3.2RTE, Equity and Social Inclusion. - 3.2.1 The RTE Act, 2009 has defined children belonging to disadvantaged groups and children belonging to weaker sections as follows:Disadvantaged Groups are defined as those that belonged to the "SC, ST, socially and educationally backward class or such other groups having disadvantage owing to social, cultural, economical, geographical, linguistic, gender, or such other factors as may be specified by the appropriate Government".Weaker Sections are defined as those "belonging to such parent or guardian whose annual income is lower than the minimum specified by the appropriate Government by notification".3.2.2The Act requires the appropriate government and every local authority to "ensure that the child belonging to weaker sections and the child belonging to disadvantaged groups are not discriminated against and prevented from pursuing and completing elementary education on any grounds".3.2.3In stating, thus, the RTE Act opens up the whole sphere of circumstances which come in the way of a child's enrolment and participation in school, and his/her completion of the elementary stage. This necessitates an attempt at listing of categories of children, who might be covered under Section 2(d) and (e) and spelling out possible strategies to prevent explicit and implicit discrimination in pursuing and completing elementary education.3.2.4Gender cuts across the categories of disadvantaged groups as well as weaker sections. The RTE Act in different sections makes reference to gender and girls' education both explicitly and implicitly. Some of the relevant provisions are: no discrimination against children from 'disadvantaged groups and 'weaker sections' on any grounds (including gender); inclusion of women in school monitoring committees; provision of good quality education that includes equity issues, curriculum development in conformity with constitutional stipulations, training, enrolment in age appropriated classes (which will largely apply to girls, especially from disadvantaged communities).
