Open Access Open Access  Restricted Access Subscription or Fee Access

Socio-Economic Implications of Girl's Enrolment in Open Schools: Empowering Minds for Sustainable Development and Gender Equality in the 21st Century Authors: Sanjeev Vijay1*

Sanjeev Vijay


This research paper presents a comprehensive and in-depth comparative study investigating girls' enrolment in open schools in Rajasthan, India, while also considering its implications on a global scale. The main aim is to meticulously analyse the intricate factors influencing girls' enrolment, discern the challenges they encounter, and devise effective strategies to ensure equal access to education for all. To achieve this, the study adopts a mixed-method approach, combining qualitative and quantitative data from diverse sources, resulting in a well-rounded and robust analysis of the issue at hand. Through this study, we gain valuable insights into the existing disparities in girls' enrolment in open schools, shedding light on critical aspects such as completion rates and the socio- economic factors influencing participation. Our examination delves into factors like poverty, early marriage, and cultural attitudes, which impede girls' enrolment in open schools in Rajasthan, thus hindering their educational progress. However, we do not limit our investigation to just one region; rather, we extend our analysis to encompass the global scenario, incorporating research from organizations such as the Commonwealth of Learning (COL) and the United Nations Girls' Education Initiative (UNGEI). This broader perspective allows us to understand the common challenges faced by girls in open schools worldwide, transcending geographic boundaries and cultural contexts. By bringing together qualitative and quantitative data from reputable academic databases, we ensure the accuracy and credibility of our findings. The inclusion of recent studies published between 2015 and 2021 ensures that our research encapsulates the most up-to-date information available, allowing for a nuanced understanding of the current state of girls' enrolment in open schools. Ultimately, this research aims to contribute to the development of inclusive and gender-responsive educational policies and practices. By identifying successful strategies and practices, we aspire to bridge the existing gaps in girls' enrolment, promoting equal access to education and empowering girls to pursue their educational aspirations. Our study seeks to play a pivotal role in the advancement of sustainable development and gender equality, fostering an environment where every girl has the opportunity to thrive and contribute positively to society.

Full Text:



UNESCO. (2017). Girls’ Education: A Lifeline to Development. Retrieved from https://en.

National Institute of Open Schooling (NIOS). (2021). Data on Open Basic Education Programmes. Retrieved from pdf

Indian Institute of Management (IIM) Ahmedabad. (2018). Education for Girls in India: Increasing Access through Open Schooling. Retrieved from get_file?uuid=c8b97a59-6f72-4c1e-bf4e- 7752e5d7a7e9&groupId=178958&filename=Education%20for%20Girls%20in%20India.pdf

Kaur R, Singh K. A Study of the Factors Affecting Girl Child Education in Open and Distance Learning System in India. J Educ Pract. 2019; 10(9): 68–76.

Commonwealth of Learning (COL). (2020). Girls' Education in Open Schools: A Global Snapshot. Retrieved from A-Global-Snapshot.pdf

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2016). Education in India: Issues and Challenges. Retrieved from 0244459

United Nations Girls' Education Initiative (UNGEI). (2017). Girls' Education in Open and Distance Learning: A Synthesis of the Literature Review. Retrieved from default/files/201811/UNGEI_Girls_Education_in_ODL_Literature_Synthesis.pdf

World Bank. (2018). World Development Report 2018: Learning to Realize Education’s Promise. Retrieved from

National Institute of Open Schooling (NIOS). (2021). Annual Report 2020-21. Retrieved from

Rajasthan State Open School (RSOS). (2021). Annual Report 2020-21. Retrieved from



  • There are currently no refbacks.

eISSN: 2231-0398