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Girls education

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Girls' Education

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

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

Achieving gender equality is central to the World Bank Group twin goals of ending extreme poverty and boosting shared prosperity. As the largest financing development partner in education globally, the World Bank ensures that all of its education projects are gender-sensitive, and works to overcome barriers that are preventing girls and boys from equally benefiting from countries’ investments in education.

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

Both individuals and countries benefit from girls’ education. Better educated women tend to be more informed about nutrition and healthcare, have fewer children, marry at a later age, and their children are usually healthier, should they choose to become mothers. They are more likely to participate in the formal labor market and earn higher incomes. A recent World Bank  study  estimates that the “limited educational opportunities for girls, and barriers to completing 12 years of education, cost countries between US$15 trillion1 and $30 trillion in lost lifetime productivity and earnings.” All these factors combined can help lift households, communities, and countries out of poverty.

The Challenge

According to  UNICEF   estimates, around the world, 129 million girls are out of school, including 32  million of primary school age, and 97 million of secondary school age. 

Globally, primary, and secondary school enrollment rates are getting closer to equal for girls and boys (90% male, 89% female). But while enrollment rates are similar – in fact, two-thirds of all countries have reached  gender parity in primary school enrollment  – completion rates for girls are lower in low-income countries where 63% of female primary school students complete primary school, compared to 67% of male primary school students.  In low-income countries, secondary school completion rates for girls also continue to lag, with only 36% of girls completing lower secondary school compared to 44% of boys. Upper secondary completion rates have similar disparities in lower income countries, the rate is 26% for young men and  21% for young women.

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

Both girls and boys are facing a learning crisis. Learning Poverty (LP) measures the share of children who are not able to read proficiently at age 10. While girls are on average 4 percentage points less learning-poor than boys, the rates remain very high for both groups. The average of Learning Poverty in in low- and middle- income countries is 55% for females, and 59% for males. The gap is narrower in low-income countries, where Learning Poverty averages about 93% for both boys and girls.

In many countries, enrollment in tertiary education slightly favors young women, however, better learning outcomes are not translating into better work and life outcomes for women. There is a large gender gap in labor force participation rates globally. It is especially stark in regions such as South Asia and the Middle East and North Africa, which have some of the  lowest female labor force participation rates  at 24% and 20% per region, respectively. These are appallingly low rates, considering what is observed in other regions like Latin America (53%) or East Asia (59%), which are still below rates for men. 

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

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

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

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

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

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

Our 180 projects are impacting more than  150 million girls and young women worldwide . Hundreds of millions more have been impacted over the past few decades. 

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

1. Removing barriers to schooling

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

2. Promoting safe and inclusive schools 

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

3. Improving the quality of education 

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

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

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

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

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

1. Removing barriers to girls’ schooling

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

2. Promoting safe and inclusive schools for girls

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

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

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

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

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

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

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

The Education GP: 

• is collaborating with the Foreign, Commonwealth & Development Office FCDO (UK) about targets and high-level engagement with G7 donors, to support aid and financial commitment for girls’ education; 
• is a member of the Inter-agency Network for Education in Emergencies (INEE) Girls’ EiE Reference Group, which seeks to further research and advocacy for girls’ education in emergencies; 
• a member of the UNESCO Gender Flagship Reference Group and has provided technical contributions to the UNESCO-commissioned study (December 2020-July 2021); and 
• is working closely with the Global Partnership for Education (GPE) as the implementing agency for 54 percent of the total GPE grants of $3.62 billion, that support girls’ education.
• is a member of the United Nations Girls’ Education Initiative (UNGEI), which comprises over 20 partners representing multilateral, bilateral, civil society, and non-governmental organizations.
• collaborated with the International Center for Research on Women (ICRW) to produce Economic Impacts of Child Marriage , a recent report detailing the effects of child marriage, which was supported by the Bill & Melinda Gates Foundation , the Children’s Investment Fund Foundation , and GPE.

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

Why girls’ education should remain a priority

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

Empowering adolescent girls in Africa through education

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Girls’ education

This page looks at why girls and young women miss out on school - even though educating girls has huge benefits for health, prosperity and security. This page explains more about the impact of a safe, quality education for girls and examines the barriers that prevent them from getting an education.

The issue of girls and education, what progress has been made on girls' education, why is educating girls so important, what are the barriers to girls' education, useful links.

Girls have the right same right to education as boys. Educated girls can make informed choices – and from a far better range of options. Educating girls saves lives and builds stronger families, communities and economies.

An educated female population increases a country’s productivity and fuels economic growth. Some countries lose more than $1 billion a year by failing to educate girls to the same level as boys.

Despite this, girls and young women in many parts of the world miss out on school every day. Around 61 million girls are of school, according to UNICEF in 2016 – 32 million girls of primary school age and 29 million of lower secondary school age.

Often, girls are marginalised and are out of school simply because they are girls and it is not the cultural norm. Their chances of getting a quality education are even smaller if they come from a poor family, live in a rural area or have a disability.

Girls are four times more likely to be out of school than boys from the same background. The poorest girls also have the least likelihood of completing primary school.

There are often legal, religious and traditional practices that discriminate against girls having the chance to get an education.

There has been improvement in gender equality in education. Between 2000 and 2015, the number of girls for every 100 boys in primary education rose from 92 to 97 and from 91 to 97 in secondary education.

The number of countries that achieved gender parity in both primary and secondary education from 2000 to 2015 increased from 36 to 62. But the overall improvement does not tell the full story. Some parts of the world, including sub-Saharan Africa and South and West Asia, are not making as much progress.

Only two of 35 countries in sub-Saharan Africa have equal numbers of girls and boys in school – the lowest proportion of countries with gender parity – according to the Education Commission’s Learning Generation report in 2016.

In South and West Asia, 80% of out-of-school girls are unlikely ever to start school, compared to just 16% of boys.

Many countries, including Afghanistan, Pakistan and Nigeria, have seen attacks on girls’ education and threats to close down schools.

The world has committed to continue to make progress through the United Nations Sustainable Development Goals . Goal 4 aims to “ensure that all girls and boys complete free, equitable and quality primary and secondary education”. Goal 5 is focused on achieving gender equality and empowering all women and girls.

"Every girl, no matter where she lives, no matter what her circumstance, has a right to learn. Every leader, no matter who he or she is or the resources available to him or her, has a duty to fulfil and protect this right." Malala Yousafzai, Student, Nobel Peace Prize Laureate, and Co-Founder of the Malala Fund, in the foreword to the research report 'What Works in Girls' Education

Every child has a right to learn and get a good quality education, regardless of gender, where they live or their circumstances.

Because educated girls can make informed choices from a far better range of options, educating girls saves lives and builds stronger families, communities and economies. With an education, girls will understand their rights, have a greater sense what is needed to support health and wellbeing, and they will have greater opportunities to be employed in a fulfilling way and achieve their full potential.

Here are just some of the benefits of giving girls an equal opportunity to be educated:

• Economic growth

Education for girls and boys increases productivity and contributes to economic growth. Globally, women are not in the formal job market as much as men but many studies show there are economic benefits if they are allowed to join the labour force.

Educating girls and young women increases a country’s productivity and contributes to economic growth. Some countries lose more than $1 billion a year by failing to educate girls to the same level as boys.

A woman with an education can get a better job with higher wages and has the effect of addressing gender imbalances in the labour force. Increased levels of education have a greater positive impact on women’s wages.

According to an International Labor Organization report, “Educating girls has proven to be one of the most important ways of breaking poverty cycles and is likely to have significant impacts on access to formal jobs in the longer term.”

• Health knowledge saves children’s lives

A child born to a literate mother is 50% more likely to survive past the age of five. Over the past four decades, the global increase in women’s education has prevented more than four million child deaths.

Educated mothers are better informed about sanitation, nutrition and immunisation for their children, leading to fewer child deaths from preventable diseases such as diarrhoea, pneumonia and malaria or from malnutrition.

• Smaller and more sustainable families

Girls’ education helps reduce population growth. Educated women have fewer pregnancies and are also less likely to become pregnant as teenagers.

In many countries in sub-Saharan Africa, the birth rate among girls with secondary education is four times lower compared to those with no education.

• Reduced infection rates for HIV/AIDS and malaria

When researchers analysed the declining HIV/AIDS infection rate in Zimbabwe from 29% of the population to 16% from 1997 to 2007, they found that high levels of girls completing secondary education was an important factor in making awareness campaigns and efforts to reduce infection by partners more effective.

Better-educated girls and women are also more likely to use techniques to prevent malaria, such as using bed nets, and are less likely to become infected.

• Fewer girls in child marriages

Girls who are better educated are less likely to be married as children and are more likely to have opportunities for a healthier and more prosperous life for themselves and their families.

Across 18 of the 20 countries with the highest prevalence of child marriage, girls with no education are up to six times more likely to marry as children than girls with a secondary education.

• Better prepared for natural disasters and climate change

Higher levels of education generally help prepare families for coping with shocks. Girls’ education in particular is associated with reduced injury and death and increased family and community resilience from the hazards of natural disasters and extreme weather that results from climate change.

A 2010 World Bank study of developing countries from 1960 to 2003 found that countries with higher levels of female schooling were less likely to suffer high rates of death, injury, and displacement due to weather disasters.

• More control over their lives

When girls go to school, they grow into women who have more say over their lives and have an increased sense of their worth and capabilities. They are less likely to be subjected to domestic violence and will participate more in decision-making in households.

• More skills to be leaders

Education helps women to gain the skills needed to take on leadership roles at local and national levels. Better-educated women are more likely to join bodies, whether volunteer or elected, where they can take part in making decisions that affect their lives and those of their communities.

They include:

• Poverty and child labour

Girls from the poorest and rural households face the greatest disadvantages because parents are less educated and therefore may value education less. Rural communities have fewer support systems, often forcing girls to work or manage their household.

Many girls begin working as early as five years old – mainly in agriculture or in homes as domestic servants. Child domestic workers have limited or no access to education as employers often do not allow them to enrol in school.

• Caring for relatives

Women and girls disproportionately share the burden and care of ill family members and relatives. This affects not only whether they can attend school but also the time and energy they can devote to schoolwork.

• Water and sanitation

Due to inadequate water, sanitation and hygiene facilities, poor girls can spend six hours each day collecting water, leaving little time for school. Those girls who do go to school often drop out when they start to menstruate because there is no safe place to keep clean at school.

• Conflict and emergencies

Girls living in conflict-affected countries are 90% more likely to be out of secondary school than those living in peaceful areas. Schools can be destroyed in conflict situations, while targeted attacks on girls’ schools can make parents afraid to send their daughters to school. In humanitarian emergencies, including natural disasters, increased poverty for families and lack of employment opportunities means girls are at higher risk of early marriage or ending up in prostitution.

• Child marriage

Every year 15 million girls under the age of 18 become wives – an average of 40,000 every day. Marriage interrupts and ends girls’ education so they don’t gain the skills that could lift them out of poverty – over 60% of child brides in developing countries have no formal education. Many cannot return to school after marriage because they cannot afford to pay school fees. Child marriage also means girls have early and frequent pregnancies, which contributes to higher rates of girls dropping out of school.

Each year about 16 million girls between 15 and 19 give birth. Stigma, lack of support and discriminatory laws around pregnancy exclude girls from school, forcing them to stay at home and care for their children. Childcare and flexible school programmes or adult classes are not available to them.

Globally between 93 million and 150 million children live with a disability. The World Health Organization and the World Bank estimate that in some countries “being disabled more than doubles the chance of never enrolling in school”.

Girls with disabilities face discrimination both because of their gender and their disability, making them among the most marginalised groups of children. Respondents to the World Health Survey 2002-2004 indicated that 41.7% of girls with a disability completed primary school compared to 52.9% for those without a disability.

What Works in Girls’ Education: Evidence for the World’s Best Investment : Read the research report on the Brooking Institution website.

United Nations Girls Education Initiative : More information about the issue and the efforts to address it.

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Protecting, Educating and Empowering the Girl Child

on 10/11/2021 10/11/2021

Photo courtesy of Daily Mirror

Today is International Day of the Girl Child

While the lives of young girls in most countries around the world have certainly improved over the past few decades, there are still critical concerns that are unique to girls under the age of 18 such as female infanticide, early marriage and childbirth, Female Genital Mutilation, unequal access to education and health care, stereotyping, teenage pregnancy and sexual abuse. Girls also experience discrimination in food allocation and healthcare.

The World Economic Forum’s Global Gender Gap Report (2020) states that gender parity will only be attained in just under 100 years from now.

On December 19, 2011 the UN General Assembly adopted a resolution to declare October 11 as the International Day of the Girl Child to recognize girls’ rights and the unique challenges girls face around the world. The day focuses on the need to promote girls’ empowerment and the fulfilment of their human rights.

“Adolescent girls have the right to a safe, educated, and healthy life, not only during these critical formative years, but also as they mature into women. If effectively supported during the adolescent years, girls have the potential to change the world – both as the empowered girls of today and as tomorrow’s workers, mothers, entrepreneurs, mentors, household heads, and political leaders. An investment in realising the power of adolescent girls upholds their rights today and promises a more equitable and prosperous future, one in which half of humanity is an equal partner in solving the problems of climate change, political conflict, economic growth, disease prevention, and global sustainability,” said the UN.

Although a few girls such as Malala Yousafzai and Greta Thunberg have captured the world’s imagination with their bold and passionate championship of critical causes, young girls are still marginalized and discriminated against, especially in the developing world.

Some 650 million girls and women around the world have been married as children and over 200 million have been subjected to Female Genital Mutilation while 129 million girls are out of school. In developing countries, one out of every four young women have not completed their primary school education.

The lack of education is the most urgent issue because from it stems a host of other barriers facing the girl child. An uneducated girl may be married off early and have children at a young age, endangering her health. She is also more likely to face domestic violence. Without an education, she will be subject to low paying, menial jobs.

“Girls’ education is a strategic development priority. Better educated women tend to be more informed about nutrition and healthcare, have fewer children, marry at a later age, and their children are usually healthier, should they choose to become mothers. They are more likely to participate in the formal labor market and earn higher incomes. All these factors combined can help lift households, communities, and countries out of poverty,” said the World Bank.

But many achievements towards girls’ empowerment and equality are being eroded by the impact of the Covid-19 pandemic; confinement with their families and keeping away from school is increasing early marriages and genital mutilation and is disrupting global efforts to end these practices. It has also resulted in more sexual abuse, including online abuse.

“There is already a worrying rise in abuse, forced marriages, school dropouts, cyberbullying, online sexual violence and female genital mutilation and the Coronavirus pandemic is putting more and more girls at risk,” said the Global Gender Gap report .

Girls are often deprived of the fundamental right to manage their own bodies and consent to sexual intercourse. Worldwide, it is estimated that at least 15 million girls aged 15 to 19 have experienced forced sexual intercourse or other types of sexual abuses during their lives.

In Sri Lanka, the problem of sexual abuse of children is a grave one where 14.4 per cent of late adolescent girls have been subjected to some form of sexual abuse. According to police data there were 10,593 cases of rape between 2010 and 2015, of which three-quarters were statutory rape cases of girls under 16.

Ninety per cent of child sexual abuse cases in Sri Lanka are from incest. This means that perpetrators are close relatives, a neighbour, a religious leader or a teacher.

“After being sexually abused, the girl child is considered soiled and impure, she is marginalized and even ostracized by her community. She becomes the victim twice over, with no form of reprieve,” said Hazel Rajiah-Tetteh, Country Manager of  Emerge Lanka Foundation, an organization that works alongside survivors of childhood sexual abuse. Its programme for children comprises of life skills, reproductive health, personal development and entrepreneurship.

“Economic instability, mental health issues, uncertainty and many other factors play into creating an unsafe environment for a child. There is an increased risk of violence towards people and, in this case, children. Children are extremely vulnerable in households that harbor tension, stress and isolation from routine,” said Ms. Rajiah-Tetteh.

“Discussing child sexual abuse has always been difficult and seasonal due to the stigma and sensitivity attached to it.  We do however see that people speak up and about it more often now. This awareness may play a key role in cases being reported more often,” she added.

Taking into account the rise in reported numbers on child abuse, as well as the pandemic climate where the risk has increased for child safety, Emerge has launched a project to keep children safe. #ProtectEveryChild is an online awareness campaign built to educate the public on childhood sexual abuse, its impact, indicators, ways to report cases, ways to be active in child protection and create a wave of solidarity online, for individuals to take accountability, responsibility and make an active pledge to “be alert, speak up, and to always Protect Every Child”.

To mark #DayOfTheGirl , Groundviews spoke to @EmergeGlobal Country Manager Hazel Rajiah on the worrying rise in sexual abuse in #SriLanka , its associated stigmas, and the role communities need to take on to protect our children. To read our article, see: https://t.co/aC8kEMIIdY pic.twitter.com/4m2gqHsAKy — Groundviews (@groundviews) October 11, 2021

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Empowering girls and communities through quality education

Meet these adolescent girls and young women achieving their dreams through education, and the parents and community members supporting their education and empowerment in Mali, Nepal, and the United Republic of Tanzania.

These individuals have been part of the Joint Programme on Empowering Adolescent Girls and Young Women through Education . Grounded in the collective commitment of UNESCO, UN Women and UNFPA, the Joint Programme applies a coordinated and multi-sectoral approach to empower girls and young women through quality education.

First stop, Mali

In Mali, over 5,600 out-of-school girls and young women were empowered through literacy and vocational training, and learned about sexual and reproductive health. Some 200,000 community members were also sensitised on girls’ retention, re-entry and access to education and 3,560 teachers, school administrators, parents and community leaders benefitted from trainings to foster inclusive and safe learning environments for girls in schools. School-age girls and boys who were displaced due to inter-communal conflict have also been re-integrated into the formal school system.

Adama, a bright learner from Mopti

“I like learning”, says Adama. “My first language is Fulfulde but I also can speak Bambara. I learned this language with my classmates at school.”

Adama, aged 11, was forced to leave her hometown with her family to flee from inter-communal conflict between the Peul and Dogon ethnic groups in Mopti, central region of Mali. She and her family are living in a refugee camp on the outskirts of Bamako.

“An educated person is more important than an illiterate one”, says Aminata, Adama’s mother. “I want her to study and get a good job after she finishes school.”

Adama had the chance to return to school through the joint efforts of UNESCO, UNFPA and UN Women to re-integrate internally displaced children into the formal school system in Bamako. At school, Adama learned to read and write in French, speak Bambara, the local language used in Bamako, and even made new friends.

When schools closed to contain the spread of COVID-19, Adama could not continue learning because she didn’t have access to the internet and had to focus on household chores. The Joint Programme enabled students like Adama to continue learning with refresher courses that were disseminated on the national television channel.

