About the author: Muskan Jhaveri is a dedicated and driven student from Mumbai, currently studying in the 11th grade at BD Somani International School. Passionate about history and global politics, she aspires to pursue studies in these fields in the future. An advocate for women’s rights, Muskan recently launched Flow Forward, a foundation dedicated to educating women about menstrual health and empowerment, reflecting her commitment to making a meaningful impact in her community.
Abstract
This research paper aims to analyse and understand the socio-economic determinants that are currently influencing elevated dropout rates among female students in Indian secondary education. Moreover, a particular focus on Maharashtra as a case study will help gain specific insights on the barriers that disproportionately affect female students. The study examines the critical economic constraints, like poverty and low income levels, that compel families to prioritise short-term financial savings rather than long-term educational aspirations. Furthermore, by using the current policy framework, the paper will recommend targeted ways to address these factors and promote gender equality and economic development.
Introduction: Overview of the Indian Education System
Secondary education in India has witnessed significant growth and transformation, structured across multiple levels: primary, secondary, and higher education. The National Education Policy (NEP) 2020 has introduced a new educational framework, adopting the 5+3+3+4 model, which delineates educational stages from foundational years through preparatory and middle stages, culminating in secondary education (Drishti IAS, 2023). This model spans ages 3 to 18 and aims to create a more organised learning experience. The Indian education system operates as a concurrent subject, with both central and state governments involved in policy-making and implementation. The National Council of Educational Research and Training (NCERT) plays a crucial role in developing educational frameworks and curricula (BYJU’S, 2022). Currently, India has over 1.4 million schools and approximately 414 million students, with the literacy rate improving significantly to 77.7% in 2022, up from 18% in 1947 (India.gov.in, 2022).
However, implementation remains inconsistent; many secondary schools lack essential facilities such as libraries and laboratories. Nationally, 89.3% of schools lack electricity, and 44.6% lack computer facilities, severely impacting the quality of education due to insufficient resources (NCF 2023). Furthermore, the curriculum often does not align with modern job market requirements, emphasising theoretical knowledge over practical skills (IITMS, 2023). Inadequate government funding at only 3.1% of GDP exacerbates these issues, highlighting the need for substantial investment to improve educational outcomes across the country. The issue of high dropout rates in India, particularly among female students, is largely rooted in access and affordability, which hinder economic growth. Economic disparities and various socio-economic factors limit access to basic education for marginalised communities. Many families prioritise boys’ education over girls’ due to financial constraints, directly influencing high dropout rates and enrolment in higher education (Times of India, 2023). The Economic Survey of Maharashtra indicated that dropout rates have increased significantly, doubling in secondary sections compared to pre-pandemic levels, with the secondary level dropout rate recorded at 10.7% according to UDISE+ data (Economic Survey of Maharashtra, 2023). In contrast, more rural states like Bihar and Odisha report rates as high as 27.29% (Times of India, 2023). A major concern is that many girls are forced into child marriage or labour to contribute to family income, as education is often not viewed as beneficial for them (UNICEF, 2022).
Consequently, girls who drop out face limited job prospects, lower earning potential, and reduced social mobility. Addressing dropout rates among girls is not merely an educational issue; it is fundamentally tied to economic development and the broader societal implications of gender inequality.
India is one of the most economically diverse countries, with significant fluctuations in wealth across different regions. While the percentage of Indians living below the poverty line has decreased to less than 5%, issues related to financial instability in rural areas persist. According to a report by CNN, approximately 60% of people in India continue to live on less than $3.10 a day, which underscores the financial challenges faced by many families (CNN, 2022). For low-income households, the costs associated with education—such as transportation, uniforms, textbooks, stationery, and examination fees—can become substantial financial burdens. The Sakal India Foundation highlights that these rising costs often lead families to prioritise household survival over education (Sakal India Foundation, 2023). Despite government efforts to provide free public schooling through initiatives like the Sarva Shiksha Abhiyan, which aims to make education free and compulsory as a fundamental right, indirect expenses frequently force parents to withdraw their daughters from school (Times of India, 2023). Furthermore, the National Family Health Survey indicates that approximately 27% of women aged 20-24 were married before the age of 18, reflecting a belief among conservative families that this is a viable way for girls to contribute to household incomes (NFHS, 2021).
