adly, girls’ education is overlooked and neglected in many districts of Sindh, including Umerkot and Tharparkar. While some middle-class populations living in urban areas focus on educating their girls, there is a significant disparity when it comes to education in rural areas. The low literacy rate among girls in these regions perpetuates the cycle of poverty and illiteracy. Despite various efforts made by the government and non-governmental organisations to promote education among girls, the region still lags behind in terms of literacy rates, particularly among women.

In many areas, people hold on to beliefs and practices that hinder the progress of girls’ education. Some families believe that investing in girls’ education is a waste of resources. One of the primary reasons for the lack of education for girls in rural areas is the mindset that sees girls as paraya dhan (someone else’s property). This kind of thinking leads to early marriages so that the girls are often deprived of education and other opportunities. These marriages are often hidden from the public, making tracking and intervention difficult.

The dearth of learning opportunities for girls in rural areas has far-reaching implications not only for their individual growth but also for the overall advancement of the society. When girls are denied access to education, it limits their ability to contribute to their communities and the society.

Despite making a formal commitment to achieving the Sustainable Development Goals 4 and 5, which aim to provide inclusive and equitable education for all, Sindh is lagging behind. The situation demands urgent attention and action to address the educational disparities and ensure that every child has access to quality education.

In Pakistan, the law stipulates that boys and girls are entitled to education until the age of 16 years. Regrettably, many girls are deprived of this fundamental right due to a range of societal and economic challenges. It is crucial to recognise that educating girls is vital for societal progress. An educated girl can be a catalyst for change, breaking the cycle of illiteracy and paving the way for a more knowledgeable and empowered society. By investing in girls’ education, we can create a brighter future for our communities and contribute to economic growth and social development. It is imperative that we overcome the barriers and create an enabling environment that allows girls to access quality education and unlock their potential.

Some of the gaps in girls’ education are directly linked to government policies and actions. Many schools lack basic facilities, such as washrooms, drinking water, electricity and furniture. There is also a gender disparity in the teaching staff so that in some places male teachers are appointed to teach girls. This tends to preserve gender myths, taboos, stereotypes and discrimination. The distance between primary and secondary schools and where the children live is also a significant factor contributing to girls dropping out of school, particularly in rural areas, where access to public transport is limited. Rising fuel prices have added to the stress.

The first step towards breaking the cycle of illiteracy among girls is to sensitise parents and communities to the benefits of girls’ education. Education is not only essential for personal growth and development but also for building a better and more prosperous society.

The role of parents is crucial when it comes to educating girls. Education provides a path to empowerment and independence, and girls who receive an education are more likely to make informed decisions, contribute to their communities and break out of poverty. Unfortunately, many parents do not understand the value of education for their daughters. In some large families, parents are tempted to deprive their daughters of the benefits of schooling. Therefore, it is essential to educate parents about the value of education for their daughters and the importance of family planning to ensure a better future for themselves and their families.

Many girls aspire to attend school but cannot even while their male siblings do. The dream of these girls remains unfulfilled due to regressive societal norms and gender discrimination.

The first step towards breaking the cycle of illiteracy among girls is to sensitise parents and communities to the benefits of girls’ education. Education is not only essential for personal growth and development but also for building a better and more prosperous society. An educated girl is more likely to make informed choices and contribute to her family and community’s prosperity.

There is much to learn from Rwanda’s success in improving the literacy rate among girls through government initiatives. The Rwandan government has implemented a policy of universal primary education. This has led to increased enrollment of girls in schools. The government has also established community libraries and learning centres to provide girls with access to books and educational materials, particularly in rural areas. These initiatives have contributed significantly to increasing the literacy rate among girls in Rwanda, thereby promoting gender equality and women’s empowerment.

There is a need also for accurate surveys so that the district education departments can share their strategies and support every girl who has been out of school.

Concerted action is needed to ensure that every girl has access to quality education.

The government can incentivise girls’ education by linking it to programmes like the BISP and Ehsaas. By doing so, it can encourage families to prioritise girls’ education and improve their enrollment and retention rates. The government should monitor and instruct all BISP beneficiaries that incentives will only be available to those whose daughters are enrolled in schools. To ensure that the message reaches all households, the government can also make such announcements in individual villages. This will not only promote girls’ education but also contribute to reducing poverty and enhancing social development in the country. By taking concrete steps and implementing innovative policies, we can work towards achieving gender equality and promoting girls’ education in our society.

The district and tehsil education officers (DEOs, TEOs) can ask local teachers to enroll more girls and ensure their retention in schools. The DEOs can also conduct random inspection visits to monitor the progress made in this regard. To ensure that every boy and girl is enrolled in a school, the Education Department must hold the teachers accountable for their progress. The department can provide regular training and support to teachers to improve their teaching skills. The department can also use technologies like mobile phone applications and online portals, to monitor the enrollment and retention rates at schools. By working closely with teachers, parents, and communities, the government can create a more inclusive and supportive learning environment that encourages girls to pursue their education and realise their full potential.

The Education Department should issue a notification stating that every teacher must support the enrollment drive for girls’ education. The department must maintain a record of their progress, and promotion of teachers should be based on merit and progress rather than seniority. The department can also issue instructions for a village-wise profiling to analyse the gaps and suggest ways forward. By implementing these measures, the government can ensure that every child, regardless of gender and socioeconomic status, has access to quality education and can contribute to the country’s progress and development.

The writer is based in Umerkot. He has more than 13 years of experience in the development sector. He can be reached at shewaram@live.com