How Does The Present Government Encourage Girls Education?


How Does The Present Government Encourage Girls Education
Balika Samriddhi Yojana is another central government scheme to support girls in financially vulnerable sections of society. This scheme ensures the enrolment and retention of girl child in primary and secondary schools. It aims at the prosperity of a girl’s child and provides them with a better quality education.
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How does the present government encourage girls education in India?

Balika Saridhhi Yojana –

The Balika Samriddhi Yojana is a scholarship initiative that provides financial support to young girls and their families who live in poverty. The scheme’s key aim is to raise girls’ social status, increase their marriageable age, and increase enrolment as well as girls’ enrolment for school studies.

This girl child benefit program is available in both urban and rural areas. Following the birth of a baby to a mother of a girl child, all qualifying beneficiaries are given a cash reward. Later, when still in school, a girl child will earn an annual scholarship ranging from Rs.300 to Rs.1000. The girl will remove the remaining funds from the scheme until she reaches the age of 18.

The application form for the Balika Samriddhi Yojana can be downloaded for free from the Women & Child Development Department’s website. Eligibility:

  • The girl child needs to belong to a family BPL
  • The girl children need to be born on or after the 15th of August 1997
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    What is the present status of education of girl child in India?

    72 per cent. The increase in female literacy rate was 3.15 per cent more compared to male literacy rate.
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    What is being done to promote the education of girls around the world?

    UNICEF’s work to promote girls’ education – UNICEF works with communities, Governments and partners to remove barriers to girls’ education and promote gender equality in education – even in the most challenging settings. Because investing in girls’ secondary education is one of the most transformative development strategies, we prioritize efforts that enable all girls to complete secondary education and develop the knowledge and skills they need for life and work.

      Tackles discriminatory gender norms and harmful practices that deny girls access to school and quality learning. Supports Governments to ensure that budgets are gender-responsive and that national education plans and policies prioritize gender equality. Helps schools and Governments use assessment data to eliminate gender gaps in learning. Promotes social protection measures, including cash transfers, to improve girls’ transition to and retention in secondary school. Focuses teacher training and professional development on gender-responsive pedagogies. Removes gender stereotypes from learning materials. Addresses other obstacles, like distance-related barriers to education, re-entry policies for young mothers, and menstrual hygiene management in schools.

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    What is the main idea of female education?

    Girls’ Education

    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 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.

    1. The Challenge According to 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.
    2. 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 – 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, The gaps are starker in countries affected by fragility, conflict, and violence (FCV).

    In FCV countries, 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 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 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, 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. 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.

    , 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.

    1. 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.
    2. Available shows that prevalence of violence against girls and women has increased during the pandemic – jeopardizing their health, safety and overall well-being.
    3. 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, 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.

    1. 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.
    2. This might encourage parents, particularly those putting a lower value on girls’ education, to keep their daughters at home even after schools reopen.

    Moreover, 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. Last Updated: Feb 10, 2022 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,

    Addressing financial barriers, through scholarships, stipends, grants, conditional cash transfersAddressing long distances and lack of safety to and from school by building schools, providing transportation methods for girls to get to schoolAddressing a lack of information about returns to girls’ education but running community awareness campaigns engaging parents, school leaders, and local community leadersWorking 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 GBVSupport 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 learningAdapting 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 programsPrioritizing and promoting women in STEM subjects and careers in both traditional and non-traditional sectorsReducing barriers and providing incentives through scholarships for women to enroll in higher education and TVET programsSupport for childcare programs for women and girls to join the labor market

    For more information on our girls’ education investment and projects, please read, 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.

    • Last Updated: Oct 26, 2021 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, 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 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 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 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 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.

    For more information on our girls’ education investment and projects, please read, 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.

    Last Updated: Oct 26, 2021 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.

    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’ a member of the (UNGEI), which comprises representing multilateral, bilateral, civil society, and non-governmental organizations.collaborated with the International Center for Research on Women (ICRW) to produce, a recent report detailing the effects of child marriage, which was supported by the, the, and GPE.

    Last Updated: Oct 26, 2021 : Girls’ Education
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    Who encouraged female education in India?

    There are many things that hinder women from getting something as basic as an education. The United Nations Educational, Scientific and Cultural Organization (UNESCO) says that poverty, geographical isolation, minority status, early marriage and pregnancy, gender-based violence, and traditional attitudes about the status and role of women are among the many obstacles that prevent women from fully exercising their right to participate in, complete, and benefit from education.

