Based on a field survey conducted in five districts of Bihar and involving 1,119 respondents, this article examines the role of schemes initiated by the Bihar Government to achieve a dramatic transformation in female literacy. It argues that the schemes, though successful in taking care of economic factors that act as hurdles in the enrolment and retention of girls in schools, suffer limitations in their implementation and also overlook the importance of other factors that impact the girl child’s education, especially at the school level. At the same time, though there is an overemphasis on increasing the number of learners, the issue of quality in education has been grossly neglected. The article concludes that, in the long run, neglecting school-related factors and the quality of education defeats the real purpose of the schemes. Based on the study, some recommendations are also offered to manage the quantity–quality equilibrium in relation to girl child education.
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