Evaluating the Effectiveness of Specific and General Public Policies on Girl Child Education in India

Abstract

Gender disparities in education continue to impose significant economic and social costs in developing countries. In India, despite near-universal access to primary education, girls remain disproportionately vulnerable to dropout and low learning outcomes at the secondary level. This paper evaluates the effectiveness of specific (girl-targeted) and general (universal) public policies in improving girl child education in India. Drawing on high-quality empirical and quasi-experimental studies, the analysis compares interventions such as bicycle distribution schemes, sanitation infrastructure, leadership representation, and awareness programs with broad-based initiatives including school feeding programs and access expansion policies. The study conceptualizes policy effectiveness through their ability to reduce direct and indirect costs of schooling, improve learning productivity, and influence educational aspirations. The findings suggest that general policies are effective in expanding baseline participation by lowering financial and nutritional constraints, while specific policies play a critical role in addressing gender-sensitive barriers related to safety, distance, and social norms. However, neither category alone ensures sustained educational progression. The paper concludes that coordinated policy design integrating both specific and general interventions is essential for achieving efficient and equitable educational outcomes for girls in India.