case study on girl child education in india

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: Case Studies

The long sprint towards her dream.

• May 03,2022
• Case Studies

20-year old Aneesha is taking a breather in the scorching heat having just finished her 5 km long run. She has just cleared her SSC examinations for joining the Delhi police force and preparing for the physical test. It is morning in MahwaKhurd, a remote district in Rajasthan and Aneesha has a really long day ahead of her, she has her B.Ed classes to attend. She already dreams of being deputed to handle law and order situations and her confident. Her poise and confidence inspires one to believe that her dreams will come true.

It is difficult to imagine though, that the timid ,shy and somewhat dispirited girl who entered the MahwaKhurd Learning Center 14 years back is today’s Aneesha.

Her father was an agricultural labourer and mother, a housewife with 3 more siblings at home. She was the eldest.

Her teacher Pinky still remembers the first day of Aneesha in the LC when she entered with a slate clung to her chest rolling the corner of her almost torned frock with her tiny fingers escorted by her mother . Pinky says- ‘she was an underdog, always immersed in herself. It was a frustrating experience for me to make her speak even a few words in the beginning. But I would always see her most excited when any activity, especially the physical activity, is conducted in the learning sessions. She would stand up quietly and within minutes will change into another person- moving rapidly . Also, another striking fact about her was her sense of duty . She was responsible for filling the water pot for the girls’ before they arrived. I never had to remind her even once while she was a student at the LC. Every day before all of us reached we would find Aneesha quietly sitting and waiting for all of us with a water pot neatly filled in and rolled with a wet cloth . She never spoke much but whenever she did there was a qualityfirmness in her voice which was intriguing.

5 years passed and passing grade V from LC she left to study further in the village Government school and then in the nearby town to complete her 12th grade. Responding to a call for joining the Delhi Police Force, Aneesha successfully cleared her written entrance exams, only the physical test remains to be passed.

Fondly remembering her days in LC Aneesha states – ‘had it not been the LC I probably would have remained illiterate and would never be what I am today . I would have been perhaps married off and by now would be the mother of at least 5 children , and she laughs. There was no way I could have gathered the courage to enter school with my humble background. This one chance altered my life forever and I can’t be more grateful!’

Stating this she excuses herself and resumed practicing her sprints – her sprints towards her dreams………………….

Our Akarbad Learnning Centre

In West Bengal’s Purulia District, Akrabad, a dirt-poor tribal village of Sabars, with its 127 families, had faced much ostracism from its colonial-era criminal classification. With a shocking 58% illiteracy rate among females, girls of Akrabad faced a dark future ridden with child marriage and child labour. Of little value to their families, they were frequently forced to collect firewood from forests. The cloud of neglect was heavy.

The story changed with the ‘IIMPACT Girl Child Education Programme’. Girl literacy shot up by 15%, with decreasing instances of child marriage and child labour with parents welcoming the transformation. Even the village boys have taken cue from the girls and have enrolled for schooling. Today, the whole community considers education to be a road towards a better future for their children.

IIMPACT ‘s FOCUS Re-VALIDATED

• January 12,2017

An IndiaSpend analysis of indicators on literacy, school enrolment and learning outcomes across four BIMARU States provides a confirmation of IIMPACT’s decision to work in these areas.

Read More…

India’s Great School Education Challenge: Crisis In The BIMARU States

Bihar Short Of 280,000 Teachers; Spends Lowest Per Elementary School Student

Uttar Pradesh: More Children Than People In Spain But Fewest Teachers, Low Outcomes

MP: Reading Levels Declined From 80% To 32% In 4 Years

A Childhood Reclaimed

• December 26,2015

It is indeed very hard to digest narratives of young village girls being separated from their families and sent to nearby cities to work and to bring in additional income to their impoverished families. Typically the work they get involved in is that of a domestic help, earning a mere pittance – an amount often much lower than the prescribed minimum wage, often mistreated and physically abused.

Nine year old Hasi Khatun’s story is no different. Hasi, a resident of Sujagolpur village in South 24 Parganas.lost her father while she was studying at the local IIMPACT Learning Centre in class 2. Her mother was left to support 8 children, tirelessly working long hours as domestic help in a nearby city home. A well meaning relative suggested they send young Hasi to nearby Bihar to do the same kind of work for much needed additional income.