Adama has since returned to school. However, schools and access to education remain threatened by the ongoing conflict. Adama urges political leaders to do all they can to end the civil war so that she and her family can return to their hometown, and to ensure that girls like herself are able to continue their education.  

Next stop, Nepal

In Nepal, the Joint Programme worked across 5 districts and with 14 municipalities. Over 6,300 girls and young women came together in community learning centres or local resource hubs that foster education and livelihood for marginalised groups. Out of these girls, 1,874 participated in functional literacy classes integrating comprehensive sexuality education and mother tongue-based multilingual education to ensure an inclusive and equitable education. Nearly 4,470 girls and young women also participated in vocational skills courses, out of which 1,458 started generating an income.

Chanda, a champion for girls from Rautahat

“Pregnancy at a young age has huge costs on girls’ reproductive and psychological health. And they are subjected to gender-based violence”, says Chanda. “We must empower girls to speak out for their own rights and well-being. That’s why I will continue to work in education.”

Chanda, aged 23, had dropped out of school when she engaged with the Joint Programme and received vocational training. She was inspired to pursue a career in education while working as a facilitator for the UNESCO-led functional literacy classes.

Chanda works with girls who dropped out of school, girls who have never been to school, and girls who married young. “Child brides are denied further education, lack literacy, and are unable to manage their finances, making them completely dependent on others”, says Chanda. She believes that efforts to uplift girls and women must complement efforts to reduce early marriage.

Chanda has been able to follow girls’ progress after their participation in the classes. She noticed incredible improvement in their confidence stemming from their participation and learning. However, the lockdowns throughout the pandemic resulted in many girls returning to farm work and parents taking advantage of lower dowries to marry their daughters. There is still much progress to be made to change the attitudes of parents and guardians towards their daughters. 

Despite these challenges, Chanda is committed to working with adolescent girls to inspire them and change social attitudes towards girls’ education.

Dhauli, an entrepreneur and role-model from Bajura

“I couldn’t even recite the alphabet before I took the classes. Now I have the confidence to speak at workshops”, says Dhauli. “Education is important – without the trainings I received, I couldn’t have started my own enterprises.”

Dhauli was married at age 12 when her mother died, so she never had the opportunity to go to school. She attended the Joint Programme’s functional literacy classes, through which she developed entrepreneurship skills.

Since joining the classes, Dhauli started a grocery shop and runs a farm. She has already taken out NPR 400,000 (US$ 3,300) in bank loans to invest in her shop and the investment has paid off. She currently earns up to 4,500 NPR (US$ 37) each day. She has also been able to expand her family farm by purchasing buffalos and pigs.

Dhauli is the first person in her family to be financially literate. She is inspiring her peers through entrepreneurship skills and extending her knowledge to her husband and children. For Dhauli, the freedom of running her own business is also tied to securing a future for her daughters.

“I didn’t get to study but with my earnings, I can make sure that my daughters will get an education”, she says. “This must improve our future. I may have been an illiterate woman, but my daughters will not be.”

Komal, an advocate for girls’ education from Rajpur Farhadawa

“I used to think that I was a poor student, but now I know that I am a good student and can do well”, says Komal. The functional literacy classes have improved my life. I am confident that I will do well in the future.”

Komal, aged 15, dropped out of school by the time she was in grade 6 because of frequent teacher absences and low engagement. However, two years later, she took part in the classes and was inspired to go back to school as she discovered the value of her education.

Komal learned how to advocate for her own education, how to recognize and report gender-based violence, and how to pay attention to her own reproductive health and address health concerns. She even learned about sexual exploitation and human trafficking, and how to protect herself.

Komal also participated in a radio programme organized by UNESCO where she interacted with local leaders and stakeholders from her district. She discussed health, education and issues affecting youth with them. The experience boosted her confidence and helped her overcome her fear of public speaking.

Komal was empowered through the Joint Programme and inspired to pursue a future advocating for girls’ education. “I believe that all girls should have an education”, she says. “I want to be involved in similar programmes in the future so that I can motivate other girls to study.”

Parbati, an FLC facilitator from Simalkot

“To watch them learn to read and write before my own eyes – that filled me with pride and satisfaction”, says Parbati, a facilitator for the Joint Programme’s functional literacy classes and youth advocacy coordinator from Simalkot. “I realized how important education is in showing people their potential.”

When Parbati began teaching the classes, she noticed that the women who attended the trainings lacked the literacy skills needed to sign their own names. As she taught them the Nepali alphabet and numeracy skills, she noticed they gained interest in learning even more. Parbati helped the women gain a sense of pride as they no longer had to sign official documents with a thumbprint.

Parbati also organized interactive sessions with learners in Achham, where she discussed pregnancy, family planning and menstrual hygiene. She advocates for ending harmful practices, including sexual harassment, violence against women and girls and early marriage.

Teaching literacy to women has been especially rewarding for her as a facilitator as she has witnessed the transformation of women from learners to entrepreneurs. Beyond literacy, the functional literacy classes teach women about organizing savings and investment groups. Many of the women started their own businesses.

Parbati noticed that the women of Simalkot are excelling in the classes and asking for more educational opportunities. “If they have come this far after one round of training, imagine what they can achieve with more.”

Ratan, a transformed mother from Duni

“The first day attending the class was one of the happiest days of my life”, says Ratan. “I wanted to continue my education to secure a good future for my child. I have to be a good example for my daughter.”

Ratan, then in grade 6, was forced to drop out of school because she was arranged to be married. She became a mother at age 21 and cared for her family. Ratan’s options were limited, as engaging in public activities  outside of the home is often stigmatised according to social customs in the Sudurpashchim Province of Nepal.

After convincing her family, Ratan attended the functional literacy classes held under the Joint Programme. “At first, she was too shy and nervous to introduce herself in the class, but now, she can speak her mind in front of a crowd”, says Saraswoti, Ratan’s facilitator.

Ratan gained confidence as her literacy skills improved and she learned about family planning, reproductive health and hygiene, and harmful cultural practices. Ratan often shares her new knowledge, especially about reproductive health and hygiene, with women in her community. She has now found a greater sense of independence in life.

Before the training, Ratan lacked the skills to access her own bank account and withdraw money sent by her husband who is a migrant worker in India. Now, Ratan is financially literate, capable of accessing her own bank account, making withdrawals and deposits and organizing her family’s finances.

Last stop, Tanzania

In Tanzania, the Joint Programme reached girls and young women in remote areas where access to learning can be more limited. To prevent violence against girls and increase the retention of girls in school, 40 primary and 20 secondary schools across 4 districts now provide counselling services through 112 youth clubs. Out-of-school girls and young mothers were provided with vocational, literacy, numeracy as well as sexual and reproductive health programmes. Over 4,000 in-school and 1,000 out-of-school girls and young women benefited from quality educational opportunities. Over 180 local government officials, 440 teachers and 60 curriculum developers from higher learning institutions were trained on gender-responsive pedagogy, life skills, sexual and reproductive health, HIV and AIDS, and gender-based violence (GBV).

Fatma, a businesswoman from Mkoani

“When I dropped out of school, I could not even read full sentences. With the support from the Joint Programme, I gained the confidence to read, write and do basic mathematics. I now help other girls to learn how to read and write”, says Fatma, a businesswoman aged 25 from Mkoani.

Fatma dropped out of school like many girls and young women in Tanzania. Soon after, she was married and had three children. She felt like her dreams had ended when her education stopped at the age of 14. Life prospects are limited for girls and young mothers in Tanzania without an education, or the knowledge and skills for employment.

Fatma joined a community-based youth centre established by the Joint Programme, where she was taught basic literacy and numeracy. She also learned digital skills at the centre using a tablet and a smartphone provided by the Joint Programme to access other learning materials and build her entrepreneurship and vocational skills. She developed business management, accounting and communication skills.

Fatma is now pursuing her dreams. She opened a small grocery shop with the income she received for her work as a henna artist. She learned henna painting at the vocational training held under the Joint Programme. “I sell rice, sugar and some vegetables. It is such a big achievement being economically independent with my own income. My husband is supportive of my work.”

Fatma also provides guidance to young women in her community, sharing her own experience. “I helped my peers learn how to run a business. One of my friends also started her own business as a henna artist and a tailor.”

Ashura, an entrepreneur and role model from Kasulu

"People in the village no longer see me and other girls who dropped out as failures but see us as people leading our lives autonomously", says Ashura, an entrepreneur from Kasulu.

Ashura, a young mother now aged 22, could not continue learning after primary school due to her family's financial challenges. Girls and young mothers who drop out of school in Tanzania often take up household chores and are left behind from education. Without alternative learning opportunities and access to financial services, they are prevented from earning incomes and living autonomous lives.

When Ashura received entrepreneurship training and opportunities from the Joint Programme, she discovered how to run a small business making and selling products such as soap, batik and nutrition flour. She also learned how to apply for loans allocated to women’s groups by the District Council.

Starting out with seed money, Ashura increased her cash flow by selling sugarcane and rice. Together with a group of young women who had also benefited from the Joint Programme, Ashura formed an income-generating group to encourage women-led economic activities. Their financing model extended to the formation of a village community banking (or VICOBA).

VICOBA is particularly helpful when the existing social services are insufficient. "Each member of the group contributes 5,000-10,000 TZS (US$ 2-4) every two weeks. VICOBA money is like an insurance or a loan given to group members for any emergency needs", says Ashura.

As her life changed, Ashura noticed a change in the perception of community members vis-a-vis out-of-school girls, who were previously seen as failures and are now looked up to as role models in their community.

Rahma, a confident learner from Kasulu

“Through the Safe Space-TUSEME club, I gained the confidence to speak out to my friends, teachers and parents”, says Rahma, a grade 10 student. “I was motivated to study hard. That was why I passed the national exam with a good score.”

In Tanzania, only 69% of girls transition from primary to lower secondary education compared to 73% of boys, according to the UNESCO Institute for Statistics (2017). This is attributed to less support from the family, lack of confidence, gender-based violence (GBV) and adolescent pregnancy.

Rahma, aged 15, joined the Safe Space-TUSEME (‘Let’s speak out’ in Swahili) club established by the Joint Programme in her school. There, she learned about gender equality and GBV, where to report cases of GBV or seek guidance and counselling, and how to undertake collective action if faced with a GBV incident. Youth-led activities such as drama and poetry and advocacy with parents and teachers about the challenges faced by girls at school helped transform attitudes around girls’ education.

Encouraged through the club activities, Rahma successfully transitioned to secondary school with excellent exam results. Her relationship with her parents also changed positively: “Housework was considered only for girls. However, my parents don’t think like that anymore. They are encouraging me to study. They were delighted when I passed the national exam”, says Rahma.

Now, Rahma continues to take part in the Safe Space-TUSEME activities in her secondary school. Her club conducts campaigns to keep girls safe from adolescent pregnancy. “A night market is a common place where girls can be more vulnerable to adolescent pregnancy. With ongoing campaigns, now I see fewer friends are joining night markets”, says Rahma. She hopes other schools establish Safe Space-TUSEME clubs to support more girls to pursue their education. “I want to help other girls gain confidence.”

Warda, an ICT facilitator from Mkoani

"We can teach girls how to read and write and acquire vocational skills so that they can be financially independent. I hope that more girls gain confidence, leadership, independence, higher income and are safe from violence. I believe empowering women is empowering society", says Warda, a young woman from Mkoani.

Warda was unemployed after graduating from college. She joined an ICT lab established by the Joint Programme as a facilitator. Through this role, she acquired teaching skills for literacy, numeracy and entrepreneurship using tablets. More than 200 out-of-school girls and young mothers in Mkoani learned business management, accounting and communications skills as part of the ICT lab.

One of Warda’s students, Zuhura, did not know how to read and write but learned through a self-learning application on a tablet. Now she runs a small business selling pillows and teaching other girls how to read and write and gain other basic entrepreneurial skills. Warda also created an income-generating group together with her students called the 'Women Association for Community Development Strategies', enabling the group to raise funds and sustain business ventures.

Girls who learned about entrepreneurship through the course at the ICT lab felt empowered, but empowerment was not limited to learners. "I gained the confidence to teach adults from any background. I am delighted to see their transformation as well as mine", says Warda.

She is currently empowering more out-of-school girls while following a Master's course. Recently, she also started a part-time job in the Mkoani district office. She dreams of expanding this initiative to other districts in Pemba, Unguja Island and even the Tanzania mainland.

Angel, a science wiz from Sengerema

"I told myself, 'Angel, you will not fail'. I became number one in physics and moved to upper secondary school", says Angel, aged 17. “I believe girls can do as well as boys in sciences.”

In Tanzania, poor pedagogical practices have led to discrimination and girls' lower performance than boys, especially in mathematics and science subjects in national examinations during the past five years. It is one of the reasons hindering the transition of girls from secondary to upper secondary education.

Teachers at Angel's secondary school received a Joint Programme training on gender-responsive pedagogy to counter stereotypes and socio-cultural bias reinforcing the notion that science subjects are not only for boys and difficult for girls.

With support from her teacher, Angel's performance in science, technology, engineering and mathematics (STEM) subjects improved. She achieved excellent scores in her national exams in biology among other subjects. She became the best female student within her school and was selected to focus her studies on physics, chemistry and biology.

Angel inspires other girls in her secondary school to study hard including in STEM subjects and to pass the national examination. Four of Angel's peers also successfully transitioned to upper secondary school. Angel also brought a positive influence home. Her parents are proud of her achievements at school and support her education.

Safia, a woman leader from Pemba

"Through the Joint Programme, more community members encourage the education of girls and boys, while discouraging early marriage and unintended pregnancy. It was helpful to persuade the government offices to establish a secondary school in our community", says Safia. 

Safia is a community leader in Pemba island. She is one of five women leaders in 143 shehias (or wards) in the region, "Being a woman leader can be challenging, but my community members are very supportive", says Safia.

Safia became a champion for girls’ right to education through the Joint Programme. She and other community members developed dramas to engage her community to invest in girls’ education. They raised awareness among other community members about preventing early marriage and providing needed support for girls to continue their education. Since then, the number of girls transitioning to secondary education in her shehia increased from 5 to 15 girls.

Safia also advocated for the construction of the first secondary school for girls and boys in her shehia. Students used to go to neighbouring shehias to attend a secondary school. "It is very tough for students to transition to secondary education when there isn’t a secondary school in our community. Imagine girls taking boats to reach a secondary school in different shehias. It takes around 2 hours", says Safia.

"I expect more girls to continue schooling at the secondary school in our shehia. I hope that they will become women leaders like me when they grow up", says Safia.

Almachius, a community leader from Kasulu

"Through the Joint Programme activities, adolescent girls and young women became more empowered. Parents and community members, ward and district officers witnessed their growth. In return, they started to expand their support", says Almachius, a focal point for the Joint Programme in the Kasulu District Council.

Almachius has observed many positive achievements in the district. One of them is a loan from the District Council of 9,000,000 TZS (US$ 3,900), awarded to three women-led income-generating groups created by the Joint Programme. And in Heru Ushingo, the girls' transition rate from primary to secondary education has increased from 85% in 2017 to 99% in 2020 since the Joint Programme was initiated.

Also, 7 out of 15 schools in Kasulu have built more classrooms, toilets, water facilities and changing rooms for menstruation after trainings held by the Joint Programme on water, sanitation and hygiene. "It was possible because parents and community members who participated in the trainings donated bricks and volunteered to build school facilities. The Titye secondary school is even building a science, technology, engineering and mathematics laboratory", says Almachius.

As a result of this work, early marriage and unintended pregnancy rates have decreased. "Harmful social practices and gender-based violence decreased while reporting cases increased", says Almachius. The ward and district offices and schools worked closely with the Joint Programme to reinforce reporting mechanisms.

Almachius hopes to scale up this work to other wards in Kasulu. Six additional wards in Kasulu are already replicating the Joint Programme interventions to promote girls’ empowerment through education.

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• Gender equality
• International Women’s Day

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  Women and girls can lead us to a fairer future...let us amplify girls’ voices, and recommit to working together to build a world where every girl can lead and thrive." UN Secretary-General António Guterres  

Invest in Girls' Rights: Our Leadership, Our Well-being

This year, at a time when we are seeing a range of movements and actions to curtail girls’ and women’s rights and roll back progress on gender equality, we see particularly harsh impacts on girls. From maternal health care and parenting support for adolescent mothers, to digital and life skills training; from comprehensive sexuality education to survivor support services and violence prevention programmes; there is an urgent need for increased attention and resourcing for the key areas that enable girls to realize their rights and achieve their full potential.

Responding to girls’ calls for change, the global community must move beyond reaffirming commitments and invest boldly in the action needed to make that change. When we pay attention, we see that, already, many girls are championing solutions and change in their communities. Together with our government and civil society partners, UNICEF envisions a world where girls have space to shape government policy and spending to inform the rules and norms by which businesses should operate, and to direct the priorities for new research and innovations. These examples should not be novelties, but the norm.

Invest in Girls’ Rights: Our Leadership, Our Well-being

09:30 am, oct 11, 2023.

Organized by UNICEF and Plan International, the 2023 event aims to unite adolescent girls with advocates for their rights, including UN leaders, NGOs, businesses, and governments. The event showcases a world where girls actively influence government policies, business practices, and research priorities. This vision needs global commitment and specific funding to become the standard. We hope you will be able to join us and organize a viewing party wherever you are, with and for girls.

In 1995 at the World Conference on Women in Beijing countries unanimously adopted the Beijing Declaration and Platform for Action – the most progressive blueprint ever for advancing the rights of not only women but girls. The Beijing Declaration is the first to specifically call out girls’ rights.

On December 19, 2011, United Nations General Assembly adopted  Resolution 66/170  to declare October 11 as the International Day of the Girl Child, to recognize girls’ rights and the unique challenges girls face around the world.

The International Day of the Girl Child focuses attention on the need to address the challenges girls face and to promote girls’ empowerment and the fulfilment of their human rights.

Adolescent girls have the right to a safe, educated, and healthy life, not only during these critical formative years, but also as they mature into women. If effectively supported during the adolescent years, girls have the potential to change the world – both as the empowered girls of today and as tomorrow’s workers, mothers, entrepreneurs, mentors, household heads, and political leaders. An investment in realising the power of adolescent girls upholds their rights today and promises a more equitable and prosperous future, one in which half of humanity is an equal partner in solving the problems of climate change, political conflict, economic growth, disease prevention, and global sustainability.

Girls are breaking boundaries and barriers posed by stereotypes and exclusion, including those directed at children with disabilities and those living in marginalized communities. As entrepreneurs, innovators and initiators of global movements, girls are creating a world that is relevant for them and future generations.

The 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals ( SDGs ) adopted by world leaders in 2015, embody a roadmap for progress that is sustainable and leaves no one behind.

