What you need to know

• 133 million girls are out of school worldwide.
• Girls are often expected to do household chores instead of learn.
• Child marriage remains a key factor in why many girls’ education is cut short.
• Poverty and gender norms continue to keep girls out of the classroom in some communities.

In Ghana’s northeast region, Hajara’s childhood followed a path that had long been decided for her. Deep-rooted gender norms, cultural expectations, and economic pressures often shape whether a girl is seen as a student or as a source of labour. By the time Hajara turned 15, her future seemed settled: work at home, labour on a farm, and marriage soon to follow.

Education — once part of her life — had quietly slipped away.

The hidden barriers to girls’ education start at home

Hajara had once been a student just like any other. But when she reached Grade 11, her father pulled her out of school. The reason, she explains simply, was his belief that girls were not “meant for school” and instead, belonged in the kitchen and on the farm.

Her mother agreed. Both of Hajara’s parents are farmers who never learned to read or write. They had been raised to believe that girls do not belong in a classroom and their decision to pull her out of school wasn’t rooted in malice, but in generations of lived experience, where education felt distant, irrelevant, or reserved only for boys.

When education is a privilege reserved for boys

After leaving school, Hajara stayed home while her brothers continued their education. Each morning, she fetched water, helped with farm work, and carried out household chores. Over time, the lessons she had learned in class faded.

Hajara’s story is not unusual in northern Ghana, where poverty and entrenched social norms continue to keep many girls out of school. Parents who never had access to education themselves often see more immediate value in their daughters’ labour than in long-term learning.

For girls like Hajara, leaving school affects far more than academic progress. It shapes their confidence, limits their opportunities, and narrows the choices available to them — often reinforcing expectations of early marriage and lifelong dependence.

A second chance through accessible learning

Change arrived unexpectedly when a group from Plan International visited Hajara’s village to speak with families about girls’ education. At first, her father was resistant.

“He said they should not fill our heads with ideas,” Hajara recalls.

But the visits continued. Community meetings created space for discussion, addressing long-held beliefs with practical examples of how education could support families — not undermine them.

Eventually, an opening emerged. Plan International identified Hajara as an out-of-school child and invited her to attend Complementary Basic Education (CBE) classes designed to help children rebuild essential literacy and numeracy skills. Her father cautiously agreed.

What made the CBE program successful in engaging out-of-school children and parents to participate was its accessibility:

• Lessons were taught in children’s native language. For Hajara, stepping back into learning felt intimidating. But lessons were taught in her local dialect, easing her return and making learning more accessible. Patient instruction and consistent support helped her rebuild what she had lost.
• Classes were held after chores and family responsibilities. This flexibility ensured participants didn’t create conflict at home or take on added pressure to already demanding days.
• All learning materials were provided for free — an essential factor for families who could not afford books, uniforms, and supplies.

By meeting children where they were, both culturally and practically, the program created a learning environment that felt possible, welcoming, and worth returning to.

How one girl’s education changed a family’s view

Over ten months, Hajara’s literacy and numeracy improved steadily.

“Before, I couldn't even write my own name,” she says. “Now I can read story books. I can write letters.”

After completing the program, Hajara returned to formal schooling and was re-enrolled in high school. Within a year, she ranked among the top students in her class and represented her school in reading and spelling competitions.

Plan International continued to support Hajara’s transition by providing school materials — helping ensure she could stay focused on learning rather than costs.

The change went beyond school walls. At home, Hajara began helping her mother count tomatoes at the market.

“She is proud of me now,” Hajara says.

Her father’s views shifted as well. He began telling others that his daughter could read, which encouraged other families in the community to send their girls to school too.

Learning is power

Today, Hajara speaks about the future with confidence. She wants to become a teacher — not only to share lessons, but to reach girls who believe their lives are already decided for them.

“Learning is power,” she says. “No one can take it from you.”

Frequently Asked Questions (FAQ)

1. Why does girls’ education matter?

When girls can learn, they’re more likely to stay safe, delay early marriage and build a livelihood. Education helps break cycles of poverty and benefits entire families and communities.

2. What keeps girls out of school?

Gender inequality shows up as real barriers—school costs, heavy household work, unsafe routes and classrooms, child marriage, and a lack of private washrooms for managing periods.

3. How is girls’ education connected to child marriage?

Girls who marry or become pregnant often have to leave school. Helping girls stay in school is one proven way to reduce the risk of child marriage and expand girls’ choices.

4. What helps girls return to school after dropping out?

Community support and flexible learning can make the difference. In Hajara’s case, Complementary Basic Education classes helped her rebuild literacy and transition back to formal school.

5. How does my donation help?

Your support helps remove barriers and improve access to safe, quality learning—by working with communities to shift harmful norms, making schools safer and more inclusive, and supporting practical needs that keep girls in class. In 2025, we helped 361,115 children and adults, including 178,685 girls, receive inclusive quality education.