Gender Inclusion Fund under NEP 2020: Bridging Gender Gaps in Education 

Policy Update
Sneha Kohli

Background

Gender disparity is a prevalent challenge to education in India due to the historical socio-cultural landscape that has always disadvantaged girls and women. Gender biases in the education sector are thus being addressed by modern day public policies providing equal opportunities to all. The National Education Policy (NEP) 2020 reflects bridging this existing gender gap through the creation of Gender Inclusion Fund as part of the programme, which goes beyond the binary distinction of gender and builds an all-inclusive character for promoting equal rights to education. 

The National Education Policy (NEP) 2020 introduced a comprehensive vision of equitable and inclusive education, recognising that educational opportunities should not be restricted by gender, socio-economic background or socio-cultural identity. The policy identifies Socio-Economically Disadvantaged Groups (SEDGs), including female and transgender students, as groups requiring targeted interventions to overcome persistent educational inequalities. Within this framework, the Gender Inclusion Fund (GIF) is envisaged as an instrument for expanding access to equitable quality education for girls and transgender students (Ministry of Education, 2023).

The rationale for the GIF extends beyond enrolment to address the structural barriers affecting educational participation and retention. Financial constraints, safety concerns, geographical inaccessibility and gender stereotypes can restrict girls’ educational opportunities, particularly at secondary and higher secondary levels. Menstrual health and hygiene, the availability of residential facilities and the transition between educational stages also influence girls’ continuation in education (Pal, 2022).

The policy envisages that the GIF will support priorities determined by the Central Government and implemented by states, including sanitation facilities, bicycles, conditional cash transfers and community-based interventions addressing context-specific barriers to educational access. The fund also recognises the educational exclusion experienced by transgender students, for whom stigma, discrimination and inadequate institutional support can create additional obstacles (Ministry of Social Justice and Empowerment, 2022).

The Ministry of Education has clarified that the objectives of the GIF are being pursued through dedicated provisions for SEDGs under Samagra Shiksha 2.0. These provisions include free textbooks and uniforms, residential schooling, self-defence training, menstrual hygiene facilities and stipends for girls with special needs. Consequently, the policy’s implementation needs to be assessed through both the resources allocated to related interventions and their contribution to equitable educational access (Ministry of Education, 2021, 2023).

Functioning

The GIF is envisaged as a mechanism for strengthening gender-responsive educational interventions through coordination between the Central Government, state governments and local community organisations. Rather than addressing gender inequality exclusively through enrolment-related measures, its approach encompasses infrastructure, financial assistance, safety, teacher sensitisation and community participation.

Under Samagra Shiksha 2.0, several interventions support the objectives of equitable education for girls and transgender students. The scheme covers school education from the pre-primary stage to Class XII and seeks to bridge social and gender gaps while strengthening equity and inclusion (Ministry of Social Justice and Empowerment, 2022).

The key interventions associated with the implementation of these objectives are outlined below:

Source: Ministry of Education (2021, 2023); Ministry of Social Justice and Empowerment (2022).

The institutional framework also includes school safety and security guidelines developed by the Department of School Education and Literacy. These guidelines establish accountability for school management and adopt a three-pronged approach comprising an accountability framework and legal provisions, a whole-school safety approach, and a multisectoral approach. The guidelines have been circulated to states and Union Territories, which may adapt them to local requirements (Ministry of Education, 2021).

For transgender students, the policy framework specifically recognises the importance of community-based interventions that address barriers to access and participation. Such interventions are intended to respond to local circumstances rather than rely exclusively on uniform measures across educational institutions (Ministry of Education, 2023; Ministry of Social Justice and Empowerment, 2022).

Performance

The implementation of the GIF’s objectives can be examined through the financial provisions reported under Samagra Shiksha 2.0 and the administrative indicators associated with residential schooling. UDISE+ data show that between 2021–22 and 2022–23, the Gross Enrolment Ratio (GER) for girls increased from 79.4% to 80.1% at the secondary level and from 58.2% to 58.7% at the higher secondary level, while declining at the primary and upper-primary levels. These trends highlight continued challenges in sustaining girls’ participation across different stages of school education (Ministry of Education, 2022, 2023)

Parliamentary replies provide expenditure-related allocations for selected interventions for 2021–22 and 2022–23. These figures indicate the scale of resources reported against the interventions, but they should not be interpreted as a separately identified GIF budget.