    The result, the UNESCO’s Institute for Statistics reveals, is that there are 16 million girls in the world who will never set foot in a classroom. Why men need to play a role in women’s education Women also account for two-thirds of the 750 million adults without basic literacy, indicating that while boys in some regions of the world are equally disadvantaged, lack of access to education plagues girls more, clearly.

    What’s equally evident is that to bring about concrete global changes, and bridge this gender gap in education, engaging men and boys in gender transformative programs or initiatives is of vital importance. This is primarily because women’s empowerment is not a goal that can be achieved in a vacuum.

    • The everyday inequality and discrimination women face is directly associated with our relations with men, especially when it comes to accessing resources and decision-making.
    • It’s therefore quite logical that eliminating these inequalities require equal, if not more, efforts by men and boys.
    • Now if you’re assuming this is a new-fangled idea, think again.

    History is testament to the fact that enlightened men—men who see women as equal partners with unlimited potential rather than subjects or objects to control—have played a huge role in helping women find their voice, make their stand and march towards liberation. Raja Ram Mohun Roy You may know this 19th century social reformer as the leader credited for the abolition of the Sati pratha—where a widow is burned alive on the funeral pyre of her dead husband—but there’s a lot more that Raja Ram Mohun Roy accomplished during his life.

    • When it comes to education reform, Roy was one of the leading Bengali intelligentsia who believed in teaching Indians Western science, literature, philosophy and medicine.
    • Not only was he one of the founders of major educational institutions like Hindu College (later known as Presidency College), the City College, and numerous English Schools across colonial Calcutta, but also advocated the need for educating women.

    Education Indian women was already a target set by Christian missionaries, but it was Roy who helped popularize the concept among the elite Hindus. His argument against those naysayers who believed educating women was against Hindu culture was to delve into the shastras and prove that women’s education formed a core of ancient Hindu traditions, and had led to near-mythical women scholars like Gargi and Maitreyi. Ishwar Chandra Vidyasagar Quite like Roy, school textbooks celebrate Ishwar Chandra Vidyasagar as the Indian reformer behind the Widow Remarriage Act of 1856. What many don’t know is that Vidyasagar was a social reformer who understood that a mere act of legislation cannot change the fate of women in the country, nor would it help women fight centuries of social oppression.

    1. Educating women was, therefore, the larger, lifelong goal he tireless worked towards.
    2. As one of the leading educators of the time, Vidyasagar held power to lobby for schools for the Indian girl child, and the fact that he exercised this power to the hilt is a fact that cannot be denied.
    3. Vidyasagar organized a fund called the Nari Shiksha Bhandar, and led door-to-door campaigns asking families to allow their daughters to be enrolled in schools.

    He frequently campaigned for women’s education through contemporary English and Bengali publications like the Hindu Patriot, Tattwabodhini Patrika and Somprakash. He not only opened 35 girls schools across Bengal, enrolling 1,300 girls successfully, but also helped JE Drinkwater Bethune establish the first permanent girls’ school in India, the Bethune School, in 1849. Jyotirao Phule The fact that Jyotirao Phule, and his wife, Savitribai Phule, were the pioneers of women’s education in India is well known. Phule’s lifelong drive for women’s education stemmed from his own personal experiences as a Dalit man living in 19th century India.

    1. He realized that as long as the shudras, ati-shudras and women—all marginalized categories—were deprived of education, they would not be able to get a voice of their own, let alone develop as communities with self-respect and basic human rights.
    2. This idea was proved when Phule visited the Christian missionary school run by Cynthia Farrars in Ahmednagar (the institution where Savitribai also studied), and observed how much confidence the female students had gained.

    So, in August 1848, Phule opened the first girls’ school in the house of Shri Bhide in Pune. It’s reported that on the very first day, nine girls from different social backgrounds enrolled at the school. Between 1848 and 1852, Phule and Savitribai opened 18 schools in and around Pune, all of them for girls as well as for children from Dalit families. Periyar EV Ramaswamy “Only education, self-respect and rational qualities will uplift the down-trodden,” the Dravidian social reformer EV Ramaswamy, popularly known as Periyar or Thanthai Periyar, is known to have quipped once upon a time—and never have words been truer, especially for women.

