Factors Affecting Girl Child Education

Dr. Radhika Kapur

Abstract
The main purpose of this research paper is to understand the factors that affect the girl
child education. Improvement in the education and literacy skills of the girls are primarily
based upon factors such as, socio-economic, socio-cultural, educational levels of the parents
and distance from school. These factors affect the participation of girls in schools and in
enhancing their educational skills and abilities. There are number of social, economic,
familial, cultural and educational issues that prove to be impediments within the course of
acquisition of education by the girls and compel them to drop out. The main areas that have
been taken into account in this research paper are, deprivation of the girl child education,
factors affecting female participation in education, factors leading to drop out of girls from
schools, factors affecting the completion of education by girls, child labour, child abuse, child
marriage, female foeticide and female infanticide, and measures to promote girl child
education.

Keywords: Girl Child, Education, Participation, Child Labour, Child Abuse, Child
Marriage, Female Foeticide, Female Infanticide, Measures

Introduction
Education in its general sense is a form of learning in which knowledge, skills,
abilities and habits of a group of people are transported from one generation to the next
through teaching training, research or simply through auto-dictatism. India leads the world in
the number of children and the majority of them are girls. While the enrolment of girls in
public education has increased substantially since independence. In the present world, overall
female participation in education at all levels is still below 50% (Miller, 2007). Education for
the girls is one of the principles that track ways to promote social and economic development.
According to EFA global observing report 2003-04, increasing the educational level of girls
has an encouraging influence upon economic growth. Since 2002, United Nations
Educational Scientific and Cultural Organization (UNESCO) and the global community have
been striving to attain the Dakar Education For All (EFA) goals. Taking into consideration
the fact that education for girls and women is a crucial preference, the Darker Framework for
Action contained a time-bound goal; Goal five is dedicated explicitly to gender parity and
equality in education (Ouma, 2013).
 Moreover, special attention had been paid to women and girls in other goals; for
example, goal two stipulates that by 2015, all children, especially girls in difficult
circumstances and those belonging to ethnic minorities will have access to complete free and
compulsory primary education of good quality. To encourage participation of girls in
education, parents are required to provide them adequate teaching and learning facilities,
protect them against societal problems, prohibit child marriage, practices of female foeticide,
female infanticide, and provide financial assistance clothing and proper nutrition (Ouma,
2013). The individuals need to formulate this viewpoint that girls should be sent to schools
and acquire education. They should create a pleasant environment within the house to
promote education and learning. Education is regarded as an investment, whose returns are
valued throughout the lives of the individuals. Through education, people acquire
information, awareness, skills and attitudes essential for sustainable economic growth and
general development. In the academic field, whatever they learn, they make use of it
throughout their lives.
Deprivation of the Girl Child Education
The problems of the girl child education begin from home. It is at this level in the
community that girls are educated in a different manner as compared to boys. The parents,
siblings, relatives and even the neighbours, identify girls to be fundamentally different from
boys. They possess this viewpoint that boys are the assets of the family, they will bring
wealth and enhance the reputation of their families, if they are provided education. Though
this viewpoint is not correct that, boys are more intelligent, proficient, skilled and responsible
and therefore more important within the society as compared to girls. Although both girls and
boys are brought up together at home and within the community. Though there are still
restrictions imposed upon girls and they are forced to grow up differently in the community,
where there is implementation of certain restrictive practices. They are not given the same
opportunities as boys to prove their potentials and enhance their skills. As a result, girls grow
up believing that they are grossly inferior to boys just because they are girls. As gender bias
prevails within the society, girl child education will continue to experience social
discrimination (Gitonga, 2009).
The term, gender may be defined as the socially learned pattern of behaviour and
psychological or emotional expressions of attitudes, that distinguishes between males and
females within the society. Such performance and conduct is learnt through socialization in
the society and in school. This socialization has affected the girl child in terms of access to
education, achievement and accomplishment. The girls are made to feel lower, their position
is downgraded as and they are considered as less important than boys. Girls will therefore,
not be interested and enthusiastic to go for those things that are believed to be for boys. They
will not endeavour to outperform the boys in anything including education in case they get
ex-communicated within the society because of going against the norms (Gitonga, 2009).
