Best Practices Worldwide in Promoting Girl Child Education Let us respect her Dreams. Lets us allow her to discover herself and become independent,wise and educated.

I really don't know whether what is the best practice to increase girl education in world but i have a plan to execute this in a easy way.

The fabric of society needs weaving anew to remove the apathy that exists towards future for our children. Population control, creating awareness among parents, providing an allowance for basics roti, kapda, makaan is crucial. Sample program attached promote girl child education working on multiple factors such as 1) law reform, 2) Complementary basic education, 3)educating girls in conflict situations 4)adolescent education simultaneously to strengthen the whole fabric of society.

Girl child education bcomes a more important aspect coz "AN EDUCATED MOTHER WILL NEVER HAVE UNEDUCATED CHILDRENS, So if u teach a girl u r automatically making sure that all the next generations r educated too"

hav a look what harvard says for this :"investing in girls"

In Honduras(McEwan, Murphy-Graham and Aguilar, 2012; Murphy-Graham, 2010; 2012). The SAT program provides an alternative secondary education, including Interactive learning, Gender-responsive Teaching and Specific curricular elements designed to impart relevant knowledge and skills for the pursuit of productive livelihoods in rural settings, thus addressing all 4 competencies[SPEC].SAT schools in Honduras are fully accredited and subsidized by the government. website http://dil.org/wp-content/up

UNICEF Uganda planned the launch of the AdolescentGirlsIndex (AGI) for Uganda and EastAfrica, hosted by the MinisterOfGender, Labour&Social Development.AGI represents the 1stGlobalEffort to construct an index capturing the VulnerabilityOfAdolescentGirls. 2nd is a major innovations event showcasing innovations for girls’ education.Includes EduTrac,DigitalSchool in a Box& MyVirtualSchool, U-report&Information Kiosks&Uganda ContentPortal. FIND THE AGI INDIA!

Several all-girls’schools–FundacionParaguaya’s AllGirls’AgriculturalSchool(CEM) in Paraguay and the AkilahInstitute inRwanda– provide experiments in Relevance&Self-sustainability. In both cases, Small-scaleOn-campusEnterprises are being used as a platform for girls to develop skills&generate sufficient income to cover the school’s operating costs. website http://dil.org/wp-content/up -loads/2012/05/FinalDILAnnualReport2010.pdf 20

Another program designed to enhance the Range ofCompetencies developed in PublicSchools is the InstituteofHumanRights Education (IHRE) roughly 4000 government schools in many states of India and involves the introductions of 2hour-long periods/week in grades 6,7and8 focusing on all AspectsOfHumanRights. Of particular interest isEducation aboutGenderDiscrimination, including special attention to violence&abuse.Bajaj(2012)notes the importance of context for fostering positive results.

In addition to Educational Investments to benefitGirls within the FormalSchoolSetting,others are targeted to ExtracurricularPrograms for EnrolledStudents but scheduled to meet Outside NormalSchoolHours. Thus, they can be seen as SupplementingTheEducation provided by the FormalSystem with the provision of some/all of the individual Social&Economic Competencies identified. There are several examples includingGEM1&2 in Ethiopia,Voice program in India,CAREinEgypt http://www.fawe.org/activities