Implementation of Right of Children to Free and Compulsory Education Act, 2009: An Indian Perspective (original) (raw)
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An Evaluation of the Right of Children to Free and Compulsory Education Act, 2009
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.
Indian Perspective on Child's Right to Education
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.
Right of Children to Free and Compulsory Education Act, 2009 and its Implementation
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.
Education 3-13, 2023
The Right of Children to Free and Compulsory Education Act, 2009 (hereinafter referred to as the RTE Act, 2009) came into effect since 1st April 2010, pursuant to the 86th Amendment to the Constitution of India (2002), which promises elementary education as a fundamental right. It makes legally binding on the State to ensure free and compulsory education to all children of the age of 6-14 years all over India except the State of Jammu and Kashmir. The 1st April 2020 marked the decadal anniversary of the RTE Act. The present study aims to examine the achievements and gaps in the implementation of the Act after a decade, with the objectives of gaining insights into the major hindrances towards its successful implementation, with a future roadmap based upon the recurring challenges.
Right to Education in India: A Study
SSRN Electronic Journal, 2012
In 2002, through the 86th Amendment Act, Article 21(A) was incorporated. It made the right to primary education part of the right to freedom, stating that the State would provide free and compulsory education to children from six to fourteen years of age. 1 Six years after an amendment was made in the Indian Constitution, the union cabinet cleared the Right to Education Bill in 2008. 2 The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), which was passed by the Indian parliament on 4 August 2009, describes the modalities of the provision of free and compulsory education for children between 6 and 14 in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010. The bill was approved by the cabinet on 2 July 2009. Rajya Sabha passed the bill on 20 July 2009 and the Lok Sabha on 4 August 2009. It received Presidential assent and was notified as law on 3 Sept 2009 as The Children's Right to Free and Compulsory Education Act. The law came into effect in the whole of India except the state of Jammu and Kashmir from 1 April 2010, the first time in the history of India a law was brought into force by a speech by the Prime Minister. In his speech, Manmohan Singh, Prime Minister of India stated that, "We are committed to ensuring that all children, irrespective of gender and social category, have access to education. An education that enables them to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India." People are not aware
The Right of Children to Free And Compulsory Education Act 2009 Promises and Perils
World affairs: The Journal of International Issues, 2010
After crossing many barriers, the Right of Children to Free and Compulsory Education Act 2009 (RTE Act) was passed by the Indian Parliament on 4 August 2009 and came into force on 1 April 2010. It provides free and compulsory elementary education to children in the 6–14 age bracket. The new statute makes it obligatory for state governments and local bodies to ensure that every child receives an education in a neighbourhood school. The Act's implementation should directly benefit close to ten million children who do not go to school at present. However, the RTE Act will face many challenges. The Herculean task for the government will be to provide basic requirements like books, classrooms, infrastructure and qualified and trained teachers. Further, huge financial support from and a tremendous involvement from citizens will be required. Discussed here are various provisions of the Act and suggestions on some policy measures to help achieve targets.
Right to Education in India to Achieve Millennium Development Goals
The International Journal Of Humanities & Social Studies (ISSN 2321 - 9203), 2014
This paper provides a public policy perspective of the Right to Education in India. Right to Education is the latest fundamental right given by the Indian Constitution to its citizens. The Indian state now has the legal obligation to provide free elementary education to children between the ages of 6-14 years. To ensure that this education policy also does not drag its feet like all the previous time bound plans/policies, we just cannot stop with legislation. It has to be followed up by proper enforcement and implementation. Without a concrete framework and administrative machinery, the right to education cannot solve the puzzle of achieving access, equality, quality and the Millennium Development Goals in education. Secondly, the paper briefly analyses the previous education policies to understand their drawbacks. Those policies were broadly institutional and incremental in nature and thus falling short of expectations. Thirdly, the paper will highlight what positive changes the legislation of the Right to Education will bring about in education and thus help in achieving the Millennium Development Goals in Education. It is noteworthy that the formulation of the Right to Education saw a massive and nationwide opinion-building exercise. Lastly, the paper will discuss policy options available and best suited to achieve the Millennium Development Goals in education. It is a big challenge going uphill but not an impossible task.
RIGHT TO EDUCATION IN INDIA AND MILLENNIUM DEVELOPMENT GOALS
UGC SPONSORED NATIONAL SEMINAR ON ‘MILLENNIUM DEVELOPMENT GOALS ON EDUCATION: THE TASK AHEAD OF INDIA WITH SPECIAL REFERENCE TO ITS NORTH-EAST REGION’, 2011
This paper provides a public policy perspective of the Right to Education in India. Right to Education is the latest fundamental right given by the Indian Constitution to its citizens. The Indian state now has the legal obligation to provide free elementary education to children between the ages of 6-14 years. To ensure that this education policy also does not drag its feet like all the previous time bound plans/policies, we just cannot stop with legislation. It has to be followed up by proper enforcement and implementation. Without a concrete framework and administrative machinery, the right to education cannot solve the puzzle of achieving access, equality, quality and the Millennium Development Goals in education. Secondly, the paper briefly analyses the previous education policies to understand their drawbacks. Those policies were broadly institutional and incremental in nature and thus falling short of expectations. Thirdly, the paper will highlight what positive changes the legislation of the Right to Education will bring about in education and thus help in achieving the Millennium Development Goals in Education. It is noteworthy that the formulation of the Right to Education saw a massive and nationwide opinion-building exercise. Lastly, the paper will discuss policy options available and best suited to achieve the Millennium Development Goals in education. It is a big challenge going uphill but not an impossible task.