A Community Service Project Report

On

WOMEN EDUCATION AND ESPOUSAL

Submitted in partial fulfillment of the requirements for the Degree of

BACHELOR OF TECHNOLOGY
in

ARTIFICIAL INTILLIGENCE

by

PRAVALLIKA MUPPALLA
(21JR1A4389)

Under the Esteemed Guidance of

VIJAY SREE
Assistant Professor
Department of ARTIFICIAL INTILLIGENCE

KKR&KSR INSTITUTE OF TECHNOLOGY & SCIENCES

DEPARTMENT OF ARTIFICIAL INTILLIGENCE
(Affiliated to Jawaharlal Nehru Technological University Kakinada,Approved by AICTE, NBA Accredited)
VINJANAMPADU, Guntur Dist., Andhra Pradesh-522017

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 KKR&KSR INSTITUTE OF TECHNOLOGY & SCIENCES
DEPARTMENT OF ARTIFICIAL INTELLIGENCE
(Affiliated to Jawaharlal Nehru Technological University Kakinada,Approved by AICTE, NBA Accredited)
VINJANAMPADU, Guntur Dist., Andhra Pradesh-522017

CERTIFICATE

This is to certify that this Community Service Project report entitled “WOMEN
EDUCATION AND ESPOUSAL” is a bonafide record of work carried out by
PRAVALLIKA MUPPALLA(21JR1A4389) under the guidance and supervision
of VIJAYA SREE in practical fulfillment of the academic requirement in
Bachelor of Technology in ARTIFICIAL INTELLIGENCEof KKR&KSR
INSTITUTE OF TECHNOLOGY & SCIENCE during the year 2022-2023.

Project Guide Head of the Department

VIJAY SREE Dr. G.MURALI( Ph.D)
Assistant Professor Professor

External Examiner

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 DECLARATION

We hereby declare that the work described in this community service project work,
entitled “WOMEN EDUCATION AND ESPOUSAL” is a record of an original work
done by us under the guidance of VIJAY SREE, Assistant Professor of Artificial
Intelligence and this project report is submitted in the fulfillment of requirements for
Degree of Bachelor of Technology in Computer Science and Engineering. The results
in this project report are not submitted to any other University or Institute.

Project Members Signature

Place: VINJANAMPADU PRAVALLIKA.M(21JR1A4389) ________________

Date:

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 ACKNOWLEDGMENT

The satisfaction that accompanies the successful completion of any project depends
upon ceaseless cooperation, coordination and combined efforts of several sources of
knowledge. This report acknowledges a number of guidance, supervision, stimulation and a
lot of inspiration from numerous people. First of all, we thank the almighty for the
blessings that have been showered upon us to complete this project work successfully.

It is our privilege to express our sincerest regards to our project guide, VIJAY SREE,
Assistant Professor, for his valuable inputs, able guidance, encouragement, whole-hearted
cooperation and constructive support throughout the duration of our project.

We are thankful to Dr.G.MURALI, MTech, Ph.D., Professor and Head of the Department
of Artificial Intilligence, for his extended and continuous support, valuable guidance and
timely advices in the completion of this project thesis.

We also express our thanks to Dr. P.HARI BABU, Principal, KKR&KSR Institute of
Technology & Sciences for providing resources to carry out the project.

We also express our sincere thanks to Chairman K.SUBBA RAOfor providing support and
simulating the environment for developing the project.

We also place our floral gratitude to all other teaching, lab technicians, lecturers who have
directly or indirectly helped our project. We pay our respects and love to our parents and all
other family members and friends for their love and encouragement throughout our career.
Last but not the least we express our thanks to our friends for their cooperation and support.

Project Members
PRAVALLIKA MUPPALLA
(21JR1A4389)

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CONTENTS

S.NO TITLE PAGE NO

1. List of Figures 6

2. ABSTRACT 7

3. Study Area Details 8-9

4. Introduction 10-24

5. Objective of Survey 25-26

6. Project Questionnaire 27

7. Logbook images 28-34

8. Feedback and survey report 35-38

9. Conclusion 39

10. References 39

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LIST OF FIGURES:

FIGURE NAME PAGE NO

1 Education for girls 10

2 Marriage vs Education 12

3 Improving girl’s education 13

4 Child Marriage 15

5 Think differently about education 17

6 Educate a girl 20

7 Changing girl’s education 21

8 Importance of girl’s education 23

9 Benefits of girl’s education 24

10 Log book images of member 1 28

11 Log book images of member 1 29

12 Log book images of member 2 30

13 Log book images of member 2 31

14 Log book images of member 3 32

15 Log book images of member 4 33

16 Log book images of member 4 33

17 Log book images of member 4 34

18 Log book images of member 4 34

19 Survey images in Mangaldas nagar village 35

20 Survey images in Chinnaobinenipalli village 36

21 Survey images in Vengalayapalem village 37

22 Survey images in Annavaram village 38

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 ABSTRACT

Every girl is getting educated only because of the legal rule of getting married is above 18 years. But
once they reach certain age, their education is getting cut short and the dreams are remaining just
dreams. They aren’t able to pursue their higher education. In the case of Education and Espousal,
maximum members choose Espousal. The main purpose of education is the integral development of
a person. Education can contribute to the betterment of society. It develops a society in which people
are aware of their rights and duties. Female education is a catch-all term of a complex set of issues
and debates surrounding for girls and women. The education of women and girls is important
connection to the alleviation of poverty. Broader related topics include single-gender education
and religious education for women, in which education is divided gender lines. Education increases a
woman's (and her partner and the family's) level of health and awareness. Furthering women's levels
of education and advanced training also tends to lead to delay initiation of sexual activity, first
marriage, and first childbirth Education also improves women's communication with partners and
employers, and rates of civic participation.

