Challenges of Girls' Education in South Asian Association for Regional Coorporation (SAARC) Nations: A Pathway to Sustainable Development

Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-9(II) | September2025 49 Challenges of Girls’ Education in South Asian Association for Regional Coorporation (SAARC) Nations: A Pathway to Sustainable Development Joyeeta Deb Research Scholar Department of social work Assam University, Silchar Email: [email protected] Manuscript ID: JRD -2025(I)-170908 ISSN: 2230-9578 Volume 17 Issue 9(II)| Pp.49-51 Sept. 2025 Submitted: 10 Aug. 2025 Revised: 22 Aug. 2025 Accepted: 20 Sept. 2025 Published: 30 Sept. 2025 Abstract In promoting sustainable development education plays an important role. It is the fundamental right of human being. In the context of South Asian Association for Regional Coorporation (SAARC), to shape social, economic, and political development of girls, girls’ education is very important. Although significant progress in literacy rate has been observed but gender disparities in education is a real problem till this date in various regions. Even today girls are facing various obstacles to pursue their education. This socio economic and cultural barrier is an unavoidable obstacle in the overall progression of SAARC, particularly ‘quality education’ and ‘gender equality’. This paper highlights the main challenges of girls’ education in SAARC nations. For sustainable development It focuses on the importance of overcoming all these obstacles that comes on the path of girls’ education. This paper will try to explore possible solutions to ensure girls education. It also aims to propose recommendations for ensuring barrier-free girls’ education. Keywords: education, Girls’ education, sustainable development, challenges. Introduction Key challenges in girls' education in India include pervasive cultural norms that prioritize boys' education, economic hardship leading to child marriage and labour, inadequate school infrastructure such as lack of safe sanitation, safety concerns due to violence and harassment, insufficient number of female teachers, and the digital divide. These factors collectively create significant barriers, making it difficult for many girls to access, stay in, and progress through their education. Conceptual Framework: Girls’ Education and Sustainable Development In today’s context, Girls’ education is not just about literacy and schooling. It represents women’s empowerment, their participation in the economy and society, and their social transformation. An educated woman can contribute directly to the different aspects of society. For instance, the increase of women’s participation in the workforce can bring growth in the economy of the nation. With the increase in girls’ education, child marriage can be reduced in society. Girls’ education and consciousness can notably reduce maternal and infant mortality. So it can be said, investing in girls’ education is not just a social obligation. It is also an economic and environmental necessity for sustainable development. Quick Response Code: Website: https://jrdrvb.org/ DOI: Creative Commons (CC BY-NC-SA 4.0) This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License, which allows others to remix, tweak, and build upon the work noncommercially, as long as appropriate credit is given and the new creations ae licensed under the idential terms. Address for correspondence: Joyeeta Deb, Research Scholar Department of social work Assam University, Silchar How to cite this article: Joyeeta Deb (2025). Challenges of Girls’ Education in South Asian Association for Regional Coorporation (SAARC) Nations: A Pathway to Sustainable Development. Journal of Research & Development, 17(9(II)), 49-51. Original Article Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-9(II) | September2025 50 Literature Review Hussain, N. (2020), stated in his study that it as a foundation for expanding women’s capabilities and freedoms, while UNESCO (2015) notes its role in reducing poverty, improving health, and fostering economic growth Sperling, H. (2022), highlight how cultural and economic barriers restrict girls’ schooling, limiting regional development. Kingdon (2007) observes that in India, early marriage and household responsibilities contribute significantly to female dropout rates. Asadullah and Chaudhury (2023), found that Bangladesh’s stipend programs boosted girls’ enrollment, though dropout challenges persist. Similarly, UNICEF (2020) reports that harmful practices in Nepal still affect adolescent girls’ education. Sharma, P. (2025), stated in her study that in SAARC context the status of girld education is poor. Girls have to face many challenges to pursue their minimum education. Overall, the literature shows that while policy initiatives have expanded access, structural barriers—poverty, cultural norms, and weak implementation—continue to hinder progress. This paper extends the discussion by analyzing these challenges in the SAARC context and identifying opportunities for linking girls’ education with sustainable development. Success Stories: 1. Bangladesh’s Female Secondary School Assistance Project (FSSAP): With the support from the World Bank, Bangladesh launched FSSAP in the year 1993. It is considered a milestone in promoting