Significance of Girl Education: Parents’ Perception from Rural Madhesh of Nepal

Published date: 
Wednesday, September 25, 2019
Volume: 
29
Pages: 
61-68

In the name of girls’ education, various plans, policies and programs have been formulated and implemented by the Government of Nepal. Yet, girls’ education in rural Madhesh is full of various challenges. Most of the efforts have not achieved the desired result because of political, socio-cultural and financial barriers. In this regard, this paper attempts to explore the perspective of parents on girl education in rural Madhesh. This study employed a qualitative approach where explorative research design was adopted. Six knowledgeable research participants were selected purposively and in-depth interviews were carried out in form of informal conversation. The finding of the study showed that there is a gender disparity in education in rural Madhesh. Parents view towards girl education is less favorable compared to that of boys. Parents do not have complete willingness to send their daughters to school because of certain financial and social-cultural barriers. Girls from poor and disadvantaged families are mostly deprived of education and parents pay more attention to marry their daughters as early as possible. This study also showed that girls are excluded from education as the result of conventional cultural practices. Parents transfer cultural and social values to their children through the process of parenting socialization. Boys are treated with higher education and girls are excluded. Girls should accept everything without questioning their parents. Even though girls have a strong desire to go to school, they have been denied. Girls are excluded from education not with force but their consent. Despite this fact that many parents are aware of the importance of girl's education, household chores, traditional norms and values, poverty, early marriage and dowry remains a major obstacle.

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