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 STUDY AREA DETAILS

MEMBER 1:

Village: Mangaldas Nagar

Mandel: Guntur
District: Guntur

Pin code: 523115

Mangaldas nagar is a small Village/hamlet in Guntur Mandal in Guntur District of Andhra Pradesh
State, India. It comes under Mangaldas nagarPanchayath. It belongs to Andhra region. It is
located 62 KM towards South from District headquarters Ongole. 5 KM from Guntur. 341 KM
from State capital Hyderabad. Mangaldas Pin code is 523115 and postal head office is Peda Pavani.
Kalavalla (3 KM), Darakanipadu (3 KM), Veera Raghavunikota (4 KM), Dappalampadu (5 KM),
Viswanadhapuram (6 KM) are the nearby Villages to Mangaldas nagar. Mangaldas nagar is
surrounded by Voletivari Palem Mandal towards North, Gudluru Mandal towards East,
Kondapuram Mandal towards South, Kandukur Mandal towards North. Kandukur, Kavali, Ongole,
Nellore are the nearby Cities to Angirekulapadu. This Place is in the border of the Prakasam District
and Spsr Nellore District. Spsr Nellore District Kondapuram is South towards this place.

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INTRODUCTION

Violence against women teachers became a political issue in Sweden during the period from 1900 to
1940. By 1900, 66 percent of Sweden’s teachers were women, many of whom worked in isolated
rural areas, where they faced loneliness and the threat of male violence. Politicians, teachers, and
female authors debated a number of solutions to reduce these threats, such as providing the teachers
with guard dogs, weapons, and telephones.

In Pakistan, a negative relationship was found between the formal level of education a woman attains
and the likelihood of violence against that woman (After, 2013). The researcher used snowball
convenient sampling, a sampling method where participants are referred. Ethical and privacy issues
made this the most convenient method. An informant played a major role in gathering information
that was then cross-checked. The sample of victims of violence was made up of married women
from ages 18–60 both from rural and urban communities. The study described different forms of
physical violence that are already present and provided an idea of what women go through, even
across communities (rural and urban). Education in this study was stressed to be the solution and a
necessity in eliminating violence. A discussion of political and social barriers is needed.
The relationship is a lot more complicated than it seems, women can be illiterate but still become
empowered (Marrs Fuchsel, 2014). Immigrant Latina Women (ILW) were part of a qualitative study
of 8 to 10 participant groups, at a time, and completed an 11-week program centered on self-esteem,
domestic violence awareness, and healthy relationships. Immigrant Latina Women (ILW) is a highly
affected group by domestic violence. Though this program took place outside of a traditional
classroom, dialogue, critical thinking, and emotional well-being were stressed, areas that should be
acquired while in school. Lastly, though many of the women were illiterate they were still able to
come away with a stronger sense.

Fig 1: Education for girls

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Education systems vary in administration, curriculum and personnel, but all have an influence on the
students that they serve. As women have gained rights, formal education has become a symbol of
progress and a step toward gender equity. In order for true gender equity to exist, a holistic approach
needs to be taken. The discussion of girl power and women's education as solutions for eliminating
violence against women and economic dependence on men can sometimes take dominance and result
in the suppression of understanding how context, history and other factors affect women (Shenila
Khoja-Moolji, 2015). For example, when past secretary of State, Hillary Clinton, referenced the
tragedies of Malala Yousafzi in Pakistan and the girls kidnapping in Chibok, Nigeria, as comparable,
using girls' education as the focus, history and context were ignored. What led to the shooting of
Malala was reduced to being solely about her educating herself as a girl. United States interference,
poverty, and government corruption and instability were not addressed.

Education systems and schools play a central role in determining girls' interest in various subjects,
including STEM subjects, which can contribute to women's empowerment by providing equal
opportunities to access and benefit from quality STEM education.

The education constitutes a significant area of research within international development. Increases

in the amount of female education in regions tend to correlate with high levels of development. Some
of the effects are related to economic development. Women's education increases the income of
women and leads to growth in GDP. Other effects are related to social development. Educating girls
leads to a number of social benefits, including many related to women's empowerment.

A systematic review on vocational and business training for women in low- and middle-income
countries summarized the evidence from thirty-five studies regarding the impacts of such training
programs. The authors found that these types of programs have small positive effects on employment
and income with variability across studies. They found that the effects of training may increase with
a stronger gender focus of the program.

The proliferation of digital technology and digital services has made digital skills a prerequisite for
full participation in society. Today, an inability to navigate the internet poses disadvantages. While
these disadvantages were once somewhat contained to wealthy countries, they are now relevant
globally, due to the rapid and continuing proliferation of internet-connected technology.

Equipping women and girls with digital skills helps put them on equal footing with digitally savvy
men, and opens up countless opportunities for increased agency and choice. Websites and mobile
applications on health and legal rights.

For example, can help women make informed decisions to safeguard and care for themselves and
their families, while online social networks and digital communications allow women to disseminate
information and share knowledge beyond their immediate community.