The following table presents the reported allocations for the two financial years:

Source: Ministry of Education (2021); Ministry of Education (2023a). 

The reported figures indicate changes in resource provisions across the selected interventions. Allocations for KGBVs, residential schools and hostels, and self-defence training increased between the two financial years. Conversely, the reported provisions for uniforms and stipends for CWSN girls declined. Such changes demonstrate variation in budgetary provisions but do not, by themselves, establish corresponding changes in expenditure utilisation or educational outcomes (Ministry of Education, 2021, 2023a).

Residential schooling provides another indicator of implementation. As reported by the Ministry of Education, 5,639 KGBVs had been sanctioned nationally, with an enrolment of 6.88 lakh girls as of 30 June 2023. Between 2018–19 and 2022–23, 357 KGBVs were approved for upgradation to Type II, covering Classes VI–X, while 2,010 were approved for upgradation to Type III, covering Classes VI–XII (Ministry of Education, 2023b). These figures demonstrate the scale of the residential schooling intervention and the administrative progress reported in expanding the educational provision available to girls from disadvantaged groups. 

A further limitation concerns the reporting of resources for transgender students. The Ministry of Education explains that the objectives of the GIF were being pursued through provisions under Samagra Shiksha 2.0. It identifies the assistance with educational access and community-based interventions but does not provide a separate allocation proportion for transgender students (Ministry of Education, 2023a). This limits the extent to which the distribution of resources and the reach of interventions for transgender learners can be assessed from the cited administrative figures.

Official parliamentary data identifies Gujarat, Himachal Pradesh, Goa, Punjab, Telangana and Andhra Pradesh, among other states/UTs, as having made progress in girls’ enrolment across social categories during 2019–20 to 2021–22. However, these figures reflect broader school-education trends and should not be interpreted as direct evidence of the Gender Inclusion Fund’s impact.

Overall, the available evidence demonstrates the existence of targeted educational provisions and reported progress in residential schooling. Nevertheless, financial allocations and enrollment figures alone cannot establish the effectiveness of the GIF in reducing gender disparities.

Impact

The GIF’s potential contribution to gender equity can be assessed through its emphasis on access, affordability, safety, inclusion and continuity in education. The available sources identify several areas in which these interventions may address barriers faced by girls and transgender students.

1. Improving access and reducing financial barriers: Free textbooks, uniforms, stipends and residential facilities can help reduce the financial and geographical obstacles that restrict educational participation. The provisions under Samagra Shiksha 2.0 are intended to support reducing these inequalities (Ministry of Education, 2023b).
2. Strengthening retention and educational continuity: KGBVs and other residential facilities can support girls who face difficulties accessing schools because of distance or local circumstances. (Ministry of Education, 2023b).
3. Addressing safety and menstrual hygiene barriers: Separate toilets, sanitary-pad vending machines, incinerators and self-defence training address practical concerns that may affect girls’ attendance and participation. Pal (2022) highlights the importance of hygienic sanitation facilities, menstrual health education and safe residential arrangements in supporting girls’ continuation in education.
4. Promoting gender-sensitive educational environments: Teacher sensitisation and gender-sensitive teaching-learning materials can contribute to challenging stereotypes and improving classroom inclusion. (Mohanan et al., 2024).
5. Recognising the educational exclusion of transgender students: The explicit inclusion of transgender learners within the SEDGs framework represents an important policy recognition of gender-diverse students’ educational needs. The proposed support for community-based interventions is relevant to addressing context-specific barriers, while research identifies stigma, bullying, infrastructural inadequacies and limited institutional support as continuing concerns (Gupta, 2024; Ministry of Social Justice and Empowerment, 2022).

The available evidence therefore indicates that NEP 2020 provides a framework for addressing multiple dimensions of educational inequality. However, the extent to which the GIF has independently contributed to measurable improvements remains difficult to establish. The reported allocations and administrative indicators primarily document the provision of resources and educational facilities.

