article writing on girl education

Essay on Girl Education for Students and Children

500+ words essay on girl education.

If we look at the demographics, India is one of the most populated countries. However, the rate of girl education is quite low in the country. It is quite troubling to see the figures in a country where women are given the status of goddesses. The figures have significantly improved to an extent but there’s still a long way to go.

Women were not allowed to even step out of their houses in ancient India , but times are changing. Along with changing times, people’s thinking is also changing. They wish to educate their girls and see them succeed in life. However, this is not the case in rural India which makes for more than 60% of the population. We need to identify the factors responsible for such low rates of girl education to find some solutions.

Factors Contributing to Low Rate of Girl Education

There are various factors that make it impossible for girls to get an education in our country. Firstly, the poverty rate is alarming. Even though education is being made free, it still involves a substantial cost to send girls to school. Therefore, families who are struggling to make ends meet fail to pay the educational expenses of their children.

Secondly, in rural areas, there aren’t many schools. This creates a distance problem as they are located far from the villages. In some areas, students have to walk for three to four hours to reach their school. This is where the safety of the girls gets compromised so parents don’t see it fit to send them off so far.

Furthermore, the regressive thinking of the people makes it tougher for girls to get an education. Some people still believe girls are meant to stay in their houses and look after the kitchen. They do not like women to do any other tasks expect for household ones.

Other than that, social issues like child marriage and child labor also stop the girl from getting an education. Parents pull daughters out of school to marry them off at an early age. Also, when girls indulge in child labor, they do not get time to study.

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Benefits of Girl Education

If we wish to see India progress and develop, we need to educate our girl child. They are indeed the future of our nation. Moreover, when they become educated, they will not have to be dependent on others for their livelihood.

One of the most important benefits of girl education is that the country’s future will be brighter and better. Similarly, our economy can grow faster if more and more women become financially strong thereby reducing poverty.

Furthermore, women who are educated can take proper care of their children. This will strengthen the future as lesser kids will die due to a lack of vaccination or a similar reason. Even for women, they will be less likely to become a patient of HIV/AIDS as they will be aware of the consequences.

Most importantly, educated women can result in a decrease in social issues like corruption, child marriage , domestic abuse and more. They will become more confident and handle their families better in all spheres. Thus we see how one educated woman can bring so much change in her life along with the others as well.

Some FAQs on Girl Education

Q.1 Why is girl education not encouraged in India?

A.1 India is still a developing country. It has too much poverty and regressive thinking. It is one of the main reasons why people don’t encourage girls to get an education.

Q.2 What are the advantages of educating girls?

A.2 When we educate girls, we educate a whole nation. As she teaches everyone around her. The education of girls will result in a better economy and a brighter future along with enhanced confidence of the girl.

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Key data on girls and women’s right to education

This page presents several graphics analyzing the data generated from HerAtlas , UNESCO’s interactive tool monitoring girls and women’s right to education worldwide . The graphics are updated regularly to reflect the latest data from the tool.

Unless specified otherwise, data source is HerAtlas .

Right to education, pregnant and parenting girls

According to our monitoring tool, worldwide, 2% of countries restrict the right to education of married, pregnant and parenting girls and women in their legal framework. These countries are located in three different regions. The restrictions could either prohibit them from attending school or sitting an exam, limiting them to attend adult or evening classes, or separating them from their peers and isolating them for fear that they would ‘influence’ other students.

Data demonstrates that secondary school-aged girls are substantially more likely to be out of school when the legal right to education of pregnant and parenting girls is restricted, especially at the upper secondary level. It also follows the general trend, as there are more adolescent out-of-school at the upper secondary level.

62% of countries do not have a legislation that explicitly protect girls’ right to education in case of pregnancy but 33% do have such provisions, which are sometimes very detailed and protective. Latin America and the Caribbean is the region with the most countries that protect explicitly their right to education, followed by Europe and North America and then Africa.

While in 2019, 8 countries were restricting the right to education of pregnant, parenting and married girls in their legislation, four countries in the African region have put an end to such ban, therefore leaving only four countries with an explicit ban.

The following graphics represent the data of indicator 12 of Her Atlas. According to the methodology of HerAtlas , the legislation is considered as explicitly protecting the right to education of pregnant and parenting girls only if there is a provision mentioning expressly pregnancy, parenting and education. Guaranteeing the right to education without discrimination is not considered as an explicit protection for this indicator.

Right to education, child marriage and gender-based violence in schools

According to the Joint CEDAW General Recommendation / CRC General Comment , capable child below the age of 18 may be allowed to get married provided that the child is at least 16 years old and that such decisions are made by a judge based on legitimate exceptional grounds defined by law and on the evidence of maturity.

Worldwide, 17% of countries still allow marriage before the age 18 years old for girls. 44% allow it from 18 years old, but with exceptions before that age. In such cases, exceptions can for example require a parental consent only, or a judicial one but with a minimum age below 16, and an absolute minimum age is not always set. 34% of countries do set a minimum age of marriage at 18 for girls, with no exception or judicial exceptions only with an absolute minimum age set at 16 years old.

At the regional level, Europe and North America is the region with the fewest number of countries that allow marriage before 18 years old for girls and with the highest number of countries setting 18 as the minimum age without exceptions, or only judicial ones with an absolute minimum age set at 16.

Globally, the percentage of child marriage is higher in countries where education is neither compulsory nor free. The percentage of women aged 20 to 24 who were first married or in union before their 18 is more than halved in countries where education is compulsory for nine years or more and fee for 12 years or more in comparison to countries where education is neither compulsory nor free.

Regarding legal protection against gender-based violence and corporal punishment within education establishments, 14% of countries provide for a wide protection (protecting from corporal punishment and physical, psychological and sexual violence), 54% with a partial protection, and 29% do not provide protection, among those, some authorizes the use of corporal punishment in schools. At the regional level, Latin America and the Caribbean is the region with the most countries providing a wide protection, but also with the most countries that do not provide for protection.

Right to education, compulsory, and free education

Worldwide, 16% of countries still do not guarantee the right to education in their Constitution or laws. Among the 84% of countries that legally protect the right to education, 58% explicitly guarantee it without discrimination based on sex and/or gender.

At the regional level, it is in Asia Pacific that the highest percentage of countries not guaranteeing the right to education can be found, while it is in the Arab region that there is the highest percentage of countries legally protecting the right to education without discrimination. Finally, both the Arab region and the Latin America & Caribbean region have the highest percentage of countries explicitly guaranteeing the right to education without discrimination based on sex and/or gender.