Achieving gender equality and women’s empowerment is integral to each of the 17 goals. Only by ensuring the rights of women and girls across all the goals will we get to justice and inclusion, economies that work for all, and sustaining our shared environment now and for future generations.

Vanessa Nakate on how the climate crisis impacts girls

Vanessa Nakate, 25, is a Ugandan climate change activist and founder of the Africa-based Rise Up Movement. Nakate speaks out on the climate crisis and its intersection with gender and race, especially in how it disproportionately affects women and girls in Africa.

Did you know?

• Nearly 1 in 5 girls are still not completing lower-secondary and nearly 4 in 10 girls are not completing upper-secondary school today.
• Around 90 per cent of adolescent girls and young women do not use the internet in low-income countries, while their male peers are twice as likely to be online.
• Globally, girls aged 5-14 spend 160 million more hours every day on unpaid care and domestic work than boys of the same age.
• Adolescent girls continue to account for 3 in 4 new HIV infections among adolescents.
• Nearly 1 in 4 married/partnered adolescent girls aged 15-19 have experienced physical or sexual violence from an intimate partner at least once in their lifetime.
• Even before the COVID-19 pandemic, 100 million girls were at risk of child marriage in the next decade. And now over the next ten years, up to 10 million more girls worldwide will be at risk of marrying as children because of the COVID-19 pandemic.

A New Era For Girls

Today’s more than 1.1 billion girls are poised to take on the future. Every day, girls are breaking boundaries and barriers, tackling issues like child marriage, education inequality, violence, climate justice, and inequitable access to healthcare. Girls are proving they are unstoppable.

Publication: A New Era for Girls; Taking stock of 25 years of progress .

Key Documents

• Convention on the Elimination of All Forms of Discrimination against Women
• Convention on The Rights of Child
• Beijing Declaration and Platform for Action
• Beijing Declaration and Platform for Action: Beijing+5 Political Declaration and Outcome
• Universal Declaration of Human Rights

Publications

• Adolescent Girls Programme Strategy, 2022 - 2025
• Global Annual Results Report 2022: Gender equality
• Bridging the Gender Digital Divide
• Legislating and enforcing the minimum age of marriage: A comparative study of experiences and lessons learned in ending the legalization of child marriage
• Gender-Transformative Accelerator
• UNICEF: International Day of the Girl Child
• UN Women: International Day of the Girl Child
• UNESCO: International Day of the Girl Child
• UN Secretary-General's Campaign UNiTE to End Violence Against Women
• The Spotlight Initiative
• World Bank: Girls' Education 
• UN Women Special Focus compilation on the Girl Child
• United Nations Girls' Education Initiative
• International Labour Organization: Gender and child labour in agriculture
• UNFPA-UNICEF Global Programme to Accelerate Action to End Child Marriage
• UN Global Issues: Gender equality
• SDG-5: Gender equality

Related Observances

• International Day of Zero Tolerance for Female Genital Mutilation
• International Day of Women and Girls in Science
• International Women's Day
• International Day of Innocent Children Victims of Aggression
• World Day Against Child Labour
• International Youth Day
• International Literacy Day
• World Children’s Day
• UN Decade for Women

Global Issues: Gender Equality

Women and girls represent half of the world’s population and, therefore, also half of its potential. Gender equality, besides being a fundamental human right, is essential to achieve peaceful societies, with full human potential and sustainable development. Moreover, it has been shown that empowering women spurs productivity and economic growth.

Skills4Girls : Girl-centered solutions for unlocking the potential of adolescent girls

There are more than 600 million adolescent girls in the world today — equipped with the right resources and opportunities, they will be the largest cohort of female leaders, innovators, entrepreneurs and change-makers the world has ever seen. Learn more .

Why do we mark International Days?

International days and weeks are occasions to educate the public on issues of concern, to mobilize political will and resources to address global problems, and to celebrate and reinforce achievements of humanity. The existence of international days predates the establishment of the United Nations, but the UN has embraced them as a powerful advocacy tool. We also mark other UN observances .

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Children living in poverty face many barriers to education, but the stakes are especially high for girls. Globally, there are 130 million girls who are not currently enrolled in school. Investing in their futures has the potential to uplift their families and the world.

When girls receive quality educations, they see the benefits in all aspects of their lives. Women who complete secondary education are less likely to experience intimate partner violence and they report higher levels of psychological well-being. They go on to make higher incomes, and their children are healthier. 

Keeping girls in school supports economic growth , promotes peace , and even helps fight climate change . To protect future generations, we must first invest in resources and policies that help prevent the obstacles below. 

Poverty is the most important factor that determines whether or not a girl can access education, according to the World Bank. Even in areas where parents don’t have to pay school fees, it can be difficult to keep up with the costs of transportation, textbooks, or uniforms. Parents also often rely on girls’ income to support the household, and sending a girl to school means they spend less time helping in the home.

If families can’t afford the costs of school, they’re more likely to send boys than girls. When parents have to make the decision between buying necessities like food over sanitary napkins, girls are forced to stop learning because they don’t can’t manage their periods. Families will also allow their girls to enter child marriages if they can no longer afford to provide for them. 

2. Child Marriage

Child marriage , the marriage of a child under the age of 18, happens all over the world but occurs disproportionately in developing countries. Parents let their daughters enter child marriages for various reasons. Some believe they are protecting their children from harm or stigma associated with having a relationship outside of marriage, but child brides who miss out on education are also more likely to experience early pregnancy, malnourishment, domestic violence , and pregnancy complications . For families experiencing financial hardship, child marriage reduces their economic burden , but it ends up being more difficult for girls to gain financial independence without education.

There are about 700 million women around the world who were married as girls, UNICEF reported in 2017. In sub-Saharan Africa, 4 in 10 girls are married under the age of 18, and South Asia, where about 30% of girls under 18 are married, has the highest levels of child marriage, according to UNICEF .

3. Menstruation

Once a month from the time a girl reaches puberty, there is a chance she will miss school and work for a significant portion of her life because she has her period. 

Menstruation is stigmatized around the world and the cultural shame attached to the natural process makes girls feel too embarrassed to fully participate in society. In Nepal, for example, menstruating women are seen as impure by their community and banished to huts during their cycles. 

Some girls end up skipping class because they can’t afford to buy sanitary products or they don’t have access to clean water and sanitation to keep themselves clean and prevent diseases. 

Read More: World Leaders Warn Failure to Educate Girls Will Cause 'Catastrophes'

When schools lack separate bathrooms, girls stay home when they have their periods to avoid being sexually assaulted or harassed. Girls with special needs and disabilities disproportionately do not have access to the facilities and resources they need for proper menstrual hygiene. 

4 .  Household Chores

Forced domestic work creates low self-esteem in girls and a lack of interest in education. Adult responsibilities, like taking care of sick parents or babysitting siblings, tend to fall on girls. 

Around the world, girls spend 40% more time performing unpaid chores — including cooking, cleaning, and collecting water and firewood — than boys. Some of these chores put girls in danger of encountering sexual violence. 

In Burkina Faso, Yemen, and Somalia, girls between 10 and 14 years old bear the most disproportionate burden of household chores compared to boys. In Somalia, girls spend the most amount of time on chores in the world, averaging 26 hours every week.

5. Gender-Based Violence

Gender-based violence can take many forms , including physical and sexual abuse, harassment, and bullying. Surviving rape, coercion, discrimination, and other types of abuse affects girls’ enrollment, lowers their participation and achievements, and increases absenteeism and dropout rates. 

It is estimated that 246 million girls and boys are harassed and abused on their way to school every year, but girls are disproportionately targeted. Tanzania found that almost 1 in 4 girls who experienced sexual violence reported the incident while traveling to or from school, and nearly 17% reported at least one incident occurred at school or on school property. 

Parents are less likely to let their daughters travel to school if they have to travel long unsafe distances.

6. Conflict and Crisis

Girls and women in conflict and crisis-affected areas encounter more obstacles to attend school. An estimated 39 million girls and adolescent girls in countries affected by armed conflict or natural disasters lack access to quality education. Refugee girls are half as likely to be in school as refugee boys.

In South Sudan , 72% of primary school-aged girls, do not attend school, in contrast to 64% of primary school-aged boys. Similarly, in Afghanistan, 70% of the 3.5 million out-of-school children are girls. 

Around the world, there are three times as many attacks on girls’ schools than boys' schools. When schools are ambushed, children run the risk of death or injury, infrastructure is destroyed, and education systems are weakened long-term. Without education, girls lack the skills they need to cope with the crisis and help rebuild their communities.

7. Trafficking

The number of girls reported as human trafficking victims is on the rise. Of all the trafficking victims reported globally in 2016, 23% are girls compared to 7% of whom are boys. Traffickers exploit girls for forced labor and marriage, but most are pushed into sexual exploitation. 

Women and girls who are trafficked face high rates of physical and sexual violence as well as mental and physical health issues. This form of abuse puts girls on track to get stuck in a cycle of poverty and slavery that stops them from receiving an education. 

People living in areas affected by armed conflict in Africa, the Middle East, and Asia are particularly vulnerable to human trafficking, especially when they are separated from their families and end up traveling alone.

In the Middle East, girls and young women living in refugee camps are commonly married off without their consent and are sexually exploited in neighboring countries. As a result of the rise of the militant Sunni group Islamic State (ISIS), trafficking has skyrocketed in Iraq. Up to 10,000 women and girls in Iraq have been abducted or trafficked for sexual slavery and sent to Syria , Jordan or the United Arab Emirates. In Myanmar, due to the conflict between government forces and the Kachin Independence Army, ethnic Kachin women and girls are commonly trafficked to China, where the “ one child policy ” led to a shortage in the number of potential wives and mothers.

What's Being Done?

Global Goal 4  aims to ensure inclusive and equitable quality education for all, especially girls and women, by 2030. Several organizations are working to meet this goal through various strategies, from advocating to revise school curriculums and policies, to promoting equal access to technology in schools.

UNICEF is prioritizing girls secondary education initiatives  that tackle discriminatory gender norms, and address menstrual hygiene management in schools. Education Cannot Wait, the world’s first fund dedicated to education in crisis and conflict, is promoting safe learning environments, improving teachers' skills, and supporting gender-responsive education programs. The Malala Fund, founded by Pakistani activist and Nobel Prize winner Malala Yousafzai , is investing in local education activists, advocating to hold leaders accountable, and amplifying girls’ voices. 

ACTIVATE: The Global Citizen Movement is a six-part documentary series from National Geographic and Procter & Gamble, co-produced by Global Citizen and RadicalMedia. ACTIVATE raises awareness around extreme poverty, inequality, and sustainability issues to mobilize global citizens to take action and drive meaningful and lasting change. The series will premiere globally in fall 2019 on National Geographic in 172 countries and 43 languages. You can learn more here .

Defeat Poverty

7 Obstacles to Girls’ Education and How to Overcome Them

Sept. 24, 2019

Home / Learning / Child Education / Why Girl Child Education Is Important?- The Impact And Necessity

Why Girl Child Education Is Important?- The Impact And Necessity

Highlighting the significance of girl child education, this article delves into the critical role it plays in empowering communities and fostering social progress. We will explore the multifaceted benefits of educating girls, including improved health, economic development, and gender equality. Additionally, we will provide actionable insights and practical solutions to promote and support girl child education.

Girl child education is a critical aspect of societal advancement. It represents not just the empowerment of half the population but also a cornerstone for global development.

Educating girls lays a foundation for a more informed and equitable society. It transcends mere literacy, encompassing a range of life skills that are vital for personal and community growth.

Education for girls leads to better health outcomes, reduced poverty levels, and stronger economies. It challenges and changes long-standing gender biases, paving the way for more balanced and inclusive decision-making in all spheres of life.

The ripple effects of educating a girl child are profound, impacting not just the individual but generations to come.

This introduction aims to highlight the undeniable importance and far-reaching benefits of girl child education , a critical tool for achieving sustainable development and a more equitable world.

How Has The Role Of Education In A Girl’s Life Changed Over Time?

The role of Education in a girl’s life has undergone significant transformation over time. Historically, girls’ access to Education was limited, often confined to basic literacy and domestic skills.

Education for girls was not a priority in many cultures, rooted in gender biases and societal norms that favored male Education.

In the early 20th century, there was a gradual shift. More girls began attending school, though often in gender-segregated environments.

The curriculum was typically different from boys’, emphasizing home economics and “feminine” skills over academic or professional training.

Post World War II, the global perspective on women’s roles began to change more rapidly. The women’s liberation movement and other social changes emphasized equality and rights, including the right to Education.

This period saw a significant increase in the number of girls receiving formal Education and pursuing higher studies.

In recent decades, the focus has shifted to not just providing access but also ensuring quality education for girls. Efforts have been made to make curricula gender-neutral and inclusive, offering girls the same opportunities as boys.

Girls are now encouraged to pursue careers in traditionally male-dominated fields like science, technology, engineering, and mathematics (STEM).

Today, the role of Education in a girl’s life is recognized as a cornerstone for her empowerment and a key to breaking the cycle of poverty.

Educated girls are more likely to delay marriage and childbirth, have healthier children, and contribute economically to their families and communities.

The digital age has further expanded opportunities for girls’ Education, making it more accessible and inclusive.

What Are The Prevailing Misconceptions About Girl Child Education?

Several prevailing misconceptions about girl child education still exist, impacting the global effort to provide equal educational opportunities for girls. These misconceptions include:

• Education is Less Important for Girls: A deep-rooted belief in some cultures is that educating girls is less important than educating boys. This stems from traditional views about gender roles, where a woman’s primary responsibilities are seen as domestic and child-rearing.
• Girls are Less Capable Learners: There’s a myth that girls are inherently less capable of learning or understanding complex subjects, especially in areas like science, technology, engineering, and mathematics (STEM). This is a baseless stereotype that has been debunked by numerous studies showing girls perform equally well, if not better, in these areas.
• Investment in Girls’ Education Doesn’t Yield High Returns: Some believe that investing in a girl’s Education doesn’t yield significant benefits, either because they will eventually prioritize family over career or because they don’t have the same earning potential as men. In reality, educating girls leads to a range of societal benefits, including economic growth and improved family health.
• Educated Girls Reject Traditional Values: There’s a fear that Education leads girls to reject traditional cultural values and roles. While Education does encourage critical thinking and independence, it doesn’t inherently lead to a rejection of cultural values but often contributes to a more informed and balanced perspective on them.
• Girls’ Education Increases the Risk of Unwanted Social Change: Some believe that educating girls leads to unwanted social change, including higher divorce rates or lower birth rates. While Education does empower women to make informed choices about their lives, these changes are generally beneficial to society as a whole.
• Distance Learning is Sufficient for Girls: With the advent of technology, some assume that remote or distance learning is sufficient for girls’ Education. While technology is a valuable tool, it cannot fully replace the social, emotional, and interactive aspects of in-person learning.

Why Is It Crucial To Address The Topic Of Girl Child Education Today?

Addressing the topic of girl child education today is crucial for several compelling reasons

Gender Equality

Education is a fundamental right. Ensuring girls have equal access to Education is a critical step towards achieving gender equality. Educated girls are more likely to participate in decision-making processes, both in their families and communities, promoting a more balanced and inclusive society.

Economic Growth

Educating girls contributes significantly to economic development. Educated women are more likely to enter the workforce, earn higher incomes, and contribute to the economic growth of their communities and nations.

Improved Health Outcomes

Education leads to better health choices. Educated women tend to have fewer, healthier, and well-nourished children. They are more aware of healthcare needs and can better manage health issues affecting their families.

Breaking the Cycle of Poverty

Education is a powerful tool for breaking the cycle of poverty. Educated women are more likely to invest in their children’s Education and well-being, perpetuating a cycle of prosperity for future generations.

Social Change and Empowerment

Education empowers girls to become agents of change. It provides them with the skills and knowledge to challenge and change societal norms that limit women’s roles and opportunities.

Reduced Child Marriage and Improved Family Planning

Educated girls are more likely to marry later and make informed decisions about family planning. This leads to more stable and economically secure families.

Global Commitments and Sustainable Development Goals (SDGs)

Educating girls is key to achieving several of the United Nations’ Sustainable Development Goals, including gender equality, quality education, reduced inequalities, and economic growth.

Building Resilient Communities

Educated women are better equipped to respond to challenges, including economic crises and natural disasters. Their participation in community leadership roles leads to more resilient and adaptive societies.

In What Ways Do Cultural Beliefs And Practices Influence Girl Child Education?

Cultural beliefs and practices significantly influence girl child education in various ways:

• Gender Roles and Expectations: In many cultures, traditional gender roles dictate that a woman’s place is in the home, taking care of the family. This belief can lead to a lower prioritization of Education for girls, as it’s seen as less relevant to their perceived future roles as wives and mothers.
• Early Marriage: Cultural practices like early or child marriage often disrupt a girl’s Education. Once married, girls are expected to leave school to start families or manage household responsibilities, cutting short their educational journey .
• Preference for Boys’ Education: In some cultures, there’s a distinct preference for educating boys over girls, stemming from the belief that boys will become the breadwinners and carry on the family name. This can result in allocating limited family resources toward the Education of boys while girls are left behind.
• Safety and Modesty Concerns: Cultural norms around safety and modesty can also hinder girls’ access to Education. Concerns about girls traveling to and from school or attending mixed-gender schools can lead families to keep their daughters at home.
• Curriculum and School Environment: Cultural beliefs might influence the content and delivery of Education. This can include gender-biased curricula that reinforce stereotypes or a school environment that is not conducive to girls’ participation, such as a lack of adequate sanitation facilities.
• Economic Factors: In cultures where girls are seen as economic burdens, families might prefer to invest in sons who are viewed as future providers. This economic perspective can reduce the perceived value of investing in girls’ Education.
• Religious Beliefs: In some contexts, religious interpretations play a role in shaping attitudes towards girls’ Education. While many religions advocate for Education, some interpretations might restrict girls’ access to certain types of Education or promote segregation.
• Community Expectations: Peer pressure and community expectations can also play a role. In societies where educating girls is not the norm, parents may be less inclined to educate their daughters, fearing social ostracism or criticism.

How Does Educating Girls Impact The Economy Of A Country?

