Right to Education (Rte) in Parishadiya Vidyalayas

After more than 100 years of struggle now that we have the RTE Act in place, it is sad to see the lackadaisical attitude of state governments in implementing the Right to Education as a fundamental right in the true sense. Previous picture paints a bleak picture for children; the proposed study is a mere attempt to study whether RTE brings some changes in sketching a new picture in field of school education and children or not. The proposed study focuses on the status of RTE in state of Uttarakhand, whether it is functioning effectively or not. The study intends to explain facts related to RTE: Performance Indicator [PTR, % Pupil Teacher Ratio, Infrastructural Facilities in School; Toilet Facilities, Punishments, Enrolment of the Students, Attendance; etc.)

Eduquest, 2016

The enactment of RTE Act 2009 stirred the existing school education system throughout the country. Bundles of norms and standards were set to achieve universaliza-tion of free and compulsory education to all children in the age segment 6-14 years. Several initiatives were taken, thought the outcomes are not complacent till today. This study endeavoured to look beyond the general criticisms that were made earlier on the Act and its propositions. A positive picture which was intended to be drawn out by the act to some extent has been reviewed. The investigator has gone through as far as possible, the different status reports at national level which pointed out the favourable and unfavourable outcomes of the ongoing elementary education system in the country with special emphasis on rural India.

RESEARCH REVIEW International Journal of Multidisciplinary, 2025

The research examines the effect of Right to Education (RTE) on India's elementary education and identifies challenges in its effective implementation. Utilising secondary data sources such as the Unified District Information System for Education Plus, the National Achievement Survey, and literature. The study found a dearth of research on comprehensive aspects of RTE implementation. The findings indicate that elementary education in India is at the crossroads of quantitative and qualitative development. It further observes a decline in absolute enrolment in the last decade while at the same time improving 'Adjusted Net Enrolment Rate' (ANER) and gender equality. Nevertheless, inclusion of 'Schedule Tribes' (ST) and 'Children with Special Needs' (CWSN) continues to be a matter of concern. The computer and internet facilities are substandard. Moreover, a consistent decline in learning achievement is observed in the national-level achievement surveys from 2012/2014 to 2021. It concludes that the provisions of the legislation have yet to transform the classroom in its true spirit.

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.

Being a welfare state, we cannot afford to take risk in educating our citizen. India is home to 19% of the world's children. India also has one-third of the world's illiterate population, which is a worrisome trend. Each and every citizen of India has been mandated by our constitution to receive free & compulsory education up to elementary level without any discrimination. Apart from constitutional remedies, various other efforts have been made to champion the cause of ‗Education for All'. However, despite best of efforts, education for all could not become a reality. The Government of India (GoI), in its effort to provide education for all, took further serious and bold steps by way of making education a fundamental right (FR). This was possible by amendment of constitution in the light of Hon'ble Supreme Court judgement (1993) to make education as FR and making of right to education a FR (the 86 th constitutional amendment). Despite best of possible efforts, we are yet to provide our population a compulsory education (in an inclusive and enabling setting). Condition of PWDs is indeed very pathetic on international parameters. There are many hindrances which sabotage the efforts of our government and in the future amendments, this need to be addressed. Present paper tries to trace the origin, feature, drawbacks, its effect and possible amendments.

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.

Pramati Educational and Cultural Trust & Ors v. Union of India was a petition taken up by the Supreme Court, as a reference made by a three-judge bench of the Supreme Court by a decision in 2010 in the case of Society for Unaided Private Schools of Rajasthan versus Union of India. The Apex Court’s decision by a constitution bench comprising of Chief Justice R.M.Lodha, Justice A.K.Patnaik, Justice Sudhansu Jyoti Mukhopadhaya, Justice Dipak Misra and Justice Fakkir Mohamed Ibrahim Kalifulla on the the Right to Education came out last week, after which, schools run by minority communities inclusive of aided or unaided minority institutions no longer have to oblige to the provision of the RTE Act where in, one had to reserve a minimum of 25% seats for the backward community/ classes. The RTE Act is still held to be Constitutionally valid, but such “minority schools” are no longer obliged to follow the same. On the other hand, private unaided institutions are not exempted as there was no violation of their right under 19(1)(g). For one to be exempted, one has to fall under the category of “Minority Institution”. Stating that minorities have the constitutional right to run and administer educational institutes, the five-judge bench said Parliament could not alter these rights under its powers of Article 21A. The RTE Act mandated all schools to admit at least 25% students from the economically weaker sections of society. The Bench upheld the validity of the RTE Act and also for reservation of the SC/ST and OBC in all Educational institutions except minority institutions. The court said: "We hold that the Constitution (Ninety-Third Amendment) Act, 2005 inserting Clause (5) of Article 15 of the Constitution and the Constitution (Eighty-Sixth Amendment) Act, 2002 inserting Article 21A of the Constitution do not alter the basic structure or framework of the Constitution and are constitutionally valid." "We accordingly hold that none of the rights under articles 14, 19(1)(g) and 21 of the Constitution have been abrogated by Clause (5) of Article 15 of the Constitution and we hold that the (Ninety-third Amendment) Act, 2005 of the Constitution inserting clause (5) of Article 15A of the Constitution is valid," the court said. One may state that the fundamental right to Education was given to the minorities in order to ensure that the rights of these minorities are protected and promoted, but the practice today is something else, as majority of the students studying in the minority schools belong to majority groups, even the few minority group children are generally from the upper strata of the society. Further, these minority schools charge a big number as tuition fees which itself fails the very purpose of such a minority group institution in itself. These institutions are more of a business/ money making idea than an institution to provide and impart knowledge and education, and thus by imparting knowledge not being the key reason behind its existence, these minority institutions defeat the original intention of the Constitution. "

