(c) Removal of Gender Bias: Following the National Curriculum Framework (NCF), 2005
      guidelines, states have consciously taken a decision to establish gender as a critical marker of
      transformation through increasing visual representation of girls and women and facilitating role
      reversal. Most of the states have incorporated the gender sensitization in their regular School
      Management Committee (SMC) training modules to deal with issues such as enrolment,
      retention and completion of education of girls; creating suitable atmosphere for girl students in
      schools; rapport with female teachers for discussing gender awareness, etc. Trainings of teachers
      on gender related issues are organized in the states specifically for orientation on gender issues
      facing adolescent girls in particular.
      (d) Digital Gender Atlas for Advancing Girls’ Education: Department of School Education and
      Literacy has prepared a Digital Gender Atlas for advancing girls’ education in the country on its
      website. The tool, which has been developed with the support of UNICEF, will help identify low
      performing geographic pockets for girls, particularly from marginalized groups such as
      scheduled castes, schedule tribes and Muslims, on specific gender related education indicators.
      In order to plan and execute educational interventions, the purpose of the Gender Atlas is to help
      identify and ensure equitable education with a focus on vulnerable girls, including girls with
      (e) Separate Girls’ Toilets: Under SSA, the requirement of school infrastructure facilities
      including toilets and drinking water are worked out by the state based on need at
      school/village/block and district level. All new schools sanctioned under SSA are composite
      schools with facilities like toilets for boys and girls.
      III. Inclusive Education
      (a) SCs/STs and Muslims
           Enrolment of SC children has gone up from 19.06 per cent in 2010-11 to 19.8 per cent in
      2015-16 at elementary level which is more than their share in population at 16.60 per cent (as per
      Census 2011). Enrolment of ST children has marginally gone down from 10.70 per cent in 2010-
      11 to 10.35 per cent in 2015-16 at elementary level which is more than their share of population
      at 8.60 per cent (as per census 2011). Enrolment of Muslim children has grown up from 12.50
      per cent in 2010-11 to 13.8 per cent in 2015-16 at elementary level which is slightly less than
      their share in population (14.2 per cent as per Census 2011).
      (b) Children with Special Needs
           RTE-SSA seeks to ensure that every child with special needs, irrespective of the kind,
      category and degree of disability, is provided meaningful and quality education. The main
      components of SSA interventions for such children include identification, functional and formal
      assessment, appropriate educational placement, preparation of individualized educational plan,
      provision of aids and appliances, teacher training, resource support, removal of architectural
      barriers, monitoring and evaluation and a special focus on girls with special needs.
      (c) Textbooks for Children
           All children are provided free textbooks up to class VIII. In 2016-17 provision was made for
      providing text books to 8.38 crore children. Concomitantly workbooks and worksheets are being
      provided by several states, to facilitate activity-based classroom processes and to supplement
      learning processes.