Emerging Issues

The implementation of the GIF can be critically examined through the following emerging issues and challenges:

1. Limited transparency in separate GIF allocations: Parliamentary replies report provisions under Samagra Shiksha 2.0 to meet the objectives of the GIF. However, there is no established separate identifiable GIF budget or comprehensive account of expenditure exclusively attributable to the fund. This complicates the assessment of the resources specifically mobilised under the policy initiative (Ministry of Education, 2021, 2023a).
2. Insufficient disaggregated data for transgender students: Although the policy recognises transgender children as SEDGs, the cited parliamentary reply does not specify the proportion of funds allocated to transgender students. Without clearly disaggregated data on allocations, beneficiaries and outcomes, it remains difficult to evaluate whether interventions adequately address their particular educational barriers (Ministry of Education, 2023a).
3. Persistent infrastructural and social barriers: The existence of provisions for sanitation, residential facilities and safety does not automatically ensure that students can access or use these facilities effectively. Menstrual health concerns, distance from schools, gender stereotypes and inadequate institutional support can continue to affect educational participation. Pal (2022) argues that gender sensitisation needs to be complemented by meaningful curriculum reform, including attention to menstrual health and legal literacy.
4. Stigma and institutional exclusion: Transgender and gender-diverse students may experience bullying, discrimination, family rejection and exclusion from educational spaces. Gupta (2024) identifies the absence of appropriate infrastructure and insufficient institutional support as barriers to educational equity. 
5. Implementation capacity and accountability: The implementation of gender-responsive interventions requires coordination among government departments, educational institutions, teachers and local communities. Although school safety guidelines provide an accountability framework, a uniform implementation or outcome-level compliance across all states and educational institutions remains absent. (Ministry of Education, 2021; Mohanan et al., 2024).

Taken together, these issues highlight the distinction between policy intent, the provision of resources and demonstrable educational outcomes. The GIF’s effectiveness cannot be assessed solely through the existence of schemes or the scale of budgetary provisions; it also requires evidence of equitable access, sustained participation and improved educational experiences.

Way Forward

The following policy recommendations can be considered to strengthen the implementation of the GIF and advance gender equity in education.

1. Establish transparent GIF-related financial reporting: The Ministry of Education should clearly distinguish separately identifiable GIF allocations and expenditure, wherever applicable, from the wider provisions under Samagra Shiksha 2.0. Annual reporting should identify the interventions financed, the intended beneficiaries and the expenditure incurred, enabling a clearer assessment of resource utilisation.
2. Strengthen disaggregated monitoring: Administrative reporting should provide more detailed information on the reach of interventions among girls, transgender students and other disadvantaged groups. Data on allocations, enrolment, attendance, retention, completion and transitions between educational stages would help identify groups that remain underserved.
3. Prioritise safe and gender-responsive infrastructure: States and educational institutions should strengthen access to functional sanitation facilities, menstrual hygiene resources, safe hostels and appropriate support systems. The implementation of school safety guidelines should be accompanied by regular monitoring and clear accountability for addressing identified gaps (Ministry of Education, 2021; Pal, 2022).
4. Develop inclusive institutional practices for transgender students: Gender-sensitive teaching materials, teacher sensitisation, accessible grievance mechanisms and community-based interventions should be strengthened to address discrimination and exclusion. Educational institutions should assess the specific barriers faced by transgender learners and ensure that institutional practices support their participation and continuity in education (Gupta, 2024; Ministry of Social Justice and Empowerment, 2022).
5. Strengthen teacher preparation and curriculum reform: Teacher training should address gender stereotypes, inclusive classroom practices and the needs of students from disadvantaged backgrounds. Curriculum development should also incorporate appropriate education on menstrual health, hygiene and legal awareness, as highlighted by Pal (2022).
6. Undertake outcome-based evaluation: Monitoring should move beyond expenditure and enrolment figures to examine retention, completion, learning outcomes, educational progression and student experiences. Periodic evaluations should assess whether interventions are reaching intended beneficiaries and identify differences across states, educational stages and social groups.