Educating girls significantly impacts the economy of a country in several key ways:

• Increased Workforce Participation: Education equips girls with the skills and knowledge needed to enter and compete in the workforce. An increase in educated women expands the labor pool, contributing to the country’s productivity and economic growth.
• Higher Earnings and Economic Growth: Educated women are more likely to earn higher wages and gain employment in skilled occupations. Higher earnings not only improve the standard of living for their families but also stimulate economic growth through increased spending and investment.
• Reduced Poverty Rates: Education is a critical tool in breaking the cycle of poverty. Educated women are more likely to find work, earn more, and contribute economically to their households and communities, thereby reducing overall poverty rates.
• Boost to Innovation and Productivity: Diverse educational backgrounds bring different perspectives to problem-solving and innovation. Including more educated women in the workforce can lead to more creative solutions and improvements in productivity.
• Enhanced Family Well-Being and Investment in Future Generations: Educated women tend to invest more in their families. They are more likely to spend their income on their children’s Education and health, leading to better-educated and healthier future generations, which are key factors in long-term economic stability and growth.
• Greater Economic Resilience: Diverse and inclusive economies are generally more resilient to economic shocks. By empowering women through education, a country can build a more flexible and robust economy capable of withstanding global economic fluctuations.
• Demographic Benefits: Educated women often have fewer children and start families later, contributing to lower birth rates and reduced strain on resources. This demographic transition can result in a more manageable population growth, allowing for better economic planning and resource allocation.
• Promotion of Gender Equality in the Workplace: Educated women challenge gender stereotypes in the labor market, promoting gender equality. This can lead to more equitable and inclusive workplaces, which have been shown to be more successful and innovative.

What Are The Social Benefits Of Educating Girls For The Community And Society At Large?

Educating girls brings numerous social benefits to the community and society at large:

• Improved Family Health: Educated women are more knowledgeable about health and nutrition, leading to better health care decisions for themselves and their families. This results in healthier families and reduced strain on public health systems.
• Reduction in Child and Maternal Mortality: Education enhances women’s understanding of healthcare and family planning, contributing to lower rates of child and maternal mortality. Educated mothers are more likely to seek prenatal care, have safer childbirths, and ensure their children are immunized.
• Enhanced Child Education : Educated mothers place a higher value on Education and are more likely to ensure their children, both boys and girls, receive an education. This creates a positive cycle of Education and empowerment in communities.
• Promoting Gender Equality: Girl child education is a critical step towards gender equality. Educated girls grow into women who can advocate for their rights and contribute to breaking down gender stereotypes and barriers.
• Economic Stability and Growth: As educated women enter the workforce, they contribute to the community’s economic stability and growth. They invest their earnings in their families and communities, leading to overall economic development.
• Reduced Rates of Child Marriage: Education provides girls with alternatives to early marriage, enabling them to pursue personal development and career goals. This delays the age of marriage and reduces the incidence of child marriage in communities.
• Social Cohesion and Community Engagement: Educated women are more likely to participate in community activities and decision-making processes. Their involvement leads to more inclusive and cohesive communities.
• Environmental Stewardship: Education often includes awareness of environmental issues. Educated women can play a crucial role in advocating for sustainable practices and contributing to environmental conservation efforts.
• Reduced Poverty and Improved Standard of Living: By breaking the cycle of poverty, Education leads to an overall improved standard of living in communities. This results in less dependence on social welfare and a more robust, self-sufficient community.
• Political Participation and Leadership: Education empowers women to engage in political processes and leadership roles, bringing diverse perspectives to policy-making and governance, which benefits society as a whole.

Educating girls yields substantial social benefits for communities and society at large:

• Improved Health Outcomes: Educated women tend to make informed health choices, resulting in better health outcomes for themselves and their families. This includes lower rates of child and maternal mortality and better nutritional practices.
• Decrease in Child and Forced Marriages: Education helps delay the age of marriage for girls. Educated girls are more likely to make informed decisions about their lives, including marriage, thereby reducing the incidence of child and forced marriages.
• Enhanced Child Education and Development: Educated mothers are more likely to educate their children, creating a positive cycle of Education and opportunity. They also tend to be more engaged in their children’s educational and developmental activities.
• Economic Empowerment and Poverty Reduction: Education equips girls with skills for better job opportunities, leading to economic empowerment. Educated women contribute to their families and communities, reducing poverty levels.
• Gender Equality and Empowerment: Education is key to empowering girls and women, leading to greater gender equality. Educated women are more likely to participate in decision-making at home and in their communities, challenging gender norms and promoting equality.
• Community Development and Resilience: Educated women contribute to the social and economic development of their communities. They bring diverse perspectives to community issues, fostering more resilient and inclusive societies.
• Political Participation and Leadership: Education empowers women to engage more actively in political processes, enhancing their representation and leadership in governance, which leads to more inclusive policies.
• Cultural and Social Change: Educated women can challenge and change harmful cultural practices and norms. They often advocate for social justice, contributing to a more progressive and tolerant society.
• Environmental Stewardship: Educated women are more likely to be aware of and address environmental challenges, contributing to sustainable community practices.
• Reduction in Crime and Social Vices: Education contributes to lower crime rates and reduced engagement in social vices. Educated communities tend to be more peaceful and law-abiding.

How Does Education Contribute To The Health And Overall Well-Being Of Girls?

Education significantly contributes to the health and overall well-being of girls in various ways:

• Improved Health Knowledge: Education provides girls with essential knowledge about health, hygiene, nutrition, and physical fitness. This knowledge empowers them to make informed decisions regarding their health and the health of their families.
• Awareness of Health Rights and Services: Educated girls are more aware of their health rights and the availability of health services, including reproductive and sexual health services. They are better equipped to seek medical help and advocate for their health needs.
• Delayed Marriage and Childbearing: Education often leads to delayed marriage and childbearing, reducing risks associated with early pregnancies and childbirth, which can have long-term health implications.
• Mental Health Benefits: Education can boost self-esteem , confidence, and resilience, contributing to better mental health. The social interactions and problem-solving experiences in educational settings also support emotional and psychological development.
• Reduced Risk of Health Issues: Educated women are more likely to understand and avoid risk factors for diseases, leading to lower rates of health issues like obesity, heart disease, and sexually transmitted infections.
• Healthy Lifestyle Choices: Education encourages healthier lifestyle choices, such as regular exercise, a balanced diet, and avoiding harmful habits like smoking and excessive alcohol consumption.
• Increased Health Literacy: Education enhances health literacy, enabling girls to understand health information and services, which is crucial for effective health management and prevention of diseases.
• Economic Benefits Leading to Better Health: Education often leads to better job opportunities and higher income, which can provide access to better healthcare, nutrition, and living conditions, directly benefiting girls’ health.
• Empowerment to Challenge Harmful Practices: Educated girls are more likely to challenge harmful cultural practices that affect health, such as female genital mutilation (FGM) and dietary restrictions.
• Informed Family Planning: Education empowers girls and women to make informed choices about family planning, leading to healthier spacing and timing of pregnancies, which benefits both maternal and child health.

In What Ways Does Education Empower Girls And Promote Independence?

Education empowers girls and promotes independence in several significant ways:

• Knowledge and Skills Acquisition: Education equips girls with knowledge and skills that are essential for navigating life. This includes literacy, numeracy, critical thinking, and problem-solving skills , which are fundamental for personal and professional success.
• Economic Independence: Education leads to better job opportunities and the potential for higher income. This economic independence is crucial for girls to have control over their lives and make independent decisions.
• Informed Decision-Making: Educated girls are better equipped to make informed decisions about their health, relationships, and futures. They can independently assess information and make choices that are best for them.
• Self-Confidence and Self-Esteem: Education fosters a sense of self-worth and confidence. Knowledge and achievements in Education can significantly boost a girl’s confidence in her abilities.
• Social and Political Empowerment: Education gives girls the tools to engage in social and political spheres. It empowers them to advocate for their rights, participate in community decisions, and take on leadership roles.
• Breaking Gender Stereotypes: Education challenges traditional gender roles and stereotypes. It shows that girls can achieve just as much as boys, promoting gender equality.
• Delayed Marriage and Childbirth: Educated girls are more likely to delay marriage and childbirth, allowing them to focus on personal development and career goals.
• Awareness of Rights: Education raises awareness of legal and human rights. Girls learn about their rights and the protections they are entitled to, enabling them to stand against injustices like discrimination and abuse.
• Networking and Support Systems: Educational environments allow girls to build networks and support systems that can aid them personally and professionally throughout their lives.
• Lifelong Learning and Adaptability: Education instills a mindset of lifelong learning. This adaptability is key to independence, helping girls to navigate and thrive in a constantly changing world.

How Does Education Improve The Quality Of Life For Girls And Their Future Families?

Education profoundly improves the quality of life for girls and their future families in several ways:

Better Employment Opportunities

Education opens up higher-paying and more fulfilling job opportunities. Financial stability derived from such employment can significantly enhance the quality of life for girls and their future families.

Informed Health Choices

Educated girls have better knowledge about health, nutrition, and hygiene. This leads to healthier lifestyle choices for themselves and their families, resulting in overall improved family health.

Reduced Child and Maternal Mortality

Education is linked to lower rates of child and maternal mortality. Educated women are more likely to access prenatal care, ensure safe childbirth, and provide better childcare.

Enhanced Child Development

Educated mothers are more likely to understand the importance of early childhood education and developmental activities, contributing positively to their children’s physical, cognitive, and emotional development.

Economic Growth and Poverty Reduction

TEducation contributes to economic growth and can lift families out of poverty. Educated women are more likely to be economically productive and invest their earnings back into their families.

Social and Environmental Awareness

Education fosters awareness of social and environmental issues. Educated women can make informed decisions that benefit both their families and the broader community.

Delayed Marriage and Family Planning

Education leads to delayed marriage and childbirth, allowing women to make informed choices about family planning. This results in smaller, well-spaced families, improving the quality of life for each member.

Empowerment and Self-Confidence

Education empowers girls, fostering a sense of independence and self-confidence. This empowerment influences their role in the family, encouraging a more equitable and respectful family dynamic.

Intergenerational Benefits

The benefits of educating girls extend to future generations. Educated women are more likely to prioritize the Education and well-being of their children, perpetuating a cycle of opportunity and improved quality of life.

Community Engagement and Leadership

Educated women are more likely to participate in community activities and take on leadership roles. Their involvement can lead to community improvements that benefit not just their own families but also the wider society.

Can Education Be A Tool To Break The Cycle Of Poverty And Discrimination For Girls?

Yes, Education can indeed be a powerful tool to break the cycle of poverty and discrimination for girls. Here’s how:

• Economic Empowerment: Education opens doors to better employment opportunities and higher income potential. Educated girls can secure better jobs, contributing to their economic independence and breaking the cycle of poverty.
• Improved Health Outcomes: Educated women have better knowledge about health care, nutrition, and family planning. This leads to healthier families and reduced healthcare costs, contributing to economic stability.
• Delayed Marriage and Childbearing: Education encourages girls to delay marriage and childbearing, allowing them to focus on their personal and professional development. This delay often leads to smaller, healthier families and breaks the cycle of early marriage and poverty.
• Increased Awareness and Empowerment: Education empowers girls with knowledge about their rights and the skills to advocate for themselves. This awareness is crucial in combating discrimination and asserting their place in society.
• Generation Impact: Educated women are more likely to educate their children, creating a positive cycle that benefits future generations. This intergenerational Education is key in sustaining poverty reduction and combating discrimination.
• Social and Cultural Change: Education challenges traditional norms and stereotypes that discriminate against girls. Educated girls and women can become agents of change, influencing societal attitudes and practices.
• Community and Economic Development: Educated women contribute significantly to their communities and economies. Participating in the workforce and engaging in community decision-making help drive economic and social development.
• Political Representation and Policy Change: Education equips girls to engage in political processes, potentially leading to roles in leadership and policy-making. This representation is essential for enacting policies that combat poverty and discrimination.
• Reduced Dependency: Education reduces dependency on social welfare systems by empowering girls to be self-sufficient. This economic independence is crucial in breaking poverty cycles.
• Networking and Resources: Education provides girls with access to a wider network of peers and mentors, as well as resources that can aid in personal and professional development.

What Are Some Global Initiatives And Success Stories In Girl Child Education?

There are several global initiatives and success stories in girl child education, demonstrating the progress made in this vital area:

• Malala Fund: Founded by Nobel Prize laureate Malala Yousafzai, this fund focuses on advocating for girls’ Education worldwide. Malala’s own story of bravery and her fight for Education in Pakistan has inspired many and brought global attention to the cause.
• United Nations Girls’ Education Initiative (UNGEI): This initiative works globally to promote girls’ Education and gender equality. UNGEI partners with various organizations to support education policies, planning, and programming, making significant strides in improving access to Education for girls.
• Plan International’s “Because I am a Girl” Campaign: This campaign aims to end gender inequality by providing Education to girls. It has successfully raised awareness and implemented various programs that have significantly improved girls’ access to Education in several countries.
• Global Partnership for Education (GPE): GPE supports developing countries to ensure that every child receives a quality basic education, focusing on girls and the most vulnerable. They have made considerable progress in increasing school enrollment rates for girls.
• Room to Read: This organization focuses on literacy and gender equality in Education. They have successfully implemented programs in several countries, contributing to improved literacy rates and increased school completion rates for girls.
• Campaign for Female Education (CAMFED): CAMFED is an international non-profit organization tackling poverty and inequality by supporting girls to go to school and succeed. Their work has positively impacted millions of girls in Africa.
• Educate Girls: Focusing on India, this organization works towards enrolling out-of-school girls and improving foundational skills in literacy and numeracy. Their community-based approach has been effective in reaching thousands of girls.

Success Stories

• Rwanda: Post-genocide, Rwanda implemented policies to promote gender equality in Education. Today, the country boasts one of the highest rates of female education enrollment in Africa.
• Bangladesh: Government initiatives like stipend programs for girls have significantly increased girls’ enrollment in schools. Bangladesh has achieved gender parity in primary and secondary Education.
• Afghanistan: Despite facing significant challenges, efforts by various NGOs and the international community have helped increase the number of girls attending school in Afghanistan.

How Is Technology Shaping The Future Of Education For Girls?

Technology is playing a pivotal role in shaping the future of Education for girls, offering new possibilities and addressing traditional barriers. Here’s how:

• Increased Access: Technology, especially the internet and mobile devices, has made Education more accessible. Girls who previously couldn’t attend school due to distance, cultural norms, or safety concerns can now access educational resources online.
• Flexible Learning Environments: E-learning platforms and digital classrooms provide flexible learning environments. This flexibility is crucial for girls who might need to balance educational pursuits with household responsibilities or work.
• Personalized Learning: Technology enables personalized Education, catering to individual learning styles and paces. This personalization can be particularly beneficial for girls who might have missed school or need extra support in certain subjects.
• Interactive and Engaging Content: Digital tools and resources, such as educational apps, games, and virtual laboratories, make learning more interactive and engaging, enhancing girls’ interest and retention in STEM subjects.
• Safe Learning Spaces: In regions where girls’ safety is a concern, technology provides a secure way to continue Education without physically attending school.
• Global Connectivity and Exposure: Technology connects girls with peers, mentors, and educators worldwide, broadening their perspectives and exposing them to a wide range of cultures, ideas, and educational practices.
• Skill Development for the Modern World: Tech education equips girls with digital literacy and skills crucial for the modern workforce, such as coding, data analysis, and digital communication.
• Overcoming Gender Biases: Online Education can help overcome biases present in traditional classroom settings . Digital platforms often offer a more neutral environment where girls can freely express themselves and participate.
• Support for Disabled Girls: Technology offers assistive tools and resources for girls with disabilities, making Education more inclusive and accessible.
• Data-Driven Insights for Improvement: Technology enables the collection of educational data, which can be analyzed to improve teaching methods, curricula, and policies, ensuring they meet girls’ specific needs.

What Are The Current Challenges And Barriers To Girl Child Education?

Despite significant progress, there are still various challenges and barriers to girl child education:

• Socio-Cultural Norms: In many societies, traditional gender roles and biases persist, viewing Education for girls as less important or unnecessary. These norms can lead to prioritizing boys’ Education over girls’.
• Poverty: Economic constraints are a significant barrier. Families with limited resources often prioritize Education for boys. Girls are more likely to be kept at home for domestic work or because families can’t afford school fees and related costs.
• Early Marriage and Pregnancy: Cultural practices like early marriage and teen pregnancy limit girls’ opportunities for Education, as they often drop out of school to fulfill marital and maternal roles.
• Safety and Security Concerns: In some regions, girls face risks like harassment, violence, or long and unsafe commutes to school. These safety concerns can deter parents from sending their daughters to school.
• Lack of Sanitation Facilities: Inadequate sanitation facilities, especially during menstruation, are a significant barrier. Many girls miss school or drop out entirely due to the lack of private and hygienic facilities.
• Inadequate School Infrastructure: Poor infrastructure, lack of basic amenities, and overcrowded classrooms can make learning environments unsuitable, particularly impacting girls.
• Gender Biases in Curriculum and Teaching: Curricula and teaching methods that reinforce gender stereotypes can discourage girls from fully participating or pursuing certain subjects, particularly in STEM fields.
• Disabilities and Special Needs: Girls with disabilities face additional challenges, including a lack of accessible school facilities and materials and societal stigma.
• Armed Conflict and Emergencies: In conflict zones or areas affected by natural disasters, girls’ Education is often severely disrupted. They face increased risks of exploitation, violence, and a breakdown of the educational infrastructure.
• Technological Divide: In the digital age, the lack of access to technology and the internet can be a barrier, especially as educational resources increasingly move online.

How Can Policy And Governance Make A Difference In Girl Child Education?

Policy and governance play a crucial role in advancing girl child education. Here’s how they can make a difference:

• Legislation Supporting Education Rights: Enacting laws that mandate Education for all children, regardless of gender, can significantly impact girls’ Education. Governments can also implement policies that specifically target barriers affecting girls, such as laws against child marriage.
• Allocation of Adequate Resources: Governments can allocate sufficient budgetary resources to ensure that schools are accessible, safe, and equipped with the necessary facilities, including sanitation, to support girls’ Education.
• School Infrastructure Development: Policies aimed at improving and expanding educational infrastructure, especially in underserved areas, can increase access for girls. This includes building schools closer to communities to reduce travel distance and ensure safety.
• Curriculum Reform: Implementing curriculum changes that challenge gender stereotypes and include gender equality can create a more inclusive and supportive environment for girls.
• Teacher Training and Sensitization: Training teachers to be sensitive to the needs and challenges of girl students and to avoid gender biases in their teaching can foster a more encouraging learning environment.
• Scholarships and Financial Incentives: Offering scholarships, stipends, or other financial incentives to families can encourage them to keep their daughters in school, especially in regions where poverty is a major barrier.
• Community Engagement and Awareness Programs: Policies that include community engagement and awareness campaigns can change societal attitudes towards girls’ Education and mobilize community support.
• Support for Pregnant Girls and Young Mothers: Providing support for pregnant schoolgirls and young mothers, such as maternity leave from school and re-entry policies, can help them continue their Education.
• Child Protection Policies: Enforcing strict child protection policies within schools to prevent abuse and harassment can make schools safer for girls, encouraging attendance and retention.
• Data Collection and Monitoring: Implementing systems for monitoring and collecting data on girls’ Education can help assess progress, identify areas for improvement, and develop targeted interventions.

What Role Do Families And Communities Play In Supporting Girl Child Education?