Girls want equal rights and opportunities, they also possess the aspiration of getting
enrolled in educational institutions and enhance their skills and abilities. In the present
existence, they aspire to achieve empowerment opportunities. There have been practices of
child marriage, female foeticide, and female infanticide, which prove to be impediments
within the course of progression and development of the girl child. In rural areas, people
possess this viewpoint that girls are the liabilities, they are meant to learn only the
implementation of the household chores. They are mostly trained regarding the performance
of the household chores, such as, preparation of meals, cleaning, fetching water, rearing of
livestock, sewing, embroidery, child development and looking after the needs and
requirements of the elderly and other members of the household. Due to these factors, they
are discouraged from acquisition of education.
The staying of girls within the house and when they are not encouraged to go out of
their homes and communicate with the outside world, have an unfavourable effect upon their
mind-sets. These girls are usually derided, ridiculed and laughed at and in some cases, they
are abused and mistreated. These types of experiences that they undergo make them feel
vulnerable and apprehensive, they experience problems in speaking out for themselves and in
enhancing their knowledge, skills and aptitude. Previous research in the field of education has
made revelation to the effect that for many years, the girl child has been deprived of her right
to appropriate education through gender socialization. The Boys are treated with more self-
esteem and momentousness and are given most of the opportunities in education. Family
funds will be geared towards education of boys. Where the prevalence of the conditions of
poverty leads to scarcity of resources within the family. The girl children are sent home to
work, so as to assist the parents in raising funds to educate their brothers. This situation
compromises the girl child education (Gitonga, 2009).
Factors affecting Female Participation in Education
The factors that affect the participation of females in education have been stated as
follows: (Alabi, & Alabi, 2014).
Geographical - Considerable spatial variations, and in some cases incompleteness of
the institutional provision, even at primary level transmits straight to the problems of physical
access, which unfavourably affects girls more than boys. There is a complete and deep urban
and rural dichotomy which favours towns and cities, especially in respect of secondary school
and especially single gender, provision for girls, forms of transportation and migration affects
educational provision and take up, again generally disadvantaging females and in some cases
intense physical difficulties, such as inundating and other threats. The influence of these
factors can only be overcome by more refined and multivariate spatial analysis of educational
needs and the planning and implementation of integrated development projects.
Socio-Cultural - A major restraint to the female take up and follow through of
educational opportunities, even when these are available is a near universal essential cultural
bias in favour of males. The common functioning of the patriarchal systems of social
organisation, of customary early marriage, of the incidence of early pregnancy, in and out of
marriage, of weightier domestic and subsistence duties of females, especially in rural areas, a
usually lower regard for the value of female life, all combine, though differentially in each
case, to negatively affect the participation of girls and women in formal education. In
addition, there may be problems of seclusion and security in some areas. Such long standing
restraints result in the scarcity of female role models that could challenge the traditional ones
that is clearly acquired by both genders at an early age.
Health - In general the effect of poverty and malnutrition on the health of school age
children is hard on girls than boys. Boys may get favoured feeding, while girls, who are
required to carry out the domestic responsibilities are more likely to be undernourished. Even
if they go to school, this unfavourably affects their performance and the retention rate. Health
problems associated with pregnancy, especially for adolescent girls, have a negative effect, as
do the increasing trends of sexual activity in younger generations, where these occur.
Problems associated with family size and family planning is prevalent in relation to possible
participation in education and imply the need for health education at the school level. Girls
usually experience problems in focusing on learning due to deprived health conditions.
Economic – The economic factor is most influential in affecting the participation of
girls in education. Finances are imperative areas, especially in higher education. Due to lack
of finances, capable and diligent students are required to give up their aspirations of pursuing
higher education. Parents find it difficult to pay for not only the education of their children,
but also in making provision of books, stationary, uniforms, clothing, and other materials.
Due to patriarchal predominance, individuals possess this viewpoint that investment in
education of girls is inefficient. The main reason being, parents possess this viewpoint that if
the girls will get educated, it would be beneficial to the family in which they marry, rather
than their parents.
 Educational – The educational factors that affect the participation of females in
education are, difficulties of accessibility, lack of resources, inadequate infrastructure, and
shortage of skilled and competent teachers. Within rural areas, the main problem is shortage
of teachers. Parents usually feel hesitant in sending their daughters to schools, when there are
not any female teachers. They want them to learn only from female teachers. The facilities
required for the accommodation of teachers are absent or inadequate. The organisation of
schooling in terms of day to day and seasonal necessities of local economies usually renders
it dysfunctional, and the curriculum is often unappealing in instrumental terms. Vocational
education is weak and schemes open to the girls in this field are primarily beneficial. There is
still a common problem of gender bias in books and materials.
