EY Right to education

Education serves as the main catalytic agent in the developmental process of a nation. Illiteracy on the other hand is the greatest impediment to any improvement in the socio-economic status of the people. Education is not just 'one of the' but the most important domain of our national life and it is a key to development and progress in every sphere of our existence. The national policy on education 1986 and its programme of action 1992 have redefined as " universalisation of elementary education" to include not only the provision of universal access and universal participation but also the achievement of acceptable standards of learning. The aim of this paper is to discuss about ' Feasibility and Implementation of Right to Education Act' and to suggest measures to improve the quality of education.

Research Journal of Educational Sciences

Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. (Article 26 of the 1948 Universal Declaration of Human Rights). This UN recommendation has been reinforced in the provisions of the Right of Children to Free and Compulsory Education (RTE) Act (2009), which came into effect in India on 1 April 2010, enshrining in law for the first time the rights of all Indian children aged between six and 14 years to free and compulsory elementary education regardless of caste, class, gender, etc. The RTE Act, though deserves due credit for laying down in fairly specific terms state's responsibility towards education, it would be appropriate to examine the status and awareness on the part of schools and concern authority to provide free elementary education to the children aging between six to fourteen years of old. Present research study has tried to explore the status of the implementation, awareness and understanding of the provisions of RTE amongst teachers, parents and children in some rural schools of Haryana. Two years have already passed since implementation of the RTE Act in Haryana but so far there has been some progress only in terms of enrollment/basic infrastructure but towards guaranteeing quality education in terms of student learning the state has not achieved much. Same is the case with regard to its awareness and understanding among its various stakeholders. By providing some recommendations and further scope of research the paper calls for an urgent intervention by the government to strengthen the operational aspect of the Act in the state.

International journal of science and research, 2024

A historic piece of legislation, the Right of Children to Free and Compulsory Education Act 2009 (RTE Act), intends to give all children between the ages of six and fourteen free and compulsory schooling. Pertaining education to the individual from childhood is a age long practice. With the gradual growth of time the concept of education system changes through various phrases. The education is a vital weapon used to shape a nation's destiny by assuring to live a quality life with respect and dignity. The education is a continuous process and dynamic in nature which starts from our birth and ends with our last breath. It is not just acquiring knowledge it's about fostering wisdom, seeking truth and continuously expanding one's understanding. Making education available to everyone, regardless of color, caste, creed, sex, or place of birth, was the dream of those who drafted the Constitution. A new Article 21-A, which recognizes education as a fundamental right of all citizens, was incorporated with the 86th Amendment in 2002. In line with this, the Right of Children to Free and Compulsory Education Act 2009 came into effect on April 1st, 2010. It is a milestone towards realizing the fundamental right to education enshrined in the Indian Constitution. This paper will critically examine the RTE Act highlighting its positive impacts and limitations.

Universal Journal of Educational Research, 2020

This Research paper deals with the conditions of the education of children in India, the various schemes and policies carried out in providing education. How Elementary Education has developed in India? Attempts are made to find out the laws in the country, in which basic education finds the place in this respect nature and scope of Right to Education Act has been analysed. Education plans, policies and various Government schemes have been discussed. Paper examines and investigates the constitutional growth of Education with aims to achieve the goal of equal opportunity to all and social justice as enshrined in the Preamble of the Constitution. Various articles inherent in the Indian constitution have been discussed. Judicial response to the need of the right to education has also been highlighted. Global Commitment for Compulsory Education has also been discussed with agenda 2030 which refers to the global dedication of the Education for all. Lastly, there is a conclusion and some suggestions. The certainty and promise RTE Act which shows up on paper should be fulfilled in its execution which is very defective. Despite the fact that several legislative enactments, judicial pronouncements, and many government schemes make effective implementation of elementary education, we are lacking behind to achieve the desired goals and to meet with an international commitment regarding compulsory education. In the same way, as other endeavoured social changes in India, this also needs to begin at the grass-root level and requires a boundless effort to make a difference in a deep-rooted mind.

IOSR Journal of Humanities and Social Science, 2014

Right to Education (RTE) Act is a milestone in the movement towards achieving the goal of Universal, equitable and quality education. The act is not only legislative sanction and it is the most substantive declaration of the commitment and responsibility of Indian Government towards education. Thus, it is obvious that India has responded positively to global policy developments and very much on the path of Universalisation of Elementary Education (UEE) which emphasizes access, equity and quality. The quantitative development of elementary education without giving proper attention to quality is worrisome trend. The formal schools must impart satisfactory and equitable quality education to ensure social and economic development. Sadly it has aften been observed that quality is sacrificed for the sake of quantitative development of elementary education. This year, we have completed over six years since the act came into effect on 1 st April 2010. The present paper exmines the progress and performance of right to education act 2009 in India during the period from 2010-2011 to 2015-2016. It also through light on the issues and challenges in implementation of RTE Act. The paper ends with some important suggestions to reform elementary education in the context of right to education. , http://www.euroasiapub.org (An open access scholarly, peer-reviewed, interdisciplinary, monthly, and fully refereed journal)

2016

T he positive role of Universal Elementary Education (UEE) in strengthening the socioeconomic base of a nation cannot be over-emphasised. Recognising the importance of it, the original Article 45 in the Directive Principles of State Policy in the Constitution mandated the State to endeavour to provide free and compulsory education to all children up to age 14 within a period of 10 years. The National Policy on Education (NPE), 1986/92, states: In our national perception, education is essentially for all … Education has an acculturating role. It refi nes sensitivities and perceptions that contribute to national cohesion, a scientifi c temper and independence of mind and spirit-thus furthering the goals of socialism, secularism and democracy enshrined in our Constitution. * The author would like to thank all the offi cers of the Ministry of Human Resource Development (MHRD), Ministry of Women and Child Development and Ministry of Finance who provided important inputs/comments. Views expressed in the paper are strictly the author's own and not necessarily of the organisation/body to which he is affi liated.