Families and communities play a vital role in supporting girl child education:

• Valuing Education: When families and communities value Education , this attitude significantly influences girls’ school attendance and academic performance. Encouraging an education-positive environment is crucial.
• Financial Support: Families providing financial support for school-related expenses like uniforms, books, and fees can make a significant difference in whether a girl attends school.
• Reducing Household Burdens: Families can ensure that household responsibilities are shared or minimized so that girls have enough time and energy to focus on their Education.
• Emotional and Moral Support: Emotional encouragement from family members can boost a girl’s confidence and motivation to pursue Education. Moral support is crucial in helping girls overcome challenges and persist with their studies.
• Safety and Security: Ensuring a girl’s safety to and from school and within the community is a key concern. Families and communities can work together to create safe environments for girls to attend school.
• Challenging Gender Stereotypes: Families and communities that challenge traditional gender roles and stereotypes pave the way for girls to pursue education and career opportunities that were traditionally reserved for boys.
• Community-Based Education Programs: Communities can organize or support education programs, especially in areas where access to formal schooling is limited. This can include after-school programs, tutoring, and mentorship initiatives.
• Advocacy and Awareness: Families and community leaders advocating for girls’ Education can influence broader social norms and policies. This includes campaigning for better school facilities, more female teachers, and gender-sensitive curricula.
• Support for Teenage Mothers and Married Girls: Providing support for girls who are mothers or married to continue their Education is crucial. This can include flexible schooling options or childcare support.
• Promoting Role Models: Highlighting and celebrating female role models from the community who have pursued Education can inspire and motivate girls.

Final Thoughts

Continued advocacy and investment in girl child education are imperative for fostering equitable, prosperous societies.

Education empowers girls with skills, confidence, and opportunities, leading to economic growth, improved health outcomes, and societal advancement. Neglecting this area risks perpetuating cycles of poverty, gender inequality, and diminished societal progress.

The long-term effects include stunted economic development, the unfulfilled potential of half the population, and the loss of diverse perspectives in solving global challenges.

Frequently Asked Questions

Why is girl child education important.

Girl child education is crucial for several reasons. It empowers girls with knowledge and skills, leading to personal empowerment, economic growth, and improved health outcomes.

Educated girls contribute to the reduction of poverty, promote gender equality, and ensure better prospects for future generations.

Education enables girls to make informed decisions about their lives, thereby enhancing the overall well-being of communities and societies.

What Are The Main Barriers To Girl Child Education?

The main barriers include socio-cultural norms that undervalue girls’ Education, poverty that limits access to schooling, early marriage and pregnancy, safety concerns, inadequate school infrastructure, and lack of sanitary facilities.

Gender biases in curriculum and teaching, as well as challenges faced by girls with disabilities, also play a significant role.

How Can Communities Support Girl Child Education?

Communities can support girl child education by promoting the value of educating girls, ensuring their safety, and providing financial and moral support.

Community-based education programs, advocacy for better schooling facilities, and gender-sensitive curricula are also vital.

Additionally, challenging gender stereotypes and celebrating female role models can inspire and encourage girls to pursue their Education.

What Impact Does Educating Girls Have On A Country’s Economy?

Educating girls has a significant positive impact on a country’s economy. It leads to a larger, more skilled workforce, increases women’s participation in the labor market, boosts earnings, and contributes to economic growth.

Educated women are more likely to invest in their families and communities, leading to a reduction in poverty and economic stability.

What Are The Long-Term Benefits Of Girl Child Education?

The long-term benefits include sustained economic growth, reduced poverty and health disparities, and enhanced societal well-being.

Educated women are more likely to have healthier families, contribute to the economy, and participate in decision-making processes at all levels.

Furthermore, the benefits transcend generations, as educated women are more likely to ensure their children are educated, creating a positive cycle of empowerment and development.

https://centralasiainstitute.org/top-10-reasons-to-support-girls-education

https://www.saggfoundation.org/girls-education-overview.html

https://www.linkedin.com/pulse/importance-girl-child-education-meeme-sarah

https://60millionsdefilles.org/en/5-top-reasons-girls-education-can-make-world-better-place

https://www.forbes.com/sites/unicefusa/2022/09/05/10-reasons-to-educate-girls

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• CHAPTER 1 Introduction
• CHAPTER 2 Types of education
• CHAPTER 3 Importance of education
• CHAPTER 4 Early Childhood Education
• CHAPTER 5 Education system in India
• CHAPTER 6 Girl Child Education in India
• CHAPTER 7 Role of the civil society in the education sector
• CHAPTER 8 About Oxfam India
• CHAPTER 9 Role of Oxfam India in girl child education
• CHAPTER 10 Why donate to Oxfam India

Importance of Girl Child Education

Empowering girls through education.

Everyone wishes to see this world become a better place and strives to do their bit to change the world. But often we find it difficult to find a cause we want to support and the organization we would like to donate to.

Here we will explore the issue of quality and affordable education, which can help you understand why it is one of the most pressing issues and how you can sponsor child education in India. It will also help you understand.

Oxfam India’s work in education and how you can support Oxfam India to educate a child.

What You Will Know About Girl Child Education in This Resource

To help you read on all specific topics, we've put together an interactive table of contents. Click each link to be jumped to different sections. (Or, you can also scroll down and start from the beginning.)

• Definition of Education
• Types of Education
• Importance of Education
• Early Childhood Education
• Education System in India
• Girl Child Education in India
• Role of the Civil Society in the Education Sector
• About Oxfam India
• Role of Oxfam India in Girl Child Education
• Donate to Oxfam India

What is education? Is there a difference between education and schooling? In this chapter we will learn what is the meaning of education and the concept of education.

What is education?

Education definition.

The term ‘Education’ originated from the Latin word ‘Educare’, which means ‘to bring up’ or ‘to nourish’. Another Latin word ‘Educatum’ gave birth to the English term ‘Education’. ‘Educatum’ means ‘the art of teaching’ or training.

Oxford dictionary defines education as, “a process of teaching, training, and learning, especially in schools or colleges, to improve knowledge and develop skills.” It is the action or process of being educated.

Concept of education

Most of us, when we think of education, we imagine a formal school, with students learning subjects like Mathematics, English Literature, Social Studies, Physics, Chemistry, or Biology. We imagine a school where students play sports in their free time and are regularly assessed through exams. But is education only confined to a school or university building? Can a child, or even an adult learn outside of school and improve their knowledge and skills?

Education is the process of acquisition of knowledge and experiences, and development of skills and attitudes of an individual, which help them lead a fruitful life and contribute to the development of the society. The main purpose of education is the all-round development of individuals. Education aims to not only focus on skill development, but also on personality development to help individuals become socially responsible citizens of a country.

What is value education?

Value education aims to develop certain attitudes in individuals so they are able to face different situations in life. It is often wrongly assumed that value education teaches values. Value education does not teach values but develops the ability to find one’s own values. Individuals are encouraged to develop critical thinking so they can deal with conflicts, understand their actions and their consequences, develop healthy relationships, and become dependable members of the society.  

https://www.oxfordlearnersdictionaries.com/definition/american_english/education

Education goes beyond the four walls of a classroom. A child continues to learn throughout their life, even during adulthood, through different experiences. Different types of education, gives different types of learnings.

How many types of education are there

There are three main types of education. In this chapter, we will learn the different types of education, their examples, characteristics, advantages, and disadvantages.

What are the three types of education

The types of education are: Formal Education, Informal Education, and Non-formal Education.

1. What is Formal Education

Formal Education refers to the education imparted to students in an established educational institute premises by trained teachers. The teachers must have a certain level of training in the art of education and knowledge of relevant subjects.

Students are taught basic academic skills based on a certain syllabus. Regular assessments of learning outcomes are conducted through examinations. There is a set of established rules which both teachers and students follow in order to complete formal education.

Formal education begins at the elementary/primary level, continues through high school and college or university. Children often attend nursery or kindergarten before beginning their formal education.

What is primary education

Formal education begins with primary education, also called elementary education. Primary education begins in kindergarten and lasts till the sixth grade. Depending on the specific education system, primary education may even begin from class 1 till class 4 – class 7. Primary education helps children develop the ability to learn and understand the rules of formal education.

What are the examples of Formal Education

• Classroom instructions or training
• Grading and certification in school, colleges, and university
• Set subjects and syllabus

What are the characteristics of Formal Education

• Structured hierarchy
• Strict rules and discipline
• Regular fee
• Grading system
• Formal teacher-student relationship

What are the advantages of Formal Education

• Structured and organised
• Trained professionals as teachers
• Regular assessments to enable students to reach higher levels
• Recognised certification
• Better access to employment

What are the disadvantages of Formal Education

• Rigid and lacks flexibility for students to pursue their own interest
• Too much importance to grades puts extreme pressure on those with average scores
• Fails to recognize non-academic talents in students
• Set syllabus limits the scope of learning
• High expenses

2. What is Informal Education

Unlike Formal Education, Informal Education is not imparted in school, college or university. It is not deliberate, does not follow a set syllabus and timetable, and there are no regular assessments. There is no structured teacher-student relationship.

Informal Education is imparted by parents to their children, one person to another. Children learning how to ride a bicycle from their parents, one individual teaching another how to bake are examples of informal education.

Informal Education is also conducted through reading books, or online material. It is also the education obtained in one’s surroundings, in their daily lives, like in a marketplace, or by simply living in a community. Individuals who join some community groups and learning occurs during their activities, or take up some project of their own and learn themselves, are also considered to be acquiring informal education.

What are the examples of Informal Education

• Spontaneous learning – a person learns how to use an automatic ticket vending machine
• Parents teaching their children certain skills
• Individuals taking up a sport activity on their own
• Learning a psychological fact by reading a website article

What are the characteristics of Informal Education

• It is spontaneous
• Happens outside the formal classroom
• Life-long process
• No structured syllabus
• No grading system for what one learns

What are the advantages of Informal Education

• More flexible as individual have the advantage to choose what they wish to learn
• Individuals have the opportunity to learn the skills not taught in formal education
• Utilizes a variety of means – TV, internet, conversations, magazines
• Learners are more motivated as they have flexibility
• Less costly
• Flexible time

What are the disadvantages of Informal Education

• Lack of discipline or rules may lead to inconsistency
• Information acquired through internet or conversations may not be reliable
• No set timelines or schedule
• Difficult to recognize

3. What is Non-formal Education

Non-formal Education is organised education outside the formal school/university system. It is often referred to as adult education, adult literacy education, or community education. Non-formal education is conducted by community groups, government schemes, or an institute. It can also be conducted as home education or distance learning.

Non-formal education may not have a set syllabus or curriculum. It focuses on the development of job skills, develop reading and writing skills in out of school children or illiterate adults. Non-formal education system may also be used to bring out-of-school children at par with those in formal education system.

This system does not have a specific target group and does not necessarily conduct examinations. Children, youth, and adults can be a part of this system.

What are the examples of Non-formal Education

• Community based adult education programmes
• Community based sports programmes for children
• Fitness programmes by private institutes
• Computer and language courses in a community
• Online courses

What are the characteristics of Non-formal Education

• Has a flexible curriculum
• There is no age or time limit
• One can earn while learning
• Examinations may not be necessarily conducted
• May not require certification
• Involves vocational learning

What are the advantages of Non-formal Education

• Flexibility of age and time
• Freedom to pursue one’s interest and choose a programme
• No need of regular exams or grades
• Helps in learning useful job skills

What are the disadvantages of Non-formal Education

• Lack of certificates may leave a skill unrecognized
• Students may be irregular due to the lack of set regulations
• Untrained teachers
• Basic reading and writing skills may still be required
• Lack of formal structure and rules may lead to students discontinuing

In this chapter, we will learn about the importance of education, early childhood education and the impact of lack of education.

Why education is important

Now that we know what are the different types of education, let us explore the importance of education in life.

Education is a human right. Education is important for not only a holistic development of an individual, but the society as well. 59 million children and 65 million adolescents are out of school, across the world, and more than 120 million children do not complete primary education.

Lack of education hampers an individual from reaching their full potential. Out of school children miss out the opportunity to develop their skills and to join the work force later in their adult life. Unemployment further creates more stress among people, especially the youth, leading to social unrest and crimes, adversely impacting the development of a country. Hence, education is the key to an individual’s and a country’s development. Learn more about illiteracy in India.

All the different types of education enable an individual develop cognitive skills, emotional intelligence, and skills required to be employed.

Education helps an individual develop the ability to think critically, understand the people around them and their surroundings, make informed decisions, and understand the consequences of their actions on themselves and others. Education is necessary for an individual to live a fruitful life and become a responsible member of the society.

Education must begin early in an individual’s life, during early childhood. This is the time when important brain development occurs. In the next chapter we will explore early childhood education more in depth. Let us first understand the importance of education in an individual’s life and the importance of education for a country.

Why is education important for an individual

As already discussed, education helps an individual develop cognitive skills and emotional intelligence. An uneducated person, who doesn’t understand themselves, who cannot understand how to interact with people around them, is isolated from their society.

Humans are social beings and need to form healthy relationships with their fellow humans and live with them in harmony, in order to survive. Lack of education, hampers a person’s ability to understand other people’s emotions and cannot understand their own emotions to be able to form a relationship. Additionally, education helps individuals combat diseases, change regressive social norms, and promote peace.

Further, an individual who does not attend school, or take any form of formal education, cannot develop the skills required to enter the workforce, and is eventually pushed into poverty.

Why is education important for a country

Education is the key to economic development. It reduces poverty, boosts economic growth, by ensuring people enter the work force and increase their income.

Education helps promote stability in times of conflict and crisis. Children are forced out of school in a conflict situation, leading to high drop-out rates. The chance of education lays a path to normalcy for children. Girl child education, especially, benefits a country. Educated women can make informed decisions, reduce gender violence, have fewer children, and join the work force. It is the first stepping stones towards ending gender based discrimination and inequality. This village in Uttar Pradesh has an inspiring story of changing regressive social norms through education.

In this chapter, we will learn what is early childhood and the importance of early childhood education.

What is an early childhood

Early childhood is the period from birth to eight years of age. These are the most critical years in a child’s life. During this time the brain is at its peak development stage and determine a child’s development over the course of their lives. 

This is period is extremely crucial because children develop cognitive, physical, social, and emotional skills. They are highly influenced by their environment and require utmost care by parents and community members to ensure holistic development. Hence, the emphasis on early childhood education.

What is early childhood education?

Early childhood education is not only preparation for primary school, it also aims to develop basic life skills in children to lay a foundation of lifelong learning and success. It consists of varied activities to aid in the cognitive and social development of children before they start preschool. 

It consists of both formal and informal education. Parents are considered to be the first ones educating a child, as a child develops their first relationship with parents. This relationship can have a significant impact on child development and early childhood education. This stage of early childhood care and education typically starts between 0 to 2 years of age. 

After this stage, formal education starts. Formal education for early childhood may vary from state to state, a child’s age and their learning abilities. Early childhood education programmes may vary for each age group and run at different levels – nursery, playgroup, preschool, and kindergarten.

Why is early childhood education important?

A child’s brain is at its peak developmental stage from 0 to 8 years of age. Their experiences lay the foundation of a child’s emotional, cognitive, and physical development. Following are some of the benefits of early childhood education:

Social skills

Humans are social beings. They need to develop healthy relationships in order to live a fruitful life. Early childhood education ensures children learn how to socialize with other children of their age, with people outside of their immediate family and develop the skills to successfully socialize with people later on in their lives.

Sharing with others is the core of any relationship and peaceful society. Early childhood education enables a child to learn how to share their things so they can develop strong friendships with other children. 

Team working skill is one of the most important assets of an individual’s holistic development. The skill is useful throughout formal education, in personal relationships, and in the workforce. Hence, it is crucial to ensure that children develop skills early in their childhood. 

A child cannot be educated if they do not have the enthusiasm and curiosity to learn new things. Early childhood education programmes ensure that children develop the curiosity to learn. 

What are early childhood education programmes

Several organisations in India, public, private, and non-governmental sectors provide early childhood education programmes. Below are early child education programmes in India, across different sectors: 

Government organisations

The Ministry of Women and Child Development (MWCD) plays a key role in providing early childhood education in India. The ministry has set up Anganwadi centres (courtyard shelters) across rural areas to provide health, nutrition, and education to children from minority groups and economically weak groups. The government has facilitated the transition of children from preschool to elementary school, by relocating the Anganwadi centres close to elementary schools and aligning their schedule with those of elementary schools.

Non-government organisations

In India, non-government organisations have an important role in filling the gaps left by the government. NGOs working for education provide early childhood care and child education to marginalised children. As per government estimates, NGOs run child education programmes have provided education to 3 to 20 million children in India. The programmes include direct intervention in areas where there are no government programmes or to improve the quality of government programmes. Oxfam India works with a network of grassroot partners across six states in India, to facilitate education, especially girl child education, and advocates for increased government spending in the public education system. Oxfam India and one of its partner, Lokmitra, run this small school in Raebareily which attracts students from private school as well.

Private Institutes

India has seen a rapid rise in private institutions at all levels of education. As per government estimates, around 10 million children have participated in early child education programmes run by private organisations. Some organisations provide only early childhood care and education, while others may run till elementary school and/or higher secondary school level. Private schools, however, charge exorbitant fee, leaving millions of children out of the education system.

Early childhood education in India

According to Census 2011, there are 164.48 million (approximately 16.5 crores), children from 0 to 6 years of age in India. [6]  These numbers indicate a strong need for efficient early childhood education programmes in India. Constitutional and policy provisions have been made to ensure early childhood education in India.

Article 21A of the Indian Constitution, provides for the right to free and compulsory education for children from 6 to 14 years of age, in purview of the Right to Education Act (RTE) (2009). Article 45 urges the state government to provide Early Childhood Care and Education (ECCE) to all children till the age of six years. 

The Right to Education Act, guarantees children the right to free education, whereas, ECCE is not stated as a compulsory provision. The RTE states to provide free pre-school education for children above three years. In 2013, the Government of India approved the National Early Childhood Care and Education Policy. [7]  

The policy promotes free, universal, inclusive, equitable, joyful, and contextualised opportunities for laying foundation and attaining full potential for all children below 6 years of age. [8]  It aims to promote a holistic development of children in the said age group. The policy is a key milestone in filling the gap in early childhood care and development in India and strengthening elementary education. 

https://www.educationforallinindia.com/early-childhood-care-and-education-in-india-1.pdf - National University of Education Planning and Administration – New Delhi - page 26

• https://unicef.in/Whatwedo/40/Early-Childhood-Education

https://wcd.nic.in/sites/default/files/national_ecce_curr_framework_final_03022014%20%282%29.pdf

Education in India is provided by public and private schools. The most important element of the education system in India, is the Right to Free and Compulsory Education Act, (RTE). RTE constitutionally guarantees education as a fundamental right of every child in the age group of 6 to 14 years.