Regarding compulsory and free pre-primary education, worldwide, 27% of countries guarantee it in their legislation while 19% legally guarantee free or compulsory pre-primary education. At the regional level, it is in the Latin America & Caribbean region that there is the highest percentage of countries legally guaranteeing compulsory and free pre-primary education, followed by the Europe & North America region.

At the global level, 31% of countries legally guarantee compulsory primary and secondary education for at least nine years and free education for at least 12 years, while 5% of countries do not guarantee neither compulsory nor free primary and secondary education. The others either guarantee compulsory or free primary and secondary education, or they do guarantee both, but the duration of compulsory education is less than nine years, or the duration of free education is less than 12 years. At the regional level, it is in the Europe & North American region that there is the highest percentage of countries legally guaranteeing compulsory and free primary and secondary education, for a duration of respectively at least nine and 12 years.

Out of school and enrolment rate compared to the legal protection of free and compulsory education

When pre-primary education is neither legally compulsory nor free, the out-of-school rate of girls of primary school age is higher than the out-of-school rate of boys of the same age. On the contrary, when pre-primary education is legally compulsory and free, the out-of-school rate of girls of primary school age is lower than the out-of-school rate of boys of primary school age. For both boys and girls, the out-of-school rate of children of primary school age is lower when pre-primary education is legally compulsory and free.

Similarly, the out-of-school rate for children, adolescents and youth of primary, lower secondary and upper secondary school age is divided by three when primary and secondary education is compulsory for at least nine years and free for at least twelve years, compared to the out-of-school rate when education is neither compulsory nor free. While the out-of-school rate of girls is higher than the one of boys when education is neither compulsory nor free, the out-of-school rate of boys is higher than the out-of-school rate of girls when education is compulsory for at least 9 years and free for at least 12 years.

Finally, the gross enrolment ratio (GER) for tertiary education is multiplied by 6 when primary and secondary education is compulsory for 9 years and free for 12 years, compared to the tertiary education GER when primary and secondary education is neither compulsory nor free. The GER of boys in tertiary education is the same than the GER of girls when primary and secondary education is neither compulsory nor free, but the GER of boys is lower than the GER of girls when primary and secondary education is compulsory for 9 years and free for 12 years.

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Why girls’ education matters

Sarah Holst

Lead Adviser - Girls' Education

In recent years, huge strides have been made in girls’ education. In many countries, girls are now just as likely to attend primary school as boys. More girls than ever before are finishing primary school and transitioning to secondary education, and in many countries, female university graduates easily outnumber their male counterparts. So why do we still need to talk about girls’ education? In this article, we explore the systemic challenges which continue to prevent many girls from accessing and completing high-quality education, and the implications of these inequalities for millions of girls and their communities worldwide.

Progress in parity?

Over the last 25 years, gender parity in education around the world has skyrocketed. The percentage of countries with gender parity in primary education rose from 56% in 1995 to 65% in 2018. In the same period, this proportion of countries achieving gender parity at lower secondary level rose from 45% to 51%, and from 13% to 24% at upper secondary level.

Gender parity, however, is only a surface measure and does not capture the numerous issues which continue to prevent many girls fulfilling their right to education. Even in countries that have achieved gender parity, girls and young women continue to fall behind boys and young men in access to resources (such as well-paid jobs, smartphones, or connections to civic and political leaders) and the ability to enjoy their rights – for example, to freedom from violence and harmful practices like child marriage. In low-income countries, the number of out-of-school girls of primary school age fell by 48%, while the number of out-of-school girls and young women of upper secondary school age increased by 37% between 2000 and 2020.ii In some contexts, the pandemic took away hard-won gains in girls’ education. In others, notably Afghanistan, regime changes have created new barriers to girls’ learning. In still others, girls notionally have access to equal opportunities, but longstanding or cultural biases mean that they are less likely to access or take advantage of the options available to them.

Globally, deeply entrenched social norms and expectations can limit girls’ opportunities both in and out of schools. Early marriage and early childbearing can force others – especially the most marginalised – to drop out of school, further limiting their career opportunities. While educational opportunities in many contexts appear equal, girls are still subject to higher levels of gender-based violence, discrimination and abuse than boys. Even in countries where girls outnumber boys at in secondary and tertiary education, the education sector itself is far from being gender-equal, with continued overrepresentation of female teachers in lower-paid, temporary jobs.

What is more, progress in parity too often leaves the most marginalised behind, including the poorest girls, those living in remote areas, those with disabilities and those who are orphaned, refugees or living in crisis settings. Those girls who are least educationally marginalised are those who are already better able to attend and learn in school, whilst the additional funding and resources provided to support the most marginalised – such as girls with disabilities and those living in crisis – are too often insufficient. Simply achieving parity does not translate to the inclusion of such marginalised groups: when parity is the goal, and when parity reached, the most marginalised are frequently left behind.

The critical importance of educating girls

Educating girls is critical to moving countries along the path to gender equality, making progress towards the Sustainable Development Goals and changing the lives of women and their families – as well as the future prospects of the countries they live in. Schooling has the potential to effectively tackle harmful gender norms and unlock girls’ potential to lead more fulfilling lives, to exercise their human rights, to fully contribute to the economies and societies in which they live, and to become leaders in their communities. This can all lead to a wider group of leaders tackling injustice, discrimination such as gender-based violence, and contributing to a more peaceful and sustainable world.

Educated girls tend to marry later and to earn more as adults, enabling them to provide for their families, contribute to the global economy and have greater power in decisions that affect them. They also have lower rates of maternal and infant mortality – a UNESCO study found that if all mothers completed a primary education, maternal deaths would decrease by 60%, saving approximately 98,000 lives per year.iii The children of educated mothers also tend to be healthier, with lower rates of malnutrition and higher rates of vaccination.

Barriers to girls’ learning

The unfortunate reality is that although educating girls is vitally important, around the world too many girls face barriers to learning. These barriers can exist at various levels of the education system and wider society. High rates of early marriage, teen pregnancy and gender-based violence remain huge barriers to education, especially for older girls. Meanwhile, in their homes and communities, girls may face more domestic responsibilities than their male counterparts, alongside lower aspirations for their academic and economic potential. This can lead to limited support for their learning at home or fewer resources to support them to stay in school and learn.

