Equity Concerns in Elementary Education: A Study of BRCCs’ Perceptions under the Right of Children to Free and Compulsory Education Act, 2009

Abstract

Elementary education is central to promoting social justice and inclusive development in India, particularly under the provisions of the Right of Children to Free and Compulsory Education Act, 2009 enacted in pursuance of Article 21A of the Constitution. The present study explores equity concerns in elementary education through the perceptions of Block Resource Centre Coordinators (BRCCs) in Balasore district of Odisha. Recognizing BRCCs as key academic functionaries responsible for monitoring, mentoring, and supporting schools at the block level, the study seeks to understand how equity-related provisions under the RTE framework are interpreted and implemented at the grassroots level. A descriptive survey method was adopted, covering all 12 BRCCs across the 12 blocks of Balasore district. A structured questionnaire comprising 16 statements related to gender equity, inclusion of Children with Special Needs (CWSN), support for disadvantaged and minority groups, infrastructure facilities, and academic support mechanisms was administered using a five-point rating scale. The findings reveal that BRCCs largely perceive equity provisions as being effectively implemented. They reported positive outcomes in areas such as girls’ enrolment and access to benefits, availability of separate toilets, timely distribution of textbooks and uniforms, scholarship support for Scheduled Caste students, inclusion of out-of-school children, provision of assistive devices and resource teachers for CWSN, and bridging gaps between social categories. The overall perception indicates structural compliance with RTE norms and a narrowing of gender and social disparities. However, the study emphasizes the need for sustained monitoring, capacity building, and reduction of non-academic administrative burdens on BRCCs to ensure that equity moves beyond procedural compliance to meaningful participation and improved learning outcomes. Strengthening academic leadership at the block level remains crucial for realizing the constitutional mandate of inclusive and equitable elementary education.