    • You may not know much about this social reformer, but the work he did to advocate for women’s rights, especially right to education, vocation and property, is unparalleled in Indian history.
    • Not only did he argue that ideas like chastity should not be unfairly heaped on only women, but also believed that women should have unhindered access to education, especially vocational education.

    A scholar of ancient Tamil literature, Periyar used instances from these texts to prove that education is a basic women’s right. Not only did he actively campaign for women’s education, but also wanted it to be holistic with an inclusion of physical activity so that women develop physical strength as well as mental acuity. BR Ambedkar Dr Bhimrao Ramji Ambedkar is popularly celebrated as the chief architect of the Indian constitution, and also as an icon for the Dalit rights movements in the country. But Ambedkar believed that women have a key role to play in the emancipation of oppressed communities, and this could be done by ensuring their own rights to property and education.

    “I measure the progress of community by the degree of progress which women have achieved,” he said at the Second All-India Depressed Classes Women’s Conference held on 20 July, 1942. “I shall tell you a few things which I think you should bear in mind. Learn to be clean; keep free from all vices. Give education to your children.

    Instill ambition in them. Inculcate on their minds that they are destined to be great. Remove from them all inferiority complexes.” To achieve these goals, Ambedkar advocated for women’s right to be educated along with men in the same schools and colleges, since it would ensure that both get the same quality of education.

    • He believed that women’s education could help them achieve two purposes: their own empowerment, and the empowerment of others through them.
    • However, Ambedkar argued against professional or vocational education as per the British education system, since it aims at creating a clerical nature of workers.

    His emphasis, instead, was on secular education for social emancipation and freedom so that depressed classes can enhance their social, economic and political status.
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    What does government do to help the woman teacher to reach the school Class 6?

    The government should avail the service of bus to the teacher along with students. b) proper transportation to the teaching staff for smooth running of daily curriculum.2) if the school is located in the remote place of a village : a ) government should connect roads with cities and major towns.
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    What are the main problem of girl education in India?

    To educate girls is to lead the way to prosperity. It is the best way to reduce inequalities and build communities. When we educate girls we also take a step towards reducing poverty. But around the world girl, children face discrimination in various forms.

    Girls do not receive adequate nutrition; they have less or no access to healthcare and there is a huge gap in the education for girls. According to a UN report, 132 million girls are currently out of school. Some of the main reasons which act as barriers for girl child education are poverty, gender bias, gender-based violence as well as lack of proper sanitation facilities in schools, etc.

    In India as per census, 2011 female literacy rates have increased from 18.33 percent in 1951 to 74.00 percent in 2011. But the problems that girls face to get an education still remain the same.
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    What is the best solution to ensure that every girl goes to school?

    3. What according to you is the best solution to ensure that every girl goes to school? Every girl must get equal opportunity for education.
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    What is the need for promoting women’s education in India?

    Discuss the need for promoting women’s education in India.17

    Educating women in India is very important because it is commonly said educating male means an educated individual but an educated female means an educated family. The reasons to promote women education in India are – • It will improve the social and moral status of women. • It will help in population reduction. • It will help in the improvement of health care of women as well as children. • Well educated women can give good moral values and education to her children.

    : Discuss the need for promoting women’s education in India.
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    Why educating girls is so important?

    Why educating girls is even more important than people realise THE LAST time the ruled Afghanistan, they banned girls from going to school. This time they say they will allow them to be educated “within the limits of Islam”. No one knows what that means.

    Afghan women fear the worst. As the men with guns in Kabul ponder whether to allow their female compatriots to study, it is worth reflecting on why this matters so much. Development experts do not agree on much, but they all agree that educating girls is one of the most effective ways to ease all manner of social ills.

    (Boys’ education matters too, but girls have further to catch up.) When girls learn how to read, write and do sums, they lead longer, healthier lives. They are much less likely to become child brides or teenage mums and are also less likely to suffer domestic violence.

    If all women completed primary school, the number who die in pregnancy and childbirth would fall by about two-thirds. Educating girls is also an excellent way to reduce poverty. This should be obvious—if half the population never learn much, they will never earn much. Women who finish secondary school can expect to earn twice as much as those who never enter a classroom.