Even when they are in school, girls too often face gendered barriers to learning. In some contexts – especially where gender intersects with other forms of marginalisation, such as extreme poverty, remote communities, the effects of crisis or conflict, and living with disabilities – this means that girls’ learning is falling behind that of boys. Meanwhile, cultures and attitudes within schools can reinforce cultural norms which limit girls’ learning, participation and aspirations, and school leadership may not be focused on quality instruction. Even where school leaders have the relevant data and will to enforce change, they often lack knowledge of how to address gender issues in their schools. There is also too often a lack of enforcement of safeguarding policies, and system incentives which are not geared towards ensuring that pupils (both girls and boys) learn in a safe and supportive environment.

In addition, there are specific barriers at classroom level which prevent girls from learning: these pedagogy-related challenges further hinder their ability to learn and thrive in school. Research shows that teaching and learning methods, curricula, school textbooks and learning materials, language and behaviour management approaches can all consciously or unconsciously reinforce harmful gender stereotypes, negatively affecting girls’ ability to learn. Teaching approaches can demonstrate higher expectations of boys, limiting aspirations, confidence and opportunities for girls, who are further disadvantaged when assessments are over-reliant on multiple choice and closed short answers, and when opportunities for collaborative and group learning in the classroom are lacking. Meanwhile, teacher training, recruitment and career progression processes also often reinforce or sustain gender biases.

As a result of all this, girls – and their peers, teachers, and communities – may have limiting beliefs about what they can do, perpetuating a cycle in which lower confidence and participation can be perceived as a lack of ability, and result in less support to succeed in learning. It is therefore critically important to ensure that teachers and school leaders have confidence and believe in the abilities of all their students, especially girls and those with disabilities, and that they continue to focus on improving the quality of pedagogy for learning as well as equity. Only then can we ensure that all girls and boys can reach their full potential.

Our approach to girls’ education

As we have seen, barriers to girls’ learning can be complex and inequalities at all levels of education systems continue to limit opportunities for girls. To address this, our approach is not simply about improving access to education for girls, but rather about working at all levels of the education system to equip and empower girls, their teachers, their communities and educational leaders to challenge harmful gender norms and address the deep-rooted issues and power imbalances which continue to advantage men and boys over girls.

We work to not only highlight girl-specific barriers, but also to transform education approaches to ensure education systems are inclusive for all. We are dedicated to ensuring that all students have a safe, quality and engaging learning experience by addressing stereotypes and norms which act against this.

We base our approaches to girls’ education on strong evidence of what works, and back this up by detailed gender analysis in every context – to ensure the best results for the girls we work with and for. We draw on our portfolio of research and generate, disseminate and apply evidence on what works in ensuring girls’ learning. Our wealth of research, consultancy and delivery experience and expertise in girls’ learning gives us a strong and nuanced understanding of the challenges and how to overcome them. In addition, we closely monitor and evaluate our own work and programmes to understand the elements of programming that are most effective and enable the most effective approaches to be scaled. We also share this evidence of what works and use data to inform decision-making at all levels, and to help our partners to target resources and develop and scale good practices – because rising to the specific challenges of girls’ education matters.

To find out more about our work in girls’ education, click here .

Wasichana Wetu Wafaulu: GEC Kenya

Our Wasichana Wetu Wafaulu (Let our girls succeed) programme in Kenya is part of the UK-funded worldwide Girls’ Education Challenge (GEC) to help some of the world’s poorest girls improve their lives through education. It builds on the success of our Wasichana Wote Wasome (Let all girls learn) programme that increased school enrolment for girls.

If we consider the specific needs of genders in the delivery of education as we do with other factors such as disability, then the benefits of gender-responsive education can be felt by all.

Adolescent girls’ education in Kenya: a case study

Gender gaps in education widen significantly at the time of adolescence due to the compounding disadvantage faced by girls, including negative gender norms, and health and safety risks. Our Girls’ Education Challenge project in Kenya works to support girls in a tailored way as they transition to secondary or vocational education and training pathways. In this case study, we illustrate the power of our guiding principle for adolescent girls’ education: as girls grow, we need to grow with them.

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Paragraph On Girl Education 100, 150, 200, 250 to 300 Words for Kids, Students and Children

February 7, 2024 by Veerendra

Paragraph On Girl Education: Girls education is a vital advancement need. Better educated girls will, in general, be healthier, take part more in the proper labour work, acquire higher salaries, have fewer kids, marry at a later age, and empower better social insurance and proper instruction to their future generation.

You can read more Paragraph Writing about articles, events, people, sports, technology many more.

Paragraph On Girl Education- 100 Words For Classes 1, 2, 3 Kids

Girl Education is identified with the development of the country. Education for girls is a relevant subject. Each country is concerned about it. Practically all nations of the world have a man-centric framework. We need to change this framework in the entire world.

Women, despite everything, lack education in numerous nations of the world. It isn’t beneficial for them, their society just as for their country. Even Indian culture considers girls inferior compared to men. Maybe, it is the explanation behind Indians despite everything battling as an immature country. We should genuinely consider it.

Paragraph On Girl Education- 150 Words For Classes 4, 5 Children

Girl education is the most significant need in the world at present. An educated girl contributes to each field for the advancement of the country. She can be a significant reason for bringing fortune to her family and the nation also. There is nothing that an educated girl can’t accomplish.

Educating a girl is not less than teaching an entire family. Her words and activities motivate each individual from the family. An educated girl acquires cash by working and along with supporting her family financially.

Young ladies and Women assume a significant job in building a society. They can show their youngsters and the kids around them. By this, those youngsters will think emphatically for their country, and the crime percentage will diminish definitely.

Sexual and abusive behaviour at the home of girls is the greatest disappointment of society. No one but educating can eradicate them from society. Educating can cause girls to comprehend their privileges in the nation.

Paragraph On Girl Education- 200 Words For Classes 6,7,8 Students

Education is the need of each person. It is the need of everybody, but the girls are for the most without it. The quantity of educated girls in the entire world, particularly in India, is extremely low when contrasted with educated boys. Numerous components are answerable for the absence of education in girls.

A large portion of the Indian culture thinks about the distinction of sexual orientation as the difference of abilities. They believe that girls can’t do what boys can. They are not skilful to boys. This mindset of guardians and society makes girls far away from training.

Unethical behaviour has spread to a considerable degree in our general public. Immoral individuals, for the most part, abuse girls. This abuse has sat in the psyches of Indian parents as a fear. This fear keeps guardians from sending girls out, because of which they can’t finish their education.

Absence of proper physical offices for women in educational establishments is another factor influencing the girl education. Principally, Urban and underdeveloped zones experience the ill effects of such an issue. Likewise, the inaccessibility of the woman educator influences the education of girls. In this way, girl education is a significant issue. We should stand and battle for the privileges of each and every girl.