Thus, the next phase of implementation should focus not only on maintaining educational provisions but also on strengthening transparency, accountability and outcome-based monitoring. A systematic assessment of both financial implementation and educational outcomes would help determine whether the objectives of the Gender Inclusion Fund are translating into meaningful reductions in gender gaps in education.

References

Bansal, A., & Bewtra, P. (2022). Women empowerment & gender inclusion fund: Equitable and inclusive vision in the National Educational Policy 2020. International Journal of Innovations & Research Analysis, 2(3[I]), 144–154. https://www.inspirajournals.com/uploads/Issues/1618632446.pdf

Gupta, A. (2022). National education policy and gender inclusion. International Journal of Advances in Engineering and Management, 4(5), 1489–1494. https://doi.org/10.35629/5252-040514891494

Gupta, L. (2024). National Education Policy (NEP) 2020 and the path to equitable education for gender-diverse students. National Journal on Social Issues & Problems, 13(2), 79–82.

Ministry of Education. (2021, December 1). Steps taken by the Government for Gender Inclusion Fund. Press Information Bureau, Government of India. https://www.pib.gov.in/PressReleaseIframePage.aspx?PRID=1776914&reg=48&lang=2

Ministry of Education. (2023a, April 5). Gender Inclusion Fund: Rajya Sabha Unstarred Question No. 3713. Parliament of India. https://www.sansad.in/getFile/annex/259/AU3713.pdf?source=pqars

Ministry of Education. (2023b, July 31). National Education Policy, 2020 provides for setting up a Gender Inclusion Fund (GIF) especially for girls and transgender students to provide them equitable quality education. Press Information Bureau, Government of India. https://www.pib.gov.in/PressReleaseIframePage.aspx?PRID=1944287&reg=48&lang=2

Ministry of Education. (2021, December 1). Gender Inclusion Fund: Rajya Sabha Unstarred Question No. 324. Parliament of India. https://www.sansad.in/getFile/annex/255/AU324.pdf?source=pqars

Ministry of Social Justice and Empowerment. (2022, June 30). Welfare of transgender persons in India: Slew of measures by Central Government in last three years; Umbrella scheme ‘SMILE’ launched in 2022. Press Information Bureau, Government of India. https://static.pib.gov.in/WriteReadData/specificdocs/documents/2022/jun/doc202263068801.pdf

Mohanan, S. M., Netto, S. G., & Ram, A. T. (2024). Gender equity in Indian education: Implementing the vision of NEP 2020. In R. K. Kushwaha, P. K. Yadav, A. Kushwaha, & P. Dwivedi (Eds.), Diversity, equity & inclusion (pp. 236–254). BlueRose Publishers.

News On AIR. (2023, July 31). NEP 2020 provides for setting up Gender Inclusion Fund, especially for girls and transgender students: Govt replies in LS. https://newsonair.gov.in/nep-2020-provides-for-setting-up-gender-inclusion-fund-especially-for-girls-and-transgender-students-govt-replies-in-ls/

Pal, S. (2022, March 8). NEP 2020: Making education gender inclusive. Hindustan Times. https://www.hindustantimes.com/opinion/nep-2020-making-education-gender-inclusive-101646724488825.html

FE Education. (2023, July 31). NEP 2020 provides for setting up Gender Inclusion Fund especially for girls, transgender students. The Financial Express. https://www.financialexpress.com/jobs-career/education-nep-2020-provides-for-setting-up-gender-inclusion-fund-especially-for-girls-transgender-students-3194143/

About the contributor

Sneha Kohli is a third-year B.A. (Hons.) Political Science student at Jesus and Mary College, University of Delhi. She has a keen interest in public policy, governance, and policy research, with prior experience in research projects, policy analysis, and academic writing. She values curiosity, critical thinking, and collaborative learning, and looks forward to contributing to and learning from IMPRI’s research ecosystem. 

Acknowledgements

The author extends sincere gratitude to the IMPRI team for their expert guidance and Amrutha Kolluru and Prisha Sachdeva for their valuable feedback and support. 

Disclaimer

All views expressed in the article belong solely to the author and not necessarily to the organisation. 

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