2001 for universalization of elementary education. It has made significant progress in achieving
near universal access and equity.
(a) New Schools: Progress in achieving the goal of universal access under SSA has been
consistent over the years. Over the years 2,04,740 primary schools have been sanctioned along
with 1,59,415 upper primary schools in a radius of 3 km.
(b) Special Training for main streaming out-of-school children: The RTE Act makes a specific
provision for Special Training for age-appropriate admission for out-of-school children. A
majority of out-of-school children belong to disadvantaged communities - scheduled castes,
scheduled tribes, Muslims, migrants, children with special needs, urban deprived children,
working children, children in other difficult circumstances, for example, those living in difficult
terrain, children from displaced families, and areas affected by civil strife, etc. Special training
may be in the form of residential or non-residential courses organized, preferably in the premises
of the school, but if such facilities are not available in school, alternate facilities which are safe,
secure and accessible may be identified and used.
(c) Residential facilities: SSA has a provision for residential facilities in sparsely populated or
hilly and densely forested areas with difficult geographical terrains and in densely populated
urban areas. SSA has provided 826 residential institutions with a capacity of around 90,855
(d) Transportation or Escort facilities: These facilities are available for children in remote
habitations with sparse populations or in urban areas where availability of land is a problem or
children belonging to extremely deprived groups or children with special needs.
(e) Uniforms: SSA provides two sets of uniform to all girls, SC, ST children and Below Poverty
Line (BPL) children, wherever (i) state governments have incorporated provision of school
uniforms as a child entitlement in their state RTE Rules, and (ii) state governments are not
already providing uniforms from the state budgets.
II. Bridging Gender Gaps in Elementary Education
(a) Girls’ Education: RTE-SSA provides a clear thrust and special focus on education for girls
and children belonging to disadvantaged groups and weaker sections. The general interventions
under SSA apply to all girls and children belonging to disadvantaged and weaker sections; these
include ensuring availability of primary and upper primary schools within the habitation as
prescribed under the RTE Rules, uniforms, textbooks, etc. Special Training interventions are also
largely focused on girls and disadvantaged groups, because it is this category of children who are
most deprived of opportunities to pursue their education.
(b) Kasturba Gandhi Balika Vidyalaya (KGBV): KGBV are residential upper primary schools for
girls from SC, ST, OBC Muslim communities and BPL girls. KGBVs are set up in educational
backward blocks where schools are at great distances and are a challenge to their security of
girls. KGBVs reach out to adolescent girls who are unable to go to regular schools to out of
school girls in the 10+ age group who are unable to complete primary school and younger girls
of migratory populations in difficult areas of scattered habitations that do not qualify for
primary/upper primary schools. KGBVs provide for a minimum reservation of 75 per cent seats
for girls from SC/ST/OBC and minorities and 25 per cent to girls from families that live below
the poverty line. 3,600 KGBVs are functional in the states and 3,66,756 girls are enrolled in