New Delhi - Muslim girls face unequal access to education compared to Muslim boys. However, once they enter the education system, they are more likely to progress through all stages and successfully complete their education. This information is based on the recently published report titled 'The State of Muslim Education in India: A Data-Driven Report,' authored by researcher Arun C. Mehta.

The report is based on data collected from the Unified District Information on School Education (UDISE+) and the All-India Survey on Higher Education. The data shows that, with the exception of primary education, girls outnumber boys in enrolment across all other education levels. This pattern has remained consistent over the entire period examined.

However, at the primary level, the proportion of Muslim girls enrolled is consistently lower than that of boys throughout the years 2012-13 to 2021-22, as indicated by the Gender Parity Index (GPI). In the current academic year (2021-22), the percentage of girls in total Muslim enrolment is 48.68%, compared to the higher figure of 49.12% in the initial year (2012-13). Conversely, the share of Muslim boys in primary classes was 51.32% in 2012-13. The GPI, which peaked at 0.97 in 2012-13, has since declined to 0.95.

While the trend of higher girls' enrolment at upper primary, secondary, and higher secondary levels signifies progress in promoting girls' education, the lower enrolment of girls at the primary level and the decreasing GPI indicate a need for improvement in achieving gender parity in primary education within the Muslim community. Addressing factors contributing to this disparity is essential, ensuring equal access and opportunities for girls' education at all levels. Promoting gender parity in education is crucial for building a more inclusive and equitable society in India.

Beyond the primary level, the percentage of Muslim girls is greater than that of boys, and the associated Gender Parity Index (GPI) exceeds 1. This signifies that more girls are enrolled in upper primary, secondary, and higher secondary levels compared to their male counterparts. The consistently higher GPI of Muslim enrolment across all levels, in contrast to the overall enrolment at the national level, indicates successful efforts in promoting girls' education within the Muslim community.

The data brings attention to two critical aspects that require focused consideration. Firstly, the indication that not all girls are enrolled in primary grades suggests a potential issue with girls either not entering the education system or dropping out before completing primary education. This emphasizes the urgent need for specific interventions and targeted initiatives to ensure that every girl has equal access to and completes primary education. Addressing the root causes of non-enrolment or dropout among girls becomes crucial in achieving broader goals of inclusive and equitable education.

Secondly, the data reveals an interesting pattern regarding the retention and progression of students from primary to upper primary and subsequent levels. For Muslim girls who do enrol in the education system, there is a higher likelihood of continuity and progression through the various educational stages. This stands in contrast to boys, where although more are initially enrolled in primary grades, their retention and transition to higher levels of education are not as consistent. This points to the necessity of addressing specific challenges or barriers that hinder boys from continuing their education beyond the primary level.

Moreover, while the current data offers valuable insights, a more comprehensive understanding of participation rates could be obtained through enrolment ratios, which unfortunately are not available from official sources. Improving data collection and reporting mechanisms becomes essential to accurately track progress, identify specific challenges, and design targeted interventions. This is particularly crucial at the primary level, where early education lays the foundation for a child's academic journey.

Ensuring equal opportunities for education for all children, regardless of gender, is not only a matter of social justice but also a strategic imperative for India. By addressing the existing disparities and implementing targeted measures, the country can make significant strides toward building a more equitable and inclusive society, with education as a cornerstone for individual and societal development.

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