This phase in Hasi’s life was no less than torture – she swept, swabbed and washed clothes daily. She slept on the floor. She was not paid and was often mistreated by the employers. She was occasionally both verbally and physically abused by the employers in small but painful ways. If she accidentally broke an object in the house while cleaning she would not be given food for a day- a form of retribution.

When the Teacher and members of the IIMPACT team got news of Hasi’s plight they confronted her mother who reluctantly divulged the truth describing their compulsion to send Hasi out to work in order to add to the family income. Hasi’s mother was advised and she was gradually made to understand the negatives of what Hasi was going through at an age when she should be learning and preparing herself to better her own future.

Hasi’s mother saw reason and relented – she brought Hasi back from the frightening world she had been forced to inhabit. She ensured that Hasi returned to IIMPACT’s Learning Centre picking up threads from where she had left off.

IIMPACT ‘s team worked closely with her and helped gift Hasi her childhood back!

Stories by IIMPACT Girls

• November 19,2012

The teachers of IIMPACT are devoted and dedicated. It is because of this that our girls are learning fast and now have good writing skills. A sample of this is given below. These are stories written by our girls themselves.

Download (PDF)

Effects of Education on Girls Families and Community

• June 23,2012

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• Focus on Girl Child Education Changing The Story Of India
• On: May 9, 2023
• By: Smile Foundation

Education is a crucial instrument for societal and individual growth in the modern world. Despite the advancements made in the education world, gender inequality is still a major problem, especially in girl child education.

Every child deserves to have access to education since it is a fundamental human right, regardless of gender. Building an inclusive and sustainable society depends on educating girls.

Girls who obtain an education are given the power to decide for themselves, their families, and their communities. In this day and age, focusing on the education of girls is crucial since it affects not only fundamental human rights but also the socioeconomic development of communities and nations.

In India, girl child education has gained significant attention in recent years, with the government implementing policies to promote education for girls. The focus on girl child education is crucial in India, where girls face many barriers to accessing education, including poverty, early marriage, and societal norms.

Educating girls is not only a matter of basic human rights, but it also has a significant impact on the country’s socio-economic development. An educated girl is more likely to enter the workforce, contribute to her family’s income, and break the cycle of poverty.

Why Focus on Girl Child Education?

Even with positive steps in the direction and despite the government’s efforts to promote education for girls, there are still significant challenges to achieving gender equality in education. According to a UNESCO report , the dropout rate for girls in India is higher for boys, with poverty, early marriage, and lack of safety as the primary reasons for dropouts. 

There is also a significant gender disparity in higher education, with only 24% of women enrolled in tertiary education compared to 40% of men. Furthermore, girls from marginalized communities, including those from low-income families and rural areas, face even more barriers to accessing education. These challenges highlight the urgent need for continued efforts to promote girl child education in India.

Male literacy rates in India are 84.7 percent and female literacy rates are 70.3 percent in 2022, respectively, compared to a global average female literacy rate of 79 percent.

However, before we talk about the challenges in providing education to girls, let us first look at its benefits. Here are the 10 advantages of girl child education :

Improved Health :

Educated girls are more likely to have better health outcomes and make informed decisions about their health.

Higher Earnings :

Educated girls are more likely to enter the workforce, earn higher wages, and contribute to their families’ incomes. For example, studies have shown that an additional year of schooling for girls in India can increase their future earnings by 10-20%.

Poverty Reduction :

Educated girls are more likely to break the cycle of poverty, leading to poverty reduction in their families and communities.

Improved Nutrition :

Educated girls are more likely to have knowledge about nutrition and health, leading to better nutrition outcomes for their families.

Improved Education for Future Generations :

Educated girls are more likely to have educated children, leading to a cycle of intergenerational education.

Empowerment :

Educated girls are more likely to be empowered to make informed decisions about their lives– their health, education, and careers.

Gender Equality :

Educating girls is crucial for achieving gender equality in society.

Reduced Child Marriage :

Educated girls are less likely to get married at a young age, leading to a reduction in child marriage rates.

Reduced Gender-Based Violence :

Educated girls are more likely to be aware of their rights and less likely to experience gender-based violence.

Improved Overall Development :

Educating girls leads to the overall development of society, including economic growth and increased stability.

This highlights the immense importance of girl child education, not just in India but around the world. However, even today, there are many problems in girl child education that countries need to overcome. Now that we understand why is girl-child education important, we must focus on the challenges and the barriers to providing education to our girls.

