There was significant improvement in literacy rates in India during the last decade as a result of the efforts made by the central and state governments along with significant efforts from other non governmental organizations such as UNICEF. How ever the numbers of children who are not in the school still remains high. In India gender disparities exist in education with far more girls dropping out of primary schools than boys.

We have a low girls’ literacy rate

The literacy rate of girls in India is 54 per cent, marking a 21 point low when compared with the literacy rate of boys which is 75 per cent. The girls’ literacy rate is at the lowest in the northern Hindi speaking states of India, where it varies between 33 to 50 per cent.

Regional disparities in girls’ literacy rates

We can find a lower primary school within every 1 kilometer in 94 per cent of India’s populated areas. But still one of every two girls is not enrolled in schools. In the urban areas the enrolment rate of girls is high, while it is significantly low in rural areas and among backward and minority population. There is disparity in the literacy rate across different regions in India. The southern and north eastern states recorded high literacy rates, while northern states which are densely populated recorded much lower literacy rates. In Uttar Pradesh, which is the highest populated state in the country, only one out of every four girls is admitted in the upper primary school. The situation is far worse in the case of Bihar, where one girl out of six is literate among the marginalized communities.

UNICEF, Non Governmental Organizations and other agencies have joined hands with government in their effort to improve literacy rates in states with large number of out of school children, with a special focus on girls from the marginalized and minority communities which have highest level of illiteracy.

Government joins hands with UNICEF

In India only 81 per cent of the girl population gets enrolled in schools at primary level. Out of the total girls enrolling into primary schools, 50 per cent of them drop out at the secondary level. To address this issue, the United Nations Children’s Fund (UNICEF) and the Ministry for Human Resource Development (MHRD) has come up with a “national vision for girls’ education in India – roadmap 2015”.

The vision document

The vision document features a one year community mobilization programme on right to education, increased and improved investment for girls’ education, empowering the system for effective service delivery and child friendly schools, convergence and partnership for overall well being of girls in areas of education, health, nutrition, hygiene and protection.

The draft has been tabled for discussion at the ongoing two-day national Convention for further improvements and corrections.

Girls’ education is an investment into the future, not a liability

According to UNICEF’s India representative, Karin Hulshof, education of girls should be considered as an investment for a better tomorrow for India rather than as a liability. Emphasizing on the need for participation of girls in education on a level ground she said that though India has managed to achieve 100% enrolment for boys in class I, the number stands at 81 per cent in the case of girls at primary education level. She added that 50% of the girls in primary education level drop out at secondary level, and so we have to concentrate on a roadmap 2015 which will help in achieving equal participation from girls.

Regional consultations were made

The newly drafted vision document is as a result of comprehensive consultations at the regional level which includes areas such as Bhopal, Kolkata, and Bengaluru. These consultations were done during 2009 – 2010, and were able to capture the challenges and the emerging trends in the girls’ education in various states across India. The consultations looked into matters such as the achievements and existing gaps, literacy rates, attendance, transformation, availability, of basic amenities, like girls’ toilet, and female teachers, and many other factors.

Right to Education is now a fundamental right, we need to make the best out of it

While talking about the education of girls’ in India, R. Govinda, Vice Chancellor of National University ofEducational Planning and Administration, gave a direction and emphasis on the need to develop the approach on gender equality in education. He said that the Right To Education has now made education a fundamental right, it is performing well policy wise. He noted that we have to ask ourselves whether we are happy with the present stature of the girls’ education in India, even after making it a priority for the last 25 years. We have witnessed significant changes in the education field since 1980s and now even the poorest of the poor want give their child better education. There are three dimensions that require urgent attention – to get all the girls to the school, determine what happens inside the schools, and also engage with the community and parents outside the school. There are many other critical matters that need urgent attention such as educational priorities of Muslim girls, scheduled castes, protective and learning environment, etc.

We have to make serious efforts to tide over the gender disparities in education. The chances of girls’ attending schools is less in India, it is even less in the case of continuing education to higher level. Education helps women to understand their rights and realize their potential in the economic, political and social areas. It is the most important and powerful factor that will help to uplift people from poverty. It also plays a crucial role in creating a foundation for girls’ development towards adult life. The girls’ education must be an intrinsic part of any policy to reduce gender disparities which exist in our society. This will add momentum to our efforts to be a developed and powerful nation in the world. Better education to all girls’ will ensure a responsible generation in the years to come and make our country a good place to live.