Education is a basic human right that should be fully applied in every country, but for many girls in India, going to school is not an option.
Girls’ education is an important starting point in the pursuit of equality everywhere. Although the Indian Constitution guarantees equality before the law and does not discriminate on the basis of gender, India remains a patriarchal nation.
Male inheritance and property ownership, first marriage, marriage, honorable crime, lack of education for girls, witch hunts, violence against women, and trafficking are all major problems in the country.
There are schools, but most girls don’t, often because of religious reasons or cultural pressure.
A study by the U.S. The Census Bureau says that 3 out of 5 girls receive a primary education compared to three in four boys. There should be no difference in the numbers of such a fundamental human right. State law has made it clear that boys and girls have equal access to schooling from the age of six to fourteen, and that primary education is a fundamental right (Indian Constitution, art 21).
If the constitution does not clarify it enough, there is also an article entitled The Universal Declaration of Human Rights which states that education is a universal human right (Universal Declaration of Human Rights, Art 26).
Girls do not have equal access to primary education in rural India and therefore do not receive equality.
In this report, I want to focus on rural India and explore the main reasons why girls are prevent from accessing primary school education.
Reasons why girls are pulles out of school :-
The first reason why girls are dropped out of school is because of family responsibilities. The girls provide free services at home for the family. Many girls are kept at home because it is better to give back money than to go to school. The fact that a girl goes to school is not important to the whole family. This problem is very common in India, even in urban areas, but it is more common in poor families.
Family plays a major role in girls’ lives and shaping their future. Respect is accords to the elders in all cases and no decision can be made without consultation with the elder. This often leads to the process of arranged marriages. The decision is on the perfection of the family and the girl often doesn’t even see her future husband until the wedding day.
Compared to American policies, people who grew up in India rely heavily on their families, especially parents.
The second reason why girls are keep from accessing primary school is that they are exclude early in order to protect family prestige.
This can also affect charcoal once the girl is married.
The practice of deduction is illegal, but the rules don’t always apply. If the marriage is not payful, the bride runs the risk of being a null, or worse, killer. Slaughter of honor is common among the poor.
The third reason for inequality during primary school is because girls cannot attend school because of insufficient facilities. Schools cannot provide safe and hygienic girls, and an increasing number of people are places in new positions.
In many cases, however, this is exacerbates by structural structural problems: roads, running water and electricity often fail.
The fourth reason why girls are kept in school is because of a shortage of female teachers. The problem can be solve, but it starts with teaching girls how they want to be teachers.
The government, however, does not recognize this problem and continues to deny that there is gender inequality in the education sector.
There have been efforts, as previously documented, by the government to enroll more girls but this was not because of the Indian nation,
but rather a recognition and prices abroad.
Solution of the above problem :-
All of this contributes to the inequalities of girls’ education and many more problems. These four issues have many fundamental problems that contribute to the overall problem. And to solve this issue we can look at three conclusions: NGOs and nonprofits, and government reactions.
First, NGOs and non-profit organizations can provide a very helpful solution to the problem due to the intersections of transit areas in rural India.
Many previous attempts have come from reviewing previous reports.
NGOs and non-profit organizations work at a local level where it can make a difference, and government has worked at a larger rate with less success.
Second, the government’s response can help the whole process of providing primary school girls. The Indian government has seen that the issue is delayed in making the matter. As mentioned earlier, education is not a priority for the government at present; rather the government focuses on the economy. Unless girls are involved in the future economy, the government risks and pose this issue for another generation.
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