Mobile learning opportunities, from literacy apps to open online courses (MOOCs) about subjects as

diverse as astronomy and caring for older relatives with dementia can open up new educational
pathways, especially for out-of-school girls and adult women. Job search engines and professional
networking sites enable women to compete in the labor market, while e-commerce platforms and
digital banking services can help increase their income and independence.

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 Fig 2: Marriage vs Education

The domestic instruction of girls of course depended for its thoroughness and for its precise scope
upon the circumstances of the household and the opinions and capacity of the mother. The results
must have differed greatly; but the general level was a low one, especially in those numerous cases
where it was thought unnecessary to train the girl as a housewife though it was not possible to
furnish her with highly competent instructors. Swift, in A letter to a very young lady on her
marriage, declares that not one gentleman’s daughter in a thousand can read or understand her own
language or “be the judge of the easiest books that are written in it.” “They are not so much as taught
to spell in their childhood, nor can ever attain to it in their whole lives.”  Mary Astell, the
“Madonella” whose “seraphic discourse” and “Protestant nunnery” furnished Swift   with topics for
coarse satire, was a great admirer of Lady Mary but a reformer on different lines. Her Serious
Proposal to the Ladies (1694) attracted considerable attention and opposition, partly on account of its
suggested conventual education, partly because its author was a known controversialist on the arch
of England side. Her “religious” were to undertake the education of girls, instructing them in “solid
and useful knowledge,” chiefly through the mother tongue. The ladies themselves were to substitute
French philosophy and the ancient classics (presumably in translations) for the romances which
formed most of the reading of fashionable women. William Law held women’s intelligence and
capacity in at least as high esteem as he did those of men; but the education which he advised for
girls is confined to plain living, and the practice of charity and devotion.

Women's education in West Africa manifested in both formal and informal structures, with one of
the more notable structures that had influence on women's education being preparatory schools
labeled "Bush Schools." These bush schools were institutions that would oftentimes boast near 100%
graduation rates and completed courses. They were organized by women and had a planned,
structured curriculum, which included learning how to do skills such as learning how to "fish, cook,
weave, spin cotton, dress hair, and make baskets, musical instruments, pots, and fishing nets.

Much of the scholarship and research on these schools arises from the Bundu schools of Sierra
Leone. In addition to these skills, girls would often be given reproductive education, such as birth
Control techniques or child rearing skills. In particular to the Bundu schools, women would be given
an intense education in medicinal herbs and home medicinal skills. These schools did not just teach
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educational curriculum (such as history passed on through songs and dances), but enabled the
transmission of cultural values and were centers of female power. Despite the colonial and post-
colonial ideal that women ought to be educated just to serve decorative or child-bearing maternal
roles, these institutions taught women to play central economic, corporate and familial roles.



Fig 3: Improving Girls’ Education

One of the other ways through which colonizing countries were able to exert influence and indirect
rule over the indigenous people was through maternal education. In colonial Ghana, Methodist
missionaries led classes teaching western methods of hygiene and child birth to the indigenous
mothers or mothers-to-be. The missionaries tried to construct an ideal of motherhood motherhood in
place in the Asante societies they were located in.

In addition to this, some gender disparities are caused by teacher's attitudes towards students in the
classroom according to the students' gender. There are some preconceived notions that boys are more
intelligent and harder working than girls in some West African countries. In particular in Guinea,
surveys have been taken by researchers suggesting that school teachers, particularly in rural schools,
believe that boys learn lessons better, have more ambition, are smarter, and work harder, while girls
make less effort, rarely give good responses to questions, and use poor French expression. In
addition, in both urban and rural schools analyzed, girls were expected to do the manual labor to
keep the schools clean while this expectation was not held for the boys.

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In the past few decades, African countries have attached great importance to the role of education in
the process of nation-state construction and development. Therefore, education has been placed on
the policy priorities, and the rapid expansion of the number of educational institutions at all levels
has greatly increased women's educational opportunities. In particular, after the World Conference
on Education for All, women's education received special attention in Africa and achieved rapid
development.

Progress

Taking Sub-Saharan Africa as an example: in early 1960, the gross enrollment rate of girls in
primary education, secondary education and higher education was 25%, 1% and 0.1%, respectively.
By 2006, the figures were 89%, 28% and 4%, respectively.

While the enrollment rate of women at all levels is increasing, the gender parity index is also
improving. In sub-Saharan Africa, the gender parity index for primary school enrollment in 1980,
1990, 2000 and 2006 was 0.77, 0.81, 0.89, and 0.92, respectively. In some countries, women's gross
enrollment ratios even exceed men's gross enrollment rates, such as the Gambia, Ghana, Malawi, and
Zambia. The gender parity index for secondary and higher education also tends to increase.
In addition to the enrollment rate and gender parity index, other indicators, such as repetition rates,
dropout rates, graduation rates, etc., also reflect the progress of women's education in Africa. In
1999, the repetition rate of female primary education in Sub-Saharan African countries was 17.7%,
and in 2006 it fell to 13.3%. At the same time, the increase in female enrollment rates has also led to
a growing number of female teachers in Africa.

Challenge
In recent decades, female education in Africa has made great (though uneven) progress. On the one
hand, the level of development of women's education between countries and countries in this region
is still significantly different due to differences in geographical location, social class, language and
ethnicity. On the other hand, compared with the rest of the world, Africa, especially in Sub-Saharan
Africa, still lags behind in the field of women's education.