The ‘opportunity cost’ mindset
‘Opportunity costs’ refer to the loss of potential gain from other alternatives when one alternative is chosen. In the context of education, the opportunity cost of sending girls to school instead of having them work or contribute to household chores can be substantial. In many traditional cultures, daughters are expected to assist with raising younger siblings, cooking, cleaning, or performing other tasks essential for the family’s daily functioning (Sakal India Foundation, 2023). When these girls attend school, families lose this valuable labour, which is often viewed as a significant opportunity. This perceived high cost discourages investment in girls’ education, as the immediate economic support they provide is considered more critical than the long-term benefits of their education. Furthermore, many families believe that investing in girls’ education does not yield a high return, particularly in communities where women’s roles are largely confined to domestic duties or where early marriage is prevalent. Consequently, families often prioritise education for boys, who are seen as more likely to secure higher-paying jobs and provide financial support to their parents in the future (Drishti IAS, 2023).
Child marriage and its implications
Another major socio-economic factor contributing to high dropout rates is the widespread belief in rural areas that child marriage alleviates the burdens placed on families. For low-income families, early marriage is sometimes seen as a solution to reduce the expected dowry and lessen the financial burden of supporting a daughter. This practice perpetuates a cycle that limits educational opportunities while reinforcing gender inequalities. Once a girl is married, gaining an education becomes challenging due to increased domestic responsibilities and expectations to prioritise her role as a wife and eventually a mother. Studies indicate that girls who marry early are six times more likely to drop out of secondary school than their peers who marry later or not at all. The National Family Health Survey (NFHS-4) data revealed that the dropout rate for girls aged 15-19 was significantly higher among those who were married, at about 66%, compared to those who were unmarried (NFHS, 2019). Moreover, child marriage rates are particularly high in certain states, with West Bengal (41%), Bihar (40%), and Jharkhand (37.9%) reporting some of the highest proportions of women married before age 18. These regions also exhibit higher dropout rates among female students at the secondary education level, demonstrating a clear correlation between early marriage and education discontinuation (Economic Impact of Child Marriage, 2020).
The Case of Maharashtra State
In Maharashtra, income levels significantly impact educational access, particularly for female students, leading to high dropout rates. Despite government initiatives like the Majhi Ladki Bahin scheme, which aims to provide financial support for girls from economically weaker sections, many families still struggle with the costs associated with education (The Hindu, 2023). The Economic Survey of Maharashtra 2023-24 revealed that dropout rates increased fivefold in primary education and over twofold in secondary education, exacerbated by the financial strains many families faced during and after the COVID-19 pandemic (Times of India, 2023). Additionally, the lack of adequate school infrastructure in Maharashtra, such as separate toilets for girls, further hinders female students’ ability to continue their education (Vidhi Legal Policy, 2023). These socio-economic challenges underscore the need for targeted interventions that not only alleviate financial burdens but also improve educational facilities to ensure equitable access to education for all children in Maharashtra.
The Indian government has implemented various policies to address the issue of high dropout rates among girls, aiming to improve access, reduce gender disparities, and eliminate economic constraints placed on education. The National Education Policy (NEP) 2020 is a significant initiative that focuses on extending financial support, improving infrastructure, and integrating vocational training, making education more accessible and relevant for girls (PIB, 2020).
Additionally, the Beti Bachao, Beti Padhao program, launched in 2015, addresses the declining child sex ratio and promotes girls’ education through awareness campaigns and incentive-based programs that encourage families to prioritise girls’ education over early marriage. The Kasturba Gandhi Balika Vidyalaya (KGBV) offers free education, boarding, and lodging to girls from marginalised communities, addressing barriers such as safety and economic constraints that often hinder their educational pursuits. Furthermore, the National Scheme of Incentives to Girls for Secondary Education (NSIGSE) provides cash incentives to girls who complete upper primary school and enroll in secondary education, motivating families to support girls’ educational journeys (BYJU’S, 2020).
However, the impact of these policies has often been limited by inconsistent implementation. In many rural and economically backward areas, the promised benefits—such as scholarships and improved infrastructure—fail to reach the intended beneficiaries due to bureaucratic delays, lack of awareness, or corruption. Moreover, even when resources are allocated, their distribution is often uneven, favouring urban areas over rural regions. While policies like the NEP emphasise vocational training, the integration of such programs into secondary education remains limited. Many girls drop out because they do not see the relevance of traditional academic curricula in improving their future job prospects.