Despite the provision, there are more than 60 lakh children out of school in India. [10]

In this chapter, we will understand the provisions laid down by the RTE and the gaps in its implementation.

What is Right to Education Act 

The RTE Act (2009) lays down legal provisions to grant every child aged between six to fourteen years, the right to free and compulsory elementary education of an appropriate standard in a neighbourhood school. Here are some interesting facts about RTE.

Education is a concurrent subject in which both the Centre and the states play a role. It is necessary for the states to draft rules to implement the provisions laid down in the RTE, with reference to the framework provided by the Centre. The states can modify the rules to suit their local needs. However, implementation of RTE has greatly varied across the states.  [11]

India continues to fail to spend the financial resources required to meet the minimal norms under the RTE Act. Bihar, for instance, spends only 30% of what is needed to implement the Act in totality – enrolling all children in school, hiring the minimum number of required teachers, improving infrastructure, and providing learning materials. Additionally, Bihar is also failing its children from minority groups.

Hardly 12.7% of schools in India comply with the minimum norms laid down under the RTE Act. There are wide gaps in RTE implementation between different states; ranging from 39% in Gujarat, to less than 1% in Nagaland, Sikkim, Meghalaya, Tripura, and Lakshadweep. 70% of teachers in Meghalaya lack the required qualifications. [12]  

The RTE Act, Section 12(1)(c) envisions that schools must provide spaces for the economically weaker section of the society so that children from different backgrounds have equal opportunities and that will help build a more equal society. Studies show that giving opportunities to students from different economic backgrounds, makes student more social, generous and egalitarian, and they are less likely to discriminate against poor children. But instead, private schools create hurdles for children with disabilities and those from marginalised communities to avoid their enrolment. 

India’s government spending on education has stayed below 4%, despite successive governments’ electoral commitment to spend 6% of its GDP on education. The government discriminates in the allocation of the education budget. For instance, in government-run Kendriya Vidyalaya and Navodaya Schools, government spending is roughly around Rs. 27,000 and Rs. 85,000 per student, respectively. However, the spending in regular government schools is just over Rs. 3000 per student per year. [13]  Without equitable investment in public schools, inclusive education cannot be achieved. This one of a kind satellite school in East Delhi imparts education with no desks, walls, or chairs.

The inefficient implementation of the RTE Act, is a classic example of the gaps between policy and its implementation. There are limited efforts in building awareness of the provisions of the act, the need of such an Act; among those on the ground responsible for its implementation and those for whom the Act is. [14]  

https://www.youtube.com/watch?v=_7WspAXyK5Y Is the government spending enough on education? Our Social Policy Researcher, Kumar Rajesh explains the reality behind the government’s claim of spending 4% of the GDP on education.

Privatization of education in India

In light of the gap left by the government in the education system in India, private schools are growing in huge numbers. However, the increasing rise in private schools is socially segregating children of rich and poor families in India. Financially better off families send their children to private schools, with better facilities and smaller classes, thus widening the economic and social gap in an already unequal society. 

Between 2010-11 and 2015-16, the number of students enrolling in government schools across 20 states fell by 13 million, while 17.5 million new students joined private schools. [15]  Private schools are further unregulated and many of them do not meet the basic standards of infrastructure, safety, and quality of education. However, the condition of public schools is forcing even the poor families in India to enroll their children in private schools, leading to huge financial burden on families. Thus, rendering education in India a privilege, instead of rendering by class and caste.

Even though, the enrolment in government schools is declining they remain the main provider of elementary education in India, accounting for 73.1% elementary school and 58.6% of the total enrolment. [16] India still needs to universalize its education system, by providing better quality public education institutes.

What are the problems in the education system in India [17]

• Lack of a clear definition of an out of school child is a grave concern. Without a clear definition to identify when a child stops going to school and becomes a drop-out, it is difficult to enroll and retain children in school.
• There is ambiguity about specific roles the School Management Committee (SMCs) have to play. The SMCs are not aware of their responsibilities or the members themselves do not know that they are a part of the SMC. A research by a leading non-profit Pratham based in Delhi in 2013 found that only 10 per cent of the SMC parent members interviewed were aware that they were part of the SMCs. [18]
• The SMCs have the mandate to prepare School Development Plans (SDPs), but this is hardly followed in practice. Capacity building programmes for SMCs, to enable them to follow their mandates are not being implemented thus affecting their functioning. [19]
• The RTE Act implies to both public and private schools, but its implementation in private school remains weak. Private schools are on the rise, and they deliberately omit the rule of the RTE, while most government schools struggle to implement because of lack of resources.
• The RTE Act provides for a mechanism to ensure the availability of qualified teachers by setting up teacher training institutions. Some states have completely omitted the provision to set up training institutes.

[9] https://www.oxfamindia.org/sites/default/files/2019-02/Davos%20India%20Supplement.pdf

[10] https://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/National-Survey-Estimation-School-Children-Draft-Report.pdf (2014) - pg 9

[11] Federalism and Fidelity – RTE Review (2014) – Oxfam India

[12] https://www.oxfamindia.org/sites/default/files/2019-02/Davos%20India%20Supplement.pdf

[13] https://timesofindia.indiatimes.com/home/education/Government-spends-Rs-85000-on-each-Navodaya-student-annually/articleshow/47754083.cms (2015)

[14] Federalism and Fidelity – RTE Review (2014) – Oxfam India

[15] https://www.oxfamindia.org/sites/default/files/2019-02/Davos%20India%20Supplement.pdf – pg 4

[16] https://www.oxfamindia.org/sites/default/files/2019-02/Davos%20India%20Supplement.pdf – pg 4

[17] Federalism and Fidelity – RTE Review (2014) – Oxfam India

[18] https://www.oxfamindia.org/sites/default/files/2018-10/OIA-Community-Based-Monitoring-and-Grievance-Redressal-in-Schools-in-Delhi-1012-2015-en.pdf - Policy Brief - Community-Based Monitoring and Grievance Redressal in Schools in Delhi

[19] http://rteforumindia.org/wp-content/uploads/2019/08/Year-9-Stocktaking-Report-RTE-Forum-draft.pdf

There are several schemes and programmes implemented by the Government of India to ensure child education in India. On 22 January 2015, Prime Minister Narendra Modi launched the Beti Bachao Beti Padhao campaign, to “change mindsets regarding the girl child”. The campaign was launch with an aim to raise awareness about the declining sex-ratio in India and the importance of girl child education.

Other government schemes for girl child education provide financial support to parents to educate their daughters. Some of these schemes are Sukanya Samriddhi Yojana (SSY), Balika Samriddhi Yojana (BSY), and Mukhyamantri Rajshri Yojana (MRY). These schemes provide benefits such as higher interest rates, direct financial support, and tax benefits to parents for investing in education of their girl child.

Even though some reports have shown increasing enrollment of the girl child, there are still several hurdles in girl child education in India. The World Bank’s Living Standards Measurement Study in Uttar Pradesh has shown increased girl child education in private schools over the years. The first data collection was done in 1997-98. The same set of households were surveyed in 2007-08 and then again in 2010-11. Enrolment rate of girls was only 50% as per the first survey. This showed significant improvement, with 65% enrolment in 2007-08 and 72% by 2010-11. [20]

Problem in Girl Child Education [21]

Financial constraints.

Financial restrictions create hurdles for many parents in educating the girl child. Usually, she is forced to stay at home to carry out household chores and take care of her younger siblings while the son in the family is sent to school. Even if some parents wish to educate their girl child, lack of quality schools or other social factors create restrictions.

Household Responsibilities

Many girls are forced to drop out of school because of household responsibilities. Losing a parent or a sick family members forces young girls to take up household chores. Social norms dictate that it is a woman’s duty to do domestic work or take care of sick family members. 12-year-old Meena from Uttar Pradesh, was pulled out of school to take care of household chores and her young siblings.

Early and Forced Marriages

Our society’s obsession with marriage has ruined many lives. Girls are denied education and instead forced to marry at an early age, often before she has attains the physical and emotional maturity to even understand what marriage is. Due to lack of education she cannot make an informed decision of whether she indeed wishes to marry or not, and has no say in choosing the person she is forced to spend her entire life with. Additionally, the later a girl marries, the more the dowry her parents are forced to pay.

Preference of sons over daughters

Son preference further creates problems for a girl child. The  deep-set social norm that sons will take care of the parents in their old age, while girls will have to get married and leave the parents house leads to a lot of preferential treatment to the sons and subsequently, discrimination against the girl child from a very young age. This then leads to parents not giving any importance to the education of the girl child. 

Lack of functional toilets

Lack of basic facilities such as funtional toilets and hand washing areas force children to stay out of school. Girls are especially affected due to lack of functional toiliets once they reach menstruation age. They may be either be absent from school on a regular basis, or drop out of school altogether. 

Long Distance to School

In rural areas, children have to walk, often alone, through forests, rivers, or deserted areas, and cover a long distance to school. Due to increased risk of violence against girls, parents prefer their daughters stay safe at home. Devyani was pulled out of school because she had to walk alone to school, but with Oxfam India’s support she was enrolled back in school.

[20] https://www.isid.ac.in/~soham9r/doc/pvt_paper.pdf - Intra-Household Gender Disparity in School Choice: Evidence from Private Schooling in India – Soham Sahoo, July 2015

[21] https://donate.oxfamindia.org/girl-child-education

[22] https://www.oxfamindia.org/sites/default/files/PN-OIN-ES-Education-07-CSA-Efforts-Effective-Implementation-RTE-EN.pdf

In this chapter we will learn the role civil society plays in the education sector, and how its actions impact the implementation of education policies around the world.

What is a civil society organisation

There is no one clear definition of a civil society organisation (CSO). It is defined in different ways by different organisations. 

A paper by World Health Organisation states that in the absence of a common defination, civil society is usually understood as the social arena existing between the state and the individial or household. It states that the civil sociey lacks regulatory power of the state and the economic power of the market but it provides social power to the ordinary people.

What is the role of civil society

Recently, CSOs have become more prominent across the world. They are growing in number and influence around the world. CSOs play a vital role in the development sector, by asserting the rights of the marginalised communities. Civil society organisations holds the government accountable and ensure their compliance with human rights and international treating and conventions. Oxfam India is one such organisation which mobilizes people and builds movement against discrimination .

On the other hand, governments and institutions around the world have become more motivated in response to the increasing influence of CSOs, to establish a formal mechanism of working with the CSOs.

What is the role of civil society in the education section

Civil society organisations has played an active role in the education sector. CSOs have raised issues ranging from implementation to advocacy. Civil society has brought about significant changes to national education policies and system, through advocacy, across the world, ensuring that the right to education is granted to each person. 

By holding the government accountable, civil society organisations ensures that each individual has equal access to essential services and they can raise their voice against violations of their rights.

What is the role of civil society in education in India

Civil society organisations in India have been playing a crucial role, since more than a decade. They are strengthening the education system in India by actively participating in advocacy, at the national, regional and internation levels in the education sector. There is an increasing collaboration between national, regional, and international CSO, through the Global Campaign for Education (GCE) and Education for All moverment. 

NGOs like Oxfam India campaigns for quality and free public education for all, with a network of other civil society organisations, think tanks, policy makers, parents, and teachers. 

Oxfam India is building a movement of people working to end discrimination and create a free and just society.

Oxfam India is building a movement of Indians coming together to fight discrimination. We stand for the rights of the marginalized such as Adivasis, Dalits, and Muslims, with a special focus on women and girls. We work with the public and policymakers to find lasting solutions to build an inclusive and just India where everyone can have equal access to rights, be safe, get quality education and healthcare, make their voices heard and thrive. We campaign and mobilize people to stand up and speak out, to demand decisions and policies from the government that help them fight inequality and discrimination in India. We save, protect and rebuild lives in times of crisis and humanitarian disasters.

Oxfam India changed the lives of over 1 million people across six poorest states* in India last year and campaigned to reach out to tens of millions more across the country. 

We put the rights of the marginalized at the heart of everything we do, as this will lead to the lasting change we need. Together, we can create a discrimination free India where everyone can live with dignity and free from inequality and injustice. 

Joins us as we fight discrimination today, to end it for good.

(* Assam, Bihar, Chhattisgarh, Jharkhand, Odisha and Uttar Pradesh)

Why we are here

Discrimination in India has been a social evil for ages. It has affected millions of lives in the past and continues to affect people basis their gender, caste, and economic background. 

Everyone has the right to safety, education, health, shelter, food, and water, and people should not have to fight for these rights every day. 

There are millions who are deprived of basic fundamental rights and Oxfam India champions their right to be heard.

With Oxfam India’s efforts, communities live safer lives; have access to health and education, clean water, food, sanitation, and other fundamental needs.   

Oxfam India strives for an inclusive and just society.

How we make it happen

Oxfam India helps people fight discrimination on four fronts. 

• Working with Marginalized communities: We work at the grassroots to generate awareness amongst the most marginalized communities such as Adivasis, Dalit and Muslims to stand up and speak out, to demand their rights and policies that help them fight discrimination and injustice. We work with the most vulnerable people with a special focus on women and girls.
• Public Campaign & Policy making: We work with the public and policy makers to find lasting solutions to build a just and discrimination free India where everyone can have an equal access to rights, be safe, get an education, quality healthcare, make their voices heard and thrive, irrespective of their caste, gender and economic background.
• Humanitarian Response: We save, protect and rebuild lives in times of crisis and humanitarian disasters.

Our commitment

We are committed to the people, both of who we work with and our supporters.

Oxfam India believes in the power of people coming together for justice and against discrimination.

In our 68-year history, we have seen that, when people join hands, raise their voice and demand action, change happens. We are committed to the power of people to fight discrimination and help marginalized communities pull themselves out of inequality and injustice. This is why our work and organization are based in the communities who are most affected in the six poorest states of India so that we can deliver change quickly and with impact.

Oxfam India uniquely combines the power of the public and the learnings from grassroots with the strength of supporters, partners, and allies to make a positive impact in the lives of millions of people. 

From supporting women farmers in Bihar to demanding good quality education for children in Uttar Pradesh, from mobilizing public support in Delhi, Bangalore and Hyderabad to delivering life-saving aid in Assam and Manipur, we strive to ensure that the most marginalized people are heard.

And we won’t stop until everyone in India can live a life of dignity free from discrimination. 

Our vision for the future

Our vision is a just and discrimination free India. Oxfam India will always be there in times of crisis and injustice to fight the inequalities and discrimination affecting the lives of millions of Indians. 

Over the next five years, we will help many more people of socially excluded groups (Dalit, Adivasis and Muslims), and especially women in ‘Oxfam India focus states’ exercise their rights of citizenship and live a life of dignity, free from discrimination.

And we cannot do it without your support. We need more voices to join us in speaking truth to power so that we can influence the policies and attitudes that will fight discrimination across the nation. 

As India’s leading movement against discrimination, we will not rest until everyone in our country can live in a fairer, equal society, and leave injustice and discrimination behind forever.

In this chapter, we will explore how Oxfam India support girl child education in India and the impact we have created in the last year.

Oxfam India’s role in education

Oxfam India is working to achieve the goal of quality and affordable education for each child in India. We campaign for the right to education of people from the most marginalised communities, especially the girl child.

Gudiya had to discontinue her education after her parents migrated to Delhi from Assam. After Oxfam India’s intervention she was brought at par with regular students and is now on her way to be admitted in a government school in New Delhi.

We advocate for the proper implementation of the Right to Education Act. Oxfam India is the founding member of the National RTE Forum. The forum has almost 10,000 non-government organisations members. The National RTE Forum has been one of the biggest achievements of Oxfam India, in the education sector. The forum brings together like minded groups and people working towards the common goal of inclusive education in India. The forum ensures that different groups work together and learn and support each other. [23]  

Activities undertaken by Oxfam India [24]

Social mobilisation .

Oxfam India works with grass root organisations and initiates debates and dialogues, with teachers, intellectuals, educationist, and the general public on various issues related to the state of education in India. Oxfam India engages with youth on ‘Inequality in Education’ .

We sensitise people from various sections of the society on the right to education, status of RTE, and advocate for the right of the education for children up to 18 years of age. We deploy media channels, form support groups inside the Parliament and among policy makers at both the centre and state level. 

Campaign for Policy Changes

We campaign for stricter regulation of private schools and ensure that 25% reservation for children from economically weaker sections and marginalised groups is implemented. We campaign against all forms of privatization of education in India to ensure that education is a treated as a fundamental right and not a privilege. Oxfam India holds consulations on Right to Education with other civil society organisation in its focus states.

Effective implementation

Oxfam India works with the School Management Committees (SMCs) and local authorities, to ensure effective implementation of the RTE Act. We also work with community members to raise awareness about the issues of marginalised groups, especially the problems of girl child education to ensure fulfilment of the RTE Act’s goal.

Accountability

Oxfam India strives to ensure the government is held accountable for the gaps in the implementation of the RTE, through careful study of the policy and its implementation. We also suggest recommendations for better implementation of the Act.

Oxfam India’s impact

Impact in bihar.

Oxfam India along with its partners, Dalit Vikas Abhiyan Samiti (DVAS) is working towards ending caste based discrimination in schools in Bihar and creating awareness about the value of education among marginalised communities. The Musahar community in Samastipur district of Bihar, is especially discriminated against. Their children are put in separate classrooms and the teachers hardly teach them. Teachers and upper caste students hold the bias that they are “dirty” and “pollute the environment of the school”. Oxfam India and DVAS work towards changing these attitudes. After a series of meetings in 2018 Oxfam India and DVAS managed to push the school administration to let children from the community eat their mid-day meals with other students. The Musahar families consider this an important milestone and say it’s a “big change” they have seen in years. [25]  

Impact in Delhi

When a study by Pratham revealed in 2013 that only 10% of the SMC parent members interviewed were aware that they were part of the SMC, Oxfam India and its partner JOSH (Joint Operation for Social Help) filed a complaint at the Central Information Commission (CIC)in 2011 evoking the Section 4 of the Right to Information Act (RTI), 2005. Section 4 of the RTI Act is a proactive disclosure section mandating all public authorities to share information with citizens about their functioning. Since the school is a public authority, compliance to Section 4 was demanded. [26]   Read More about Oxfam India's work on Education in Delhi.

Impact in Jharkhand

Students were irregular in schools in Kolpotka village, Jharkhand. One of the reasons behind this was that they were taught in Hindi. Coming from the Munda tribe, speaking a different language, they could not grasp what was being taught. To raise interest of the students, Oxfam India and its partner Society for Participatory Action and Reflection (SPAR) introduced Multi Lingual Education (MLE) in the schools and appointed part-time teachers in April 2015, who took training in the tribal language. This helped students enrol back in school who had dropped out. The SMC too played a crucial role in getting children back to school. [27]   Read More about Oxfam India's work on Education in Jharkhand.

