Structural Barriers to Girls’ Education in Tarai Community of Nepal

Abstract

Nepal has made considerable progress in expanding access to education, supported by national policies and constitutional guarantees for free and compulsory basic education. Targeted initiatives also aim to reduce gender disparities and promote education for girls and marginalised groups. Despite these efforts, several factors including persistent gender norms, poverty, early marriage practices, household responsibilities, safety concerns, and inadequate infrastructure continue to limit girls’ educational opportunities, particularly in rural and marginalised communities. This paper presents an assessment of the current educational status of girls, analysis of the multi-dimensional barriers to their schooling, and evaluation of the alignment between local government services and community perceptions. Using focus groups and key informant interviews in Gadhimai Municipality of Rautahat district, this study adopted a descriptive qualitative design to investigate the obstacles to girls’ education. Results show that girls’ participation in formal education is severely limited by cultural expectations, parental preferences for sons’ education, household responsibilities, early marriage, and safety concerns. Although alternative learning opportunities are offered by community learning centers and vocational programmes, issues like discrimination, poor school administration, and household chores limit the participation of targeted groups. To guarantee equal educational opportunities and foster girls’ personal development and empowerment, the paper argues for gender-sensitive policies, safer and more adaptable learning environments, and greater community support.