Challenges in Girl Child Education

Despite the efforts made to promote girl child education, several challenges still exist in ensuring education for girls in India. One of the significant challenges is poverty. Many families in India cannot afford to send their children to school. Girls are often the first to be kept out of school due to societal norms. 

Early marriage is another issue, particularly in rural areas, where girls are married off at a young age, leading to their dropping out of school. According to the National Family Health Survey , in India, around 20% of women aged 20-24 years were married before the age of 18 years. 

Another significant challenge is the lack of safety for girls, particularly when travelling to and from school. This results in many parents being reluctant to send their daughters to school. Other challenges include the shortage of female teachers and inadequate infrastructure in schools. Additionally, girls from marginalized communities, those from low-income families and rural areas, face more barriers to accessing education. 

According to the Indian Human Development Survey, girls from marginalized communities are six times more likely to drop out of school than girls from non-marginalized communities. In conclusion, while progress has been made in promoting girl child education in India, several challenges still exist.

Addressing these challenges requires a multi-faceted approach, including addressing poverty, promoting awareness about the importance of education for girls, ensuring the safety of girls, and providing adequate infrastructure in schools.

The Way Ahead

Focusing on girl child education is crucial for India’s overall development and economic growth. Educated girls contribute to the workforce and earn higher wages, leading to poverty reduction and economic growth. Additionally, educating girls leads to better health outcomes, reduced child marriage rates, and improved gender equality, among other benefits. 

According to a report by the McKinsey Global Institute , if India were to close the gender gap in workforce participation, it could add $700 billion to its economy by 2025. Moving forward, there is a need for continued efforts to promote girl child education in India. 

This includes addressing the challenges mentioned earlier, such as poverty and safety, promoting awareness about the importance of education for girls, and providing adequate infrastructure in schools. Additionally, ensuring access to quality education for all girls, particularly those from marginalized communities, is crucial for achieving gender equality and overall development in India.

She Can Fly initiative of Smile Foundation is aimed at enabling girls to become self-reliant and rise up to their full potential through interventions in education, vocational and skill training, and healthcare and nutrition.

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To escape from poverty, earn livelihoods or make extra income many children in India forsake their education and schooling. Many children never even attend school, and if they do, they drop out or leave school early to work elsewhere. Due to these reasons, the literacy rate remains low and leaves many children vulnerable to social and economic exploitation.

1. National Policy on Education, 1986

In an attempt to remove inequalities in the education system, the policy emphasises the importance of special programmes for marginalized groups as such women, scheduled tribes (STs), scheduled castes (SCs), handicapped, etc. Some of the provisions for SCs listed are incentive to families, pre-matric scholarships, constant micro-planning to ensure enrolment, retention and successful completion of SC students, recruitment of SC teachers, hostel provisions for SC students and appropriate location of the school building to facilitate the participation of SCs. Similar provisions are made for STs, including the use of youth teachers and the use of tribal languages at the initial stages.

The Policy identifies the need to pay attention to minority groups and other backward sections of society. Hill, desert and remote areas will be provided with adequate institutional infrastructure. The policy encourages the integration of a handicapped student in the mainstream system but also makes provisions for special schools with hostels if need be. Teachers will also be trained to deal with special difficulties of handicapped children.

Recognising the impact of early years on the development of a child, the policy makes room for early childhood care and education through the Integrated Child Development Services programme. With regard to elementary education, the policy makes three very important commitments: 1. Universal access and enrolment. 2. Universal retention of children up to age 14. 3. A much-needed improvement in the quality of education that allows children to achieve a certain level of learning.

According to the policy, education must be culturally applicable and inculcate values in the children and hence society. There is a need to develop the use of local languages in education. There is a need for low prices books and improvement in library management as well as additional libraries. There are provisions in the policy for work experience as a part of education, population education, using math as a tool to teach analytical thinking, strengthen science education, and support sports, physical education and yoga. The policy called for greater participation of educated youth and revision of the evaluation system so that it does not simple reflects rote learning. It emphasises the importance of teacher training and continuing teacher education. The policy devotes an entire section to overhauling the planning and management system surrounding education at national, state, district and local levels. It outlines that it is both the government and the communities responsibility for providing funds and that inadequate or non-investment is a major problem facing education like the policies before it emphasises a need to raise expenditure to six per cent of the GDP in the Eighth Five Year Plan.