Religious - Although in general performing in an indirect manner, the religious factor
is on balance is a positive one, though it is often overcome by the fundamental socio-cultural
prejudice in support of males. The fact, most religious specialists and leaders are males and
this makes for an authoritative image in favour of boys, and it would be a co-operative move,
if religious leaders of all trusts, beliefs and denominations were to speak out powerfully in
support of the female cause.
Political/Administrative - Although policies exist in most cases for the developments
in education, as universal primary education, equal educational opportunities in terms of
gender and the elimination of gender bias from texts and other materials. The political will to
carry these, though seems to be weak in the face of severe economic constraints. In the
present existence, there has been formulation of laws and policies that girls should be
regarded as equal, they should be encouraged towards acquisition of education and be given
equal rights and opportunities. There should not be any type of discrimination between girls
and boys and they should be equally considered with regards to employment opportunities,
pay, enrolment in educational institutions and so forth.
Factors leading to Drop out of Girls from Schools
The factors that lead to drop out of girls from schools have been classified into four
categories, these are, economic factors, household level factors, school level factors and
cultural factors. They have been stated as follows: (Shahidul, & Zehadul Karim, 2015).
Economic Factors
Parental Investment – The investment of parents mostly in rural areas become gender
biased. They are altruistic to the gender of their children and do not invest in their education
on an equal basis. They prefer to get their sons educated more as compared to girls. The
parents possess this viewpoint that if the sons get educated, they will bring wealth and
prosperity for the families and take care of their well-being. Parental gender bias investment
particularly takes place, when parents belong to low income groups, causing girls to leave
school early.
Schooling Costs – Direct and indirect schooling costs are important factors for the
education of the girls. Schooling costs especially, the school fees, are a fundamental reason
for leading to early drop-out of girls from schools. Schooling costs are sometimes connected
to the gender of the children, as parents are sometimes getting disinclined to pay the school
fees and also in meeting other expenses, such as, books, stationary, uniforms, transportation
and so forth of their daughters. It becomes difficult for the parents to meet the schooling
costs, when they have financial problems.
Household Level Factors
Household Work – Within the household, girls are meant to perform more work as
compared to boys. Besides, the tasks such as preparation of meals, cleaning, washing,
fetching water etc. they are required to take care of their younger siblings, while their parents
go to work. In the implementation of the household tasks, girls get compelled to drop out of
schools. It becomes difficult for them to take out time for studies due to domestic work, as a
result, they are unable to perform well academically and eventually give up their studies.
Female Involvement in Household Chores – When the households are headed by
females, then there is a decline in the drop out of girls. In the household's decision-making
process, the drop-out rate of girls has decreased. Though female headship ultimately proves
to be advantageous to the girls, studies in some cases, show debatable results. This is
because, many studies found that single female headed households experience larger financial
and time constraints than two-parent households in general, which may influence differently
on children's academic achievement. In fact, children in households, headed by married
women have higher educational attainment, while children of widows are more expected to
get engaged in employment opportunities.
School Level Factors
Extra-Curricular Activities – There were differences in the participation of girls and
boys in extra-curricular activities. Girls are usually less participative as compared to boys.
The main reason that led to a lower rate of participation amongst the girls than boys are lack
of facilities in schools. The attire that students were supposed to wear in participation in
sports and outdoor games, were suitable to males, hence, there were large differences in the
participation of boys and girls.
 Female Teachers in Schools – The individuals, who belong to rural communities and
possess traditional viewpoints, prefer that their girls should only get educated from female
teachers. There is shortage of female teachers in schools, mainly in rural areas, hence, this is
an impediment within the course of acquisition of education and leads to drop out of girls.
They mostly feel comfortable in the presence of female teachers and would be able to
communicate effectively with them regarding their academic as well as other problems.
Absenteeism – The rate of absenteeism has a negative impact on the drop-out of girls
from schools. Girls are at a larger risk of absenteeism, reiteration and drop-out, and have
lower educational achievement than boys in the upper primary school. There are some causes
for girls' drop-out because of absenteeism. For instance, teenage pregnancy amongst girls is
commonly associated with frequent absence from school originally, then permanent and or
temporary drop-out. The increase in the drop out of girls get more likely to increase, because
of a higher rate of absenteeism due to child labour or household work.
