(GIST OF YOJANA) Quality Education for Weaker Section and Disadvantaged Groups  [FEBRUARY-2020]

(GIST OF YOJANA) Quality Education for Weaker Section and Disadvantaged Groups


Quality Education for Weaker Section and Disadvantaged Groups


  • The Right of Children to Free and Compulsory Education (RTE) Act, 2009, entitled every child of age 6 to 14 years to a right to free and compulsory education in a neighbourhood school till completion of elementary education. Section 8(c) of the RTE Act, 2009 provides that the appropriate government would ensure that the child belonging to weaker section and belonging to disadvantaged group are not discriminated against and prevented from pursuing and completing elementary education on any grounds.
  • Further, Section 12(1)(c) of RTE Act, 2009 provides that all specified category schools and unaided schools shall admit at least 25% children belonging to weaker section and disadvantaged group in the neighbourhood in class I and provide free and compulsory elementary education till its completion.

Steps Taken to Ensure Education of Children with Disability:

  • Samagra Shiksha, an overarching programme for the tire school education sector extending from pre-school to class XII, aims to ensure inclusive and equitable quality education at all levels of school education.
  • It envisages the ‘school's continuum from pre-school, primary, upper primary, secondary to senior secondary levels. Bridging gender and social category gaps at all levels of school education is one of the major objectives of the scheme. The scheme reaches out to girls, Children with Special Needs (CWSN) and children belonging to Scheduled Castes (SC), Scheduled Tribes (ST), minority communities and transgenders. Tire focus of major interventions under the Scheme includes provision of RTE.
  • Entitlements include free uniforms, text books, special training of out of-school children etc., provision for inclusive education of Children with Special Needs (CWSN) and vocational education among others.
  • The ‘Padhe Bharat Badhe Bharat' (PBBB) is a sub-programme of erstwhile Sarva Shiksha Abhiyan (SSA) which is continued under the new integrated scheme Samagra Shiksha to ensure quality at the foundational years of schooling. The objectives of the programme are to promote early reading and writing with comprehension skills in children, and also basic numeracy skills. States/UTs are implementing PBBB in their respective States/UTs using multiple strategies and approaches.
  • These include adoption of NCERT model of early reading, provision of supplementary reading material, and development of State specific models for early Maths and early reading.
  • The Navodaya Vidyalaya Scheme provides for the opening of one JNV in each district of the country to bring out the best of rural talent. Its significance lies in the selection of talented rural children as the target group and the aim to provide them quality education comparable to the best in a residential school system.

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Promoting Vocational Education in Backward Regions:

  • The government has recognised the requirement for spreading vocational education throughout the country including backward regions.
  • Presently, there are 188 Community Colleges, 289 Institutes and 68 DDU Kaushal Kendras functioning under University Grants Commission (UGC) and operating vocational education in various sectors. State governments can offer vocational education through their institutional network as per UGC guidelines.
  • There are various steps already been taken by the government to promote vocational education throughout the country, including backward regions.
  • Developing internship/apprenticeship based degree courses in sectors like Retail, Logistics, Media and Entertainment, etc.
  • Increasing number of institutions offering B.VoC courses in the country.
  • Aligning the content of existing skill courses with National Skill Qualification Framework (NSQF).
  • The Draft National Education Policy 2019 is presently under consideration. The revision of curriculum, syllabi and textbooks for school education would depend on the finalisation and approval of the New Education Policy.

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