Paragraph On Girl Education- 250 to 300 Words For Classes 9, 10, 11, 12 And Competitive Exams Students

Girl education is an issue that needs our consideration. It is probably the most severe issue globally. Everybody realizes that education is the essential need of us all. Girls likewise need the education to run their life smoothly. We, as a whole need to comprehend our commitment to this issue and co-work.

Most importantly, we must be delicate to the future of ladies in our family. We should move in the direction of giving all the essential and propelled education to the little girls in our family. Likewise, we should not force them to marry, and they finish their education.

Numerous individuals can’t educate their girls because of the absence of sufficient money. The amount of such people is the most in India. It’s anything but a complex issue. We can expel it by giving fundamental education either at a low or free from cost. It will help girls in having essential education and will make them qualified to continue in this cruel world.

Each educated girl by one way or another makes some positive changes in society. She turns into a motivation for different young ladies just as young men too. She can give a better generation to the country. An educated girl comprehends her duties, and she works for the government assistance of each person in the public arena. In current days, girls and ladies are adding to each field, including science, clinical, engineering, legislative issues, protection, social assistance, and numerous others. It has become conceivable simply because of the education of girls.

Paragraph On Girl Education For Classes 9, 10, 11, 12 And Competitive Exams

Frequently Asked Questions On Girl Education

Question 1. Explain the scenario of education among the girls in the world?

Answer: Women fulfill almost two-third population of the world among the 796 million illiterate population. According to the statics of the global, 39% only rural girls attend secondary school and rural boys, almost 45%. And in the urban areas, 59% of girls are found educated compared to that 60% of boys.

Question 2. Which country has the greatest number of people with lack of education?

Answer: Somalia is the world’s poorest educated country according to the education systems of the world.

Question 3. Which is the most educated country in the world?

Answer: Canada tops the chart of most educated the country in the world.

Question 4. What are some of the organizations working together for the development of girl education?

Answer: The organizations are Educate girls, United Nations Girls’ Education Initiative, Malala Fund and many more are working together to educate a large number of girls in the world for a better future society.

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Essay on Girl Education

Education is the backbone of development. Whether we talk about a nation’s development or personal development, everything is possible with education. It helps us to live a peaceful and prosperous life. Education is a basic need and one of the fundamental rights. Many people restrict girls from attaining education but this is a wrong practice. Education is equally important for every citizen of the country. Due to several reasons “Girl’s Education” is always a topic of concern for the nation.

Short and Long Girl Child Education Essay in English

Here, I’m providing short and long essays on Girl’s Education which will be helpful for students in all the classes. This essay will bring your attention to the importance of girls’ education in society.

Girl Child Education Essay 10 Lines (100 – 150 Words)

1) Girl education is necessary for balancing society and nation.

2) Education help girls to become self-independent.

3) Education helps to fight social issues like dowry, child marriage, etc.

4) An educated woman knows what is good and bad for her.

5) It helps to make good decisions and hence improves their quality of life.

6) Earlier people have a conservative mindset that doesn’t allow girls to go to school.

7) Poverty, security concerns, social issues, etc restrict girls from getting an education.

8) Many organization is helping to promote girls’ education.

9) The condition of girls’ education in India is now improving.

10) Educating a girl not only improves her life but also enhances the life of every person associated with her.

Short Essay on Girl’s Education (200 – 250 Words)

The root of every success and every achievement is education. A country can be developed only when its citizens are educated. Women contribute a majority of the population in every country. Hence, educating a girl is directly linked to the progress of the country. Educating a girl gives her the power to lead a peaceful life. It gives her confidence and strength to make better decisions. Education helps women to take proper care of their children.

Many reasons restrict girls from gaining an education. In rural areas, the percentage of educated women is comparatively low than the urban areas. The major reason is the absence of nearby schools. Girls have to walk several kilometers away from home to reach school. This raises the security concern for their parents. Poverty is another barrier in the path of girls’ education. Many people still think that girls are meant to remain in the house and do household chores. However, the figure for girls’ education is now changing.

In past, several reformers fought for the rights of women and their education. The government has also initiated several programs to improve the condition of girls’ education. As the result, the statistics show the improvement in girls’ education in India. In India, the literacy rate in the rural area is 73.5% while in urban it is 87.7%, according to the 2022 census. Women of India like Kalpana Chawla, Kiran Bedi, Saina Nehwal, etc are making India proud.

Long Essay on Girl Education (500 – 600 Words)

Introduction

Educating a girl does not only contribute to the development of the country but also helps in developing an independent mindset among girls. The understanding of good and bad comes from education. It helps a girl in personal development; they can do their job better when educated. Society must understand the importance and need of educating girls.

Girl’s education challenges

Several hurdles restrict girls from getting an education. These barriers mostly arise in rural areas. The main barrier is people’s conservative mentality. They think that boys should study as they have to earn money in the future while girls should perform cooking and other household activities.

Another significant reason is poverty. Due to poverty, many families are unable to afford to educate their children. However, if they ever get a chance, they always prioritize boys over girls. The other reason is that of security. The increasing case of girls’ harassment and improper security assurance makes it risky to send them to school. The stereotype and social pressure restrict many families to educate their girls. Sometimes, religious cultures and beliefs also restrict girls’ education in society.

Importance of Girls’ education

Women are an equal contributor to the country; their illiteracy rate will highly affect the development of the nation. An educated woman is capable of supporting her family in bad times.

A girl can be a daughter, a wife, and a mother. Through education, a daughter can help her poor father in income, as a wife she can support her husband in every situation, and as a mother she will be capable to properly guide her children and teach them good etiquette.

It is well said that educating a boy means educating one person but educating a girl means educating the whole society. Education is necessary for all human beings irrespective of their caste, gender, or religion.

Girl’s education in India

India is a developing country that is doing well in several fields. But when we talk about literacy rates of women, India remains at the back. In India, girls are considered goddesses but they are not allowed to gain an education. However, this scenario is changing with time. Earlier, girls were confined between the walls of houses but now they are flying high in the sky. The changing mindset of people is now allowing girls to go to schools and attain education in India.

According to reports, in 2019 the share of women enrolled in courses was only 26 percent. However, this share increased to 36 percent in 2021. According to the 2022 census of India, the overall literacy rate is 77.7%. The male literacy rate is 84.7% whereas it is only 70.3% for women. In India, the state with the highest female literacy rate in Kerala while the lowest female literacy rate is seen in Bihar. Soon it is expected that the gap between male and female education will be filled in India.

