Report on Girls’ Education in India
Note from the Editor: this report is written by Daljit Singh, Jolkona Office Manager intern, a graduate in political science from the University of Washington.
Education is a basic human right that should be exercised fully in all nations, but for many girls in India, attending school is not an option. A girl’s education is an essential starting point in establishing equality everywhere. Despite the Indian Constitution guaranteeing equality before the law and non-discrimination on the basis of sex, India remains a patriarchal society. Male inheritance and property ownership, early marriage, dowry, honor crimes, lack girls’ education, witch hunting, violence against women, and trafficking are all serious issues in the country. There are schools, but most girls do not attend, often because of religious reasons or cultural pressures.
A study conducted by the U.S. Census Bureau states that three out five girls receives primary education versus three out four boys. There should not be differences in the numbers of such a basic, universal human right. The law of the land makes it clear that both boys and girls have an equal opportunity to attend school from the age of six through fourteen, and that primary education is a fundamental right (Indian Constitution, Art 21). If the constitution does not make it clear enough, there is also an article in The Universal Declaration of Human Rights defining that education is a universal human right (Universal Declaration of Human Rights, Art 26). Girls are not receiving equal access to primary education in rural India and therefore are not achieving equality.
In this report, I want to focus on rural India and will examine the main reasons why girls have been kept away from receiving a complete primary education.
Limited access to laws and rights
The laws governing education in India are remarkably similar to the laws of western nations. Â These laws are accessible to the citizens of India, but many of the citizens are unsure of how to properly live them out and where to go with complaints. Complaints usually fall on deaf ears and the citizen is told that there is equal access but that they are not fully utilizing it. It is a catch-22 situation.
In addition to national laws, there are also international laws that also govern these states. These laws, however, are harder to access for the average citizen. The citizens are only able to access these laws through local NGOs. However, the NGOs are not usually located in rural India. The Universal Declaration of Human Rights has a clear article outlining that the access to education is a basic human right (Universal Declaration of Human Rights, Art 26). These declarations should give more power to the government to provide access to education to all children.
Education is the crux
The impact of education on girls is extraordinary. Education sustains human values. It forms the foundation for learning and critical thinking. Education also provides skills for girls to become more self-reliant and provides them with more opportunities. Thinking into the future, education also provides them with the knowledge to manage health problems. A girl understanding her own body can make the difference between an unwanted pregnancy and an illegal abortion. Having the knowledge beforehand is crucial to saving and protecting lives.
Education does impact human development, as mentioned, along with economicÂ development but the greatest impact is on democracy. Education is the only way a girl canÂ be an informed citizen, leading the way for her to having her voice heard in society. Â Education also provides a better overall quality of life. Research has shown the life expectancy rises by as two years for every one percent increase literacy (U.S. Census Bureau 1998). When women have a voice there can be changes made to existing laws changing the future for young girls.
4 reasons why girls are pulled out of school
The first reason why girls are pulled out of school is because of family responsibilities. Girls provide free labor at home for the family. Home is also where they learn to be a better housewife. Many girls are kept at home because it is a better payoff than going to school. Having the girl attend school is not valuable to the whole family. This problem is lucidly evident in India, even in urban areas, but more prevalent with poorer families. Girls can be found doing everything from farm work to household chores.
The family plays a central role in a girl’s life and shaping her future. Respect is given to elders in all situations and no decision can be made without consulting an elder. This often leads to the practice of arranged marriages. The decision is entirely up to the family and the girl often does not even see her future husband until the day of the wedding. Compared to American norms, individuals growing up in India are much more dependent on their families, especially parents.
The second reason why girls are kept from receiving a primary education is because they are pulled out early to protect family honor. This also can affect the dowry when the girl is married. The boy’s side of the family can raise the dowry if they suspect she has been in school with boys during puberty. The practice of dowry is illegal, but laws are not always implemented. If the dowry cannot be paid, the bride runs the risk of being ruined, or worse, being killed. Honor killings are prevalent among the poor.
The third reason for inequality during primary education is because girls can’t attend school due to inadequate facilities. Schools are unable to provide safe and sanitary facilities for young girls to attend, and with the population increasing at a rapid speed the priority for new facilities is given to boys. In many cases, though, this is exacerbated by basic infrastructural problems: roads, running water, and electricity are often scarce.
The fourth reason girls are kept from school is because of the shortage of female teachers. The problem can be solved, but it starts with first educating girls so they can aspire to be teachers. The government, however, does not see this as a problem and continues to deny that there is gender inequality within the education sector. There have been efforts, as listed earlier, by the government to enroll more girls but this has not been for the nation of India, but rather for international recognition and numbers.
All of these contribute to the issue of unequal access to education for girls along with many more issues. These four issues have many underlying issues that contribute to the overall problem. And to solve this issue we can look to three conclusions: NGOs and nonprofits, and the government’s response.
First, NGOs and nonprofits can offer the most helpful solution to this problem because of grassroots movements across rural India. Many of the past efforts have come from reviewing previous reports. NGOs and nonprofits work at a local scale where a difference can made, whereas the government has worked on a larger scale with less success.
Second, the government’s response can help the whole process of providing primary schools for girls. The Indian government has recognized the problem has been slow to act on the issue. As mentioned earlier, education is not a priority for the government right now; rather the government is focused on the economy. Without girls being involved in the future economy, the government is taking a risk and putting the issue off for another generation.
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