Feminine Facilities in Schools – Inadequate sanitation facilities in schools have a
negative impact on the drop-out of girls. This is an indication of insecurity of girls and they
will feel vulnerable in attending schools due to these facilities. Lack of facilities and poor
hygiene affect both girls and boys, sanitation in schools has a strong negative influence on
girls. Parents expect safe and separate sanitation for their daughters in schools. Girls need to
have separate and adequate facilities in school. The lack of proper facilities and civic
amenities are barriers within the course of their acquisition of education and they are required
to drop out of schools.
Teacher’s Attitude – In order to pursue education, it is vital for the teachers to possess
efficient knowledge, information and teaching skills. Besides these, they should have a
pleasant attitude and an approachable nature. Strict and harsh attitude on the part of the
teachers, compel the students to drop out, before their educational skills get honed. There
have been cases, when teachers tend to favour boys more as compared to girls and this makes
them to drop out of school.
School Distance – The distance of schools from home, costs and transportation
problems are the primary factors that lead to drop-out of girls from schools. Parents are
reluctant to send their girls to long distances and they feel vulnerable regarding sexual
harassment. When girls and their parents feel that it is not safe to travel at a distance, then
girls normally drop out or do not get enrolled in schools.
Low Academic Performance – When students are not able to understand the academic
concepts in an effectual manner and do not perform well in studies, then the ultimate outcome
is school drop-out. Deprived academic performance does not generate pleasant attitude on the
part of the teachers and they are normally dissatisfied with these students. When girls do not
perform well academically and there is lack of understanding and awareness, then they
eventually drop out of school.
Cultural Factors
Early Marriage – Early marriage of girls is the primary factor that lead to
discontinuation of education. There have been cases, when girls get married within the course
of their acquisition of education. Marriage imposes numerous responsibilities on girls and
they do not find time to attend schools. In the household of the parents, they may attend
schools, but as they get married and go to another home, they eventually have to drop out of
schools.
Cultural Beliefs – Cultural norms and beliefs prove to be restraints upon the
acquisition of education. The older individuals mainly possess this viewpoint that girls should
be trained regarding the household management and in taking care of the needs and
requirements of the family members. Education and academic learning is not meant for them,
as they will not be able to utilize their education, skills and abilities in an effective manner in
any area.
Factors Affecting the Completion of Education by Girls
The factors that prove to be impediments in the completion of education by girls have
been stated as follows: (Factors Affecting Successful Completion of Secondary Education in
India: Lessons from Young Lives, 2016).
Gender – The rates of school drop-out were high amongst girls as compared to boys.
The boys were 1.8 times more likely to complete their education than girls. Even after
controlling for variables related to individual characteristics. The profound qualitative
research has been carried out by the Young Lives team, it takes into consideration, various
factors that influence girls’ progress through secondary education, including familial, societal
and educational concerns, such as safety concerns related to travelling to school, and the
anticipation that girls will support the family in domestic chores or will work to increase
household income. Problems experienced by the family often have a disproportionate effect
on girls.
Parental Education - Levels of parental education are vital elements of children
completing secondary education. Children, whose fathers have completed secondary school
and above are 2.1 times more likely to complete schooling as compared to children whose
fathers had less or no education. The education of the mothers, did not have an effect upon
the education acquired by children. Though maternal education is itself, likely to be
associated with paternal education. The significance of parental education encourages
questions about how policy-makers can support parents with lower levels of education or no
education to provide assistance to their children and help them through schooling.
Early Literacy – The early literacy skills, such as the ability to read words and
sentences more effortlessly at the age of eight, means a child is 1.7 times more likely to
complete secondary school than children who faced problems in reading, writing and in
solving numerical problems. Similarly, children who depicted better writing skills at the age
of eight were 3.3 times more likely to progress than children, who were not able to write
without mistakes. Clearly this suggests that children’s efficacious change through secondary
education begins with operative learning in pre-schools and early primary, where the
foundations for learning are created.
