Education for girls

Education for girls

Impact of poverty on girls’ education

Low levels of income, economic growth and employment often act as major barriers to girls’ education.  Many families are unable to meet the direct costs of putting their children through school.  This includes the cost of school fees, books and uniforms. As a result of poverty many families are forced to choose which of their children to send to school. In many cases it is the girl that is kept back.

This contributes to factors that help to continue the cycle of poverty, such as child labour, low wages, and job insecurity. Instead girls are made to either work in order to earn additional money for the family or are kept at home in order to do chores or care for siblings.  Boys are seen as the future breadwinners of the family whilst girls are often viewed as being destined to be a non-earning wife and mother.

For girls and women living in poverty, education is not only the key to a brighter future; it is also a key to survival.

Impact of cultural attitudes on girls’ education

Cultural attitudes of many communities in the world’s poorest countries affect the number of girls who are educated.  Many misconceptions still exist around the benefit of sending girls to school and the role of women in the economy and wider society. Many believe that girls are better-off if married early and will be more financially secure with a husband. As a result many adolescent girls around the world are subject to forced marriages, often with men who are considerably older than them. This brings extra responsibilities for girls, including more household tasks and childcare, leaving little or no time for education.  Many of these girls end up as young mothers. Because they have insufficient education many of these girls are at risk from suffering complications or fatalities at childbirth.

In many poor communities there is a lack of knowledge of the potential long-term benefits educating a girl can bring.  The low status of women along with deep-rooted patriarchal attitudes often results in girls’ education being perceived as a low priority. Furthermore, girls may face sexual and non-sexual violence from staff, male pupils, family and other members within their community. This therefore contributes towards low attendance, high-dropout rates and under-performance. Girls can also face being forced to trade sex for grades.

Providing girls with suitable education can also provide a forum for changing attitudes about violence towards women and promoting greater gender equality. 

Impact of conflicts and lack of infrastructure on girls’ education

Where schools, teachers and students are targets of armed violence, the provision of education is disrupted in many ways. A lack of adequate infrastructure can often lead to girls missing out on education.  This could be because there are not enough school places in a community for children to attend. 

As a result many children, especially those in rural communities, are forced to travel long distances in order to go to school.  Due to issues of safety and security parents are less likely to allow daughters to attend school if they have to travel long distances. Equally girls may not feel school is a safe or secure environment if, for instance, there are no separate toilets for boys and girls. Often, girls do not attend school during menstruation because of a lack of clean, safe and private sanitation facilities.

Providing girls with a clean and safe learning environment will improve the likelihood that girls will remain in education and help lift themselves out of poverty.