Effect of RTE Act 2009 in Rural Schools of Odisha

SSRN, 2020

The Right of Children to Free and Compulsory Education (RTE) Act came into effect on 1 April, 2010. RTE Act 2009 is a mile stone to achieve the goal of fundamental right of education in Indian constitution. To know the impacts of this important act on children and society the researcher in his study "An analytical Study of Impacts of Implementation of RTE ACT 2009" has selected Government/Government aided and recognised private public schools that are providing formal education up to upper primary level in six districts (Meerut, Baghpat, Ghaziabad, Gautam Buddh Nagar, Hapur and Bulandshahr) of Meerut Commissionnary.The results of this study obtained on the basis of data analysis which were collected by researcher with the help of different questionnaires for teachers, parents, students, principals/heads, management/ administration and staff members. In this paper the researcher highlights the impact of RTE Act 2009 on children are studying up to upper primary level in the schools of district Ghaziabad of Meerut Commissionnary. The results were very surprising showing that still there is a big need to reform in the facilities available in the schools and increament in gross enrollment ratio in primary education including both gender and poor economy children.

Indian government has passed Right of children to free and compulsory Education, Act 2009 on 4th august 2009 and it has came in to force from the first April 2010. This act ensures free and compulsory education for the children of age group of 6 to 14 years in primary schools. After long years of 66 from independence in our country literacy rate is not satisfactory. There are so many reasons behind it. But now with the enactment of Right to Education Act, 2009 brings hope to us, it has became compulsory for central and state government as well as for guardians to ensure that every child of age group of 6 to 14 is enrolled in school. Many times government passed so many acts, policies etc for development of our society. But actual development depends upon its proper implementation. The present study aims to study the implementation of Right to Education Act, 2009 in hajo block of rural kamrup district of Assam. Key word: RTE, implementation

Humanities & Social Sciences Reviews

Purpose of the study: The purpose of the present research is to find out the awareness as well as compliance of various schools under SSA (2001) and other relevant Acts with the various government guidelines in the education sector. The major factors which are being identified for the survey are likely pupil-teacher ratio, infrastructure, health and hygiene and training provided to SMC’s. Methodology: In conducting the following survey, descriptive research and convenience sampling has been employed. To study the current compliance of various schools under SSA (2001), a structured questionnaire has been prepared. The final questionnaire has been prepared after including various compliances on the aspects of Pupil-Teacher Ratio, Infrastructure, Health and Hygiene and SMC training. The data collected was systematically tabulated and analyzed qualitatively. Main Findings -The findings of the study revealed that the majority of schools in Golaghat district have very less provision for v...

Journal of Education and Practice

The rate of literacy among the Scheduled Tribes is 52.24% against the overall literacy rate of 72.87% of the State as per 2011 census. In tribal areas, the development with respect to economic, political and educational is lagging as compared to rest of the country. There is dearth of studies particularly, related to awareness of teachers about RTE Act in tribal areas of Odisha. Hence, the investigator was keen to undertake a study about the extent of awareness of elementary school teachers about RTE Act. survey method is used for the present study. Population of the present study is all the elementary schools of tribal areas of Odisha. Target population is restricted to all the elementary schools of four tribal districts of Odisha. Cluster sampling method was used. Six blocks were selected from these four districts-two blocks from Nabarangpur, two blocks from Koraput, one block each from Kalahandi and Mayurbhanj purposively. These blocks come under scheduled area. Ten elementary schools were selected randomly from each district. All the available teachers were selected from these schools. There were a total of 127 teachers. An awareness test for teachers was developed and used by the investigator. It was found that elementary school teachers in tribal areas of Odisha are aware about Right to Education Act. However, no significant difference was found in awareness about RTE Act among teachers on the bases of their gender, educational and professional qualification, teaching experience, mother and age.

The International Journal of Social Sciences and Humanities Invention, 2016

This Act calls for quality with equity and therefore has made special provisions to meet these goals. It is for the first time that curriculum, teaching-learning, assessment and evaluation procedures are made the part of law to ensure good education in schools. Also, the Schools and teachers will monitor the school environment which includes hygiene and sanitation practices Abstract:The RTE Act was passed in 2009 and came into force in April 01, 2010. After several years of its implementation, the researchers strive to find out its status in Aligarh district of Uttar Pradesh. A self-made Information Schedule was used by the researchers to assess the implementation of RTE Act. Both quantitative and qualitative analysis was done. Coding, scoring and analysis of data were done by using the SPSS software. Student's t-test was used to analyze the data for independent samples. Although there is a general lack of awareness among the teachers about the RTE Act, however some of its provisions are implemented in the schools.

International Journal of Literacy and Education, 2022

The RTE Act 2009 is one of the landmarks in history of Indian education. The main purpose of the act is to provide quality Elementary education to all children between age group of 6-14 years. The implementation of the act is one of the recent research interests in Indian education. The present study has tried to find out the level of inclusion of deprived child in private schools under RTE Act 2009 and problems faced by schools, children and parents regarding this. To find the facts regarding inclusion of deprived children in the schools, 5 teachers, 20 children and 20 parents of the children from each school including with different stakeholders such as Education Officials, Local Bodies Government, NGOs etc have been involved by researcher. The study indicated that RTE children are not able to cope with their classmates in terms of academics. The result of the study revealed that no proper or adequate measures were taken by the government effectively to operationalize the provision of admission of deprived children in private schools under section 12(1)(C) of RTE Act. The major challenges faced by the schools to the parents are the adjustment of the children with others students of the schools, transaction of curriculum and classroom behavioral issue with the children admitted under 25% provision and classroom management.