Policy Recommendations
Strengthening the implementation procedures of educational policies is crucial for improving the efficacy of initiatives like the Kasturba Gandhi Balika Vidyalaya (KGBV) and the National Education Policy (NEP). Empowering local organisations to supervise educational policy can ensure more efficient resource distribution to rural areas, enhancing monitoring and evaluation systems necessary for assessing these initiatives’ effectiveness. Regular evaluations will help identify weaknesses and areas for improvement, thereby fostering better policy execution (Chaudhury et al., 2019).
Increasing monetary incentives is another vital strategy. By enhancing financial support through the National Scheme of Incentives to Girls for Secondary Education (NSIGSE), families may find it easier to prioritise girls’ education. Additionally, establishing scholarships to cover indirect costs, such as school supplies and transportation, particularly for low-income families in rural areas, can alleviate financial burdens and encourage continued education for girls.
Incorporating vocational training into the curriculum is essential for aligning education with real-world job markets. Updating educational materials to include skill development programs can help girls understand the practical benefits of schooling (National Skill Development Corporation, 2021). Furthermore, creating apprenticeship opportunities in collaboration with local industries will provide them with valuable experience and improve their future career prospects.
Community awareness campaigns are vital for transforming societal attitudes toward girls’ education. Engaging local leaders to advocate for girls’ education can challenge cultural norms surrounding early marriage. Workshops aimed at educating parents about the long-term benefits of supporting their daughters’ education can further incentivise families to value education over traditional roles.
Finally, establishing support services within schools is crucial for addressing the challenges girls face in pursuing their education. Counselling programs can assist those struggling with issues related to early marriage or family responsibilities (Kumar & Singh, 2021). Creating safe spaces for girls to express their concerns will empower them in their educational journeys.
Conclusion
Reducing female dropout rates in Indian secondary education is extremely important, as it paves the way for increased economic growth and gender equality. To solve this complicated issue, the need for a multifaceted approach is important. While government policies and programs have laid a foundation, their inconsistent implementation and regional disparities limit their effectiveness. Addressing this issue demands more than financial support; it involves challenging deep-seated cultural norms that undervalue girls’ education, improving school infrastructure, and integrating vocational training to make education more relevant. The breaking of these barriers is needed to give way to a better educational landscape for women.
References
- “Maharashtra Announces Free Higher Education Policy for EWS, SEBC, OBC Girls.” The Hindu, 2023.
- “Dropout Rates in 2022-23 at 5-Year High, Covid-19 Disruption to Blame.” Times of India, 2023.
- “Maharashtra Scrapped the No-Detention Policy: Uncovering the Problem-Solution Mismatch.” Vidhi Legal Policy, 2023.
- “National Curriculum Framework for School Education 2023.” National Council of Educational Research and Training.
- “National Education Policy (NEP 2020).” BYJU’S, 2022.
- “National Curriculum Framework – National Portal of India.” India.gov.in, 2022.
- “National Curriculum Framework – Drishti IAS.” Drishti IAS, 24 Aug. 2023.
- “NCF 2020 (National Curriculum Framework – A Complete Guide).” IITMS, 9 May 2023.
- “Economic Survey of Maharashtra 2023-24.” Government of Maharashtra, 2023.
- “State of the World’s Children 2022.” UNICEF, 2022.
- “Determinants of School Dropouts Among Adolescents: Evidence from a Longitudinal Study in India.” PMC, 2023.
- “Financial Inclusion in Rural India: An Assessment Based on Secondary Data.” Rural Financial Inclusion, 2022.
- “Investing in Girls’ Education: A Global Perspective.” World Bank, 2021.
- “National Family Health Survey (NFHS-4) India.” Ministry of Health and Family Welfare, 2019.
- “Economic Impacts of Child Marriage: A Review of the Literature.” Journal of Biosocial Science, 2020.
- Chaudhury, N., Hammer, J., Kremer, M., Muralidharan, K., & Rogers, F. H. (2019). Teacher absence in India: A snapshot. Journal of Comparative Economics.
- Government of India. (2021). National Scheme of Incentives to Girls for Secondary Education.
- Kumar, R., & Singh, P. (2021). Support services in schools: Addressing challenges faced by girls. Journal of Educational Research.
- National Skill Development Corporation. (2021). Skill development initiatives in India.