                                             Part-time teacher appointed by SPAR taking a class at Kolpotka village in                                             West Singhbhum's Manoharpur block.

Impact in odisha.

Odisha has a high percentage of out-of-school children between six and fourteen years of age. One of the key reasons for high dropout rates is the language barrier in the Adivasi belts of the state. Most children in the Adivasi dominated areas have inadequate exposure to Odia, the main medium of teaching. In order to ensure access to quality, universal and inclusive elementary education, Oxfam India along with Sikshasandhan, an NGO based in Odisha, initiated Project Birsa in 2011. As part of the project, Sikshasandhan appointed teachers who could teach in the tribal languages. Eventually, school attendance increased in the Birsa focused schools. [28]   Read More about Oxfam India's work on Education in Odisha.

Books in Odia and Ho made available, by Oxfam India and Sikshasandhan, to students of the 11 primary schools in Noto Gram Panchayat in Mayurbhanj district, Odisha.

Impact in uttar pradesh.

In 2016-17 Oxfam India and its partner, Lokmitra, identified 63 out-of-school children from marginalised sections and provided supportive classes. These classes ran for four months. 27 of these children were mainstreamed into formal schools. [29]   Read More about Oxfam India's work on Education in Uttar Pradesh.

Oxfam India and Samarth Foundation introduced sports and extracurricular activities in five schools in 2016, to encourage more children to go to school. Initially, parents were hesitant to allow their daughters to follow sports, they had to be convinced. Eventually, more girls started enrolling in schools. They even train along with boys and outperform them. [30] Read More how girls are outperforming boys in sports.

Oxfam India’s Role in Girl Child Education

In 2018, 7,048 boys and 6,003 girls from our focus areas received quality education. 136 schools and 117 Anagwadi centres were made functional. 440 School Management Committees (SMCs) were made functional in Primary and Upper Primary Schools. When you support Oxfam India’s work, you help end Inequality in education and empower children to become future leaders and change-makers of our country. In just one year, Oxfam India benefited over 13,000 children. People like you make it possible for us to help the most marginlised children and empower girl child education. Visit our story section to know about the children we helped.

When girls stay in school, they are more likely to build an educated and healthier family, earn a better living, and contribute to the development of the society. Oxfam India, NGO for girl child education, aims to bring back girls missing from the classrooms of India and empower them through education. Our young girls leaders are leading the fight for education in India.

How Oxfam India and its supporters sent Rani back to school

Rani, a 16-year-old girl from Raebareli, was compelled to drop out of school after class 7 due to poverty and household responsibilities. But support from our donors sent Rani back to school.

After dropping out of school, she spent all her time in household chores. She woke up at 5 am every day to start household chores. In order to fetch water, she had to go multiple times to a handpump, a little away from her house. She then used to clean the house, wash utensils, feed the buffaloes nearby and prepare breakfast for the entire family.

Her father Harilal is a woodcutter and her mother Sona is a housewife. Rani has three sisters and all have dropped out of school. Her eldest sister is the most educated in the family. She studied till 10th standard before she was married.

But Rani did not let her passion for studies die. Support from our donors sent Rani back to school. Supporters like you helped us and our grassroots partner in Raebareli build a Kishori Shiksha Kendra, an educational training institute for girls, near Rani’s village. Today, Rani is studying and is on her path to follow her passion. “I want to become a teacher and encourage children to attend school and fulfil their dreams.” says Rani. Read more about Rani and her journey back to school.

There are many girls like Rani who are currently outside the education system in India. Socio-economic circumstances force them to leave schools, work at home and at times, as child labours. Often, they are forced to get married at an early age and raise a family.

Oxfam India has been fighting for the implementation of the Right to Education Act in India. 

Oxfam India also advocates for the importance of right to education and aims to change regressive social norms to end discrimination. Deepti, a primary school teacher in our partner’s school keeps paretns motivated to educate their children.

But not every girl is as lucky as Rani. Each girl deserves the chance to fulfil her dreams. We must understand the importance of educating a girl child. Education is the first step to reduce poverty and inequality in any society. 

Educating a girl child helps her develop the ability to make informed decisions, join the work force, overcome poverty, and benefit her community at large, thus contributing to the development of our nation. Importance of girl child education has been observed in several studies. Girl child education has a significant impact on her own child’s development. Many studies indicate that educated women have healthier children, lower child mortality, and impart better education to their children, thus overcoming inequality. [31] These young warriors are the perfect example for fighting inequality through education.

[23] https://www.oxfamindia.org/sites/default/files/PN-OIN-ES-Education-07-CSA-Efforts-Effective-Implementation-RTE-EN.pdf [24] https://www.oxfamindia.org/sites/default/files/PN-OIN-ES-Education-07-CSA-Efforts-Effective-Implementation-RTE-EN.pdf [25] https://www.oxfamindia.org/blog/failed-education-priorities-bihar-government [26] https://www.oxfamindia.org/sites/default/files/2018-10/OIA-Community-Based-Monitoring-and-Grievance-Redressal-in-Schools-in-Delhi-1012-2015-en.pdf [27] https://www.oxfamindia.org/sites/default/files/2018-10/OIA-Mobilising-Civil-Society-towards-Right-to-Free-Public-Health-and-Education-in-Jharkhand-14052016-EN.pdf [28] https://www.oxfamindia.org/sites/default/files/2018-10/Oxfam-in-Action-Promoting-Multi-Lingual-Education-in-Odisha%E2%80%99s-Adivasi-belt-080915-EN.pdf

[29] https://www.oxfamindia.org/sites/default/files/2018-10/PN_LOKMITRA%20hi-res.pdf

[30] https://www.oxfamindia.org/sites/default/files/2018-10/samarth.pdf

This chapter will help you understand why you should donate to Oxfam India and the benefits you receive.

How Your Donation Will Change Lives

Your immediate support will help oxfam india .

• Identify out-of-school children
• Provide support to children, especially girls to enrol in school
• Help reduce discrimination in education
• Raise awareness among girls about their rights
• Encourage parents to educate girls 
• Overcome social norms which restrict girl child education
• Urge the government to increase spending on government schools

https://www.youtube.com/watch?v=FhJT_5pCxqU Donate for girl child education in India

Why monthly donation matters

Your monthly donation for girl child education ensures continuous and consistent support for hundreds of girls from marginalised communities. Without which, it will be difficult for Oxfam India to plan a long-term, sustainable programme to support girl child education. It is a small amount for you and a life-line for us at Oxfam India and thousands of children. Through your urgent support, you can help enrol thousands of girls in India who continue to live in poverty and are deprived of their rights. The amount you invest every month will help a child learn, grow and build a better life for themselves and their future generations.

Oxfam India works with children from the top 5 poorest states of India. Nandini’s parents, from Bihar, believed that girl child education is a waste of money. But after attending Oxfam India’s workshop, they now encourage other parents to educate their daughters too!

Your generous donation for education in India will enable children to achieve their dreams and transform our nation.

What’s in it for you

• When you support Oxfam India’s work, you make a difference by helping a child study and contribute to our nation’s development
• You will receive monthly updates from us about the lives you are transforming 
• You will also receive an audited annual report from Oxfam India for fund transparency and work accountability.
• Your donation also helps you in saving tax. We will provide you with Tax exemption certificate, 80G, to claim your tax.

If you wish to cancel your donation at any time, we are just an email away. Write to us at [email protected]

Help us build a nation where every girl child is in school. Bring girls back to school so they can build a better future and an empowered nation.

References:

• https://examplanning.com/types-education-formal-informal-non-formal/
• https://www.pearson.com/corporate/about-pearson/the-importance-of-education.html
• https://www.quora.com/What-are-the-weaknesses-of-non-formal-education
• http://www.studylecturenotes.com/foundation-of-education/non-formal-education-nfe
• https://www.ncbi.nlm.nih.gov/books/NBK310920/
• https://www.quora.com/What-are-the-disadvantages-of-informal-education
• https://en.unesco.org/themes/early-childhood-care-and-education
• https://www.early-childhood-education-degrees.com/what-is-early-childhood-education/
• https://parenting.firstcry.com/articles/importance-of-early-childhood-education/

[31] https://www.firstpost.com/india/indias-female-literacy-has-gone-up-but-still-22-percentage-points-behind-world-average-education-among-young-women-rising-7197631.html

• Importance of Girl Child Education in India
• On: January 23, 2023
• By: Smile Foundation

Our Constitution accords equal rights to both men and women in every sphere of life, including the right to education. However, the reality is very different. The girl child is provided only primary or at most secondary education. The numbers bear witness to our country’s sex ratio of 943 females per 1000 males. How can we hope for India to progress when half of our society doesn’t even have access to basic education or skills?

The numbers are no better in other parts of the world. On average 129 million girls are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age. In war-torn countries, these numbers are twice as high. 

Right to Education

However, there has been some progress towards rectifying this issue. In 2009, the Right to Education Act (RTE) , mandated that it is the right of every child to obtain a minimum amount of education. The program makes it compulsory for all children from the ages of 6 up to 14 to have unconditional rights and access to educational opportunities. This was the first step in the right direction, but has not yielded the results as expected and even today, in 2021 we see a gender gap with girl child education lagging far behind in India. 

Girl Child Education

Girl child education is a pivot for families, communities, and societies today. Investing in girls’ education transforms communities, countries, and the entire world. Girls who are able to get educated will be able to join the workforce, earn livelihoods, take care of their families, and marry at a mature and responsible age. This way they can build better futures for themselves and their families. 

Importance of Girl Child Education

As countries get more modern and strive towards developing their economic status, girl education assumes an ever bigger role. Since half of the active workforce is female, not having them receive an education will end up being a burden on the country’s economic progress.  Girls’ education strengthens economies and reduces inequality. It contributes to more stable, resilient societies that are able to give all individuals numerous opportunities to fulfill their potential and realize their dreams.

Challenges to Achieving Maximum Girl Education 

Apart from ensuring enough schools and easy access to girls, many key elements need to be in order before girls’ education can increase and run a smooth course. So while dedicated educated classrooms and schools for girls will boost attendance, there are several other issues that need to be addressed and resolved. Such as 

• Girls’ safety within these surroundings is paramount– often parents are scared of the distances that their girls need to travel to receive an education. Especially in rural areas where neither roads nor transportation are available or reliable. This can be a deterrent leading to massive dropouts from girls attending school. 
• Access to free education – this is the only way that parents in marginalized and rural economies will agree to send their girls to school. Eliminating any expense and cost burden to families will make them more receptive to the idea of education.
• The academic curriculum ideally should be a blend of subjects and vocational courses that support girls in the careers they choose to pursue. The curriculum offered should be created keeping in mind that most of these girls are likely to be either married off or allowed to work in selective professions. In both cases, apart from traditional education methods, schools should also offer robust and easy-to-understand vocational courses that can be of help should girls wish to pursue occupations in their later age
• Access to free and hygienic sanitation – this is also one of the reasons why we see girls dropping out of schools without completing even their primary education. Schools set up in rural areas as well as tier 2 and 3 towns should have provisions for clean toilets and hygienic waste disposal systems for girls to avail of during their menstruation cycles 
• Language-based education – Native language-centric education will see higher consumption amongst families who prefer their children to be educated in their mother tongues. This also helps parents be involved in their child’s education making them willing and open to sending their daughters to school as well.
• Freedom to study with no burden of household chores – once parents understand that the role of education for their girls is equally important as it is for their sons, they can be persuaded to let the girl child study without expecting her to help with household chores. Parents need to see the benefits of education for the girl child and how it will impact and enhance their quality of life. Once we are able to achieve that, girls can devote their time to learning well and studying hard.

Dream of a Gender-Equal World in Education

“ Beti Bachao, Beti Padhao ” (translated into “save the girl child, educate the girl child”) is the country’s slogan to prevent female infanticide and move the spotlight to the importance of girl education. If India wants to be perceived as a highly developed nation and one of the leading voices in world affairs, then it must focus on girl education and work hard to ensure that there are no gaps and that education is openly and freely offered to both genders.

Smile Foundation and Girl Child Education

Smile Foundation’s initiative ‘ She Can Fly ’ is an honest effort to enable, equip, and empower girl children with quality education, proper nutrition, good health, adequate skills, and most of all self-confidence to help them unlock their true potential.

Let us all come forward and join hands to give wings to a girl child’s dreams. Empower, educate, and make her strong enough to stand her own ground and shine in her efforts. She Can Fly, let’s give her the sky!

2 replies on “Importance of Girl Child Education in India”

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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.

Get the huge list of more than 500 Essay Topics and Ideas

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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• Speech on Girl Education

Speech on Girl Education in English for Students

Women have suffered the worst of the ongoing male patriarchy for ages. Women have always been the suppressed ones and the males have always been the oppressor ones. To remove this stigma of the society the theory of “EQUALITY” should be promoted. 

Girls have been denied many opportunities to move ahead and all those missed chances from which they can make something of themselves in their life. But due to lack of education women could not get equal to men. 

Education was always off-limits for girls and still continues to be in many rural areas and other parts of the world. 

In this article, we will explore ways of presenting a speech on girls education speech. It can be a long speech on girl child education or a short speech on girl child education. 

Long Speech on Girls Education

This is a five-minute speech on girls' education and will be very useful for Grade 8 to 12 learners who can explain in more detail its importance using clear language.

Hello everyone, esteemed principal, teachers, and my dear friends! I am lucky to have this opportunity to talk about a topic that is close to my heart, the education of a girl child. Education has become a commodity in the community that can only be achieved by the lucky. 

Education contributes greatly to the betterment of society. As an educated person can make educated decisions that will benefit all. Yet half of the people who unite society, Are girls deprived of education.

It was believed that the girls should be ordained for marriage and later take care of the family. For so many years the monarchy prevented women from having their own personalities. Even in rural areas of our country, the practice of banning girls' education is still widespread. 

People do not realize that an illiterate mother and daughter are just a line in the family and in the community. An educated woman has a lot of knowledge about good health care and the ability to care for her children better. At the same time raising educated children.

When a girl child is educated, almost half the population is literate, thus reducing the illiteracy that seems to be rampant in our country. When these educated women create jobs it also contributes to the growth of the social economy and reduces child marriage cases. 

Being financially independent, they can take better care of their families and end poverty. Families will no longer view the birth of a baby girl as a burden that reduces infant mortality.

​​Education helps us to grow and develop ourselves through personal growth and skills. It is one of the basic rights of all people to equal access to education and education in all its forms. Men and women are equally important in this society; none of them should be overlooked for the betterment of the world.

However, we still face issues such as inequality, gender-based decisions when it comes to women's education. However, few people in our community think that girls are born to do only the housework.

If we want to see India grow and prosper, we need to educate our baby girls. They are indeed the future of our nation. Moreover, once they are educated, they will not need to rely on others for their livelihood. 

In addition, educated women can better care for their children. Although literacy rates have skyrocketed since 1947, we still have much room for improvement.

Child marriage is highly regulated, the booking of women by the state and non-governmental organizations is an important step. “Beti Bachao Beti Padhao” is one of our government programs that only work in this way.

We must all be open and support girls' education as educated women will be a better asset not only for our country but also for our family.

It's time to educate every woman. And this can be done by promoting workshops for parents and communities that explain the benefits of education. UNICEF (International Children's Fund) Campaign for many issues like this and we should do our part to support it, by donating to organizations that mean that.

A Short Talk on Girl Child Education

How to talk about girls' education can be helpful for Grade 4 to 7 learners who can summarize key points in a short amount of time.

Hello everyone, esteemed principal, teachers, and my dear friends! I ABC (Say your name) Here I will talk about the topic of education for a girl child. Previously, it was believed that girls were only required to take on the role of mothers.

That is why they are seen as a burden that needs to be lifted. And as a result, they were denied the basic right to education. The troubled belief continues to be part of many families in rural areas.

Campaigns to educate girls need support from both men and women. Especially men, because they are in the decision-making positions. It is time for people to realize that if girls are educated, it will benefit their families, communities, and our nation.

Poverty, illiteracy, child mortality, maternal childbirth, and child marriage will be reduced. There will be an increase in socio-economic equality, educated generations, and women in all spheres will be the only problem for the world.

Being an educated woman is important, and also becoming a woman of free will. These women do not fall into the trap of social oppression and are naturally independent. They provide themselves with protective clothing for themselves and others around them. As a woman grows, her nation grows.

Therefore, such organizations that promote girls' education may be supported and supported by everyone, especially the government. All we can do is donate current points near us to further our education.

10 Lines Speech on Girls Education

This is a 10 line speech on girls' education and will be very useful for Grade 1 to 3. 

Hello everyone, esteemed principal, teachers, and my dear friends! I am lucky to have this opportunity to talk about a topic that is close to my heart, the education of a girl child.

Every Girl deserves equal opportunities as boys in terms of education, jobs, living standards and respect for society.

According to my opinion, education is the primary thing that every child deserves whether a boy or a girl education is primary because in this modern world each and everyone is recognised by the degrees they have in their pocket. 

Girls education helps in the betterment of society as education will help to learn etiquettes, ethics and manners which will directly help in creating a better environment. 

By attaining education, girls will be able to understand what's right and wrong plus they will also know some measures to protect themselves in any type of situation. 

Girls' education will make them more independent and financially strong and less dependent on their family or husband. 

Girl Education will help them to understand the importance of hygiene 

Girls education will help to break the stereotypes of the society of child marriage, dowry incidents etc. 

Education will empower women and will help them to fight indiscrimination. 

By attending education, girls can also support their families and can remove the tag of baggage from their heads. 

 In short, Girls education is important for a better future.

When a girl child is educated, nearly half the population is educated, thus reducing illiteracy that seems to be quite high in our country. When these educated women build careers it also adds to the socio-economic growth and decreases the cases of child marriages. As they become financially independent, they can take better care of their families eradicating poverty.

Nigeria: Tinubu Expresses Commitment to Removing Barriers to Girl-Child Education

Mr Tinubu described education as the cornerstone of national development, saying, "When girls are empowered to pursue their dreams, communities thrive, economies prosper, and nations succeed."

President Bola Tinubu said on Monday his administration is committed to ensuring that no Nigerian child is excluded from quality education that prepares women and girls to lead and bring positive change to communities.

He added that he is committed to taking action to eliminate structural inequalities that hold back African women.

Mr Tinubu, who spoke at the launch of the " #WeAreEqual Campaign " at the state house in Abuja, called on other African leaders to do the same.

"We must be conscious of the fact that the empowerment of women and girls is essential to achieving each of the United Nations' Sustainable Development Goals. We must work together to promote laws and policies that protect and promote women's rights, invest in girls' education and skills development, and create economic opportunities that are accessible to all," he said, according to a statement by his spokesperson, Ajuri Ngelale.