Self-Efficacy – Self-efficacy is defined as one’s acceptance, belief or observation in
their capabilities to become successful in the performance of the tasks. This fact emerges in
the analysis as another important factor of secondary school completion. Children with high
self-efficacy were 1.6 times more expected to complete secondary education. This is not
unanticipated since self-efficacy affects students’ motivation to learn and their determination
in learning new and difficult concepts. This suggests, it is important to understand how self-
efficacy is itself formed.
Pressures on children to work – Children, who did not spend time on domestic chores
at the age of 12, were 3.3 times more likely to complete secondary school than children who
did three or more hours of domestic work per day. When children are pressurised to carry out
the household chores, they normally have problems in finding time for their studies.
Similarly, children who did not participate in paid work at the age of 12 were 2.2 times more
likely to complete secondary education than those children who participated in paid work.
For a child, who is below 14 years of age, it becomes difficult to take out time for studies and
go to work simultaneously.
Role of Organizations - Governments, Non-Governmental Organizations, Religious
leaders and traditional rulers have a major role to play in leading the awareness and
enlightenment campaigns on not only the importance of western education for the girl child
but also on the need to remove various cultural and religious misconceptions that have had a
negative influence upon the education of girl children. It is necessary to enlighten the mind-
sets of the parents to encourage their girls to acquire education. They should not put any type
of pressure on them to get engaged in paid jobs or performance of the household chores. It is
the major benefit of education to make the girls self-reliant and help them to secure a better
future (Tyoakaa, Mvendaga, Amaka, Ifeanyichukwu, Nor, & Apine, 2014).
Child Labour
Child labour is referred to the utilisation of the labour of children, who are either
underage, or are of working age but work under the conditions that subject them to risks and
hazards. It is an unfortunate reality that children not only in India, but throughout the world
are often forced to take up occupations that are physically, psychologically and morally
detrimental to them. However, not all kinds of jobs, performed by children are classified as
child labour. In fact, some manageable work that does not interfere with their growth and
development, their education, or health, such as, helping parents within the house, or earning
pocket money outside of the school hours or on holidays, can be a positive experience for the
children. The term child labour therefore, does not generally apply to children between the
ages of 12-14 who are involved in easy work or to children between the ages of 15-17 who
are employed in non-hazardous occupations (Child Labour Always right in front of you but
why constantly hidden from your view? 2012).

Employment of children in jobs is a source and significance of poverty and education

and training is necessary to break this cycle. At the same time, participation in education and
training must be combined with other participations in order to efficiently remove children
from getting engaged in hazardous work. This includes measures which address poverty and
underdevelopment, insufficient health and social policies, fragile labour market institutions,
insufficient legislation and an inadequate enforcement of laws. Both supply side factors, such
as the role of poverty in convincing parents to send their children to work, and demand side
factors, such as the way a society creates its production processes help in regulating the range
to which children are employed in hazardous occupations (Child Labour Always right in
front of you but why constantly hidden from your view? 2012).

Child Abuse
Child abuse is doing something or failing to do something that results in harm to the
child or puts the child at the risk of doing harm. Child abuse can be physical, sexual or
emotional. Neglect or not making provision for the needs of the child is also a form of abuse.
In India and in other countries of the world, there has not been any type of understanding of
the magnitude or trends of the problem. The increasing complexities of one’s life and the
dramatic changes that have been brought about by the socio-economic transitions in India
have contributed a major part in increasing the vulnerability of children to newer and various
forms of abuse. Child abuse or mistreatment establishes all forms of physical and emotional
mistreatment, sexual abuse, neglect, exploitation, resulting in actual or potential harm to the
health of the child, survival, progress or self-esteem in the context of the relationship of
responsibility, belief or authority (Gupta, & Aggarwal, 2012).

Child abuse has severe physical and psychological consequences which negatively
affects the health and general welfare of the child. Most abused children experience larger
emotional than physical harm. An abused child may become dejected, he or she may
withdraw from the society, think of committing suicide or turn violent. An older child may
use drugs or alcohol, try to run away or abuse others. Patterns of abusive behaviour may have
an effect upon the child physically and psychologically. Abused children are more likely to
practice wide-ranging nervousness, apprehension, misery, discontent, absence, humiliation,
guilt, suicidal and homicidal thoughts or get involved in criminal activities, promiscuity, and
substance abuse (Gupta, & Aggarwal, 2012).

