Right to Education

RTE AND PARAMETERS FOR QUALITY EDUCATION ABSTRACT 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.) Apart of this it discuss the issues related to: Teacher’s Educational Qualification (Primary and Upper Primary School) and % Teacher received in- service training in previous years. The study enlighten on these issues in order to focuses on RTE and its implementation in state of Uttarakhand. The study is a blend of both Primary and Secondary data, Primary data is collected especially for Bhimtal Block of Nainital District whereas for the rest of the district including other blocks of Nainital district Secondary data is used. The latter half of the study discusses facts that whether the tidal waves of RTE brings some changes in Education System and what are the challenges they have faced while implementing it in a newly state ? Finally some suggestions throw the light in improving the quality of education through RTE. Keywords: RTE, PTR, Infrastructure, Quality, Education, Implementation INTRODUCTION If we are dreaming for a developed country, we need well equipped human resource. Education is the backbone of the economic system of any country and plays a vital role in providing well qualified human resources, but it is all vain if education system is not up to the mark. The development of any country honestly depends upon its growth of education in society; progress of a society is possible only where its citizens are dynamic, resourceful and responsible. In the last decade of this century, we are threatened with the prospect that India may have to contend with more than 50 per cent of all the world’s illiterates even we are in twenty-first century; the current trends more or less continues we will find more children of school-going age outside the school, on the streets or in workplaces sweating as child labourers, than in classrooms. The country has to continue its relentless struggle, to eradicate illiteracy and ensure that every child will benefit from the provision of basic education without exception of caste, creed, language, religion, or any other social, economic and regional consideration. The study tries out the way to wipe out the blackness of illiteracy from India’s face for this we have to start agitation from elementary level because student’s drop-outs is very high at elementary level. This study is a mere attempt to study the effectiveness of RTE in state of Uttarakhand and how we can make RTE as an effective tool in providing quality education? STATEMENT OF THE STUDY The proposed study aims to cover these aspects. RTE and parameters required for quality education The proposed study aims to study the effectiveness of RTE Act in the state of Uttarakhand and whether it get success in providing quality education or not. For studying this fact the proposed study covers two broad areas Infrastructure and Other Facilities (Building, Drinking and Toilet Facilities, Playground, Sports Equipments, MDM; etc.) Instructional Facilities [Teaching] (PTR, Students Enrolment, Attendance, Classroom Conditions, Library, Computer Lab, Teacher’s Qualification; etc.) The proposed study broadly focussed on the above two aspects whether the schools of state of Uttarakhand fulfill such norms which required in RTE Act for providing Quality Education or not. OBJECTIVES The main objective of the proposed study is to examine the effectiveness of RTE Act in State of Uttarakhand and specific objectives is to study the condition of parameters which plays an important role in providing quality education. RESEARCH METHODOLOGY After defining the problem and their objectives, the next major consideration is the selection of appropriate methods for research work. RESEARCH DESIGN GEOGRAPHICAL LOCATION OF THE STUDY AREA The study covers the 13 districts of Kumaon and Garwhal Region and mainly emphasis on students between the age group of (6-14 years) enrolled in Government Schools as well as other types of schools of these districts. This section of the study is appropriate because it has covered rural as well urban schools as part of the research sample. POPULATION Population refers to individuals in the universe who possess specific characteristics (de Vos et al, 2002: 198, 199). The population for this study is covering various aspects related to Government Schools as well as Govt. Aided, Recognised and Unrecognised Unaided Private Schools running in 13 districts of State of Uttarakhand. Students studying in Primary and Upper Primary Schools are selected for understudy. The students are divided into two age groups: 6-11 years and 11-14 years. TABLE 1: Status of Schools in Uttarakhand Types of Schools Primary Schools Upper Primary Schools Government 12653 4738 Govt. Aided 64 553 Recognised (Unaided Private) 3377 1223 Unrecognised (Unaided Pvt.) 455 70 TOTAL 16,549 6,584 Source: AWP& B 2011 and Directorate of Education SAMPLE & SAMPLING TECHNIQUE Sample is a slice of population. Roseau (2003: 108), the process of selecting a part of a group under study is known as sampling. In the proposed study especially Bhimtal Block, Government Primary Schools is selected for study as Nainital Nagar schools comes under this block we will try to get a picture of the whole district. In case of studying other districts including Nainital secondary data is used i.e. population. Two steps used while selecting sample. Step One: Within the Bhimtal Block every cluster school were stratified according to North, South, East, West and Central Regions. 