International Journal of Advanced Educational Research, 2017

Based on Notes on Clauses of the Bill) Section 5 provides a child, the right to seek trdnsfer from one school to another, either within a State or outside and for immediate issu:? of transfer certificate to such child and also for liability for disciplina:y action against the in-charge of the school delaying issuance of transfer certificate. CHAPTER Ill DUTIES OF APPROPJilA TE GOVERNMENT, LOCAL AUTHORITY AND PARENTS 6. Duty of appropriate Gavemment and local authority to establish school.-For car~'ing out the provisions of this Act, the appropriate Government and the local au.thor:ty shall establish, within such area or lirr.its of neighbourhood, as may be p~escril,td, a school, where it is not so established, within a period of three yP.ars frnm ~nP. commencement of this Ac~. 7. ~naring of finandal and other responsibilities.-(1) The Central Government anc:. lhe State Ge.> ernments shall have concurrent responsibility for p1c.viding funds for carrying C' IUt fie previsions of this Act. (:2.) Thr Central Guvernm.?nt shall prepare the estimates of capital and r.?curring ~xpcnditure for t..'l.e implementation of the provisions uf the Act. (3) The Central Govem..nent shall provide to the State Governments, as grantsin-aid of revenues, su.ch percentage of exp~njiture rf'fErred to in subsection (2) as it may determine, from time to time, in comultatio!l with th<! State Governmerits. (4) The Central Government may make a request t.J the Presiaent to make a refererice to the Finance Commission under sub-clause (d) of clause (3) of a.tide 280 to examine the neeci. for additional resources to be provided to any S~ate Governmtnt so that the said St...ite Go..-ernme'.lt may provide its share of funds for carrying out the pruvisions of the Act. (5) Notwithstanding <'nything containeC: iI1 subsection (4), the State GoYernmenl shail, taking i"lto consideration the sums provided by the Central Government to :i St<>te Govemment under subsection ~3), and its other resources, i:>e responsible cc provide fundi:; !or implem<:!ntation of the pro:-'ii:;ions of the Act. (6) The Cen~r:>I Govemme.1t shall-• (<>) develop a framework of national currkuh•m with the nelp of academi.: authority specified unC:cr section 29; (b) dcvekp and enforce !>tandardc; for training of teachers; (c) provide technical support a!ld resources to the State Gover:une11t for p•omotirg innov'ltionr, researches, planning and capacity build :ng. COMMEl\""Th (Bao;ed or. Notes on Oauses of fne lii:l) Section 7 JJrovidei. for ~nancial anc! other .esponsibil'.ties oi t!te Cent~.~! Goverrune~t and the State Gove'"Ilmerits ar.d fo:: cl.eveloping by the Central :..ovemrrent of a national currilulum and the sta'ldards tor training of t1:1chP.rs. 8. DuHes of approp1iate Govemment.-Th~ iippropriate Gov~rnment shalla) provide free and compulsor~ elementary education to every c:hild:

Procedia - Social and Behavioral Sciences, 2012

Purpose of Study: The education system does not function in isolation from the society of which it is a part. Unequal social, economic and power equations, deeply influence children's access to education and their participation in the learning process. This is evident in the disparities in education access and attainment between different social and economic groups in India. There were an estimated eight million 6 to 14 year-olds in India out-of-school in 2009. The world cannot reach its goal to have every child complete primary school by 2015 without India. In 2010, India implemented the Right to Education Act (RTE), to legally support inclusive education. Today, 18 crore children are taught by almost 57 lakh teachers in more than 12 lakh primary and upper primary schools across the country. This notable spatial spread and physical access has, however, not been supported by satisfactory curricular interventions, including teaching learning materials, training designs, assessment systems, classroom practices, and suitable infrastructure. The present paper attempts to: (a) Understand the Indian perspective on child's right to education, (b) Analyse the feasibility of RTE and highlight the challenges in its implementation in India, (c) Present Case Studies to describe the present Indian scenario in education for the marginalised children in two progressive states of India that have the potential to show a way for the rest of the country. In this study, the common issues that emerged, in deterring inclusion in two states of India were: attitudinal barriers, lack of awareness of the legal provisions and subsequent schemes, accessibility of schools being meagre, lack of necessary infrastructure , lack of and retention of trained staff adaptation of curriculum and materials and lack of control systems. Though India has taken ownership for inclusive education by establishing legal provisions through the RTE, several issues continue to be faced. While many innovative programmes have been initiated, a stronger partnership between the government and the common man together is what is required to bring about the desired difference.