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Almost 130 million girls worldwide are denied an education. Many barriers prevent girls from going to school and realising their potential, including poverty, gender inequality, and war and conflict. A lack of education can negatively impact girls’ lives, and the welfare of entire societies.

What educating girls means

Girls with a quality education have greater opportunities to create a better future for themselves and their families. But how does education benefit more than just the individual? Here are a few ways everybody benefits when girls go to school and have access to a quality education:

Economic empowerment:  Girls who finish secondary education earn almost twice as much as those with no education at all. They’re more likely to have better employment opportunities, and be able to contribute more to their families and communities.

Health and wellbeing: Secondary school education reduces rates of child marriage and early childbearing. Girls who finish high school are also more likely to know how to combat preventable diseases and have the ability to make decisions about their own health and their families’ health.  Secondary education can also reduce the risk of intimate partner violence.

Breaking the poverty cycle: Girls who receive a quality education gain the knowledge and skills needed to secure stable jobs with higher incomes, and live financially independent lives. They can provide a better life for their families breaking the cycle of poverty that has existed for generations.

Promoting gender equality: Education plays an essential role in challenging discriminatory views that keep girls and women behind. It promotes equality and equips girls with the knowledge to advocate for their rights. Educated girls have improved opportunities and are more likely to lead better lives.

What are the barriers to girls’ education?

Girls need the opportunity to go to school and learn, yet about 130 million girls today are still denied an education.

Some of the common obstacles preventing girls from accessing an education include:

Poverty: The cost of education can prevent children living in developing communities from going to school.  Even where there are no school fees, families may not be able to afford the cost of school supplies such as  uniforms, school bags and textbooks  ·      

Cultural factors: Traditional beliefs and practices in some  communities can discourage or prevent girls from attending school. Education for girls may not be seen as a priority or may not be valued;  instead, girls are expected to leave school early and take on domestic roles or look after younger siblings.

Lack of infrastructure: Poor or inadequate facilities such as classrooms, toilets, libraries or playgrounds  can deter girls from attending school. Schools that lack proper toilets and sanitary facilities, for example, can be extremely uncomfortable for girls during menstruation. Girls attending schools without proper toilets often go to forests and bushes nearby, which puts their safety at risk.

Long distances to school: Families living in poverty whose homes are in rural and remote areas are often far from schools. They may lack transport options to get their children to school. They may fear for the safety of their children, particularly their daughters, having to walk long distances to school.

ChildFund Australia’s commitment to girls’ education

ChildFund is working with families, communities, and our local partners to make sure that girls are in school and can finish their education.Initiatives include: 

  • providing children with learning and school materials such as school bags, uniforms, stationery and books;
  • helping to get girls back in school when they have left, by monitoring children’s attendance and when a child starts and leaves school;
  • providing schools with learning materials and resources such as reading and exercise books, and mathematic kits; 
  • training teachers to develop engaging, interactive lessons focused on improving literacy and numeracy skills;
  • building or renovating preschools and primary schools, including improving libraries, classrooms, and water and sanitation facilities such as toilets;
  • providing bicycles and helmets to help girls living far away to get to school safer;
  • providing children with disabilities with the equipment they need to learn, such as hearing aids; and
  • empowering girls to become leaders as peer educators. This includes providing equipment and tutoring materials so peer educators can support younger students falling behind in literacy and numeracy. 

How you can help

1. Donate to ChildFund Australia’s education appeal, which aims to get more girls in school and graduating!

2. Buy a Gift for Good: For many families, stationery and notebooks are unaffordable. By buying a school supplies set , you could provide a girl with the essential items they need for a successful year of learning, along with a schoolbag to carry them in!

Worldwide, 130 million girls are out of school. It is an alarming number, but one that represents only half the battle surrounding gender equality in education – a fundamental human right.

While primary school enrolment rates for girls (89%) and boys (90%) are almost the same, research suggests that this does not mean better work and life paths for women beyond the classroom, especially in developing countries. School completion rates at the secondary level continue to lag for girls.