2018

The importance of education cannot be denied in one’s life. It sustains the human values which contribute to the individual and collective well-being. The Right to Education Act (RTE), 2009 is undoubtedly one of the landmark regulations in the education sector in republic India. It aimed at providing momentum to India’s vision of making education compulsory for all. The RTE Act attempts to provide every child, between the age group of 6-14 years, the right to quality and equitable elementary education in a formal school. It focuses on educational inputs – infrastructure, teachers, and books etc. It is related to public interest so attention needs to be paid to assessing its impact on learning outcomes. This study attempts critical appraisal of the implementation of RTE Act 2009 in Parishadiya Vidyalayas of country. The study will also explore the steps taken by states for implementation of RTE Act, 2009 so far and their difficulties in proper implementation of the Act. The key point...

The Present study is on Right to Education Act 2009 with special reference to student-teacher ratio and infrastructure .By 86 th amendment Act 21-A was added as a new fundamental right in 2002 .The act was passed by both Rajya sabha and lok sabha and received the consent from president on AUG 26 ,2009. Right to children to free compulsory education act 2009 was come in to force on 1 April 2010. The objective of the present study is find out the student-teacher ratio and infrastructure. The data was collected from 40 government schools and 40 private schools of Gwalior city of M.P. A Questionnaire was prepared was by researcher himself. The data collected was systematically tabulated and analyzed .the findings of the study shows that student-teacher in government schools is 1:21 and in private schools is 1:16.

isara solutions, 2023

Education is the process by which a society transmits its values, skills, and knowledge from one generation to another. The bill of RTE Act 2009 received the assent of President, who notified it as the children's right to free and compulsory education Act on August 26th, 2009. It has been implemented from April 1 st, 2010, in the whole of India except the state of Jammu and Kashmir. The attempt has been made to analyze the level of awareness among the teachers about the provisions of this Act and to find out that the student-teacher ratio and functioning of the school management committee (SMC) are according to RTE Act or not. The study found that awareness level among respondents is right and more than eighty-five percent of teacher-respondents stated that students-teacher ratio is according to Act. All the teacher-respondents reported that School Management Committees (SMCs) have been formulated in all schools, and more than half of the total respondents claimed that School Management Committee is functioning correctly.

Zenodo (CERN European Organization for Nuclear Research), 2022

Introduction: "Every child between the ages of 6 to 14 years has the right to free and compulsory education: Everybody has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory" ……………...86 th Constitution Amendment Act via Article 21A Education is a human right and an essential tool for achieving the goals of equality, development and peace. Non-discriminatory education benefits both girls and boys and thus ultimately contributes to more equal relationships between women and men. Equality of access to and attainment of educational qualifications is necessary if more women are to become agents of change. On a regional level, girls and boys have achieved equal access to primary education, except in some parts of West Bengal. Particularly the primary school years are an important phase in child's education because it is the foundation for his learning. It is also the time when the children are most inquisitive-what do they ask and how their questions are answered will be crucial to his development later on in life. During these formative year, the education should build their confidence and desire in learn and expose them to different aspects of learning, in academic and non-academic areas, so that the children will have a well-rounded primary education. It is very essential that every section of the society is able to access the quality education. The basic primary education underpins the success of society. Every year of primary education increases a person's productivity and reduces their dependence on social resources. The goal of education is to enable children to learn, realize their full potential and participate meaningfully in society. In spite of increasing enrolment rates, too many children are learning far less than what they are taught about and what they ought to learn in school. This low learning achievement is most frequently due to combination of factors that include inadequate learning environments, inappropriate teaching method, frequently unmotivated teachers and malnourishment and ill-health of children themselves. Progress has been made in elementary education, where equal access of girls and boys has been achieved in some countries. Enrolment of girls and women in tertiary education has increased considerably. In many districts, elementary female teachers have also played an important complementary role in improving access to education at all levels. Yet more than seven years before the Right to Education Act 2009 were lunched and the Framework for Action to Education for All. India"s Constitution guarantees free primary school education for both boys and girls up to age 14. Statement of the Problem: The present researcher has taken up the present descriptive study entitled as "A Study onLevel of Awareness among Male Teacher towards RTE Act 2009 at Murshidabad District in West Bengal". Need and Significance of the Study: In this context the present researcher has taken significance as follows:  The present study has helped to know the awareness of male teacher of elementary Schools towards the RTE Act, 2009 in the district of Murshidabad, West Bengal.  This study has been find out strategic plans of action prepared for providing Universal Elementary Education (UEE) and Sarba Siksha Abhiyan (SSA) to implement RTE, Act 2009..  It has been helped to increase the standard of education in Murshidabad District, Right to Education Act is more essential for the betterment of education of a nation.  This study has helped the male teacher to emphasis on those influential factors which are positive for the teacher"s positive attitude about the RTE Act 2009.  The study like this will be relevant to the field of higher education.  This study will grow more interest among the male teachers towards RTE Act 2009.