Research

WHAT ARE THE INITIATIVES TAKEN TO IMPROVE GIRL’S EDUCATION IN INDIA
Declaration
Abstract
The current research study is on the topic—WHAT ARE THE INITIATIVES TAKEN TO IMPROVE GIRL’S EDUCATION IN INDIA. It aims to analyse the initiatives taken by government and social agencies in the direction of educating girl child. The research mainly concentrates on the concept and technique of girl education in the country, which has shaped their economic status in the society. In this entire process of research, the researcher evaluates present system of education, government policies and initiatives and gaps in implementation. For this purpose, the researcher also delves deep into the existing literature upon the current and related topics, so that the researcher gains a clear insight of the study area. As the country is facing challenges regarding child enrolment and continued education, this research also helps the researcher in suggesting recommendations, which can be applied to reduce the impact of the issues.
To move ahead with structured approach the researcher follows descriptive design for investigation. It has explored a detailed study of each factor and related it with the research. The researcher conducts the research for the topic with primary sources by analysing qualitative data as well as quantitative data. By explaining the policies and suggestions of leading organisations such as UNICEF, WHO, renowned social foundations and active NGOs in the area, analysis is carried forward. The discussion consists of various representative graphs and information, which can be helpful in conducting research.
A thematic study has helped in ensuring the systematic flow of discussion so that this research can be used for future studies as well. The researcher finds that initiatives taken by government need to be aggressive, as executive stage still needs focused approach. The learner has also recommended the development of the strategies, which will ensure in filling the gaps in the system.
Acknowledgements
I am thankful to my University for giving me an opportunity to undergo research on topic “WHAT ARE THE INITIATIVES TAKEN TO IMPROVE GIRL’S EDUCATION IN INDIA”. This topic has helped me to understand the meaning of women empowerment through the detailed analysis of the concepts and importance of girl’s education and their educational status in the country.
I want to express my gratitude my Professor for his continuous support during research, his motivation, patience and enthusiasm in the project. Without them, I would have not been able to gain the expertise in meeting this endeavour. I would also like to extend my sincere thanks to the librarian who assisted in locating the articles and guiding me to use the sources.
I would like to thank my fellow mates who were ready to discuss about the topic even when they were tired of their own work. I would also like to thank my friend who took extra step in bringing the ideas for making my research a resourceful study and contributed with their inputs.
Last but not the least without my family’s support I would not have been able to reach the place where I am now. They have given me unconditional love and spirituality to face hurdles in my life.
Thanking you all,
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Table of Contents
Declaration    2
Abstract    3
Acknowledgements    4
Chapter 1: Introduction    7
1.1 Introduction    7
1.2 Background of the research    7
1.3 Rationale    7
1.4 Research Aim    8
1.5 Research Objectives    8
1.6 Research Question    8
Chapter 2: Literature Review    9
2.0 Overview    9
2.1 Educational Status of Women in India    9
2.2 Factors Inhibiting Female Literacy    9
2.2.1 Gender Biasness    9
2.2.2 Social Discrimination    9
2.2.3 Economic Unjust    10
2.2.4 Girls Enrolment    10
2.2.5 Girls' Drop-Out Rate    10
2.2.6 Demographics    10
2.3 Government Schemes for Improvement in Girls Education    10
2.3.1 Beti Bachao, Beti Padhao:    10
2.3.2 CBSE Udaan Scheme    11
2.3.3 Balika Samriddhi Yojana    12
2.3.4 Sukanya Samriddhi Yojana: Small Deposit Scheme for the Girl Child    13
2.3.5 Ladli Scheme and the Kanya Kosh Scheme    13
2.3.6 National Scheme of Incentive for the Girls of Secondary Education    13
2.3.7 Ladli Laxmi Yojana of Madhya Pradesh    14
2.3.8 Karnataka Bhagyashree Scheme    14
2.3.9 Mazi Kanya Bhagyashree Scheme by the Government of Maharashtra    15
2.3.10 The Tamil Nadu Chief Minister’s Scheme of Girl Child Protection    15
2.4 Interventions by UNICEF    15
2.5 Implications of Girl’s Education on Women Empowerment    16
Chapter 3: Research Methodology    17
3.1 Overview    17
3.2 Types of Investigation    17
3.3 Data Collection Method    17
3.3.1 Quantitative Method:    17
3.3.2 Qualitative Method:    17
3.4 Accessibility Issues    18
3.5 Ethical Issues    18
Chapter 4: Findings and Discussion    19
4.1 Overview    19
4.2 Findings    19
Chapter 5: Conclusion and Recommendations    22
5.1 Conclusion    22
5.2 Recommendations    22
5.3 Research Limitations    23
5.4 Scope of Future Study    23
References    24
Chapter 1: Introduction
1.1 Introduction
All over the world, if the present status of global education is observed it can be noted that conditions are improving dramatically as schools are seeing expansion. Enrolment rates are increasing but still majority of population of children is deprived of formal school education due to disproportionate share from poor households.
