RTE Personal

8/3/2019 RTE Personal

1/18

MAYANK CHANDOLA

MBA-IB

SECTION:B

PRN:11020241087


2/18

Fast FactRTE: Background

Elements of RTEProvisions of RTE ActAdvantagesLoggerheads in RTEAreas of ConcernRoad to Implementation

2Mayank Chandola PRN:11020241087


3/18

Out-of-School Children: The number of out-of-schoolchildren has declined from 25 million in 2003 to 8.1 million

in mid2009. The percentage of out-of-school children inhighly populated states like Uttar Pradesh, West Bengal,Orissa and Bihar remains a cause of concern.

Social Inclusion: Although there have been significantimprovements in the proportion of children from sociallydisadvantaged groups in school, persistence gaps remain.

Teachers: Children have the right to have at least 1qualified and trained teacher for every 30 pupils. Currently,the national average is about 1 teacher to every 34

students, but in states such as Jharkhand, Madhya Pradeshand West Bengal 1 teacher works with more than 60students.

Sanitation: 84 out of 100 schools have drinking waterfacilities overall in India. But nearly half the schools in

Arunachal Pradesh, Assam and Meghalaya do not. Sixty-fiveout of 100 schools have common toilets in India; however 3Mayank Chandola PRN:11020241087


4/18

The 86th Constitutional Amendment was passed inDecember 2002

Consequently Art 21A, emanating from Art 21 being theFundamental Right to Life, was inserted

Art 21A states:

Every child between the ages of 6 to 14 years has the right tofree and compulsory education. The government schoolsshall provide free education to all the children. Privateschools shall admit at least 25% of the children in theirschools without any fee.



5/18

Equality and non discrimination : Education must beguaranteed to all, especially the most vulnerable groups, inlaw and in fact, without discrimination.

Availability: Functioning educational institutions andprograms must be available in sufficient quantity. Viz.

buildings, safe drinking water, trained teachers, propersanitation Accessibility

Economic: Education has to be affordable to all.

Physical: Education has to be within safe, physical reach. Acceptability: Relevant, culturally appropriate and of good

quality. Adaptability: Education must be flexible, so it can adapt to

the needs of changing societies and communities, andrespond to the needs of students within diversesocial/cultural settings.

International assistance: If it is required to realize the

right, governments must ask for international assistance,and bodies international a encies and bilateral



6/18

Age group: 6- 14 years

Coverage: Elementary Education (upto class 8)

Free & compulsory education in a neighborhood school

Ensure compulsory admission, attendance & completion ofelementary education.



7/18

Child to be admitted to age- appropriate class and has theright to receive special training to come at par with otherchildren

.Ensure good quality elementary education.

Aided and private schools: 25% reservation for weaker &disadvantaged children.

Ensure that children from weaker and disadvantaged groupare not discriminated against

Schools to get reimbursement for this expenditure.

Govt. may provide free pre-school education.

25% reservation for weaker/ disadvantaged children applieshere as well.



8/18

Norms and standards for all schools (government andprivate), including teacher qualifications, will be detailedwithout which no school will be recognized

Appropriate pupil- teacher ratio within 6 months

Private schools will have to reserve 25% of their seats forthe disadvantaged and weaker sections

Overall, RTE is a well conceptualized and comprehensiveAct, covering various stakeholders who have an influenceon childs education- parents, community, teachers, schoolsand the government



9/18

Girls lower attendance at and completion of school may bedue to discrimination.

Overcrowding in classrooms is likely due to an insufficientnumber of schools.

A lack of textbooks and equipment would also contravenethis guarantee.

If parents cannot pay school fees and/or must send childrento work to help support

the family, then education is not affordable to them.

When schools are not near home and transportation is notreadily available, education is not physically accessible.

Poor teaching and poor quality textbooks contravene theguarantee of a good quality education.

School drop out may be due to a number of reasons, but

one could be that the education does not address the needsof specific groups of students.9Mayank Chandola PRN:11020241087


10/18

Major concern: implementation in the right spirit

Enforcement of the Fundamental Rights is the duty of thestate. Now the state is enforcing it on others including theminorities.

Mechanisms to ensure good quality education?

Child labor Act - various areas of conflict.

Education for children under 6 (ECE) is optional

Disadvantaged children treated as a homogenous group-

various categories and different needs for each

Assumptions: child at home & in a family. Ensuring specificneeds of street children or those who migrate?

SMCs- private schools exempted/ minority institutions(advisory role)



11/18

25% seats to be reserved for disadvantaged groups.How do you identify children belonging todisadvantaged group? What happens if more than25% come for admission?

Where a child is directly admitted in a classappropriate to his/her age, he/she has a right toreceive special training to be at par with others. Howdo you do that?

Regarding age proof even an affidavit will suffice.Now, can you insist on hospital certificate or baptismcertificate?

No test or interview for admission.

Under the act, compulsory education starts at theage of 6. But our schools admit children in UKG or 11Mayank Chandola PRN:11020241087


12/1812Mayank Chandola PRN:11020241087


13/1813Mayank Chandola PRN:11020241087


14/18

Form the database with the following content:

Educational Level Name/Age

Neighborhood school Family income Trained teacher availability Teacher student ratio Density of population



15/18

Proper sanitation for boys and girls Basic infrastructure viz. building, blackboard, chairs and

tables to be made available Minimum 1 laptop/computer per class with internet

connection Teachers are the inevitable part of infrastructure



16/18

Training & curriculum should incorporate the followingpoints:

Special Bridging courses for non pre-schooled children.

Mainstreaming children from different social backgrounds.

Flexible & realistic view towards admissions.

Standardized courses and program for teacher training.

Extensive use of information technology for trainingpurposes.

Special training for members of the School ManagementCommittee



17/18

Institute of development studies: Different strategies andapproaches to realize RTE in India (Shantanu Gupta).

RTE-SSA Final Report. Elementary Education in India: Analytical Report 2004

(Arun.C Mehta) Right to education Act 2009, Critical gaps and challenges:Economic and political weekly.

Cost of Right to Education: Mukul Akshaya http://www.indg.in/primary-

education/policiesandschemes/right-to-education-bill

http://www.right-to-education.or



18/18


RTE Personal

Documents

Transcript of RTE Personal