India is a land of paradoxes. It is a land of dichotomies and inexplicable
contortions. A rich culture that respects and mandates the upliftment of women
and the girl-child. Yet, there is a stark contrast that emerges between these
preachings and the reality on the ground which is alarming and requires
magnanimous improvement. United nations Population Fund (UNFPA) titled
“The State of World Population report 2020”, brings forth the disturbing reality
of gender disparity in the country. The report states are 46 million “missing
girls” in India due to sex-selective abortions and female foeticide, rampant in
urban and rural India alike. And for those girls who survive, things turn more
and more terrible with every passing year of their lives.
It is apparent that this marginalisation in society transcends into the sphere of
education as well. In a country where the literacy rate is 74.37%, the female
literacy rate continues to lag behind significantly, at 53.7%. Roughly one in
every five girls enrolled dropped out after class 8. The girl child faces
multifarious hindrances in their quest for receiving a good standard of
education, and especially post Covid-19, the situation has been exacerbated.
The New Education Policy (NEP) 2020 seems to be a faint glimmer of hope to
overcome these shortcomings in the existing educational system, especially for
girl children. The new education policy, wholly updated after 34 years, is
proclaimed to be geared “towards the demands of the 21st century”, it endorses
the UN Sustainable Development Goal 4, of free universal access to quality
education, and promises to transform the Indian education system such that, by
2040, it will be “second to none in the world."
The policy recognises teachers as the centre of the education system and
promotes teacher welfare and on-the-job training as central to a vibrant and
well-rounded schooling experience for children. The policy admits the
additional barriers in education that beset female education, particularly at
the primary level. Four distinct Socio-Economically Disadvantaged Groups
(SEDGs) are identified within the policy. It is acknowledged that girls within
each segment – approximately 50% of each group – face additional
disadvantages exclusively due to gender. Important measures have been
enlisted towards reducing the disparity of female dropouts in school –
specifically by reinforcing the infrastructural credibility of government schools
that will ensure the availability of safe, hygienic, and fully functioning toilets.
Furthermore, the broadening of Kasturba Gandhi Balika Vidyalayas, which
provides boarding facilities and food for girls throughout their schooling, has
also been recommended for this end.
But these ‘broad policy ideas’ lacking specificity for girl children might turn out
to be too little, too late. Despite some progressive provisions in the policy, such
as a Gender Inclusion Fund for equitable education for girls and transgender
students and a substantial increase in public investment to bring education
spending to 6% of gross domestic product, there are growing concerns about
its implications on girls’ education.
In more specific terms, two crucial issues have been neglected altogether from
being mentioned – the issue of sex education, as well as health and nutritional
concerns for the girl child. Sex education emphasising menstrual awareness
can lead to a revolutionary improvement in the overall socio-economic
position of young girls – many of whom become victims of child marriage,
abuse and unintended pregnancies at a tender age, causing them to drop out
of school. Additionally, instruction and awareness regarding menstrual health
can equip girls to deal with this integral but inevitably difficult aspect of
femininity more effectively. As for the issue of nutrition, the broadening of the
midday meal system to include a simple and nutritious breakfast has been
mentioned in the policy. Still, yet again there is no specificity in regards to the
girl child.
In conclusion, it can be said that the NEP is a step in the right direction but one
that lacks specificity, especially for the improvement of the girl-child. The
policy must include specific provisions and protocols. Additionally, along with
academic, menstrual, and nutritional education, the policy must try to enable
“legal education” for the girl child, as knowing their rights, would significantly
help them in avoiding exploitation. Ultimately education is the only bridge of
hope for most of these marginalised groups and any policy must ensure it
provides what it promises.
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