"For us in Nigeria, the full operationalisation of the Student's Loan (Access to Higher Education) Act is key to achieving these goals as it will ensure that all young people have unhindered access to education," he said.

Mr Tinubu said his administration will continue to work to end gender-based violence and increase learning opportunities for girls in safe and conducive environments.

He said: "These measures will enable more women to succeed in different vocations and properly shape their future endeavours, from politics to engineering, science, technology, sports, and the creative economy."

About #WeAreEqual Campaign

The '#WeAreEqual' campaign is an initiative of the Organisation of African First Ladies for Development (OAFLAD). It is said to have been launched in 15 African countries in different iterations, focusing on health, education, economic empowerment, and gender-based violence.

The Nigerian component of the campaign, tagged: "Education as a Powerful Tool for Change", is championed by Nigeria's First Lady, Oluremi Tinubu.

Tinubu commends African first ladies

Speaking at the launch of the campaign at the State House, President Tinubu saluted the commitment of African First Ladies, as members of OAFLAD, to advance gender equality and narrow the gender gap across the continent.

He emphasised the need to continue to create opportunities for all children to access quality education, particularly the girl child.

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"We must engender a society where everyone has the same opportunities, regardless of who they are, because doing that leads to a stronger and more peaceful society for all," Mr Tinubu said.

He said the focus of the campaign in Nigeria, "Education as a Powerful Tool for Change", is critical for Africa's development to attain gender equity and ensure equal opportunities for all.

Mr Tinubu noted that the launch of the campaign in Nigeria coincides with the re-introduction of the Alternative High School for Girls advanced by the First Lady, adding that this initiative offers a second chance to young girls who have dropped out of school to continue their education and fulfil their dreams and aspirations.

He said: "As governor of Lagos State, before I became President of Nigeria on May 29, 2023, I witnessed firsthand how societal challenges, such as unwanted teenage pregnancy, domestic violence, human trafficking, and drug addiction, can obstruct the promising future of young girls.

"Indeed, the re-introduction of Alternative High School for Girls by the First Lady of Nigeria must have received inspiration from the successful implementation of a similar initiative in Lagos State during my tenure as governor."

President Tinubu emphasised that education is the cornerstone of national development and that when girls are empowered to pursue their dreams, communities thrive, economies prosper, and nations succeed.

Qosim Suleiman is a reporter at Premium Times in partnership with Report for the World, which matches local newsrooms with talented emerging journalists to report on under-covered issues around the globe

Read the original article on Premium Times .

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ADHD in the Classroom: Helping Children Succeed in School

At a glance.

Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

What to know

To meet the needs of children with ADHD, schools may offer

• ADHD treatments, such as behavioral classroom management or organizational training;
• Special education services; or
• Accommodations to lessen the effect of ADHD on their learning.

Explore resources available for parents and teachers to help children with ADHD adjust to changes in school.

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How schools can help children with ADHD‎

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan.

AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students: 1

• Behavioral classroom management 1 2

Organizational training

Did you know ‎, behavioral classroom management.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work for students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

Teaching and supporting positive behavior‎

Special education services and accommodations.

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

• The Individuals with Disabilities Education Act (IDEA)
• Section 504 of the Rehabilitation Act of 1973

Learn more about IDEA vs Section 504

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504:

• An Individualized Education Program (IEP) , or a

What are the main differences between an IEP and a 504 Plan?‎

• 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

IEPs and 504 Plans can offer accommodations for students to help them manage their ADHD, including the following:

• Extra time on tests
• Instruction and assignments tailored to the child
• Positive reinforcement and feedback
• Using technology to assist with tasks
• Allowing breaks or time to move around
• Changes to the environment to limit distraction
• Extra help with staying organized

Did you know?‎

There is limited information about which types of accommodations are effective for children with ADHD. 3 However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help. 4

What teachers can do to help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes but do need extra assistance on a daily basis.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support. Here are some tips for classroom success:

Communication

• Give frequent feedback and attention to positive behavior.
• Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings.
• Provide extra warnings before transitions and changes in routines.
• Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and tasks

• Make assignments clear—check with the student to see if they understand what they need to do.
• Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project.
• Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well.
• Allow breaks—for children with ADHD, paying attention takes extra effort and can be very tiring.
• Allow time to move and exercise.
• Minimize distractions in the classroom.
• Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a plan that fits the child

• Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting, depending on the child).
• Communicate with parents on a regular basis.
• Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎.

What every parent should know

• School support and services are regulated by laws. The U.S. Department of Education has developed a "Know your rights" letter for parents and a resource guide for educators to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.
• Healthcare providers also play an important part in collaborating with schools to help children get the special services they need. 5

More information

• CHADD's ADHD Toolkits for Parents and Educators
• Health and Supportive School Environments | CDC
• Society of Clinical Child & Adolescent Psychology - Effective child therapy: ADHD
• Evans SW, Owens JS, Wymbs BT, Ray AR. Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder. J Clin Child Adolesc Psychol. 2018 Mar-Apr;47(2):157-198.
• DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of Receipt of School Services in a National Sample of Youth With ADHD. J Atten Disord. 2019 Sep;23(11):1303-1319.
• Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research. 2013 Dec;83(4):551-97.
• Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, Kneale D, Thompson-Coon J, Sutcliffe K, Nunns M, Shaw L. School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education. 2018 Oct;6(3):209-63.
• Lipkin PH, Okamoto J; Council on Children with Disabilities; Council on School Health. The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs. Pediatrics. 2015 Dec;136(6):e1650-62.
• The American Academy of Pediatrics. How Schools Can Help Children with ADHD. Available at: https://www.healthychildren.org/English/health-issues/conditions/adhd/pages/Your-Child-At-School.aspx . Accessed on November 17, 2023
• CHADD. Education. Available at: https://chadd.org/for-parents/education/ . Accessed on November 17, 2023
• CHADD. Overview. Available at: https://chadd.org/for-educators/overview/ . Accessed on November 17, 2023
• CHADD. About the National Resource Center. Available at: https://chadd.org/about/about-nrc/ . Accessed on November 17, 2023
• CHADD. Individuals with Disabilities Education Act. Available at: https://chadd.org/for-parents/individuals-with-disabilities-education-act/#:~:text=What%20are%20my%20responsibilities%20as%20a%20parent%3F . Accessed on November 17, 2023
• U.S. Department of Education. Know Your Rights: Students with ADHD. Available at: https://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf . Accessed on November 17, 2023
• U.S. Department of Education. Dear Colleague Letter and Resource Guide on Students with ADHD. Available at: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf . Accessed on November 17, 2023

Attention-Deficit / Hyperactivity Disorder (ADHD)

CDC's Attention-Deficit / Hyperactivity Disorder (ADHD) site includes information on symptoms, diagnosis, treatment, data, research, and free resources.

For Everyone

Health care providers.

Brown v. Board of Education of Topeka, 70 years later: We're still failing children

Seven decades after brown, low-income children— many of them children of color—are still systematically excluded from the very best public schools..

This is a year of celebration. Seventy years ago this May the Supreme Court outlawed racial segregation in the public schools. The court’s ruling in Brown v. Board of Education made it illegal for states and school districts to turn African American children away from a public school because of their race, ending a shameful era of American history and reimagining our social contract.

But this is also a year of reckoning. Seven decades after Brown, low-income children— many of them children of color—are still systematically excluded from the very best public schools. The brutal truth is this: In 2024, although Linda Brown wouldn’t be turned away from a coveted public school because of her race, it’s likely she would still be turned away. And it’s all perfectly legal.

How can a public school deny enrollment to a little girl in 2024? Usually because of her address. The vast majority of public schools still use exclusionary maps to determine who is or isn’t eligible to enroll. These maps are reminiscent of the redlining era in the decades prior to Brown, when the federal government drew maps that determined who was or wasn’t eligible for housing assistance.

Certain neighborhoods were labeled “hazardous” because they had high concentrations of minorities or immigrants. Shading these areas red, the government marked those families as ineligible for valuable government services. My own research has shown that, even today, the attendance zones of many coveted public schools mirror the patterns of those redlining maps and keep middle-income and low-income families boxed out of the best public schools.

'Educational redlining' is an American failure

It is “educational redlining” that explains how neighboring schools like Lincoln Elementary and Manierre Elementary—two campuses serving Chicago’s Old Town neighborhood—can end up so starkly different. At Manierre, where 99.5% percent of students are Black or Latino , only 4.3% of students could read at grade level in 2023. Just a mile away at Lincoln, where the school is majority white, more than 74% of students can read proficiently. The two populations are kept completely separated by an attendance zone line, drawn down the middle of North Avenue by the school district.

Layered on top of this geography-based exclusion are other types of discrimination, like those based on income. Believe it or not, many coveted magnet schools give enrollment preferences to wealthy families, trying to lure them away from their high-quality zoned schools. Linda Brown, in other words, might be legally turned away from a public school in 2024 because her family doesn’t make enough money.

Or she might be turned away if she has a disability. In several states, it’s perfectly legal for a school to deny a child an “ open enrollment ” seat, simply because the child has a minor disability. The school just reports that its special education program is “full,” and there’s no process for verifying the claim.

This is a failure of the law. In the years after Brown, the courts got tangled up in the very real and urgent problem of eradicating explicit racial segregation, especially in the Southern states. But they never came back around to provide substantive and procedural protections that would have fulfilled the original promise of the ruling. Chief Justice Earl Warren, writing for a unanimous Supreme Court, had promised that henceforth the public schools would be “ available to all on equal terms .”

More from Opinion: I'm a student who was arrested at a Columbia protest. I am not a hero, nor am I a villain.

We can fix education law across the country

In the last 70 years, the courts have largely deferred to school district bureaucrats, giving them tremendous discretion over enrollment policies, no matter how many kids are turned away. Likewise, our legislators have not passed the types of laws that would protect American families and ensure that all children have equal access to the public schools.

My organization, Available to All, is a nonpartisan watchdog that defends equal access to public schools.  Earlier this month, we released a  50-state report  that surveys the laws governing public school admissions in all 50 states. Where they exist at all, these laws are weak and inconsistent. It is an area of the law that is crying out for reform and oversight, at both the state and federal levels. 

Fulfilling the promise of Brown requires three fixes to education law:

First, we must guarantee every American child the right to seek admission at any public school. This simple procedural protection wouldn’t solve the problem of unequal access, but would increase transparency. If a school denies a child enrollment, it should provide a formal explanation and submit its reasoning and all data to the state department of education. Families should have the right to appeal an enrollment denial to a neutral third party, as they already do in states like California and Arkansas .

Second, we need to hold all public schools to the same high standard of openness, eliminating the egregious inconsistencies in this area of the law. Some public schools are forbidden—and others required— to use discriminatory maps. Some schools must use lotteries, while other schools are allowed to pick and choose students off their waitlists.

Finally, we must reduce the importance of exclusionary maps, so that the neediest students are no longer boxed out. All public schools should be required to reserve at least 15% of their seats for children who live outside the zone or district. That would be a small, but important, step toward undoing the harmful effects of educational redlining.

It’s a national tragedy that we left undone the primary work of the civil rights movement as it relates to public education. Congress, our state legislatures, and our courts — each has a crucial role to play in fixing this broken system and finally fulfilling the promise that Brown made.

Tim DeRoche is the founder of Available To All, a nonpartisan watchdog defending equal access to public schools. He is the author of three books, including A Fine Line: How Most American Kids Are Kept Out of the Best Public Schools.

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Sex education in English schools set to be banned before children are nine

Education secretary Gillian Keegan to announce guidelines for phased discussion of topics depending on pupils’ age

Sex education in England’s primary schools is to be limited to those aged nine and over, with “explicit” discussions on topics such as contraception to be delayed until the age of 13, according to new guidance to be proposed by the government.

The revised guidance on relationships, sex and health education is expected to be published this week by the education secretary, Gillian Keegan , and is likely to contain further restrictions on teaching about gender and identity, with teachers told to instead explain “biological” facts, according to reports.

Keegan will announce a consultation that proposes schools be barred from teaching sex education of any type before year 5, when children are nine years old.

A Whitehall source said: “Most schools are doing a great job [teaching sex and relationship education], however, there have been many concerning reports, and these limits are based on advice from an expert panel.”

Schools would be given the flexibility to discuss topics outside the detailed age groups in certain circumstances, such as if a younger child shared an inappropriate image with a class.

“It’s never an easy balance to make to ensure children are both prepared but also able to remain children but this guidance achieves that,” the source said.

The guidance will also require schools to show parents all classroom material to be used – something long demanded by a group of Conservative MPs.

The Daily Telegraph reported that the details were “still being finalised”, with the plans being circulated to cabinet ministers, and suggested there could still be changes before they are published.

The Telegraph also reported that the guidance will make clear that “gender ideology” involving discussions regarding changes of gender is a “contested subject”, and that teachers must say that there are two biological sexes.

However, one adviser likened it to “any other contested view: schools should ensure they are clear that it is a contested view and fairly present all sides” – in the same way that political discussions are handled.

The revised guidelines are said to be far more detailed on what schools can teach in sex education up to the age of 13, when pupils are in year 9.

Before that, the content will be limited to “basic facts” of conception and birth.

Primary schools will be expected to focus on the importance of families, friendships and ensuring that relationships are “respectful”, including discussion of damaging stereotypes and roles, as well as warning of the dangers of social media and online relationships.

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Discussions of sexual acts will be kept until year 9, the third year of secondary school in England, which may also cover subjects such as contraception, abortion and sexually transmitted diseases.

Topics such as sexual violence and domestic or relationship violence are not to be raised until year 9.

Pupils in year 7 will be able to be taught about the dangers of sending or receiving naked images or pornography, as well as about sexual harassment, stalking and grooming.

Rishi Sunak first agreed to bring forward the review of England’s statutory guidance on relationships, sex and health education (RSHE) in March 2023, after pressure from Conservative MPs who claimed that inappropriate subjects and graphic material were being taught.

The claims were rejected by teaching unions, with one describing the review as “politically motivated”.

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Age limits introduced to protect children in RSHE

New age ratings to be introduced on Relationships, Sex and Health Education content in schools to ensure it is appropriately and sensitively taught.

Children will be protected from inappropriate teaching on sensitive topics thanks to new proposals from the government. 

Following multiple reports of disturbing materials being used in Relationships, Sex and Health Education (RSHE) lessons, the Department for Education has published updated guidance that will ensure content is factual, appropriate and that children have the capacity to fully understand everything they are being taught.

Parents will have the right to see the resources that are being used to teach their children about relationships, health and sex in all circumstances and new age limits will be introduced so that children are not introduced to content they may not have the maturity to understand.

Sex education will not be taught before Year 5, and at that point from a purely scientific standpoint.

The contested theory of gender identity will not be taught and the guidance confirms copyright law should not be a barrier to sharing curriculum materials with parents – with the updated curriculum open for a nine week consultation from today (16 May).

At secondary school pupils will learn about legally ‘protected’ characteristics, such as sexual orientation and gender reassignment, but the updated guidance is clear that schools should not teach about the concept of gender identity.

In light of the Cass Review , it is important that schools take a cautious approach to teaching about this sensitive topic, and do not use any materials that present contested views as fact, including the view that gender is a spectrum. This is in line with the Department’s gender questioning guidance, which also takes a cautious approach to assist teachers in ensuring they are acting in the best interests of children.

Prime Minister Rishi Sunak said:

Parents rightly trust that when they send their children to school, they are kept safe and will not be exposed to disturbing content that is inappropriate for their age. That’s why I was horrified to hear reports of this happening in our classrooms last year. I will always act swiftly to protect our children and this new guidance will do exactly that, while supporting teachers to teach these important topics sensitively and giving parents access to curriculum content if they wish.

Education Secretary Gillian Keegan said:

This updated guidance puts protecting children at its heart, and enshrines parents’ right to know what their children are being taught. It will support schools with how and when to teach often difficult and sensitive topics, leaving no doubt about what is appropriate to teach pupils at every stage of school. Parents can be reassured once and for all their children will only learn age-appropriate content.

Schools should ensure that RSHE teaching materials are available to parents and that parents are aware of what is being taught.

New content in the guidance, mirroring letters sent by the Education Secretary to schools over the past year, makes it clear that schools should make materials available to parents, and clarifies how copyright legislation gives them scope to do so.

The guidance also now includes additional content on suicide prevention in the secondary health and wellbeing section, including equipping pupils to recognise when they or their peers need help.

The guidance has also been strengthened to help young people to understand the benefits of rationing time spent online and the impact on their wellbeing, and the serious risks of viewing content that promotes self-harm and suicide.

Following reports of schools seeing rising levels of harmful misogynistic behaviour, the guidance now includes a dedicated section on sexual harassment and sexual violence, which covers some specific types of abusive behaviour that were not explicitly discussed previously, such as stalking, as well as advice for teachers about how to address misogynistic online influencers. 

James Grimes, Head of Prevention at Gambling with Lives said:

We welcome this guidance as DfE is clearly learning from gambling-related deaths and lived experience of addiction. Young people deserve the full picture about the impact of addictive gambling products and the link to mental health harms and suicide.

Jason Elsom, Chief Executive of Parentkind:

Our 2023 polling of parents relating to sex education revealed the very serious concerns of parents. We are grateful to the time that the Government has given to understanding and addressing those concerns during the past twelve months, and fully support this commitment to ensuring parents are well-informed and actively involved in their children’s education when it comes to sensitive topics such as Relationships and Sex Education (RSHE). As the first educators of their children, parents deserve full transparency and access to the curriculum and resources used in schools. This initiative to strengthen the partnership between schools and parents will foster a collaborative environment, ensuring that children receive comprehensive, balanced, and well-informed education while respecting parents’ roles and concerns. We believe that open communication and shared understanding are key to promoting the wellbeing and safety of all children.

Dr Alison Penny, Director of the Childhood Bereavement Network said:

Most children will face the death of someone important by the time they leave school – the big feelings this brings can leave them feeling isolated. Consistent evidence from recent surveys shows that children, young people, parents and teachers support grief education being covered sensitively in school, aligned with children’s wider learning opportunities at home. This empowers them to cope with their own experiences, and be better allies for their grieving friends, building a compassionate community around the next generation.

Louis Appleby, Chair of the National Suicide Prevention Strategy Advisory Group said:

It’s vital that young people are able to understand thoughts of suicide or self-harm that they may be feeling, and that schools are confident in addressing this most sensitive of subjects. The new guidance aims to break down the shame that can make it hard to ask for help and, crucially, places an emphasis on safe ways of coping.

RSHE is vital in equipping students with the knowledge to make informed and ethical decisions about their wellbeing, health and relationships, setting them up for the future.

The updated guidance, which was informed by an independent panel, follows a thorough review by the government in response to disturbing reports that inappropriate material is being taught in some schools.

The draft guidance is now open to consultation. When final, the guidance will be statutory and schools will be expected to follow it.

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