggest difference between 1968 and 2024 is that the ideas of a radical vanguard are now the instincts of entire universities—administrators, faculty, students. They’re enshrined in reading lists and codes of conduct and ubiquitous clichés. Last week an editorial in the Daily Spectator , the Columbia student newspaper, highlighted the irony of a university frantically trying to extricate itself from the implications of its own dogmas: “Why is the same university that capitalizes on the legacy of Edward Said and enshrines The Wretched of the Earth into its Core Curriculum so scared to speak about decolonization in practice?”

A Columbia student, writing to one of his professors in a letter that the student shared with me, explained the dynamic so sharply that it’s worth quoting him at length:

I think [the protests] do speak to a certain failing on Columbia’s part, but it’s a failing that’s much more widespread and further upstream. That is, I think universities have essentially stopped minding the store, stopped engaging in any kind of debate or even conversation with the ideologies which have slowly crept in to every bit of university life, without enough people of good conscience brave enough to question all the orthodoxies. So if you come to Columbia believing in “decolonization” or what have you, it’s genuinely not clear to me that you will ever have to reflect on this belief. And after all this, one day the university wakes up to these protests, panics under scrutiny, and calls the cops on students who are practicing exactly what they’ve been taught to do from the second they walked through those gates as freshmen.

The muscle of independent thinking and open debate, the ability to earn authority that Daniel Bell described as essential to a university’s survival, has long since atrophied. So when, after the October 7 Hamas attack on Israel, Jewish students found themselves subjected to the kind of hostile atmosphere that, if directed at any other minority group, would have brought down high-level rebukes, online cancellations, and maybe administrative punishments, they fell back on the obvious defense available under the new orthodoxy. They said that they felt “unsafe.” They accused pro-Palestinian students of anti-Semitism—sometimes fairly, sometimes not. They asked for protections that other groups already enjoyed. Who could blame them? They were doing what their leaders and teachers had instructed them was the right, the only, way to respond to a hurt.

Adam Serwer: The Republicans who want American carnage

And when the shrewd and unscrupulous Representative Elise Stefanik demanded of the presidents of Harvard and Penn whether calls for genocide violated their universities’ code of conduct, they had no good way to answer. If they said yes, they would have faced the obvious comeback: “Why has no one been punished?” So they said that it depended on the “context,” which was technically correct but sounded so hopelessly legalistic that it led to the loss of their jobs. The response also made nonsense of their careers as censors of unpopular speech. Shafik, of Columbia, having watched her colleagues’ debacle, told the congresswoman what she wanted to hear, then backed it up by calling the cops onto campus—only to find herself denounced on all sides, including by Senator Tom Cotton, who demanded that President Joe Biden deploy the United States military to Columbia, and by her own faculty senate, which threatened a vote of censure.

T he right always knows how to exploit the excesses of the left. It happened in 1968, when the campus takeovers and the street battles between anti-war activists and cops at the Democratic convention in Chicago helped elect Richard Nixon. Republican politicians are already exploiting the chaos on campuses. This summer, the Democrats will gather again in Chicago, and the activists are promising a big show. Donald Trump will be watching.

Elite universities are caught in a trap of their own making, one that has been a long time coming. They’ve trained pro-Palestinian students to believe that, on the oppressor-oppressed axis, Jews are white and therefore dominant, not “marginalized,” while Israel is a settler-colonialist state and therefore illegitimate. They’ve trained pro-Israel students to believe that unwelcome and even offensive speech makes them so unsafe that they should stay away from campus. What the universities haven’t done is train their students to talk with one another.