2. The Right of Children to Free and Compulsory Education Act,2009

In 2005 the Central Advisory Board of Education drafted the Right to Education (RTE) Bill and sent it to the Ministry of Human Resource Development (MHRD) for review. The MHRD, in turn, sent it to the National Advisory Council and the Prime Minister. The bill spent three years being scrutinised by the union government, government ministers and the public. In 2008 there was a new draft placed before, and in September 2009, it was passed by the Union Cabinet, and hence became The Right of Children to Free and Compulsory Education Act, 2009. The main purpose of the act is to outline the provision of quality education for all children between the ages of 6-14 as per the constitutional fundamental right awarded to children in the 86th amendment.

In the first chapter, the act states that the act, once passed by the central government, would be applicable to the entirety of India except for Jammu and Kashmir. Chapter one also defines a number of key terms used in the act. Two terms of utmost importance are 1. Appropriate government: is the central, state or union territory government which is directly in charge of a particular school or area; 2. Local Authority: is a Municipal Corporation or Municipal Council or Zila Parishad or Nagar Panchayat or Panchayat. The act has seven chapters that outline the various powers, roles and responsibilities of the central, state, district and local authorities, as well as teachers and school administrators.

Chapter two is the provisions of the act that calls for free and compulsory education for all children between the ages of 6 and 14. It provides equal opportunities for disabled children. It makes special provisions for children who are not admitted and are above age 6 to be admitted into their age-appropriate class after special training and provides that they be allowed to complete their elementary education even past the age of 14. Any child also has the right to transfer to a school that provides education up to class VIII if it is not provided in the school she is currently enrolled in.

Chapter three begins with a provision that the central and state governments are responsible for establishing schools where one is not available in every area or neighbourhood. It outlines that the central and state governments share the responsibility both financially and others (such as the development of curriculum, training of teachers, etc) required under this act. The appropriate government is responsible for providing free and compulsory education to all children, except those who would choose to enrol in private/ unaided schools. It must ensure no discrimination against children from educationally and socially backward groups, availability of a neighbourhood school, provide necessary infrastructure, provide good quality education, ensure completion of elementary school, and provide curriculum and teachers training. The local authority shares the above responsibilities as well as in charge of the academic calendar, education of children of migrant families, the functioning of the school and maintaining a record of all children up to fourteen years of age in its jurisdiction.

Lastly, it is the responsibility of parents to send their children to school and the appropriate government (which is directly in charge of a school or area) to provide pre-primary (between ages 3-6) education and child care.

In chapter four of the act, there is an outline of school and teacher responsibilities. A government school is required to provide free education to any child that seeks admission. Aided schools, private schools and special schools are required to provide free education to a minimum of 25% of its students, especially those from disadvantaged sections of society. In return, the government is responsible for reimbursing private schools the cost per child that a public school incurs to help aid the free education provided by such schools. But if the private school has received any sort of concession or subsidy, they are not entitled to such reimbursement.

Schools are not allowed to charge capitation fees, screen the children for admission and even though they are allowed to ask for proof of age, they may not deny admission on the basis of lack of proof. No school may hold back or expel a child before their completion of elementary education. There is a prohibition against physical punishment and mental harassment, which, if broken, is liable to disciplinary action. All schools must be registered or given a certificate of recognition by the appropriate government in order to function. This certificate will only be given or maintained if certain norms and standards are upheld. The government can levy charges up to one lakh against schools for continuing to function without a certificate. At this point, it is conveniently added that the central government has the power to change these said: "norms and standards" (given in the schedule at the end of the act) at any point.

The act calls for the establishment of a School Management Committee (SMC), which consists of local authorities, parents or guardians of children admitted in such schools and teachers. The SMC is responsible for monitoring the school and making a school development plan. The school development plan is basically an outline for plans and grants that the appropriate authority should make.

The second section of Chapter four provides guidelines for teachers. Qualifications required by teachers can be set by the authorised academic authority, such as a school headmaster. But the central government can override these minimum qualifications for a period of five years to allow for teachers to gain the appropriate qualifications. This section does not specify the salary and allowances granted to teachers. Teachers are responsible for regular attendance, finishing the curriculum, supplementing learning in the classroom, and meeting with parents/guardians of the child on a regular basis.