girls' education. This programme provided cash support and tuition to the girls from rural areas with the condition that they will remain unmarried until the completion of their secondary education. This programme notably increased girls' enrolment 2. Self-Help Groups (SHGs) and girls’ education: In India, Self Help Groups played an important role in empowering girls’ education. Not only livelihood, but SHG has supported girls' education as well. SHG has raised awareness against child marriage. This really helps improve enrolment in school. In some states, with the collaboration of the government and NGOs, SHGs work to ensure scholarships, midday meals, and safe learning environments for the girls. Findings Key Challenges of Girls’ Education in SAARC Nations Socio-Economic Barriers  Poverty: In the countries like India, Pakistan, Bangladesh, Afganisthan etc, poverty remains a central challenge. Families having limited income prioritize only boys’ education.  Child labour: In some societies girls are expected, often forced to contribute on house hold work. This prevents them from continuing their schooling. 3.2 Cultural and Gender Norms  Patriarchal traditions: In South Asia, patriarchal traditions often become a struggle in girls’ education.  Early marriage: Early marriage and adolescent pregnancy contributes to high dropout rates. Infrastructure and Safety  Toilet facility: In rural areas many schools do not have separate toilets for girls. It makes their attendance difficult especially after puberty.  Unsafe transportation: Long travel distances discourage parents from sending daughters to school. Quality of Education  Lack of female teacher: Lack of standard education and female teachers weaken the educational outcomes.  Gender bias in classrooms: In some cases, teachers encourage boys to pursue advanced subjects like science and technology and limits girls by discouraging them. Policy and Implementation Gaps  Weak implementation: Most SAARC countries have many laws that guarantee girls education. But implementation remains weak due to corruption, lack of monitoring from the grassroot level.  Political instability in countries like Afghanistan further undermines progress. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-9(II) | September2025 51 Country-Specific Insights  In India some programs like Beti Bachao Beti Padhao and mid-day meal schemes are going on. To some extent improvement in enrolment is notably visible. But due to early marriage and social responsibilities girls often fail to continue their educational jounney.  Bangladesh achieved progress with female stipend programs. But again, child marriage still disrupts secondary education.  Bhutan shows relatively better gender parity. But geographical isolation poses access challenges.  In Nepal cultural practices like Chhaupadi (seclusion of menstruating girls) affect attendance in school.  Pakistan Gender disparity is acute, particularly in rural areas where conservative traditions discourage girls’ schooling.  In Afganistan political situation, especially restrictions under the Taliban, has severely reversed progress in girls’ education.  Maldives and Sri Lanka have relatively higher female literacy rates. But rural-urban gaps persist. Recommendation 1. Enhance Implementation of Policy – Make the laws enacted on compulsory and free education work. 2. Economic incentives – Increasing the availability of scholarships and cash transfer programmes for families who send girls to school may help to improve girls' literacy rates. 3. Building girlFriendly schools with latrines, safe transport, female teachers, and infrastructure development will increase the girls' enrolment in schools. 4. Social Mobilisation Campaigns – Discouraging cultural attitudes that limit girls' education can help to promote girls' education. It can be done through social media, awareness programmes, etc. 5. Regional Cooperation – To maximise girls' education, SAARC needs to bring a common educational structure and share the best practices between the members. 6. Digital Inclusion – Investing in digital education tools, especially in remote rural areas, may definitely help to improve girls' education. Conclusion The problems of girls’ education in SAARC countries like India, Pakistan, Bangladesh, Afghanistan, etc. are the reflections of socio-cultural and economic issues. But it is not possible to achieve sustainable development without countering all those obstacles that fall on the path of girls’ education. Girls who receive an education create healthier families. The educated girls are capable of building a stronger economy by participating in the workforce of the nation. By addressing all the obstacles of girls’ education, SAARC countries can ensure that girls' education can become a cornerstone of sustainable development. The success of these nations in the 21st century will depend largely on how effectively they empower their daughters through education. References 1. Asadullah, M. N., & Chaudhury, N. (2016). To madrasahs or not to madrasahs: The question and correlates of enrolment in Islamic schools in Bangladesh. 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(2018). World development report 2018: Learning to realize education’s promise. The World Bank. https://doi.org/10.1596/978-1-4648-1096-1