We need to ask how views around gender influence school environments and be more deliberate in how we create safe and inclusive spaces for girls in schools.

Jayshree Mangubhai, Gender Equality, Disability and Social Inclusion Adviser at ChildFund Australia, believes we need to move beyond the idea that gender equality in education will be achieved with equal numbers in the classroom. “There is a hidden curriculum taught in schools,” Jayshree explains. “There are unintended messages and values students learn in schools about how girls and boys should behave, what roles and tasks they should do. This can be reinforced by the types of stories or images in school textbooks that, for example, show women doing things like housework and men doing jobs outside.”

“We need to ask how views around gender influence school environments and be more deliberate in how we create safe and inclusive spaces for girls in schools.”

The ‘hidden curriculum’

Schools wield enormous power to mould student and community attitudes and values towards gender equality from a young age. Children internalise gender stereotypes and discriminatory gender biases of what girls and boys can and cannot do – between five to six years old. This age typically marks the beginning of primary education. 

“School is the other big institution, beyond the family, where children get socialised with different ideas and a chance to experience different ways of thinking,” Jayshree explains. “It has a transformative power that can help break stereotypes for students and their communities, in terms of what it taught around knowledge, attitudes and critical thinking – not simply accepting existing gender norms as a given and as ideas that can’t be changed.”

She gives the example of a primary school in Western India using storytime to help change gender imbalances. “I used to work with someone who created a book of images that contradicted gender stereotypes, which school children would create stories around. He used these images to help children think about what girls and boys can equally do, achieve and their value in society.”

Schools and teachers can help create a more inclusive and respectful learning environment. “They can provide girls with positive female role models and the opportunity to gain and demonstrate the leadership and life skills that boys often are provided at home or in school,” Jayshree says. For instance, encouraging girls to pursue male-dominated STEM (science, technology, engineering, mathematics) subjects or participate in traditionally masculine sports such as rugby.

Children walking to school in Indonesia.

Removing the taboo of periods

Girls also face another challenge at school – menstruation. “Schools don’t always provide the knowledge and proper sanitation facilities and supplies to support upper primary to secondary girls to navigate this change to their bodies,” Jayshree says. In rural Zambia, for example, schoolgirls would rather stay home than face the possibility of an embarrassing menstrual leak in the classroom or teasing by their classmates.

By prioritising girls’ health and wellbeing, we can help keep girls in school. Better facilities (flushing toilets, sanitary products, hand washing stations and bins) and dedicated hygiene programs for girls and boys can help promote healthy habits and remove the taboo around periods.

Fostering healthy relationships  

Gender-based violence and harassment are more barriers that girls face to accessing and completing education. Approximately 60 million girls are sexually assaulted on their way to or at school every year. With devastating and long-lasting consequences for girls’ mental and physical health (including teenage pregnancy), this can also lead to lower attendance and higher dropout rates.

“Good relationships build harmonious and prosperous communities.”

Talking to young children about consent can help end gender-based violence at school. “Violence has huge repercussions, not only on the actual person experiencing violence but often their children and future generations in terms of the cycle of violence that can happen,” Jayshree says.

“If you can teach around equality and respectful relationships, to have open conversations around what consent looks like, then you have a greater chance of reducing violence. Good relationships build harmonious and prosperous communities.”

Jayshree says we must also work with other community members, especially faith leaders and men, to help create this change. “They complement the messaging surrounding gender equality and girls’ education.”

Life beyond the classroom

Gendered duties outside of school are another hidden barrier to girls’ education. Jayshree points out that, in many countries, the domestic workload is still prioritised before schoolwork for girls.  “The amount of time that school-aged girls spend on household chores is far greater than boys,” she says. (Girls spend 40 million more hours a day than boys their age on chores, increasing to 120 million hours during adolescence.) “It creates a barrier in terms of their ability to concentrate and spend time on schoolwork.”

A brighter future

Girls with an education can create a better future for everyone – themselves, their families, and even their communities. By addressing the gendered barriers inside and outside of schools, we can help girls stay safe, make their own decisions, and reach their full potential.