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Essay: Research: Islam and girls' education

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  • Published: 9 September 2015*
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  • Words: 735 (approx)
  • Number of pages: 3 (approx)

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  • Girl’s education is more important than boy’s education.
  • Islam emphasizes girl’s education clearly in the Holy Quran and Hadith.
  • District level educational functionaries, and head teachers termed it satisfactory. The respondents claimed that, they became successful in enrolling girls at school, but regular attendance is difficult or impossible and do not complete the full cycle of basic education.
  • All respondents agreed that moderate type of gender bias exists in certain areas towards girl’s education. They were of the opinion that parents’ belonged to rural area and ST community usually engage their daughters in domestic work.
  • Majority of parents and VLC members were not satisfied with the performance of department of school education. They were of the view that their daughters were suffering in schools due to inappropriate curriculum, boring teaching methods, additional burden of work at home, poorly developed or maintained buildings or inadequate basic facilities at school.
  • Majority of parents, girl students and VLC members quoted that Shortage of teachers, lack of good motivated teachers, particularly experienced teachers and unacceptable behaviour of some teachers and head teachers are also the causes of girl illiteracy.
  • Parents and VLC members quoted poverty, unavailability and untimely provision of stationary and uniforms as one of the main reasons for not sending their girl children to schools. Other reasons quoted by VLC members, head teachers and district level education functionaries were nomadic way of life of Gujjar and Bakerwal community and lack of schools nearby.
  • Parents and VLC members especially living in hilly areas also highlighted that their daughter have to travel long distances to attend schools.
  • Parents and VLC members put allegations that teachers remained absent or came late. Teachers were not interested in teaching.
  • Head teachers and teachers indicated that they had not been exposed to gender sensitive teacher training.
  • Teachers, head teachers and other community members shared different examples which show the different ideas about the girl’s education. The major issues were relating to access of basic education, equity-related issues and issues relating to poor quality of girls education.
  • The parents and VLC members complained about the large corruption in education department from top to bottom.
  • Teachers and head teacher complained about lack of opportunities for professional growth and VLC members raised their voice against non availability of funds for schools.
  • According to head teachers, teachers and other community members the main causes of girls drop out from schools were poverty, domestic work and lack of physical facilities at schools.
  • According to head teachers, teachers and VLC members the reasons for girl’s dropout are lack of a school nearby, a school far from home compounds the already existing hindrances such as fear of harassment, eve teasing and other safety related issues.
  • The VLC members also shared different examples from their contexts, which showed that parents of girls remain under pressure.
  • The community members were not happy with the performance of teachers in schools.
  • District education department had lack of staff to reach all schools. There is shortage of staff in the department. Due to shortage of manpower schools are suffering.
  • All the respondents agreed that government, local bodies and NGO,s are playing positive role in educating girls and whereas, they were moderately satisfied with the existing intervention schemes. But they recommended there should be some for interventions schemes so that every girl should get benefit.
  • District level education functionaries, head teachers and teacher agreed the intervention schemes played positive role in overcoming the barriers to girls’ education. Whereas, VLC members, girl students and parents were of the opinion that existing interventions are not sufficient to tackle all the barriers of girls’ education.
  • The entire respondents were of the opinion that there came a positive improvement in attendance, enrollment and retention of girls.
  • There was general agreement that the cost of education, poor school environments, the weak position of women in society, conflict, and social exclusion are the issues and challenges for girls education.
  • Girl’s education can be improved by raising additional resources and directing them to where the need is greatest. It requires adequate funding, well trained teachers, a school environment that promotes girls’ learning, and a social environment that values educated girls and women.
  • All respondent agree that girl education can be improved by the removal of school fees, free textbooks and school uniforms, construction of schools closer to communities to lower transport costs and travel time.

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