isara solutions, 2019

The Right to Education Act ,2009 connotes the commitment of India to strengthen elementary education for all children in the country. It was desired in the conception and implementation of the RTE Act that all children in the age group of 6-14 would have free and compulsory education which was qualitative and inclusive. The RTE Act came into force on April 1, 2010 in Rajasthan. Henceforth, sseveral measures have been taken by the state government in terms of laying down State Rules, guidelines, policies, stricter regulations for private schools, to ensure that the RTE Act is properly implemented. Unfortunately, these measures have not altered the education scenario and the true benefit in term of children learning and developing seems miles away. Data indicate that the public system of education and the learning curve of children have seen a downward trend.

Asian journal of education and social studies, 2024

The "Right to Education Act" (RTE) is a crucial policy addressing elementary education challenges. Enshrined under Article 21A of the Indian Constitution, the RTE Act mandates free and compulsory education for children aged 6 to 14 years, making it a fundamental right. Despite its progressive intentions, the RTE Act faces several challenges in its implementation. Equitable access, inadequate infrastructure, shortage of teachers, quality of education and financial constraints are prevalent issues. Addressing these challenges requires concerted efforts from the government, civil society, and stakeholders. It involves increasing investments in education, improving the quality of teacher education and training, enhancing infrastructure facilities, and strengthening monitoring mechanisms. While the RTE Act represents a significant step towards ensuring universal access to quality elementary education in India, its practical implementation requires overcoming various challenges and addressing systemic issues to realize the vision of inclusive and equitable education for children. A survey was conducted employing a purposive sampling technique, covering (n=15) Government and (n=10) Private elementary schools in Tuensang District, Nagaland, Northeast India. The primary emphasis is to examine the school infrastructure, a key provision under the "Right to

国際教育協力論集, 2014

The current article shows how until the enactment of the Right of Children for Free and Compulsory Education Act, 2009 (RTE Act) the Indian State had never given a wholehearted commitment to make education a fundamental right. It traces the attitudes and perceptions of the protagonists for universal education and the arguments that had systematically thwarted any investment for universalisation of education in India. The RTE Act is a breakthrough, as it guarantees right to all children in 6-14 years age group in India, and makes it a State obligation to provide for it as per the Act. However its implementation becomes a challenge for an education system which over time, had developed practices to exclude children and had compromised children's access to schools. The system has to radically transform itself to reach out to every child by law.

Delhi Publication, 2019

The title of the RTE act incorporates the words 'free and compulsory'. 'Free education' means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. 'Compulsory education' casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age groups. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.

On April 1, 2010, India joined the league of over 130 countries that have made legal commitments to provide free and compulsory education. The Right to Education (RTE) Act, 2009 ensures ‘Education For All’ in terms of free and compulsory elementary education for children aged form six to fourteen years. Despite the fact that the Act does not address the critical foundation years fo children below the age of six years, it have been welcomed as a critical first step. Free and compulsory elementary education was made a fundamental right under Article 21 of the Constitution in December 2002, by the 86th Amendment. To quickly recap the recent steps in the journey of the RTE Act 2009: the 86th Amendment Act, 2002, made three specific provisions in the Constitution to facilitate the realization of free and compulsory education to children between the age of six and fourteen years as a Fundamental Right. These were (i) adding Article 21 A in Part III (Fundamental Rights), (ii) modifying Article 45, and (iii) adding a new clause (k) under Article 51 A (Fundamental duties), making the parents or guardian responsible for providing opportunities for education to their children between six and fourteen years. In translating this into action, the ‘Right of Children to Free and compulsory Education Bill’ was drafted in 2005. This was revised and became an Act in August 2009, but was not notified for roughly seven months. After much dithering for almost seven years subsequent to the 86th Amendment to the Constitution, the RTE Act 2009 received presidential assent on 26th August 2009 and came into force form, April 1, 2010, taking forward the agenda of free and universal elementary education.

IOSR Journal of Humanities and Social Science, 2014

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

2017

The paper examines the issue of resource adequacy for Right to Education (RTE) by estimating the resource requirement for universalization of elementary education across twelve Indian States. Using RTE norms as the base, a framework for estimating school and system level resource requirements is laid down. Apart from the official norms, framing of the normative must necessarily take into account the present structure of schools including the pattern of enrolment in government schools vis-a-vis private schools, existing infrastruc-ture in these schools, school size etc. Database of school-level information has been used for the purpose. Actual budgetary expenditure presents the distance from the normative. The results indicate that even with minimal norms, there is a vast amount of under-spending per student by governments. Except in the case of Tamil Nadu, the required ex-penditure per student is short of the normative requirement. In States like Bihar, Jharkhand, Orissa and Madhya ...