Girls’ education is vital to the formation of the future of not only individuals but also the socio-economic development of society. Despite national attempts to enhance access and equity in education, many areas still confront deep-rooted problems that prevent girls from completing their secondary studies. The present study is limited to Jharkhand and deals with the condition of girls education, patterns of dropout and hurdles faced by girls at secondary level of education. This research employs descriptive and analytical methodologies to delve into the issue. So we are looking at the ‘what’ – the basic patterns, for example – but also at the ‘why’ – the root reasons of educational issues. This study has used both type of data i.e. primary data (Information acquired directly from people of Koderma district) and secondary data (Official numbers from UDISE) to get the entire picture, information has been collected from 100 people in total including 50 secondary school teachers (To understand challenges from the school system's perspective.), 50 girls who dropped out (To hear their personal stories and experiences.), and the parents of the dropped-out students (To understand the household level factors and obstacles.) The study synthesizes these many perspectives and provides valuable insights on impediments to girls’ education at the systemic (school level) and household level. The study is based on three important research questions-status of girls’ secondary level of education in Jharkhand (with special attention on Gross Enrolment Ratio), dropout rate of girls at secondary level and what are the specific problems that force girls to dropout from school. Initial observations indicate that enrolment has improved over the years but dropout rates are a worry due to a range of linked variables. These include economic difficulties, pressure for early marriage, poor school infrastructure, and insufficient knowledge among parents of the need of secondary education for girls. Teachers and parents often cite socio-cultural norms, which often serve as deterrents for continuation of schooling for adolescent girls.
Pathak et al. (Thu,) studied this question.