The modern mindset supports girl education, unlike the traditional mentality. Earlier people think that girls are a burden; they are born only to perform household activities. They were not even allowed to go outside the door. But with time, when girls get a chance to show their capabilities, they proved that they are not less than boys in any field. This made many people think about the necessity of educating girls. Today, girls are making their parents proud by turning their dreams into reality. They showed that small support and opportunity can change the life of a girl and her family.

FAQs: Frequently Asked Questions on Girl’s Education

Ans. Thomas Babington Macaulay is famous as the father of Indian Education.

Ans. Beti Bachao, Beti Padhao, Mukhyamantri Kanya Suraksha Yojana, CBSE Udaan Scheme, etc are some schemes initiated for girls’ education in India.

Ans. Many people fought for girls’ education like Savitri Bai Phule, Jyotirao Phule, Raja Ram Mohan Roy, etc.

Ans. On 11 November, India celebrates National Education Day on account of the birthday of Maulana Abul Kalam Azad.

Ans. The man behind the inventor of exams was Henry Fischel.

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Article on Education of Girl Child in the Country

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In many parts of our country girls are still discouraged from going to school. Consequently sizable section of the population is deprived of education. Schemes like Sarva Shiksha Abhiyan, CBSE scholarship to single girl child and the Government’s policy of giving free education to girls have come as a boon to our society. Write an article in 150- 200 words on education of the girl child in the country.

Education of the Girl Child in the Country

In many countries, including India, the girl child is discriminated against from the early stages of her life. It is because of this discrimination, girls are not allowed education either in their childhood or after a certain age. In rural parts of India, one of the reasons why girls are deprived of education is that they would leave the parents’ house post marriage. Poor parents do not consider it to be economical investment. Since boys are the bread earners, their education is given the maximum importance.

Often girls themselves choose not to study, usually due to financial crisis at home, domestic responsibilities and even lack of aspiration. However, education for girls is extremely necessary because they too play an important role in country’s economy and society. Also, women are the primary care givers in the family. Proper education would enable them to improve their lives and others’ as well. Educated girls can share the burden of earning a livelihood, which would eliminate child labour.

Education will also make girls aware of family planning, health and sanitation. As a result, there will be low infant mortality rates and less numbers of death of women in child birth.

Fortunately, government schemes, such as Sarva Shiksha Abhiyaan, CBSE scholarship to single girl child and the policy of giving free education to girls have come as a boon to our society. One can say there is still hope for the betterment of the country.

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Article on Importance of Girl Education

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Article on Importance of Girl ...

There are approximately 34 million adolescent girls out of school. Another shocking fact is that two-thirds of the 796 million illiterates are women. According to the 2011 census, the male literacy rate is 82.14% and the female literacy rate is only 65.46% in India. All these statistics certainly reveal the kind of discrimination that women face in today's world.

According to the 2011 census, the literacy rate of men is 82.14% and that of women only 65.46% in India. All these statistics certainly reveal the kind of discrimination that women face in today's world.

Education is as important as air, food and housing for both men and women. Girls in India are considered a burden on parents by some people. People think that girls must first be raised, then married and sent to another house, while boys are considered the legal heirs of the family.

They are considered the guardians of parents in their old age. People think that investing in a boy's education would be beneficial rather than a girl's, since they will go to another house.

People think that women are sent to Earth just to cook, clean and give birth to children. Because of this thought, girls suffer and they are ignored. Things have got so much worse that some of the girls are killed before birth in the mother's womb and if they have given birth; they are despised by the family. Some are killed after birth too.

The fundamental problem with this is that in India, a lot of importance is attached to marriage. People in India think that the ultimate home of a girl is her husband's house and that her fate should remain confined to the four walls of the house.

People will not be bothered to spend so much on a wedding as on a girl's education. For this reason, all girls must give up their dreams. One person can not be blamed but the entire society is responsible for the fate of the girls. People do not realize that educating a girl is as important as educating a boy. Whenever a girl has the opportunity to prove her abilities, she has always proven herself.

Education has a global impact on girls. Education makes a person strong mentally, socially and intellectually by increasing our knowledge. Educated girls are confident. They can make decisions on their own and become self-reliant.

They can earn for themselves and take care of their families. They are independent and do not depend on men to validate their existence.

After the wedding, they can help their husband financially and add to the family income. They will take care of their children and help to educate and transmit good values.

Someone rightly said, "If you educate a man, you educate a person, but if you educate a woman, you educate the whole family and a nation."

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Importance Of Women's Education Essay

Women's education is a fundamental human right and an important tool for creating a more just and equitable society. Here are a few sample essays on ‘importance of women’s education’.

100 Words Essay On Importance Of Women's Education

Women's education is essential for the development and progress of any society. Educated women have the potential to become strong leaders, role models, and agents of change in their communities. They are more likely to participate in the workforce, earn higher wages, and provide for themselves and their families.

Education also empowers women to make informed decisions about their health, rights, and overall well-being. Investing in women's education is also a key strategy for reducing poverty and promoting gender equality. Educated women are more likely to educate their children, breaking the cycle of poverty and creating a brighter future for the next generation.

200 Words Essay On Importance Of Women's Education

Women's education is crucial for the development and progress of any society. Education is a fundamental human right and women have the same right to education as men. Educated women have the potential to become strong leaders, role models, and agents of change in their communities. They are more likely to participate in the workforce, earn higher wages, and provide for themselves and their families.

I remember reading a story about a woman named Rupa, who grew up in a small village in India. Despite facing numerous obstacles, she was determined to get an education. With the help of a local NGO, she was able to attend school and later went on to college. Today, she is a successful businesswoman and a role model for other women in her village. She is using her education and success to give back to her community by providing education and job opportunities for other women.

500 Words Essay On Importance Of Women's Education

Women's education is essential for the development and progress of any society. Education is a fundamental human right , and women have the same right to education as men.

Empowerment and Economic Development

Women's economic empowerment entails their ability to engage equally in current markets, access to and control over productive resources, access to good employment, control over their own time, lives, and bodies, as well as a greater voice, agency, and meaningful participation in economic decision-making at all levels, from the family to international organisations. Women's economic empowerment improves income equality, diversity of the economy, productivity, and other good development results.

Health and Well-being

Education also empowers women to make informed decisions about their health, rights, and overall well-being. Educated women are more likely to understand the importance of healthcare and will take better care of themselves and their families. They also have a better understanding of their rights and will be more likely to speak out against discrimination and violence. Women's economic empowerment improves income equality, diversity of the economy, productivity, and other good development results. The health and wellness of women and girls, as well as their chances for earning an income and participating in the formal labour market, depend on education, upskilling, and reskilling throughout their lives—especially to keep up with the rapid technological and digital revolutions affecting jobs.

