An Exploratory Study on Implementation of

India’s Right to Education Act

Dr. Ratna Banerjee University of Petroleum & Energy Studies

Ms. Surbhi Arora The Glocal University

Introduction

Initiatives under RTE

Cases

Findings

Conclusion

An Exploratory Study on Implementation of

India’s Right to Education Act

Introduction

An Exploratory Study on Implementation of

India’s Right to Education Act

The Right to Education is explicitly stated in the United Nations‘

Universal Declaration of Human Rights (UDHR), adopted in 1948:

"Everyone has the right to education. Education shall be free, at

least in the elementary and fundamental stages. Elementary

education shall be compulsory. Technical and professional

education shall be made generally available and higher education

shall be equally accessible to all on the basis of merit. …"

(Article 26)

Introduction

An Exploratory Study on Implementation of

India’s Right to Education Act

Access to education should be complemented with the quality of

education. As stated, in the UDHR:

"... Education shall be directed to the full development of the

human personality and to the strengthening of respect for

human rights and fundamental freedoms. It shall promote

understanding, tolerance and friendship among ... racial or

religious groups. ..." (Article 26)

Introduction

An Exploratory Study on Implementation of

India’s Right to Education Act

Katerina Tomasevski, former United Nations Special Rapporteur on

the right to education, points out: "There are a large number of

human rights problems, which cannot be solved unless the right to

education is addressed as the key to unlock other human rights.

Education operates as multiplier, enhancing the enjoyment of all

individual rights, freedoms where the right to education is

effectively guaranteed, while depriving people of the enjoyment of

many rights and freedoms where the right to education is denied

or violated" (Tomasevski, 2006 Global Report).

Initiatives under RTE

An Exploratory Study on Implementation of

India’s Right to Education Act

Both the Central and the State governments have expanded the

provisions of formal and non-formal primary education to realize

the objective of Universalization of Elementary Education (UEE).

Sarva Shiksha Abhiyan (SSA) is a flagship programme for

achieving UEE

Mid-Day meal initiative was aimed to enhance enrollment,

retention, attendance and to improve the nutritional levels among

the children. It is one of the world’s largest school feeding

programme reaching to around 12 crore children in over 9.5 lacs

schools/EGS centres all across India.

Neelam’s Case:

We need to look into the reasons as to why the

school could not provide her the required

platform to continue her studies.

An Exploratory Study on Implementation of

India’s Right to Education Act

Cases

Poonam’s Case:

This gives us an insight on the sufficiency of

mid-day meals being provided at the schools.

An Exploratory Study on Implementation of

India’s Right to Education Act

Prem’s Case:

We need to find whether these schools are

connected properly with proper roads and

infrastructure.

An Exploratory Study on Implementation of

India’s Right to Education Act

Rani’s Case:

Can our education system provide a vocation

which can help such children to learn and earn

at the same time?

An Exploratory Study on Implementation of

India’s Right to Education Act

Anita’s Case:

Considering the Indian mindset, till how long will

we suppress our daughters?

An Exploratory Study on Implementation of

India’s Right to Education Act

Binod’s Case:

How will the government ensure fairness in the

education system?

An Exploratory Study on Implementation of

India’s Right to Education Act

An Exploratory Study on Implementation of

India’s Right to Education Act

Findings

Gap Analysis was done using Chi Square Test with a sample

(convenience sampling) size of 256 students in the age group of

10-12 years.

These students were asked various questions from different

subjects to test their knowledge

It was found that observed frequency is significantly different

from the expected frequency at 5% los. (expected frequency was

calculated using Binomial Distribution Mass Function)

How will the government ensure that expected

knowledge is imparted?

Conclusion: Energy of children and teenagers has to be channelized in positive

direction with a blend of sensitivity and patience in an interesting manner.

If the parents are assured about their child’s overall development then only

they would feel secure to send them for education willingly and they have a

valid reason to think that their child has a right to be educated.

There should be some counseling sessions to change the mindsets of people

which are a major constraint in meeting the objectives of RTE.

Education to be linked with vocational training so that it can help provide

livelihood too.

An Exploratory Study on Implementation of

India’s Right to Education Act

Education implementation pattern should be innovative, creative and

focused on carrier building.

Real life projects should be inculcated in pedagogy of education to have

real time learning.

There should associations of research scholars with these for mutual

benefits.

While appointing the teachers and people who are directly in contact with

these children they should have strong ethics and this should be aligned with

objective of RTE.

Conclusion:

An Exploratory Study on Implementation of

India’s Right to Education Act