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

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.

Equity, Elementary Education, BRCCs, RTE Act 2009, Inclusive Education

1. Dash,L.P. (2019). Strengthening cluster resource centre (CRC) as a forum for continuous teacher [Google Scholar] [Crossref]

2. development : my experience in Mayurbhanj district, Odisha. International Journal of Research and [Google Scholar] [Crossref]

3. Review. [Google Scholar] [Crossref]

4. Department of School and Mass Education (2015). Report on the activities of school and mass [Google Scholar] [Crossref]

5. education department, 2014-15. Bhubaneswar: Govt. of Odisha. [Google Scholar] [Crossref]

6. Gairola,K. (2013). Management of training and skill development activities of sarva shiksha [Google Scholar] [Crossref]

7. abhiyan(SSA). The Primary Teacher, Vol. XXXVIII, No. 1 and 2, 28-36. [Google Scholar] [Crossref]

8. Gaur, S. S. (2024). Right to education: Challenges and opportunities. International Journal of Arts, Humanities and Social Studies, 6(2), 180–183. https://doi.org/10.33545/26648652.2024.v6.i2a.11 [Google Scholar] [Crossref]

9. MHRD (2010). Role of BRC and CRC in providing academic support to elementary schools; a report, [Google Scholar] [Crossref]

10. research, evaluation and studies unit technical support group. EDCLL(India), Govt. of India. [Google Scholar] [Crossref]

11. MHRD (2018). Annual report, 2017-18. Department of School Education and Literacy. New Delhi, Govt. [Google Scholar] [Crossref]

12. of India. [Google Scholar] [Crossref]

13. Panda,S. & Mohanty, M.M. (2013). Elementary teachers’ perception of monitoring personnel at the [Google Scholar] [Crossref]

14. cluster level in Odisha. Pedagogy of Learning, 1(2), 83-96. [Google Scholar] [Crossref]

15. Pandey, S., Agrawal, A., Kushwaha, S., Kol, R., Verma, K., & Singh, S. (2025). Right to education act in India: Issues and challenges. International Journal of Advanced Research in Science, Communication and Technology, 5(3), 252–258. https://doi.org/10.48175/IJARSCT-28526 [Google Scholar] [Crossref]

16. Pradhan,M. & Bagarti,C. (2016). Newly appointed CRCCs in Koraput district of Odisha; perception, [Google Scholar] [Crossref]

17. problems and promises. Journal of Indian Education ,Vol. XLII, No.2, 138-149. [Google Scholar] [Crossref]

18. Rekha,C.(2012). Quality dimensions of elementary education under RTE Act-2009. The Primary [Google Scholar] [Crossref]

19. Teacher, Vol. XXXVII, No. 3 and 4, 51-56. [Google Scholar] [Crossref]

20. Singh, P. and Kurian, T. (2018). Strengthening school education through block resource centres and [Google Scholar] [Crossref]

21. cluster resource centres: An assessment. Journal of Indian Education, Vol XLIV, No.3, 68-77. [Google Scholar] [Crossref]

22. Singh,P. and Kumar,R. (2013). Effective implementation of quality monitoring tools: some reflections. [Google Scholar] [Crossref]

23. The Primary Teacher, Vol. XXXVIII, No. 1 and 2, 05-15. [Google Scholar] [Crossref]

24. Yadav, S.K. (2012). Impact of in-service teacher training on classroom transaction. Department of [Google Scholar] [Crossref]

25. Teacher Education; NCERT: New Delhi [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study