Breaking the cycle of poverty

Investing in women's education is also a key strategy for reducing poverty and promoting gender equality. Educated women are more likely to educate their children, breaking the cycle of poverty and creating a brighter future for the next generation. Studies have also shown that countries with more educated women have more stable and prosperous economies.

Life Story of Savitribai Phule

Savitribai Phule is a remarkable woman who must be mentioned in every essay about women's education. She was the first female teacher in India. It is crucial to realise that in earlier times, particularly in India, women had minimal access to education. Savitribai Phule overcame obstacles like the caste system and male supremacy. Any woman taking the initiative and standing up for a cause at that time was unthinkable and impossible. Savitribai Phule, on the other hand, dismantled all the barriers and fought for women's education in India. She did it by deed rather than speech. She transformed into a live example.

Savitri Phule and her family became a real example of dispelling many stereotypes thanks to her husband's support and relentless work to advance fair education for all. Her success was a model for other Indian girls who wanted to pursue education. They also established the "Native Library" and a school for girls. The goal was to connect with as many youngsters as possible nationwide.

One person was able to carry the light for countless others. Additionally, they assumed care for a widow's son and set up an intercaste union for him. This wickedness still rules society today. Savtribai Phule provided many people at the time with a heroic, impossibly high example. The Savitribai Phule University in Pune was established in her honour today. This university upholds the tradition of comprehensive education. The country applauds Savitribai Phule for her outstanding contributions to education and social transformation.

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EDITORIAL article

Editorial: women in teacher education: gendered stories of teaching, learning, and teacher education.

$\r\nDolana Mogadime$

1 Brock University, St. Catharines, ON, Canada
2 East Tennessee State University, Johnson City, TN, United States
3 Mary Immaculate College, Limerick, Ireland
4 Aga Khan University, Karachi, Pakistan
5 Universidad Villanueva, Madrid, Spain
6 University of Missouri–Kansas City, Kansas City, MO, United States

Editorial on the Research Topic Women in teacher education: gendered stories of teaching, learning, and teacher education

The higher representation of women in the field of education is said to reflect traditional gender stereotypes that impact on women's trajectory into the teaching profession ( Napierala and Colyar, 2022 , p.14). Using international lenses, that view reflects UNESCO (2023) discussion of the predominance of women in the profession of teaching. Other reports about women in higher education corroborate when mentioning that “women make up 58% of faculty in fields stereotypically considered more feminine, such as education and health, whereas women make up just 21% of STEM faculty” ( Napierala and Colyar, 2022 , p. 5).

The present topic entitled “ Women in teacher education: gendered stories of teaching, learning, and teacher education ” emerged from the impetus to honor women researchers in recognition of International Women's Day. The Editors for this journal Research Topic that is focused on women in educational research and women in teacher education comprise researchers in the broad field of Education. We bring together shared perspectives from our contexts of Canada, Ireland, Pakistan, Spain, and the United States while shedding light on cutting edge research in Education involving women.

In contemplating the scope and concentration of this Research Topic, we noted how we had witnessed the keen (and important) focus among researchers on the disparities between that of women and men in the sciences, math, and engineering. However, less attention seems to have been paid to how women in teacher education and the educational field are faring. While we wonder if this scholarship gap is due to the predominance of women in the field, there are questions that remain even in the face of that predominance. For example, even though the gap in women's salaries is narrowing in comparison to that of men, the education field tends to pay a lower salary than that of researchers in the sciences, math, and engineering ( Napierala, 2022 , p. 6).

This Research Topic pays attention to the knowledge production among women researchers as sole authors, co-authors, and/or as primary authors whose work contributes to the field of education and teacher education and recognizes the added value they bring to the social sciences. Noting that those few studies that do consider women in social sciences ( Oleschuk, 2020 ) do not incorporate educational researchers, this Research Topic offers a unique focus.

We provide below an overview of the articles that have been collected for this journal Research Topic. Each of the articles focus on pertinent areas of education and/or teacher education. They highlight a focus on gender in the field of Education and showcase the work of women educational researchers. We invite readers to explore this set of articles to shed light on the issues facing women in education and the perspectives of women in education. We anticipate that this Research Topic of research will pave the way for ongoing discussion and research.

In “ Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of expertise: The case of the end of year three evaluation of the access and inclusion model ,” Sheridan et al. , feminist theory is applied to understand the gendered experiences of one practitioner researcher in a national program, the Access and Inclusion Mode l in Ireland. Thematic analysis is applied to the critical reflection composed by the first author. Findings highlight the need to bolster feminine constructions of power related to care, nurture, collaboration, and enabling. Data also demonstrate the possibilities of a feminist lens in the discovery of expert identity and in the empowerment of others. Finally, the authors posit that focus on inclusion of practitioner voices in education, particularly feminized perspectives, could empower female educators to transform policy and practice.

In “ Hate speech in adolescents: A binational study on prevalence and demographic differences ,” Castellanos et al. argue that there is a predominance of researchers attending to hate speech as it occurs online. However, the authors argue that due to the impact of hate speech on “victims, perpetrators, and those who witness it” (p. 1) it is critical to pay attention and characterize its occurrences both online and offline with particular interest in schools. The researchers draw from data that includes 3,620 7–9th graders from 42 schools in both Germany and Switzerland. They identify that 50% of respondents named offline hate speech while 63% named online hate as being due to “skin color and origin” (p. 1). Findings regarding the high frequency of hate speech point to the need to make available school-based programs for youth that focus on prevention.

Mooney Simmie calls for critical feminist approaches to research in teacher education in “ The fast globalizing gendered construction of teacher education: A critical feminist research policy analysis of the contemporary reform movement, challenges hegemonic masculinities at play in the fast-paced, globalized context of higher education .” This article raises a number of concerns about assumptions of gender-neutral inclusion policies and the ways in which macro policy shapes and re-shapes gendered constructions of teacher education. Through a feminist discourse analysis of two OECD educational policy texts, Mooney Simmie reveals the framing of gender relations in teacher education macro policy with specific reference to the uncritical nature of gender-neutral policies of inclusion and sustainability. Mooney Simmie 's timely article invites readers to interrupt the audit culture, speed, and hegemony of contemporary discourse in educational policy and to consider emancipatory practices that can offer hope and solidarity to women teacher educators who seek to uphold affective practices, deep learning, and democracy.

