Are government schemes in West Bengal promoting girls' education?

By Harasankar Adhikari

In 2025, an official source reported that 555,950 girls, out of approximately 984,000 students, appeared for the Secondary Examination (Madhyamik) in West Bengal. This indicates a significant increase in the female literacy rate in the state. According to census data, female literacy in West Bengal grew from 36.56% in 1981 to 46.56% in 1991, 60.22% in 2001, and 71.16% in 2011. By 2023, the female literacy rate had reached 72.6% in rural areas and 84.7% in urban areas.

The ruling government credits this progress to initiatives like Kanyashree and Sabuj Sathi. The Kanyashree scheme provides an annual cash transfer of ₹1,000 to girls aged 13–18, typically starting from Class VIII. However, this financial assistance is minimal compared to the actual cost of education in today’s market. The Sabuj Sathi scheme, on the other hand, distributes bicycles to students from Classes IX to XII in government-run, government-aided, and government-sponsored schools. Both programs are available only to students in government-affiliated schools.

While these schemes contribute to increasing girls' enrollment in schools, one may question whether this improvement is a genuine achievement of the government or a strategic political move aimed at securing votes.

Despite these efforts, the overall education system in West Bengal faces numerous challenges, including poor administration, school job scams, mid-day meal scams, and the recent Sabuj Sathi scam. Additionally, the quality of teaching remains a concern. Many teachers are either unqualified or negligent, forcing students—especially in remote areas—to rely heavily on private tuition. Education has become a significant financial burden for parents, as private coaching is now seen as essential for academic success. The Kanyashree stipend, being relatively low, does little to ease this financial strain.

Several socio-economic factors have also contributed to the rise in girls’ education. Firstly, a shift in parental attitudes has played a crucial role. Parents increasingly view daughters as assets rather than liabilities, and many girls are now second-generation learners in their families. Additionally, smaller family norms and restrictions on fetal sex determination have altered societal perceptions of female education.

Interestingly, in rural Bengal, many boys from lower-income families choose not to pursue higher education due to rising unemployment. For them, higher education is seen as a waste of time, leading many to migrate to other states at a young age in search of work in informal sectors. In many cases, these boys financially support their sisters’ education. The reduction in child marriages is also a result of changing mindsets at the grassroots level.

Ultimately, parents have come to recognize the importance of women’s equity and justice through education. Could this shift be a significant outcome of globalization?

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