(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