In “ Educators in Israel define cultural competence ,” Shapira et al. focus on the concept and application of cultural competence as it pertains to the Israeli context. The authors consider the unique cultural setting of Israel, where schooling is organized along religious and cultural lines. The article presents the findings of a mixed methods study into teachers' perception of cultural competence. The authors highlight that most of the teachers understood the concept of cultural competence. However, the findings indicate the need to take into account the specific context of Israeli schooling in preparing teachers to be culturally competent educators in support of learners in Israeli schools.

In “ Attending to the voices of parents of children with Reactive Attachment Disorder ,” Schlein and Taft delve into a narrative inquiry case study of the school experiences of adoptive and/or foster parents raising children with Reactive Attachment Disorder (RAD). Utilizing interviews and support group observations, data were collected from families facing the challenges of parenting children with attachment disorders. Results display the pervasive sense among caregivers that they are systematically silenced by educational institutions. The data elucidate the dissonance between the social, emotional, and academic needs of children with attachment disorders and the prevailing structures of educational accountability. Considerations regarding the imperative to reimagine educational accountability frameworks, emphasizing the necessity of aligning them with the perspectives and experiences of parents with children with special needs are highlighted.

In “ Examining gender issues in education: Exploring confounding experiences on three female educators' professional knowledge landscapes ,” Kelley et al. use a critical feminist lens to share stories of their early career, middle career and recent career experiences. These narratives have deeper implications for recognizing the way women face inequities in their academic workplaces. Employing the broadening, burrowing, and storying-restorying framework of Clandinin and Connelly (2000) , the three female educators take the readers through an emotive continuum of reflective experiences, relating how their resilience toward inequitable treatments helped them break the “glass ceiling.” There are important lessons in these stories for all women to rise above the injustices and oppressions that they face in their workplaces and break through the glass ceiling through a collaborative knowledge community of mentors and critical friends.

Author contributions

DM: Conceptualization, Data curation, Formal analysis, Writing—original draft, Writing—review & editing. RM: Conceptualization, Project administration, Writing—review & editing. GM: Writing—review & editing. MR: Writing—review & editing. GG: Writing—review & editing. CS: Writing—review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Clandinin, D. J., and Connelly, M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research . San Francisco, CA: John Wiley & Sons.

Google Scholar

Napierala, J. (2022). Trends in the Gender Pay Gap at Ontario Universities . Toronto: Higher Education Quality Council of Ontario.

Napierala, J., and Colyar, J. (2022). Gendered Trends in Ontario University Faculty Employment . Toronto: Higher Education Quality Council of Ontario.

Oleschuk, M. (2020). Gender equity considerations for tenure and promotion during COVID19. 2020 Canad. Sociol. Assoc. 57, 502–515. doi: 10.1111/cars.12295

PubMed Abstract | Crossref Full Text | Google Scholar

UNESCO (2023). Gender Equality In and Through the Teaching Profession . Available online at: https://www.unesco.org/en/articles/gender-equality-and-through-teaching-profession (accessed January 28, 2024).

Keywords: teacher education, educational research, women in education, gender and women, women teachers

Citation: Mogadime D, Moran R, Moore G, Rizvi M, Gratacós G and Schlein C (2024) Editorial: Women in teacher education: gendered stories of teaching, learning, and teacher education. Front. Educ. 9:1381108. doi: 10.3389/feduc.2024.1381108

Received: 02 February 2024; Accepted: 12 February 2024; Published: 27 February 2024.

Edited and reviewed by: Stefinee Pinnegar , Brigham Young University, United States

Copyright © 2024 Mogadime, Moran, Moore, Rizvi, Gratacós and Schlein. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Dolana Mogadime, dmogadime@brocku.ca

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Snopes fact-checked the presidential debate live!

'Hawk Tuah Girl' Fired from Preschool Teaching Job After Viral Video?

A video of the woman rapidly spread online due to her risqué relationship advice., nick hardinges, published june 26, 2024.

About this rating

On June 21, 2024, the Facebook page Tippah County Tribune published a post positing a social media celebrity known as the "Hawk Tuah girl" was fired from her job as a preschool teacher after a video of her risqué relationship advice went viral online.

During a street interview in Nashville with YouTubers Tim & Dee TV, the girl — widely reported as being named Hailey Welch, although this had not been officially confirmed at the time of this writing — was asked: "What's one move in bed that makes a man go crazy every time?"

Mimicking spitting on her partner's private parts, she jokingly replied: "Ahh you've got to give it that hawk tuah and spit on that thang. You get me?"

The clip became an instant meme and spread like wildfire across social media.

Tippah County Tribune (TCT) responded by saying a 23-year-old girl named Hailey Wellington was forced to resign from her position at "Epstein Day School" because children who saw the video were "spitting on each other" after hearing the "teacher" say "spit on that thang" online.

TCT quoted the school's director Carla Reed as saying students "really look up to her as a role model and imitate the things that she does," and that they "love Hailey but unfortunately we cannot allow this type of behavior from one of our very own faculty members."

The Facebook page, whose post had amassed more than 47,000 interactions at the time of this writing, then quoted the Hawk Tuah girl as saying:

I love those kids and they mean the world to me. It is not fair that I am forced to resign from my job because of a matter that occurred during my own personal free time away from school. What I said during that interview was based on my own personal thoughts. I was giving good advice to those who might want to have a little fun. I have the right to share my life experiences if I choose to do so. It has nothing to do with the kind of teacher I am for my kids. It is outright discrimination and I plan to seek retribution against the preschool.

TCT's claim likewise went viral, with social media users across multiple platforms echoing the rumor that she was fired from her job as a preschool teacher. Examples appeared in numerous Facebook posts and in masses of X posts , where one user wrote: "I hope she puts the school district into bankruptcy with her lawsuit."

Another claimed the girl was "currently is the process of fundraising to hire an attorney."

TikTok users also repeated the claim in multiple videos .

However, TCT's post was not meant to be taken seriously. The Facebook page described its output as being satirical in nature, as follows:

Tippah County's #1 Publication For Satirical Laughs.

TCT's Facebook cover photo also called the page Tippah County's number one publication for satirical laughs.

The page later posted two other satirical updates on Hawk Tuah girl.

Tim & Dee TV posted several versions of the original video on YouTube , Instagram and TikTok .

For background, here is why we sometimes write about satire/humor.

Facebook . https://www.facebook.com/tippahcountytribune/posts/pfbid0YuWWL6VhBDuBTHLLPsGFmo3c2Kw7fxqFAmXoYYvJgk9kkkVHuPLjEjBv5oXqPGDJl. Accessed 26 June 2024.