    A degree of financial independence, in turn, gives them more bargaining power in their relationships with fathers, brothers and husbands who might seek to push them around. Women who spend more time in school generally choose to have smaller families.

    This is the main reason why the global fertility rate has fallen from five children per woman in 1960 to 2.5 today. In very poor countries, uneducated women may have lots of babies, because they expect some of them to die young, and the family wants extra hands in the fields. If women are educated, however, they have fewer children so they can afford to keep them in school for longer.

    The children benefit enormously: they are more likely to receive vaccinations and less likely to die before they grow up. If all women finished secondary school the number of child deaths would fall by half, and 12m fewer children would suffer from stunting caused by malnutrition.

    • Children born of educated mothers are much more likely to get a good education themselves, and use it to snag a good job.
    • So are their children—it is a virtuous circle.
    • A recent study of eight emerging economies by Citigroup and Plan International concluded that making sure all girls finish secondary school would boost GDP in those places by an average of 10% within a decade.

    And places that educate girls end up with more female politicians, which can improve governance. Female legislators are typically more supportive of health and education spending, and less keen on big armies. Despite these benefits, many countries continue to neglect girls’ education.

    • Few go as far as the Taliban, who have been known to throw acid in bookish girls’ faces.
    • But in poor countries only about 80 girls complete lower secondary school for every 100 boys.
    • And the pandemic has,
    • Many countries have closed schools for months.
    • Millions of girls whose education was interrupted will never go back, having been married off or sent out to work.

    It is not just in Afghanistan that girls’ potential is being wasted. : Why educating girls is even more important than people realise
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    Why is education of girls so important?

    Health – Uneducated girls are more susceptible to sexually transmitted diseases, early pregnancy and other health complications. If all girls received 12 years of education, the frequency of early births would drop by 59% and child deaths would decrease by 49%.
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    Why is education of girls extremely important?

    Benefits of Girls’ Education – There are innumerable benefits of investing in girls’ education for a country including:

    Educating women positively impacts the economic, social and health standards. Higher female literacy rates reduce child mortality. Education lowers crime rates. Girls’ education reduces inequality in society. Education empowers marginalised women and helps them build better futures for themselves and their families. An educated society is more stable and can recover faster after a conflict. Educated girls are less likely to marry at a young age and more likely to raise healthy children. Women who complete higher education and acquire skills dramatically increase lifetime earnings. Kids of educated women are less likely to experience malnutrition or stunting.

    India is making continuous efforts to provide access to quality education to women in all parts of the country. It is evident that education plays a vital role in economic development, scientific advancement, cultural preservation and social equality.

    • In a decade, India is going to be the world’s most populated country.
    • The steps we take today in the education sector are going to impact the lives of billions of Indians in the future.
    • Understanding the gravity of the situation, the Indian government came up with the new National Education Policy which aims to drastically improve the education ecosystem and increase the literacy rates of women across the country.

    Here are some government initiatives that are changing the Indian education landscape.
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    Who was the first to promote girls education?

    PUNE: Hailed as a pioneer in women’s education, Savitribai Phule and her husband, social reformer Jyotirao Phule started what is believed to be India’s first school for girls here 171 years ago. Prime Minister Narendra Modi was among those who paid tributes to this remarkable woman on her birth anniversary on Friday.

    1. Born on January 3, 1831, at Naigaon in Satara district of Maharashtra, Savitribai married Jyotirao at the age of nine, and moved to Pune with him.
    2. Her husband, fired by modern ideas and a reformist zeal, taught her to read and write.
    3. Savitribai took a teachers’ training course and became a qualified teacher in 1847.

    The couple then started a school for girls in Bhidewada in Pune city in 1848, and she became its first teacher. The couple had to face tremendous harassment from conservative elements who found the idea of women’ education repugnant. They faced ostracism; it is said that Savitribai carried a spare saree with her because people sometimes threw stones and dung at her as walked to the school.

    Actor Renuka Shahane referred to this in her tweet on Friday. “Savitribai Phule carried an extra saree because trolls of that time would pelt her with dung & stones for breaking caste & gender barriers to get educated & to educate the marginalised. Her resistance paved the way for the education we take for granted today,” Shahane said.

    Savitribai and her husband were instrumental in setting up `Satyashodhak Samaj’ (Society of Truth-seekers), which championed progressive ideas, denounced the dowry custom and encouraged marriage without exchange of dowry. She passed away on March 10, 1897.

