Since SSA envisages universalizing elementary education, it becomes imperative that all out of school children are brought into the ambit of elementary education. this aspect become particularly important, as one of the major objectives of the SSA is to bring all children in school by 2005, either through formal schools or Education Guarantee Centers (EGS), Alternate Schools, back to school camps, etc.
Besides formal schools, SSA also provides support to out of school children in the form of EGS and many other strategies under Alternative and Innovative Education (AIE) programme. the interventions for out of school children under SSA mainly includes, setting up formal schools or EGS centre in un-served habitations, and different models of alternative school. The out-of-school children can also be provided education through bridge courses, remedial courses and back-to-school camps. The main emphasis is on mainstreaming of out of school children into regular schools, once they achieve educational level specific to their age.
The major groups that constitute out of school children comprise never enrolled children and dropouts . A major chunk of this population includes, children from SC and ST communities, working children and girls, especially adolescent girls (9+), who are deprived of education owing to various factors such as distances to schools especially at the upper primary level, domestic chores, sibling care etc. the participation of girls also tends to decline in case of particular social groups such as SCs, STs, Minorities, OBCs etc. Thus, special attention needs to be given in devising appropriate strategies to enhance access, enrolment and retention of these hard-to-reach children in the educational system.
There is a great heterogeneity among 'out of school children'. out of school children could belong to remote school- less habitations, could be working children, street children, deprived children in urban slums, bonded child labourers, children of sex workers, girls belonging to the minority community, girls involved in domestic chores or sibling care, children who are engaged in cattle grazing etc. This heterogeneity demands diversified approaches and strategies for their education.
EGS & AIE supports the following broad kinds of strategies:-
Setting up full time community schools in school-less habitations (EGS). The EGS and AIE would accord a priority to setting up EGS centers (primary level) in un-served habitations where no school exists within a radius of 1 km and at lease 15 children (and 10 in case of hilly areas) in the age group of 6-14 who are not going to schools, are available. Interventions for mainstreaming of 'out of school children' through bridge courses of different duration, (AIE). Specific strategies for difficult groups of children who cannot be mainstreamed, like working children, adolescent girls, girls belonging to certain backward communities, children of migrating families ets. (AIE).
Setting up full time community schools in school-less habitations (EGS). The EGS and AIE would accord a priority to setting up EGS centers (primary level) in un-served habitations where no school exists within a radius of 1 km and at lease 15 children (and 10 in case of hilly areas) in the age group of 6-14 who are not going to schools, are available. Interventions for mainstreaming of 'out of school children' through bridge courses of different duration, (AIE). Specific strategies for difficult groups of children who cannot be mainstreamed, like working children, adolescent girls, girls belonging to certain backward communities, children of migrating families ets. (AIE).
Innovative Programmes - the innovations can be in the areas of pedagogic practices, curriculum, programme management, textbooks and TLMs, etc.
For minority children studying in Madarasas not affiliated to the Secondary School Board of the State/ Madarasas Board of the State and following the State Board curriculum etc. EGS centres may be opened in such Madarasas where free textbooks, an additional teacher, if required, and training to the teacher in state curriculum could be provided.
Evidence of demand from the community and communities' commitment would be a prerequisite for preparation of proposals under EGS and AIE. For details on EGS and AIE scheme, the Handbook entitled "Education Guarantee Scheme and Alternative & Innovative Education" may be referred, it may further be mentioned that an additional teacher can be provided in a primary level center with the number of children exceeding 40. Also, no rent for running of EGS centres is allowed. under the EGS/AIE scheme it has been decided to fund NGOs through State Implementation Society. NGO proposals have to be processed through Grant In Aid Committee (GIAC) constituted in every State. Substantial partnership of NGO is conceived through community organizations like VSSs & PRIs.