Compared with men, women in most African countries have been disadvantaged in education, and
the higher the level of education, the more unfavorable the situation. One of the most important
reasons for this "vertical separation" is that girls' academic performance is worse than that of boys,
and the percentage of students who can graduate and pass the exam is low. At the same time, in the
diversion of secondary education and higher education, there is also a "level separation" of gender,
which means that boys and girls are concentrated in certain classes and majors, so that these courses
become male-dominated subjects or female-dominated subjects. For example, in the fields of
education, humanities, and art, the proportion of girls generally far exceeds that of boys. Science,
engineering, and architecture are dominated by boys.

Mahima was married off a few days after she turned 16. It was a close-knit affair back in her village
in Bihar. Covid-19 provided her family with the perfect opportunity to arrange the low-key wedding
without attracting too much attention. "The schools were closed; I had nothing to do at home.
Moreover, you don't get such an ideal groom that easily these days. He brought me to Delhi, he
works as an AC fitter and I have taken up a job in a beauty salon", quips Mahima, who is expecting
her first child and a legal marriage certificate as she turns 18 later this year.
Prime Minister Narendra Modi-led NDA government has decided to rise the legal age of marriage of
women to 21 from 18 years.
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According to a report by Pew Research Center, a large number of countries have capped the marital
age at 18 for both boys and girls. The list includes Australia, Finland, France, Greece, Hungary,
Germany, Israel, Iceland, Switzerland, and Russia.

Fig 4: Child Marriage

Increasing the minimum legal age required to marry to 21 would give them time to pursue their
studies and offer an opportunity to pursue higher education.
 Increasing the legal age shall reduce the possibility of mental health issues among young brides.
The decision is also projected as one affirming the principle of gender neutrality, by making the
minimum marital age for women the same as that for men.
Female education is a catch-all term of a complex set of issues and debates surrounding education
(primary education, secondary education, tertiary education, and health education in particular) for
girls and women. It is frequently called girls’ education or  women's education.

Why is education important for women

Girls’ Education is important from every perspective of life and society. An educated woman leads a
healthier life as compared to the uneducated woman. They participate in the family matters & in the
outside world too, earn well, marry at a considerable age and plan a family in a better manner. Not
Only do Women take the right decisions for themselves, but they also provide better education and
health care options to their children as well as to the family. All these factors together can help to
eradicate poverty, crimes and disease rates. It is an important element for the foundation of a
strong Nation.

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 “When You Educate a Girl, You Educate a Nation.” ~ Helene D. Gayle
Scenario in backward areas
According to the statistics released by the latest census of 2011, India’s female literacy rate is
65.46%, lower than the world average of 79.7%. In India, Kerala has the highest female literacy rate
with 91.98% rate, but states such as Bihar has 51.50% the lowest female literacy rate.

Girl education in India is still a less preferred option in rural areas. Their girls are not given proper
education as compared to boys. It has always been a matter of discussion. Since ages, girls have been
considered weaker and are suggested to stay at home and take care of household chores. In
comparison with other countries, people in India are facing a problem of illiteracy, especially in
backward regions. Not even in rural but also in urban cities, people were not willing to send their
daughters to the school.

Role of education in women empowerment

Empowerment means moving from a weak position to execute power. In simple words, Women
empowerment can be understood as giving power to women to decide for their own lives or
inculcating such abilities in them so that they could be able to find their rightful place in the
society. Education of women is the most powerful tool to change their position in
society. Empowerment can be viewed as a means of creating a social environment in which one can
make decisions and make choices individually. It is the process by which one can gain control over
one’s destiny and the circumstances of one’s lives. There are always a number of elements in the
society which deprived women of their basic rights.

Factors affecting the issue

 Poverty or low family income, lack of education, inaccessibility to health facilities and lack
of knowledge are important factors for depriving girls from education.

 Violence and various other crimes against women deprive them of gaining sound education.

 Increased responsibilities on female children such as domestic duties which consume most of
the time available for school.

 Education cost also leads to decline in no. of female children going to schools as some parent
cannot afford education of all their children so they choose boys over the girls.

 Schools are sometimes far from home and there is a lack of transportation and lack of
accessibility of traveling especially in slum areas in big cities, villages and remote areas.

 Lack of basic educational facilities.

 Negative attitudes of parents about girls’ education.

 Lack of parental encouragement.

 Political interference in school management.

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 Non-availability of specially designed room for Library.

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Change in scenario
Time is changing now; girls today are crossing the borders of their houses and doing
wonders. Girls who were presumed to be physically weak are now joining the army, navy, air force,
wrestling, shooting and every other field that was once considered to be the male-dominated regions.
Time has changed now and the girls who are trusted by their parents and the society are doing
wonders in every field. Indira Gandhi, Kiran Bedi, Kalpana Chawla, Latha Mangeshkar, Mother
Teresa, Pratibha Devi Singh Patil, etc. are some of the great examples.
Now, Women are doing wonders in their respective fields and excelling at every front. Thus, it is
important that girl education is promoted in rural areas and villages too so that every girl becomes
independent and assertive. An educated girl is an asset to the society in the form of a daughter, wife,
and mother and most importantly she is an example for herself. Women are gaining great recognition
on national as well as international platform.