    • On Friday, a procession was taken out here from Bhidewada to Phulewada, the residence of the Phules, to pay tributes to her.
    • Neeta Hole, a descendant of the Phules, said the couple’s contribution to women’s education and women’s rights was immense, and they should be awarded the Bharat Ratna award posthumously.

    “They brought about a revolution by opening a school for girls. Today there are still many girls in need of quality education. Providing quality education free to the marginalised sections will be a fitting tribute to them,” she said. Scholarships meant for students from marginalised classes do not reach them, Hole said.

    1. In 2015, Pune University was renamed as `Savitribai Phule Pune University’, she noted.
    2. But the work of Savitribai’s memorial is not gaining momentum yet.
    3. Reasons such as unavailability of land are being given.
    4. I want a common memorial for Jyotirao and Savitribai at the varsity and for that the government should allot at least five acres of land,” she said.

    “The condition of Bhidewada, where Savitribai started the first school for girls, is deplorable,” she said, adding it should be conserved as a monument. Various programs were organised to mark Savitribai’s birth anniversary at her birthplace too. Several Marathi actors, artists and writers attended the celebration.

    • Hari Narke, writer and Head of the Mahatma Phule Chair at Savitribai Phule Pune University, said over 10,000 people visited Naigaon on Friday, and 70 per cent of them were women.
    • Savitribai’s work was about gender equality, creation of knowledge and innovation, he said.
    • As teacher, she produced illustrious students, Narke added.

    “Tanubai Birje, one of her students, became editor in 1907. Tarabai Shinde wrote books on men-women equation,” he said. Savitribai’s relevance will keep growing in the days to come, he added.
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    Who helped in girls education?

    Savitirbai Phule – Savitri Phule was the first female teacher in the first school for girls in India. Along with her husband, Jyotirao Phule she worked throughout her life for the dignity of life for oppressed-caste people and women. After being married at 13, she was educated by her husband and other activists.

    Her role as a headmistress marked a monumental entry of women into the public sphere of modern India. Along with Fathima Sheikh, they started the first school for girls in 1948. By 1951 they had three similar schools running in Pune. In 1853, Savitribai and Jyotirao established an education society that opened more schools for girls and women from all classes, in surrounding villages.

    This was unprecedented as education was reserved for upper-caste men at this time. She also started Mahila Seva Mandal to educate women about their rights, dignity and social issues in 1952. Savitribai’s struggle was fraught with many difficulties and despite that, she continued her work peacefully. Men would purposely wait in the streets and pass lewd remarks. They sometimes pelted stones and threw cow dung or mud. Along with her husband, she was ostracised for helping widows, providing shelter to rape victims and others that were marginalised by society.
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    Who gave education for girls?

    British India – London Mission Bengali Girls’ School, Calcutta ( LMS, 1869, p.12) The Church Missionary Society tasted greater success in South India. The first boarding school for girls came up in Tirunelveli in 1821. By 1840 the Scottish Church Society constructed six schools with roll strength of 200 Hindu girls.

    When it was mid-century, the missionaries in Madras had included under its banner, 8,000 girls. Women’s employment and education was acknowledged in 1854 by the East Indian Company’s Programme: Wood’s Dispatch. Slowly, after that, there was progress in female education, but it initially tended to be focused on the primary school level and was related to the richer sections of society.

    The overall literacy rate for women increased from 0.2% in 1882 to 6% in 1947. In western India, Jyotiba Phule and his wife Savitribai Phule became pioneers of female education when they started a school for girls in 1848 in Pune. In eastern India, apart from important contributions by eminent Indian social reformers like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, John Elliot Drinkwater Bethune was also a pioneer in promoting women’s education in 19th-century India.

    1. With participation of like-minded social reformers like Ramgopal Ghosh, Raja Dakshinaranjan Mukherjee and Pandit Madan Mohan Tarkalankar, he established Calcutta’s (now Kolkata) first school for girls in 1849 called the secular Native Female School, which later came to be known as Bethune School.
    2. In 1879, Bethune College, affiliated to the University of Calcutta, was established which is the oldest women’s college in Asia.