Child Marriage

Early and child marriage has been a predominant practice at various points in the
history of almost all the societies around the globe, including Europe, the United States of
America and the Middle East. In India, the practice has origins since the ancient times and
persists even in the present existence. For more than 140 years, the Indian government and
civil society have made an attempt to restrain the practice of early and child marriage through
law. In 2006, the government renewed its efforts, India passed the Prohibition of Child
Marriage Act, which increased the penalties for conducting a child marriage ritual, made
child marriage voidable by the married party up to two years after reaching the age of
adulthood, and provided the opportunity for courts to intervene in these cases. Additionally,
in response to the broadly publicized rape case that occurred in Delhi in December 2012, the
Indian government in 2013, increased the age of consent for gender to match the age of
marriage, especially for women (Early and Child Marriage in India, 2015).
The existing practice of early and child marriage in India is deep-rooted in the rigid
societal norms and serves to strengthen the long-term social inequalities and power
structures. Marriage at a young age prevents both girls and boys from their childhood
activities, in making important life decisions and safeguarding basic freedoms, including
pursuing opportunities for education, earning a sustainable livelihood and accessing sexual
health and rights. More generally, early and child marriage supports the prevailing
inequalities between men and women and amongst individuals belonging to different socio-
economic backgrounds, castes, religions and ethnic groups (Early and Child Marriage in
India, 2015).
Female Foeticide and Female Infanticide
Female foeticide means the abortion of the female baby in the mother’s womb.
Whereas female infanticide is homicide of a baby girl after she has been born. The practice of
homicide of the female child after her birth has been prevalent within the Indian society for
many years. But foeticide is the inheritance and contribution of the advancement made by the
medical science. Amniocentesis was introduced in 1975 to detect foetal abnormalities, but it
soon began to be utilized for finding out the gender of the baby. Ultrasound scanning, being a
non-invasive technique, rapidly acquired approval and is now available in some of the most
inaccessible rural areas. Both techniques are now being used for sex determination with the
meaning of abortion, if the foetus turns out to be female (Jena, 2008).
With the beginning of transfer and commercialization, the use of pre-natal diagnostic
technologies is developing into a thriving corporate in India. This is principally for the
determination of gender selective abortion of the female foetus. The mismanagement of
technology, mainly puts emphasis upon the secondary status given to the girl children, in
such a way that they are discarded out even before they are born. Associated to infanticide,
foeticide is perhaps a more satisfactory means of positioning off the undesired girl children.
Infanticide can be an obviously unpleasant and inhuman practice, while foeticide that is
carried out by skilled professionals is a medical practice that makes use of scientific
techniques and skills and decreases the responsibility factor that is connected with the
complete implementation (Jena, 2008).
Measures to Promote Girl Child Education
The measures to promote the education of girl child have been stated as follows:
School Information Campaign (SIC) - The School Information Campaign (SIC) is
regarded as an entry point into the schools. It serves as the primary mechanism of collecting
vital information to formulate consistent and reliable data as a standard for the schools.
Information collected has to do with matters like school infrastructure, facilities, student
teacher ratio, attendance, and so forth. Thus, SIC recognizes important needs and
requirements of the schools. The main purpose of SIC is to look into the areas that need
improvement, so that education and learning of the children can take place in a productive
manner (Annual Report 2009-10, 2009).
 Community Mobilization, Gram Shiksha Sabhas, SDMCs and WSDPs - EGG project
organizes community members to make sure that communities are involved and participate in
getting the out of school girls enrolled in schools. Gram Shiksha Sabhas (GSSs) organized in
tandem with the School Development and Management Committees (SDMCs) leads to the
preparation of quality improvement plans or Whole School Development Plans (WSDP). The
plans cover issues of infrastructure and quality improvement within the schools (Annual
Report 2009-10, 2009). In order to increase the enrolment of girls, it is vital to ensure that
there is availability of all the essential infrastructure and facilities to facilitate their learning
and education.
Development of Life Skills for Girl Children – Besides academic concepts, the
development of life skills is considered essential in stimulating the participation of girls in
matters relating to their development, growth, building confidence, capacity, leadership and
self-esteem. World Health Organization (WHO) has identified ten life skills and these are,
problem solving, critical thinking, decision making, communication skills, self-awareness,
creative thinking, interpersonal relationship skills, coping with stress, coping with emotions
and empathy (Annual Report 2009-10, 2009). These skills are essential to carry out various
types of daily life activities and functions in an efficient manner. Lack of these skills impose
detrimental effects upon the individuals.