Fig 5: Think Differently about Girl’s Education

Benefits of girl’s education

 Educated girls are working in every sphere of society such as banks, hospitals, private firms,
and government offices. They are also earning name and fame in sports, such as wrestling,
cricket, shooting, etc. and most of them have brought glory to the country on an international
level too.
 Girl education has also led to their economic independence and gender equality. They are
capable of taking their own decisions and fighting against crimes such as dowry, child
marriage, trafficking, etc.
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With the German-led G20 just around the corner (7- 8 July), we have a unique opportunity to
promote the benefits of girl’s education, particularly in Africa– because its population is predicted
to double by 2050. If the G20 and African leaders invest in a partnership with Africa with ambition,
urgency and efficiency over the next three years, the continent’s youth can drive a surge in inclusive
growth that would benefit the globe. This all starts with early education.

Here are 6 facts from our report that will make you think differently about girls’ education:

1. 130 million girls are out of school. If this were the population of a country, it
would be the 10th largest nation in the world.

Nowhere in the world do women have as many opportunities as men — and this starts with girls and
their access to education. In the poorest countries, girls are less likely to go to school, are less likely
to have the same opportunities for work, and are less likely to have a say in the direction of their own
lives than their brothers.

The main way to fight such unacceptable inequalities is to educate more girls. Education is one of the
most powerful weapons in the fight against extreme poverty. Evidence shows that countries that
educate their girls are wealthier, healthier, and more stable — and that universal access to quality
education is one of the best antidotes to poverty. We cannot end extreme poverty without prioritizing
education, especially for girls.

2. An additional year of schooling for girls is estimated to result in almost a 12%

increase in wages.

When girls are educated, they have more options for employment opportunities, and their earning
potential rises. Not getting these girls an education, however, could be even more dramatic–one has
calculated that failing to educate girls to the same standard as boys’ costs developing countries
between $112 and $152 billion a year. Failing to make such an important and cost-effective
investment in girls could be — and is — damaging, and it can no longer be a side issue.

3. If every girl completed a primary education in sub-Saharan Africa, maternal

mortality could fall by a dramatic 70%.

Educating a girl doesn’t just benefit her — it benefits everyone. Maternal mortality– the death of a
woman due to pregnancy or childbirth-related complications– is still prevalent in sub-Saharan
Africa. Educated women and girls are more able to make informed decisions about their lives: they
tend to have smaller families and have more access to information surrounding prenatal care,
hygiene, immunization and nutrition– all of which play a serious role in reducing the causes of
maternal mortality and the deaths of children under five. Educating all women in sub-Saharan Africa
through secondary school, for example, could save 1.2 million lives.

Additionally, the chances of girls marrying below the age of 18 declines significantly with each stage
of education, as those in school are more likely to marry later in life after they finish their education.
This also contributes to lowering the risk of maternal and child deaths in lower-income countries.

18
4. Only 34% of girls in sub-Saharan Africa are able to complete lower secondary
school, while 42% of their male classmates do.

Why do girls drop out before they can complete lower secondary school in sub-Saharan Africa? The
inequalities between boys and girls in school start early, particularly in the poorest countries– for
instance, many girls are forced to stay home because they need to work to make enough money to eat
their next meal; as another example, once girls hit puberty, they might not attend school due to a lack
of access to sanitation facilities. Not only are these girls missing out on opportunities to fulfill their
highest potential, but they are more vulnerable as a result. Girls out of school are more likely to
become child brides, are more vulnerable to diseases like HIV and are more likely to die young.

5. Girls’ schools are targeted three times more often than boys’ schools and
attacks on girls’ schools increased 17-fold between 2000 and 2014.

Things are even worse for girls in conflict situations. For example, there are currently 2.9 million
children in need of emergency education in Nigeria’s north-east. Book Haram (which literally
translates as ‘western education is forbidden’) has targeted schools and education: 276 schoolgirls
were kidnapped from their school in Chibok in 2014, more than 1,000 schools have been destroyed
in the conflict and 1,500 schools have been forced to close. As of November 2016, 645 teachers have
been murdered and 19,000 have been displaced. Education has literally turned into a life-threatening
situation for the children and teachers of north-east Nigeria, with girls’ schools being targeted the
most.

6. The cost of a 12-year education in the poorest countries ($1.17 per day) costs
less than a loaf of bread or a newspaper.

Breaking down the cost of educating girls’ shows us how little it actually costs to give a girl an
education. It helps to demonstrate that the benefits of educating girls far outweigh the costs – which
are less than the cost of a loaf of bread for one day! This is a small investment that could literally
change the world we live in. 

Why we should support girl’s education

Education is very important for every child whether boy or girl. It is sad that some communities still
discriminate against the education of the girl child. About 57million children around the world are
not going to school. The report, Children Still Battling to go to School, finds that 95% of the 28.5
million children not getting a primary school education live in low and lower-middle income
countries – 44% in sub-Saharan Africa, 19% in south and west Asia and 14% in the Arab states,
UNESCO said. Girls make up 55% of the total and were often the victims of rape and other sexual
violence that accompanies armed conflicts, UNESCO said. As the world celebrates Malala’s birthday
let us look at some of the reasons why girls should get an education. A girl with an extra year of
education can earn 20% more income as an adult (The World Bank, 2011). More income means
better nutrition and healthcare for her family. Living conditions improve. Income can be the impetus
to get out from under the grinding cycle of poverty into a life with choices and opportunities. An
educated girl breaks the cultural pattern of girls marrying as children. Girls with higher levels of
education are also less likely to have children at an early age (UNESCO, 2013). Marrying later
means she won’t be a child herself when she becomes a mother. She has better knowledge about
contraception as well as increased opportunities for employment. An educated mother provides
19
better care of her children at home, thus increasing the value of her children’s human capital and
reducing the need for more children (IZA World of Labor, 2016). Girls and young women who are
educated have a greater awareness of their rights (Education First: An Initiative of the United
Nations Secretary General, 2012). They are more likely to stand up for themselves in male-
dominated cultures and to advocate for themselves and their children.