    In 1878, the University of Calcutta became one of the first Indian universities to admit female graduates to its degree programmes, before any British universities would begin to do the same. This point was later raised during the controversy surrounding the 1883 Ilbert Bill, a proposed legislation which would allow Indian judges to judge European offenders.
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    What are the steps taken by the government to improve the education of the people?

    Steps taken by the Government for revamping the education system to benefit the student community The Government is committed to provide equitable access to quality education to all sections of the society and the vision of the Ministry is to realize India’s human resource potential to its fullest in the education sector with equity and inclusion.

    The Ministry of Human Resource Development is implementing several schemes aimed at enhancing literacy and basic education of the youth, expanding access to all levels of education, including higher and technical education. Several initiatives are currently being undertaken in this direction, such as in elementary education, the Right of Children to Free and Compulsory Education (RTE) Act, 2009 and Sarva Shiksha Abhiyan (SSA) programme aims for improvements in school infrastructure, curricular and assessment reforms, identification of learning indicators, improved teaching and learning resulting in better learning outcomes.

    Rashtriya Madhyamik Shiksha Abhiyan (RMSA), ICT in Schools, Centrally Sponsored Scheme on Teacher Education (CSSTE), Shaala Siddhi, Rashtriya Avishkar Abhiyan are being implemented to improve the quality of secondary education. Recently, the Department of School Education and Literacy has formulated the Samagra Shiksha- an Integral Scheme for School Education as a Centrally Sponsored Scheme and it is being implemented throughout the country with effect from the year 2018-19.

    1. This programme subsumes the three erstwhile Centrally Sponsored Scheme of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE).
    2. It is an overarching programme for the school education sector extending from pre-school to class XII and aims to ensure inclusive and equitable quality education at all levels of school education.

    It envisages the ‘school’ as a continuum from pre-school, primary, upper primary, secondary to senior secondary levels. In higher education also, various schemes, namely, Rashtriya Uchchatar Shiksha Abhiyan (RUSA), Global Initiative for Academics Network (GIAN), Impacting Research, Innovation & Technology (IMPRINT), Technical Education Quality Improvement Programme (TEQIP), Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT), Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM), National Digital Library, campus connect programme, Uchhatar Avishkar Abhiyan, Unnat Bharat Abhiyan are being implemented to improve the quality of higher education.

    1. A number of initiatives are also undertaken by UGC and AICTE for quality improvement in higher and technical education.
    2. Further, in order to balance the curriculum for cognitive and analytical areas with curriculum in other life skills including creativity and sports, specific suggestions were invited by MHRD and NCERT from teachers, academics, students, parents and other stakeholders associated with school education with the objective to make the content more balanced in various subjects offered from class I to class XII as prescribed by NCERT/CBSE.

    Currently, the Government is in the process of framing a New Education Policy (NEP) for meeting the changing dynamics of the population’s requirement with regard to quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge.

    Wide ranging consultations were undertaken at multiple levels of online, expert/thematic and grassroots from village to State, Zonal levels as well as at the National level. Initially, a Committee for Evolution of the New Education Policy was constituted which submitted its report in May, 2016 and thereafter, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016′.

    Both these documents are treated as inputs for policy formulation. The exercise of preparing a New Education Policy is still ongoing as a Committee for Draft National Education Policy under the Chairmanship of Dr.K. Kasturirangan has been constituted which will consider and examine all inputs and suggestions and is expected to submit its report by 31.08.2018.
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    How the government of India is trying to improve the situation for girls in the country?

    Beti Bachao Beti Padhao Andolan has been launched for creating awareness among the people to educate all girl children in the country. Government is successfully able to promote this scheme by forming District Task Force and Block Task Force.
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    How the government of India is trying to improve the situation for girls in the country?

    Beti Bachao Beti Padhao Andolan has been launched for creating awareness among the people to educate all girl children in the country. Government is successfully able to promote this scheme by forming District Task Force and Block Task Force.
    View complete answer

    What is the role of government in 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).
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    What is the need for promoting women’s education in India?

    Discuss the need for promoting women’s education in India.17

    Educating women in India is very important because it is commonly said educating male means an educated individual but an educated female means an educated family. The reasons to promote women education in India are – • It will improve the social and moral status of women. • It will help in population reduction. • It will help in the improvement of health care of women as well as children. • Well educated women can give good moral values and education to her children.

    : Discuss the need for promoting women’s education in India.
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