Girls’ Education in India: Review of State Policies

Abstract

After gaining independence on 15th August 1947, the Indian Constitution guaranteed equal rights and opportunities to all citizens, irrespective of religion, caste, class, gender, or language. It was expected that the Indian state, in the post-independence period, would fulfill its responsibilities sincerely not only towards men but also towards women. However, when we examine literacy data, we find a significant disparity between male and female literacy rates. According to the 1974 report by the Committee on the Status of Women in India (CSWI), women remained behind men in several areas even after independence, education being one of them. As per the 2011 Census, the female literacy rate was 64.63%, while the male literacy rate stood at 80.86%. This gap illustrates that girls have consistently had lower literacy rates compared to boys. Even today, numerous obstacles continue to prevent equal access to education for girls. Many girls drop out of school before completing their education.[1] Therefore, this paper critically examines the national educational policies, Five-Year Plans, and the recommendations of various commissions and committees in independent India with regard to girls’ education. The core questions explored are: Do national education policies and recommendations challenge gender biases? And Do post-independence educational documents question existing power structures? To address these questions, a critical analysis of education policy has been undertaken, especially in the context of how effectively they address or fail to address the educational rights and needs of girls in India.

[1] Government of India, Towards Equality: Report of the Committee on the Status of Women in India (New Delhi: Ministry of Education and Social Welfare, 1975), p. 240.