RTE,2009 article

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 (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)

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 

CERN European Organization for Nuclear Research - Zenodo, 2014

The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education (United Nations' Universal Declaration of Human Rights, 1948).

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.

Commonwealth Association for Education, Administration and Management, Excellence International Journal of Education and Research(Multi- Subject Journal), 2014

The present paper deals with the Right to Education Act-2009, its Salient Features and Main Challenges of Implementation. The Right to Education is a universal entitlement to education, a right that is recognized as a human right. The right to education is enshrined in Article 26 of the Universal Declaration of Human Rights and Article 13 and 14 of the International Covenant on economic, social and cultural rights. The present act has its history in the drafting of the Indian Constitution at the time of Independence but as more specifically to the Constitutional Amendment (86 th) that include the Article 21A in the Indian Constitution making education a fundamental right. This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill. The rough draft of the bill was composed in the year 2005. It received much opposition due to its mandatory provision to provide 25% reservation for disadvantaged children in private school. The SubCommittee of the Central Advisory Board of Education which prepared the draft bill held this provision as a significant prerequisite for creating a democratic and equalitarian society. The Bill was approved by the Cabinet on 2

The 86 th Constitutional amendment and article 21A in 2002 has made right to education a fundamental right in India. Thereafter the Right to Free and Compulsory Education Act was passed in November, 2009. India became one of the 135 countries to make education a fundamental right for its citizens when the act came into force on 1st April, 2010. The present paper discusses salient features of the Right to Education Act, how far the Act has been implemented in Indian Schools and the areas where gaps in implementation remain. Secondary data based on related research work and several electronic databases was analyzed to arrive at deliberations on the above issue.

The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance 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 Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution of India to provide free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law, determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article 21-A, means that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards.

Since independence, country is trying its best to fulfill all the commitments for making education freely and easily accessible to its citizens. From time to time, different policies and programs were initiated to boost education system in India and to encourage Universalisation of Elementary Education, but the real scenario is really unacceptable. However, whatever the achievements are, these were still only on papers and actually due to various reasons and factors, these obligations could not be achieved yet. One of the best moves on this way was to provide free and compulsory education to the Children from the age of 6-14 years as a fundamental right that is RTE (2009). RTE Act was enacted by Govt. of India on 4 August 2009 and came into effect on 1 April 2010 all over the country except Jammu and Kashmir. The RTE Act promises to guarantee free and compulsory education to each and every child with and age group of 6 to 14. Various provisions are given in the Act to deal with issues related to enrollment of children from minorities and socially backward classes as well as children with special needs; re-admission of drop out students; teaching learning material; special resources to needy students etc. The current study highlights the status of RTE Act, with special focus on admission of students under this act and provision of resources to the needy students in grant in aid schools of Vadodara city.

IOSR Journal of Humanities and Social Science, 2014