This is due to the fact even when children are in school they are not learning. As per Global Monitoring report 2017-2018, it is found that almost 58per cent children, around 398 million do not reach minimum proficiency level of reading. Gender parity is the biggest reasons for masking gaps of educations levels. According to World Development Report 2018, girls of age between 6-15 years are still not going to school.    
1.2 Background of the research
Girl’s education in India is highly sensitive issue. If history is peeked into, then it will be found that three hundred years back, there was not education system for girls on practical level. However, upper castes and classes have some access to home education (Vijayalakshmi, 2018). Superstition, influence of patriarchal society and constant attacks by invaders in the history confined girls within the boundaries of their home.
Apart from girl education, there were other social concerns such as dowry system, purdah system, child marriages, child labour and need of sons to hold family legacy also depleted the condition of women in society (Singh, Sinha & Agrawal, 2018). It became the need of the hour to empower the women so that future societal structure can be improved and future generation can be progressive and concerning about equal societal values towards all genders.
1.3 Rationale
It is read in social media, news, in various articles that government has taken steps to improve the literacy rate of women in India. Those steps needed to be elaborated in detail and their effectiveness has been researched. In order to improve the condition of the women in the society and ensure the positive development of the same it is required that level of education is measured consistently (Buser De, 2021). To achieve sustainable development and prosperity gender equality and education are the weapons. Since, independence many strategies are followed and policies were framed at national, political, economic and social level to improve the education system in the country.
Despite this, there are still several gaps in the implementation and execution, which has decreased the effectiveness of these programs.
1.4 Research Aim
The present research aims to study the different initiatives taken by leading organisations, Indian government and other social agencies in the field of education. This study has specifically made in context of girl’s education in India (Bordoloi, 2018). The researcher has investigated how these initiatives are changing the scenario of girl’s education in the country.
1.5 Research Objectives
· To understand the various initiatives taken by government of India
· To critically analyse those initiatives with respect to status of women in the country
· To relate the impact of girls’ education in the society
· To identify the policy gaps and produce recommendations
1.6 Research Question
· What are the different initiatives taken by the government of India?
· How do leading international organisations affect such policies?
· What is the role of social agencies such as NGOs in women education along with government intervention?
· What are the areas in implementation and execution process where due attention is required to increase the effectiveness of programs?
· How the gaps in the system can be filled with changes in policies and approach?
Chapter 2: Literature Review
2.0 Overview
The existing research study had required the researcher to evaluate critically the contribution of other researches on this particular topic, in order to gain detailed understanding of the topic. For the purpose, latest articles, reports, journals, news media and critical writings have been researched. The research is designed into thematic study so that different dimensions of the research can be explored. This has helped in collecting detailed insights about the topic, which can be added to the scope of study (Buser De, 2021). It has also helped in establishing relation between government initiatives, their impact on society and status of girl child in the country.
2.1 Educational Status of Women in India
In 1951, the female literacy rate was 18.25%, which rose to 53.98% in 2001. By 2011, this percentage was 65.45. The reports says that female literacy rate among women aged between 15-49 years is moving in upward direction since three years - 84.8% in 2016, 85.3% in 2017 and 87% in 2018 (The New Indian Express, 2021). Kerala still holds first position with highest female literacy rate of 99.5% followed by Himachal Pradesh by 98.8% and Tamil Nadu holds third place with 96.8%. Bihar, Rajasthan and Jharkhand are worst performing states with lowest female literacy rates. It is observed that fertility pattern is also responsible for increase and decrease in literacy rate.
2.2 Factors Inhibiting Female Literacy
2.2.1 Gender Biasness
In conservative families, educating girl child is still a taboo. Girls are meant to be stay at home, take care of families and support their families in earning. There priorities are kept at stake in comparison to male child. They feel male child needs to run house in future so their education is more important in comparison to girl child.
2.2.2 Social Discrimination
Belonging to tribal communities is again a challenge for girls. The children who come from SC, ST, OBC backgrounds need to prove their worth. People in order to take advantage submit false certificates to use the quota allotted to them. As the tribal communities face resource crunch they need to face discrimination at various levels (Daripa, 2017). This led to distraction from studies and early dropouts.
2.2.3 Economic Unjust
Poverty and socio-economic status increase the burden on girls. They go outside and participate in earning activities. They are expected to take of their siblings, wash and cook and clean at home. They start performing these activities since early childhood.
2.2.4 Girls Enrolment
The trends show that as the academic level increases the number of female enrolments witness a clear-cut decline (Kakkar, 2020). This is from school to undergraduate courses to post graduate courses. Female foeticide, saving money for dowry, responsibility of household chores or contributing in family income are reasons why enrolments decline with time.
2.2.5 Girls' Drop-Out Rate
Due to financial constraints, increasing cases of rape, murder and marital crimes, child marriage and girls’ drop...