Fig 6: Educate a Girl

1. FUTURE EDUCATED GENERATIONS: - An African proverb says, “If we educate a boy,

we educate one person. If we educate a girl, we educate a family – and a whole nation.” By
sending a girl to school, she is far more likely to ensure that her children also receive an
education. As many claims, investing in a girl’s education is investing in a nation.

2. DECREASE INFANT MORTALITY: - Children of educated women are less likely to die
before their first birthday. Girls who receive an education are less likely to contact HIV &
AIDS, and thus, less likely to pass it onto their children. Primary education alone helps
reduce infant mortality significantly, and secondary education helps even more. The Girls
Global Education Fund reports that when a child is born to a woman in Africa who hasn't
received an education, he or she has a 1 in 5 chance of dying before 5.

3. DECREASE MATERNAL MORTALITY: - Educated women (with greater knowledge of

health care and fewer pregnancies) are less likely to die during pregnancy, childbirth, or
during the postpartum period. Increased education of girls also leads to more female health
care providers to assist with prenatal medical care, labor and delivery, delivery complications
and emergencies, and follow-up care.

4. DECREASE CHILD MARRIAGE: -Child marriage – in some cases involving girls as

young as 6 or 8 – almost always results in the end of a girl’s schooling. The result is illiterate
or barely literate young mothers without adequate tools to build healthy, educated families.
On average, for every year a girl stays in school past fifth grade, her marriage is delayed a
year. Educated girls typically marry later, when they are better able to bear and care for their
20
 children.

5. DECREASE POPULATION EXPLOSION: -Educated women tend to have fewer (and

healthier) babies. A 2000 study in Brazil found that literate women had an average of 2.5
children while illiterate women had an average of six children, according to UNESCO.

Fig 7: Changing Girl’s Education in India

6. INCREASE INVOLVEMENT IN POLITICAL PROCESS: -Educated women are more

likely to participate in political discussions, meetings, and decision-making, which in turn
promote a more representative, effective government.

7.  DECREASE DOMESTIC & SEXUAL VIOLENCE: - Educated girls and women are less
likely to be victims of domestic and sexual violence or to tolerate it in their families.

8. DECREASE SUPPORT FOR MILITANCY: - As women become more educated, they are
less likely to support militancy and terrorism than similarly educated men.

9. IMPROVE SOCIOECONOMIC GROWTH: -Educated women have a greater chance of

escaping poverty, leading healthier and more productive lives, and raising the standard of
living for their children, families, and communities.

10. These and many more are some of the valuable reasons why we should all support education
for girls. For every boy that is educated, every girl should be educated too.

What would it take to improve girls’ access to education?

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According to UNICEF, experience in scores of countries shows the importance, among other things,
of:

 Parental and community involvement -- Families and communities must be important

partners with schools in developing curriculum and managing children's education.

22
  Low-cost and flexible timetables -- Basic education should be free or cost very little. Where
possible, there should be stipends and scholarships to compensate families for the loss of
girls' household labour. Also, school hours should be flexible so children can help at home
and still attend classes.

 Schools close to home, with women teachers -- Many parents worry about girls travelling
long distances on their own. Many parents also prefer to have daughters taught by women.

 Preparation for school -- Girls do best when they receive early childhood care, which
enhances their self-esteem and prepares them for school.

 Relevant curricula -- Learning materials should be relevant to the girl's background and be in
the local language. They should also avoid reproducing gender stereotypes.

Malala Yousafzi, the Pakistani schoolgirl brought to England after being shot in the head by the
Taliban, will address the United Nations today. She will mark her 16th birthday by delivering a
speech at the UN headquarters in New York to call on governments to ensure free compulsory
education for every child.

It will be the teenager's first public speech since she was attacked on a bus in Pakistan's north-
western Swat valley after standing up for her right to go to school in her home country.

She will tell a delegation of more than 500 young people: "Let us pick up our books and pens. They
are our most powerful weapons.

"One child, one teacher, one pen and one book can change the world. Education is the only solution.
Education first."

Join hands and support #education for all boys and girls. No one should be left out. #MalalaDay

Importance of girl child education in India

India is still far from achieving gender equality and its skewed sex ratio of 940 females per 1000
males bears witness to this fact. A girl child in India is often seen as a liability, a ‘burden’ to pass on.
Given the prevailing influence of patriarchal values, right from their birth, a lot many girls bear the
brunt of gender inequality, gender stereotypes and are treated inferiorly, as compared to boys.

No matter how talented and ambitious she is, the girl child often receives the shorter end of the stick.
In fear of exploitation and abuse, many girls are not sent to school and kept at home only to be
married off early. And even if she is not married off, the young girl is still denied a deserving
education, quality healthcare, employment opportunities and equal rights that a boy easily gets.
While some girls manage to ‘escape’ from the shackles and try to build a bright future, most resign
to their ill fate.

How can we hope for India to progress when half of our society remains under the shadow of
discrimination? To find answers, we must first understand the key difficulties that a girl child faces.