25% Schools were selected from each cluster in proportion to number of schools in the strata Step Two: – From each cluster as per the percentage 2-6 schools selected from every cluster, 37 GPSs were selected in proportion to the enrolment of the students in the school. Within that strata i.e., rural –urban/semi urban and quota sampling was used 50% observation reserved for both types Finally, while selecting school from each cluster, purposive sampling was used in selecting observation from each strata that school was selected from every region, which accounts maximum number of students enrolment in Class IV and V, so that selected sample may be the population representative. TABLE 2: Selected Sample (Proposed Study) S.No. Cluster No. of GPS No. of GPS Selected 1. Bhowali 11 03 2. Jeolikote 15 04 3. Kanya PS Tallital, Nainital 12 03 4. Khurpatal 11 03 5. Mangoli 08 02 6. Mehragaon 12 03 7. Okhal Dhunga 18 04 8. Patwadangar 10 03 9. Pinro 12 03 10. Ranibagh 14 03 11. Sangurigaon 12 03 12 Thapalia Mehragaon 13 03 TOTAL 148 37 Source: (BRC, Bhimtal, Nainital 2012-13) DATA & DATA COLLECTION (TOOLS USED) Research is based upon various types of information. Just as a building requires bricks and mortar for its construction, information is required for research. This information provides knowledge about phenomena. The more valid is the source of information, the more reliable are conclusions. The proposed study mainly depends on Secondary Data apart of this some Primary Data collected through survey, conducted especially for GPS of Bhimtal Block of Nainital District because Nainital Nagar cluster comes under this block. Primary Data Sources :- Such data are known as elementary because they are attained by researcher from the field of research directly for the first time. In the proposed study Bhimtal Block of Nainital District is selected as special block for understudy as far as Primary data is collected. The Government Primary School (GPS) students are selected for study, out of 148 GPS in 12 clusters 37 schools selected for study. These data are collected for the proposed study by filling up the questionnaires from selected sample of GPS students in Bhimtal Block, Naintal which was based on Rao’s Attitude Inventory. 534 questionnaires were collected for the proposed study and personal interviewed of 59 teachers working in these GPS. Secondary Data Sources :- Information attained indirectly by the investigator. Information is collected from individuals and institutions through personal diaries, letter, survey documents, photographs, biographies & memories etc. In the proposed study secondary data are collected from following sources: SCERT , Dehradun Report Released from Directorate of Education, State of Uttarakhand BRC, Mehragaon, Bhimtal Annual Work Plan & Budget Report (AWP&B) Cluster Resource Centres District Information Office, Nainital District Statistics Office, Nainital Brochures of Elementary Education Department A Report by NCERT: Learning Achievement of Class-V Children: Mid Term National Survey Reports of Uttarakhand Government District Statistical Handbook. Other Resources; Journals, Magazines, Internet Reports, Research Findings; etc TOOL Rao's School Attitude Inventory Constructed and standardised by Dr. D. Gopal Rao Reader in Education, National Council of Educational Research and Training NEW'DELHI Published by Agra Psychological Research Cell, Tiwari Kothi, Belanganj, Agra. The proposed study focussed on studying the GPSS Attitude towards the school (subject taught, home-work, infrastructure and extra-curricular activities), which collected through response given by students regarding Item No.14- 20 and one special open Item30 . ITEM 14-20 14. Do you think that whatever you are learning in school will be useful even after leaving the school? 15. Do you like subjects which are teaching in your schools? 16. Do you think that whatever you are learning in school is of no use? 17. Are you happy with your studies? 18. Do your school provide you an opportunity to participate in Sports events, Drama etc.? 19. Do you think that Sports, Drama etc. spoil your studies? 20. Do you think that Homework is just like burden for you? * Do you like to bring some changes in this school? ANALYSIS OF DATA Analysis of data is done on the basis of Item Analysis which focussed on studying the attitudes and interest regarding GPSS studying in class IV and V regarding school education. Scoring of Item TABLE 3: Scoring the Test Items Max. Agree Agree No Idea Disagree Max. Disagree 5 4 3 2 1 TABLE 4: RESPONSES Type of Response (Item) Max. Agree Agree No Idea Disagree Max. Disagree POSITIVE 5 4 3 2 1 NEGATIVE 1 2 3 4 5 Thus, the total weighted score, if high, indicates a 'favourable attitude where as low, an unfavourable attitude QUALITY EDUCATION The quality of education provided by the government system is not good. While it remains the largest provider of elementary education in the country forming 80% of all recognised schools, it suffers from shortages of teachers, infrastructural gaps and several habitations continue to lack schools altogether. There are also frequent