Addressing barriers preventing girls and women from accessing education

Gender has become one of the most central concerns in the design of programmes and development of education policies for civil society and other stakeholders working in education. Addressing the barriers that girls (girls 10–18 years currently enrolled at school) and women (young women 19–25 dropped out or completed school) face in accessing and continuing quality education is at the core of many organisations. Globally, girls and women not only suffer disproportionately in accessing education but also face gender-specific challenges. Promoting the right to education of girls and women, therefore, goes beyond mere access; it is about ensuring that girl learners are safe at school and can benefit equally from the opportunities that education should provide. With this research report I seek to provide an overview of the barriers to education of girl learners and women in South Africa and outline the impact of poverty, teenage pregnancy, curriculum content, sexual assault, child marriage, household duties, sanitation, scholar transport, and classroom discipline on their right to education. In this article I address the barriers that girls and women face in accessing education. I explore these barriers through a comprehensive literature review and interviews and propose strategies for overcoming them. I used feminist theory and human capital theory to analyse the systemic challenges that hinder access. Data were gathered through qualitative methods, mainly interviews. The findings suggest that improving gender-sensitive policies, providing financial support, and enhancing community awareness can significantly increase educational access for girls and women.