There are three interesting clauses in this section. Teacher vacancies shall not exceed 10% of the total strength of teachers in a specific school. The number of teachers required is described in the schedule. Public school teachers may not engage in private tuitions for private gain but must participate in "decennial population census, disaster relief duties or duties relating to elections to the local authority or the State Legislatures or Parliament" (section 27-28 of this act).

Chapter five does not outline the specifics of curriculum and evaluation procedure but simply says it is the role of the authorised (by the appropriate government) academic authority. The authorized academic authority is required to look after the development of the child, the values of the constitution, the mother tongue of the child, the mental and physical well being of the child, allowing for anxiety and fear-free expression of each child and evaluating and understanding each child's knowledge and ability. Under this section, no child will be subject to a board examination but will receive a certification on completion of elementary education.

In chapter six, this act holds the National and State Commissions for the Protection of Child Rights responsible for upholding the right to education specified in the act and other rights under section 4 of the Commissions for Protection of Child Rights Act, 2006. They are responsible for addressing grievances that have come beyond the local authority. This section also provides for the establishment of the National Advisory Council, whose members are responsible for upholding this act.

Chapter seven provides a detailed description of the powers of the various levels to issue directions to the authorities below them, for example, from central to state government. It also establishes that there is no prosecution taken without the sanction of an authorised officer for violating the school certification requirements and the capitation fee ban. This section adds the disclaimer that the government and all other bodies acting on its behalf are free from prosecution if their actions are in 'good faith. The appropriate government is also given powers to make rules on a variety of areas such as the special training for children currently not enrolled, the area or neighbourhood limits, the duties of teachers, the allowances and terms and conditions of members of the National Advisory Board. All rules must be laid before and passed by both houses of parliament (in the case of the central government) and state legislatures (in the case of the state government).

At the end of the act, there is a schedule that outlines the number of teachers, building facilities, hours of the teachers, library and additional equipment required in each school.

National Policy on Education 1986 PDF

Q: Which city is most educated in India? Why is education important for children?

A: Children are our future. Therefore, education is important for them to grow and prosper. Education acquired during childhood, moulds their communication and helps them learn and work.

Q:What are the features of the indian education system?

A: The right of children to free and Compulsory Education, Act 2009 ascertains free and compulsory education for all the children below the age of 14 as a fundamental right. Children shall access secondary education after primary education. For providing this level of education each, the central and state governments are involved through their boards, which are created for this purpose.After their 10+2 (secondary schooling), a person can pursue bachelor, master and an alternative specialization degree in several fields of their selection.

Q:How can you help a child who is denied education?

A: If any child is denied their right to education, call CHILDLINE on 1098 to report a case.

Child Education Case Study : 

Journey from child labour towards education for a brighter future

During an outreach, a CHILDLINE team member noticed two young boys working at a restaurant. The team member began conversing with the boys and found out that they were aged 15 and 16 years old and belonged to two different neighbouring villages. Both boys revealed that they go to school but also work on alternate days to get extra income. The CHILDLINE team co-ordinator counselled the boys and conveyed to them that their parents are working hard for them to study and not for them to labour. The coordinator advised the boys to focus on their education and study hard. The CHILDLINE team member made them understand that if they study hard, they would a get a well paying job four to five years down the line. Further, their employer was given CHILDLINE India Foundation pamphlets and informed about its services. The team members also made the employer aware about the offence of child labour and told him not to employ children. The vendor ensured that he would not employ children and would inform CHILDLINE India Foundation if some other person does. The CHILDLINE team co-ordinator visited the shop again but the boys were not found. Then the CHILDLINE team co-ordinator went to homes of both the boys and informed about services provided by them. The parents of one of the boy informed the CHILDLINE team co-ordinator that the child is in 9th standard and want him to be a police officer one day. The coordinator advised the child to focus on studies and fulfil his parent’s dream. When the coordinator met with the second boy’s mother, she requested the CHILDLINE member to visit the boy’s school and request his teacher to contact her in case the boy did not attend school. The CHILDLINE co-ordinator along with both boys visited their schools and met with their teachers. The teachers were requested to inform the homes of both boys if they don’t attend school. The teachers were informed about CHILDLINE India Foundation services and were requested to take care of the boys as well.

(*Name and details changed to protect the child)

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