Hailey Welch - Google Search . https://www.google.com/search?sca_esv=38f61a096ba32030&q=hailey+welch&tbm=nws&source=lnms&fbs=AEQNm0Aa4sjWe7Rqy32pFwRj0UkWd8nbOJfsBGGB5IQQO6L3J5MIFhvnvU242yFxzEEp3BeeRDeomFf8DkO7myIzvXpiBdfFz5h2ZV6WyoEoFhsRKWC0YT2o6yqVxHd61A8_1N098RlRDpMO5EZzCP0tBSyHH9FLkWPP8nkOK4XpicPt6rQZqfVIamI-H-qcjl9VxJ3X7AvL&sa=X&ved=2ahUKEwj53t3FvfmGAxXxWEEAHeA7COkQ0pQJegQIEhAB&biw=1280&bih=593&dpr=1.5. Accessed 26 June 2024.

Instagram . https://www.instagram.com/accounts/login/?next=https%3A%2F%2Fwww.instagram.com%2Fp%2FC8Uyi3kJDRB%2F&is_from_rle. Accessed 26 June 2024.

--- . https://www.facebook.com/login/. Accessed 26 June 2024.

TikTok - Make Your Day . https://www.tiktok.com/@dmarloww/video/7379047990247296287. Accessed 26 June 2024.

Tim & Dee TV. Hawk Tuah Girl Original Video . 2024. YouTube , https://www.youtube.com/watch?v=C7tydu_erZo.

By Nick Hardinges

Nick Hardinges is a London-based reporter who previously worked as a fact-checker at Reuters.

UN envoy defends failure to include Afghan women in upcoming meeting with the Taliban in Qatar

FILE - Kyrgyz President Roza Otunbayeva speaks to the media at a polling station during the presidential election in Bishkek, Kyrgyzstan,on Oct. 30, 2011. U.N. special envoy Roza Otunbayeva was pummeled with questions Friday, June 21, 2024 from journalists about criticism from human rights organizations at the omission of Afghan women from the meeting in Qatar’s capital Doha on June 30 and July 1. (Sultan Dosaliev/Pool Photo via AP, File)

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UNITED NATIONS (AP) — The United Nations’ top official in Afghanistan defended the failure to include Afghan women in the upcoming first meeting between the Taliban and envoys from 22 countries, insisting that demands for women’s rights are certain to be raised.

U.N. special envoy Roza Otunbayeva was pummeled with questions Friday from journalists about criticism from human rights organizations at the omission of Afghan women from the meeting in Qatar’s capital, Doha, on June 30 and July 1.

The Taliban seized power in 2021 as United States and NATO forces withdrew following two decades of war. No country officially recognizes them as Afghanistan’s government, and the U.N. has said that recognition is almost impossible while bans on female education and employment remain in place.

Human Rights Watch Executive Director Tirana Hassan said that, in the face of the Taliban’s tightening repression of women and girls, the U.N. plans to hold a meeting “without women’s rights on the agenda or Afghan women in the room are shocking.”

Amnesty International Secretary General Agnes Callamard said, “The credibility of this meeting will be in tatters if it doesn’t adequately address the human rights crisis in Afghanistan and fails to involve women human rights defenders and other relevant stakeholders from Afghan civil society.”

Otunbayeva, a former president and foreign minister of Kyrgyzstan , insisted after briefing the U.N. Security Council that “nobody dictated” conditions to the United Nations about the Doha meeting, but she confirmed that no Afghan women will be present.

U.N. political chief Rosemary DiCarlo will chair the meeting, Otunbayeva said. She will attend, and a few of the 22 special envoys on Afghanistan who are women will also be there.

The meeting is the third U.N.-sponsored gathering on the Afghan crisis in Doha. The Taliban weren’t invited to the first, and Secretary-General Antonio Guterres said they set unacceptable conditions for attending the second in February, including demands that Afghan civil society members be excluded from the talks and that they be treated as the country’s legitimate rulers.

Undersecretary-General DiCarlo visited Afghanistan in May and invited the Taliban Foreign Minister, Amir Khan Muttaqi, to attend the upcoming meeting. The Taliban accepted and said they are sending a delegation.

“We do hope that delegation will be led by de facto Foreign Minister Muttaqi,” Otunbayeva said, but the Taliban may send another minister.

Just before the Doha gathering, there will be a hybrid meeting with Afghan civil society representatives from inside and outside the country, Otunbayeva said. And on July 2, immediately after Doha, “we’ll be meeting all the civil society people.”

The Taliban have used their interpretation of Islamic law to bar girls from education beyond age 11, ban women from public spaces, exclude them from many jobs, and enforce dress codes and male guardianship requirements .

Otunbayeva said the upcoming gathering will be the first face-to-face meeting between the Taliban and the envoys and will focus on what she said were “the most important acute issues of today” — private business and banking, and counter-narcotics policy.

Both are about women, she said, and the envoys will tell the Taliban, “Look, it doesn’t work like this. We should have women around the table. We should provide them also access to businesses.” She added that “if there are, let’s say, 5 million addicted people in Afghanistan , more than 30% are women.”

Otunbayeva told the Security Council the U.N. hopes the envoys and the Taliban delegation will speak to each other, recognize the need to engage, and “agree on next steps to alleviate the uncertainties that face the Afghan people.”

The U.N. expects a continuation of the dialogue at a fourth Doha meeting later in the year focused on another key issue: the impact of climate change on the country.

Lisa Doughten, the U.N. humanitarian office’s finance director, told the council that “the particularly acute effects of climate change” are deepening Afghanistan’s humanitarian crisis, saying over 50% of the population — some 23.7 million people — need humanitarian aid this year, the third-highest number in the world.

“Extreme weather events are more frequent and more intense,” she said. “Some areas in Afghanistan have warmed at twice the global average since 1950” with the country experiencing increasing droughts and deadly flash flooding .

Otunbayeva said another outcome from the Doha meeting that the U.N. would like to see is the creation of working groups to continue talks on how to help farmers replace poppies producing opium with other crops, how to provide pharmacies with medication to help addicted people, and how to address crime and improve banking and private businesses.

As for what the U.N. would like to see, she said, “we need badly that they will change their minds and let girls go to school.”

Otunbayeva said Afghanistan is the only country in the 57-nation Organization of Islamic Cooperation that doesn’t let girls go to school, which she called “a big puzzle.” Afghanistan has been very male-dominated and “we want to change the minds” of young people from such a traditional society towards women, Otunbayeva said.

The humanitarian office’s Doughten told the council “the ban on girls’ education is fueling an increase in child marriage and early childbearing, with dire physical, emotional and economic consequences.” She also cited reports that attempted suicides by women and girls are increasing.

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