Creative learning and teaching techniques (CLT) for teachers - The project aims at
training DIET members in creative learning and teaching techniques. Subsequently, the DIET
will be responsible to train a minimum of one teacher from the identified five hundred
schools in the methodology to make improvements in the teaching and learning processes in
schools (Annual Report 2009-10, 2009). The usage of innovative teaching and learning
processes and instructional methods will not only encourage the enrolment of girls in schools,
but they will generate enthusiasm and motivation towards learning. These techniques will
support the students in the achievement of their academic goals.
Development of Infrastructure and Other Facilities – The development of
infrastructure and facilities in schools are imperative to promote learning amongst girls.
These are, construction of toilets, provision of clean drinking water in school, installation of
computers and projectors, provision of electricity in schools, such as, heating and cooling
equipment in accordance to the weather conditions, tree plantations in the school compound,
construction of kitchen for the preparation of mid-day meals, procurement of utensils for
mid-day meals, enrolment of girls, who have either dropped out or have never been to school
before, into bridge course camps, recruitment of more teachers in a single teacher school or
where there is shortage of skilled and competent teachers and construction of boundary walls
(Annual Report 2009-10, 2009).
Creative Learning and Teaching Techniques (CLT) - Creative learning and teaching
techniques are an essential part of EGG project model, as these have the potential to enhance
learning levels of children. It is vital to ensure that teachers integrate innovative techniques
and practices into the classroom. The CLT is aimed at classroom processes, which are girl
child friendly and also child centric. The emphasis is put on the usage of augmented learning
methods so that children can learn rapidly and at the same time, they are interesting and
pleasurable for them. Girl child friendly teaching and learning practices play an important
part to ensure that girls do not drop out from school (Annual Report 2009-10, 2009).
Development of Extra-Curricular Activities – Extra-curricular activities stimulate the
mind-sets of the students and arouse interest and enthusiasm towards learning. In schools,
besides academic learning, there is promotion of extra-curricular activities. These may
include, drawing, painting, handicrafts, dance, music, sports, physical activities and so forth.
Girls usually take pleasure in participating in all kinds of extra-curricular activities, as in
schools they are taught creative activities as well as sports. When proficient teachers, who
possess adequate knowledge and skills train the students, they enjoy learning and also
participate in competitions organized relating to various extra-curricular activities, such as,
sports, drawing dance, music, poetry and so forth.
Financial Assistance – The girls who belong to marginalized, deprived and socio-
economically backward sections of the society, normally experience problems in funding for
their education. They normally face setbacks in getting enrolled in schools due to financial
problems, as tuition fee, books, stationary, uniforms, diet and nutrition, travel expenses, and
other expenses associated with learning. In Government schools, free education is provided to
the students, in these schools, there is normally provision of mid-day meals, so that students
do not have to worry about bringing their meals from home. The students are required to
provide themselves for their uniforms, books, stationary, school bags and travel expenses.
There have been initiation of schemes to make provision of scholarships and financial
assistance to these students. When they obtain some form of financial assistance, they usually
feel motivated towards acquisition of education. Therefore, food assistance, financial
assistance or any other form of help encourages the minority groups towards acquisition of
education.
Conclusion
 Education has a major role to play in the social, economic and political aspects of
human development. It is also through the use of education that the environment has been
transformed into a better place to live in. There have been formulation of measures, policies
and rules to enhance the living conditions of the individuals. To improve rapid human
development, it is essential that one recognizes the significance of education. Education has
therefore become a basic human need. Basic education has for some time remained high in
the global structure for education. Its importance in economic and social development makes
it a basic right for every child, whether it is a boy or a girl. There are certain factors that
affect the education of girls, especially in rural areas and the ones belonging to deprived and
socio-economically backward sections of the society.
There are number of factors, such as, economic, social, familial, educational and
cultural that lead to barriers within the course of acquisition of education. In some cases,
these factors impose major effects, due to which girls do not obtain any opportunities to
acquire education, while on the other, they impose minor effects, which may hinder their
development of educational qualifications. It is essential to formulate measures that lead to
promotion of education amongst girls. In order to motivate girls, it is important to arouse
understanding amongst their parents that girls are not only meant to perform the household
chores, but they should be educated and allowed access to empowerment opportunities.
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