23
Survival as the first challenge

While there are laws that ban sex-determination of a fetus and selective abortion, this practice
continues in the shadows. This not only negatively impacts the number of girls born, but also affects
the health and safety of the mother. Consecutive pregnancies with the hope of a boy take a toll on the
physical as well as mental health as it is the woman who gets blamed for the sex of the baby. Stricter
implementation and monitoring of laws, and better awareness, is essential to help the girl child
survive.

Hurdles in receiving quality education

Recent national data reveals that the dropout rate for girls at the elementary level are 4.10% which
rises to 16.88% at the secondary level, with the figures being substantially higher for girls from
vulnerable groups (19.05% for SC and 24.4% for ST groups) (U-DISE 2015-16). The retention rate
of girls at the elementary level is 70.6% which drops to secondary level is 55.5% (U-DISE 2016-17).
Due to existing attitudes regarding girls’ education, safety concerns, distance between home and
school, lack of affordable sanitary napkins, absence of separate and functional toilets, and poor
school infrastructure, several teenage girls tend to become irregular in attending schools or drop out
before completing their schooling. Only one in every three girls in India completes school education
age-appropriately (U-DISE 2016-17).

Fig 8: Importance of Girl Education

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Child marriage

Out of the 12.15 million children married in India, 8.9 million are girls, and married girls are three
times the boys. As per Census 2011, there are about 3 million children below age 14 that are married.
Rural girls constitute 55% of married children. Child marriage robs girls of their childhood as they
step into adult roles that they are unprepared for – be it managing households, bearing children,
making decisions and so on. It not only hampers her schooling but also pushes young girls into early
pregnancy which harms the health and nutrition of the teenage mother as well as her child.

Abuse and violence/safety concerns

A girl child is an easy target and is usually at the receiving end of abuse and domestic violence,
which more often than not goes unreported. In rural areas, parents are reluctant to send their
daughters to school fearing their safety. Latest data released by the National Crime Records Bureau
also reveals that kidnapping, abduction and sexual offenses against children were among the top two
crimes committed against children. 28% of all rape victims were girls under age 18 and out of the
total number of children that went missing in the year 2018, 70% were girls.

Fig 9: -Benefits of Girl’s Education

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OBJECTIVES OF SURVEY

Society is combination of many genders, races, cultures and traditions. But in include of all the
aspects education is a must for any one. Even if they are of rich or poor, men or women. To develop
a country, citizen should be educated. And the main objective for the survey is to spread awareness
about the women education and their higher studies. And it also includes:

1. Educating the women will empower them to seek gender equality in the society.

2. Women will be able to earn that would raise their economic condition and their status in
the society.
3.  They will be aware about the advantages of small and planned family and this will be a
big step towards achieving stabilized population goals.

4. Education of women would mean narrowing down of social disparities and inequities.
This would automatically lead to sustainable development.

5. GoodforCommunities:
an educated woman with increased earning potential is more likely to give back to the
community than her male counterparts.

6. Decreased Chance of Abuse by Delaying Marriage and Child Bearing:

Educated woman is much less likely to suffer domestic abuse than their illiterate
counterparts.

7. Good for Economic Growth:

Perhaps the most obvious of the advantages of female education is the potential for
economic growth.
8. Decreased Child and Mother Mortality Rate’s:
educated women are more likely to marry later in life, pushing back the age that they have
their first child.

9. Intergenerational Success:
more educated mothers mean fewer mother and child deaths and illnesses. The loss of a
mother can be disastrous for the chances of her children’s survival and future welfare. 

10. Promoting Social Inclusion:

when girls are kept out of school in developing countries, they are usually working in the
home on domestic chores. Girls spend 33 to 85 percent more time per day on unpaid
domestic chores than boys of the same age. 

11. Better for the Environment:

Brookings refers to female education as the “cheapest, most cost-effective mechanism for
reducing emissions.” This is due to projected population growth.

26
12. Reducing Terrorism and Extremism:
One of the more surprising advantages of female education is that it can work to reduce
extremism and terrorism and increase security. Female education means greater female
involvement in society and the economy.

13. Encouraging Human Rights:

when women in a society are more educated, more emphasis is placed on gender equality.
As women achieve equality, human rights become a strong value of communities, as
women in leadership tend to fight for disenfranchised groups.

14. Increases Literacy Rate:

Nearly 63% of the world’s 163 million illiterate youngsters are female. By providing
Education to all children, literacy rates will rise, boosting development in undeveloped
countries.
15. Mental Health:

 Increased access to education for women improves maternal health. An additional year of
education for 1,000 women is known to help avoid two maternal deaths. 

16. To enable women to improve their family's health and diet.

17. To increase women's productive ability, thus raising their families' standard of living.

18. To give women access to appropriate technologies, management of cooperatives and the
use of loan facilities.

19. To improve women's social and culture status.

20. To enable women to discharge their responsibilities more effectively (UNESCO, 1 985).

21. Helping women to fight their own fears and feelings of inadequacy or inferiority.

22. Educating women in all round development. That is mentally, socially, physically,
psychologically, religiously and economically.

23. To make women participate fully in all the affairs of their nation and to be at Centre of
sustainable development.

24. To make women able to acquire their own basic needs of the society, like food, shelter,
fuel, clothes and nurturing.

25. To enhance nation building in terms of economic and human development.

26. Income Potential: Women’s earning potential is enhanced by education. A single year of

primary school has been proven to improve women’s earnings by 10% to 20% later in life,
whereas female secondary education returns range between 15% and 25%.
27. Increase the education opportunities of women at all levels of our educational system.

