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An analysis of barriers to girls' education in context of rural, remote and tribal areas
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Dr. Lalit Kishore
BARRIERS TO GIRLS' EDUCATIONIN RURAL AND REMOTE AREAS OF
INDIA
Situation:
• Intractable patriarchal communities
with ascribed low status to women and
early marriages
Gender dimension:
• Educating girls not valued or seen
irrelevant by the community males.
• At times girls' education is seen in
conflict with accepted gender roles in
local community and hence resisted
Situation:
• First generation learner families in the remote
small habitations and difficult social groups.
Gender dimension:
• If a choice has to be made between sending a
boy or a girl to school, the boy is usually given
precedence.
Situation:
Increased availability of private primary schools with
English medium in big villages and small towns.
Gender dimension:
The families tend to send girls to free government schools
and boys to private schools.
Situation:
• The upper-primary school not being close to home.
Gender dimension:
• Issues of safely and security are raised and reluctance to
send daughters to schools is shown if they have to travel on
their own.
Situation:
• Lack of female teachers in rural schools.
Gender dimension:
• The rural families get reluctant to send girls to school for
the fear of exploitation and harassment by male teachers.
Situation:
• Lack of toilet facilities..
Gender dimension:
• A feeling of inadequacy and discomfort by girls in the school and hence a tendency to dropout.
Situation:
• The traditional division of labour at home in rural areas with girls taking up the responsibilities for collecting fuel, fodder and water; and taking care of cattle, siblings and sick..
Gender dimension:
• Girls get disadvanged for education since sending girls to school results in loss of family income.
Situation:
• Limited participation of the community and mothers in
the school.
Gender dimension:
• General school practices of school-community links are
weak and do not involve mothers for their concern for
educating their daughters.
Situation:
• Sex differentiated child rearing practices enforcing
secondary status to the girls in the family.
Gender dimension:
• A mind set of the families to invest in girls' education
Situation:
• Indirect and hidden costs of education which many poor families
can not afford..
Gender dimension:
• Poor families do not enrol girls to school since indirect and hidden
costs are as loss of income despite the free education.
Situation:
• Inadequate infrastructural facilities and school environment
coupled with lack of water and sanitation.
Gender dimension:
• The lower status to girls in schools and often forced to do the
service tasks like cleaning and doing odd jobs for teachers.
Situation:
• No attempt made at local level by educational functionaries to incorporate locally relevant curriculum to the uniform core curriculum.
Gender dimension:
• Gender and social discrimination issues remain invisible in the context and images of curriculum.
Situation:
• Inadequate legal framework in areas like Elementary Education, as a Fundamental Right, re-entry to school, corporal punishment, inclusive education, child labour and child rights
Gender dimension:
• The education is not free and compulsory in principle and practice, more so for girls due to inflexible school timings, lack of political will, patch work and quick fixes, ineffective poverty education programme and continued general preference for sons in the society.