Gender Inclusion Fund

The National Education Policy (NEP) of 2020 stipulates the establishment of the Gender Inclusion Fund (GIF) to build the country’s ability to provide fair and quality education to all transgender and girl students.

Highlights

National Education Policy (NEP) 2020 has introduced the Gender Inclusion Fund to promote the growth of girls. The Government of India will establish the fund to provide quality and fair education to all girls. The fund ensures 100% girls’ enrolment in schools, records participation in higher education, reduces gender disparities at all levels, practices gender equality and social inclusion, and is proactive. It will also focus on improving girls’ leadership through civic dialogue. The fund also enables states to support and expand effective community-based interventions that remove local contextual barriers to transgender and girl students.

About the inclusion of transgenders

Including transgender students in the Gender Inclusion Fund is especially important in the context of the Transgender Persons (Protection) Act. The draft rule to implement the bill was currently open until August 13, before it was communicated. An inclusive education system is required to enforce this law in the field.

Availability to the states

The NEP is now making the Gender Inclusion Fund available to states to implement priorities set by the central government (such as remittances) that are important for educating women and transgender children. Declares to be. These funds also enable the states to expand and support effective community-based interventions to address local context-specific barriers to the access and participation of women and transgender children in education.

Directive Passed by the Cabinet

The directives passed by the Cabinet include Socially and Economically Disadvantaged groups (SEDG) gender identity especially women and transgender people, sociocultural identities, disabilities including learning disabilities, and socio-economic conditions are listed in a wide range of categories. Orphans, including low-income households, children with disabilities, trafficking victims or children of victims, children of urban and poor people in urban areas, beggars.

Conclusion

Regarding vulnerabilities, the total number of enrolments in schools is steadily declining from grades 1 to 12, but this decline in enrolment is much more pronounced in many of these SEDGs and for girls. The decline in students and their students is even greater. Each of these SEDGS is often steep in higher education.