27
PROJECT QUESTIONNARIES

1. Do you agree with the point that every girl must be Educated?

2. Do you encourage the girl who is willing to be Educated?

3. Will you encourage the Equity of girls with boys in the society?

4. What is your opinion on Women Education?

5. Do u support the statement that educating a woman is equal to educating a nation?

6. Do you think girls should stop their education after their marriage?

7. Why do u think most of women stop their education after espousal?

8. What is the highest level of school you attended?

9. How old were you when you left school?

10. What was the main reason for stopping your education?

11. How much were you involved in the decision to get married?

12. What is the difference between gender equity and gender equality?

13. What would it take to improve girls’ access to education?

14. What kind of woman does society need today?

15. Which particular quality distinguishes women from men?

16. What is the chief purpose of women education?

17. What were the things women were entitled to in ancient India?

18. What are the opportunities available to women in our times?

19. What is real situation regarding women’s education in India?

20. What are the problems of girl child education?

21. What can be done to improve girl child education?

22. What are the obstacles in girls’ education in India?

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LOG BOOK IMAGES

We have gathered data on different age groups on the topic of women education and
espousal in your area.
These are the log images on our survey.

Member 1 log book images:

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Fig 10: Log book images of member1

Fig 11: Log book images of member1

30
Member 2 log book images:

Fig 12: Log book images of member 2

31
Fig 13: Log book images of member 2

32
Member 3 log book images:

Fig 14: Log book images of member 3

33
Member 4 log book images:

Fig 15: Log book images of member 4

Fig 16: Log book images of member 4

34
Fig 17: Log book images of member 4

Fig 18: Log book images of member

35
FEEDBACK AND SURVEY REPORT

BATCH MEMBER 1 REVIEW REPORT:

 When I started doing a survey on girls’ education, I had known many rural areas are
not interested in educating their girl child.
 Poor families tend to educate their sons; girls are married off soon.
 Most families are reluctant to send their daughters to study in schools or urban areas
because they fear they would face sexual violence.
 The status of education in rural areas, especially for women, has not seen a very radical
change.
 The present-day education system has come a long way and age-old traditions have
undergone a drastic change.

Fig 19: SURVEY IMAGES IN MANGALDAS NAGAR VILLAGE

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BATCH MEMBER 2 REVIEW REPORT:

 When I interacted with the people in my village most of them where like the higher
education for girls is 10th standard.
 I think only one girl did her higher studies (veterinary) in my village.
 Most of the girls of my age got married and they have children at small age.
 The reason behind that is their low economical status and there is less knowledge about the
gender equality.

Fig 20: SURVEY IMAGES IN CHINNABOINA PALLEM VILLAGE

37
BATCH MEMBER 3 REVIEW REPORT:

 As per my survey there is a low literacy rate among women in rural areas.
 Despite the improvements, the large gap between the educational levels of men and
women in rural areas.
 The present study is focused on status, causes, and recommendations for rural women
education.
 The status of the girl child has been a subject of much discussion, controversy, and debate.

Fig 21: SURVEY IMAGES IN VENGALAYAPALEM VILLAGE

BATCH MEMBER 4 REVIEW REPORT:

38
  As per the report, the proportion of girl children who were studying in urban is more than
rural areas.

 Lacks of money, poor connectivity were some of the reasons behind the very limited
reach of education among sampled students.

 One reason for this is that many sample households (about half in rural areas) have low
income.

 In girls barely half of them were able to read more than a few letters in the reading test.

 According to the survey, an overwhelming majority of parents felt that their children
must be educated.

Fig 22: SURVEY IMAGES IN ANNAVARAM VILLAGE

CONCLUSION

39
 To spread awareness among the people about the need and significance of Girl education more
efforts have to be taken by the government and the Society. Education, in general, is important for
everyone and an educated girl is no less than any boy. Time has come when parents must start
showing equal faith in the girl child too, only then the society and the nation would be called
a “Developed Nation”.

REFERENCES

1. Christine Skelton, 2006. The SAGE Handbook of Gender and Education ,URL:SAGE
Reference - The SAGE Handbook of Gender and Education (sagepub.com).

2. Cooray, A., & Potrafke, N. (2011). Gender inequality in education: Political institutions or
culture and religion? European Journal of Political Economy, 27, 268–280.

3. Core, F. (1994). Women and the restructuring of employment. The OECD Observer. The
OECD Observer, 186, 5–12.

4. Fabes, R. A., Pahlke, E., Martin, C. L., & Hanish, L. D. (2013). Gender-segregated schooling
and gender stereotyping. Educational Studies, 39(3), 315–
319. https://doi.org/10.1080/03055698.2012.760442

5. Gamble, R. J., & Wilkins, J. (1998). Gender inequality in early childhood education: Where
are male teachers in the primary grades? The Negro Educational Review, 49(1), 63–69.

6. Core, F. (1994). Women and the restructuring of employment. The OECD Observer. The
OECD Observer, 186, 5–12.

7. Morley, L., & Crossouard, B. (2016). Women’s leadership in the Asian Century: Does expansion
mean inclusion? Studies in Higher Education, 41(5), 801–
814. https://doi.org/10.1080/03075079.2016.1147749

8. Obiageli, O. E., & Paulette, E. (2015). Parental attitude and girl - child education in Edo

9. State, Nigeria. Journal of Educational and Social Research, 5(3), 175–

180. https://doi.org/10.5901/jesr.2015.v5n3p175

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