Abstract
Among the confusing, even worrying, questions that educators are raising with regards to the education of girls in rural zones are: Why is there a consistent drop in the level of education? Why is there a deterioration in rural girls’ intellectual abilities? We will hereby try to identify the obstacles hindering the education of girls in rural zones, which could shed more light onto the questions raised above.Before we proceed, and for methodological concerns, we shall indicate the main concepts used in this approach: “Scholastic obstacles” are those reasons and obstacles responsible for the non-achievement of goals and positive results generally sought in education.
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