allegations of government schools being riddled with absenteeism and mismanagement and appointments are based on political convenience. Despite the allure of free lunch-food in the government schools, many parents send their children to private schools. Average schoolteacher salaries in private rural schools in some States (about Rs. 4,000 per month) are considerably lower than that in government schools. As a result, proponents of low cost private schools, critiqued government schools as being poor value for money. Children attending the private schools are seen to be at an advantage, thus discriminating against the weakest sections especially Muslims, which are forced to go to government schools. Furthermore, the system has been criticised as catering to the rural elites who are able to afford school fees in a country where large number of families live in absolute poverty. The act has been criticised as discriminatory for not addressing these issues. Well-known educationist Anil Sadagopal said of the hurriedly-drafted act: It is a fraud on our children. It gives neither free education nor compulsory education. In fact, it only legitimises the present multi-layered, inferior quality school education system where discrimination shall continue to prevail RIGHT OF CHILDREN TO FREE & COMPULSORY EDUCATION ACT The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Indian legislation enacted by the Parliament of India 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, the act came into force on 1 April 2010. IMPORTANT TERMS "Child" means a male or female child of the age of 6 to 14 years, provided that for the purpose of Children with Special Needs the "Child" means a male or female child of the age of 6 to 18 years; "Child belonging to disadvantaged group" means a child belonging to the Schedule Caste, the Schedule Tribe, Other Backward Classes as notified by the State Government(except creamy layer), an Orphan child, Child suffering from disability as defined in Persons with Disabilities (Equal Opportunities, Protection and Full Participation Act, 1995) (Act 1 of 1996), a child depending on widow or divorcee mother, whose annual income is less than Rs. 80000/‐, HIV+ child or child of HIV+ parents and a child belonging to parents with disabilities. Provided that 50% of the children belonging to disadvantaged group to be admitted under provisions of Section 12 of the Act shall be girls. "Child belonging to weaker section" means a child belonging to such parent or guardian whose annual income is equal to or less than Rs. 55000/‐ and includes such children as defined by the State Government from time to time; "Neighbourhood School" for the purpose of Government schools under these rules means a school which is within a walking distance of 01 Km. in case of primary classes (I to V) and 03 Km. in the case of Upper Primary classes (VI to VIII). The neighbourhood for the schools defined under sub‐clauses (ii) (iii) and (iv) of clause (n) of section 2 for the purposes of clause (c) of sub‐section (1) of section 12 of the RTE Act shall be determined from time to time by the State Government or the local authority notified by the State Government for this purpose; SPECIFIC FEATURES The Act makes education a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. It requires all private schools to reserve 25% of seats to children (to be reimbursed by the state as part of the public-private partnership plan). Kids are admitted in to private schools based on caste based reservations. It also prohibits all unrecognised schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission. The Act also provides that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. There is also a provision for special training of school drop-outs to bring them up to par with students of the same age. The RTE act requires surveys that will monitor all neighbourhoods, identify children requiring education, and set up facilities for providing it. The World Bank education specialist for India, Sam Carlson, has observed: Child’s Records: The record, referred to in sub rule (1) shall in respect of every child, include: ‐ (a) Name, Sex, Date of Birth, (Birth Certificate number wherever available), place of Birth; (b) Name, Address, Occupation and qualification of parent or guardian; (c) Pre‐ Primary School/Anganwadi Centre that the child attends (up to age 6); (d) Primary/Elementary School where the child is admitted; (e) Present address of the child; (f) Class in which the child is studying; (g) If Education is discontinued in the territorial jurisdiction of the Local Authority, the cause of such discontinuance; (h) Whether the child belongs to a disadvantaged group under clause (d) of section 2 of the Act. If yes, the detail; (i) Whether the child belongs to the weaker section under clause (e) of section 2 of the Act. If yes, the detail; (j) Whether the child requires special training facilities/residential facilities/transport facilities on account of (i) migration and sparse population (ii) age appropriate admission (iii) disability. The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrolment, attendance and completion on the Government. It is the parents' responsibility to send the children to schools. The Right to Education of persons with disabilities until 18 years of age is laid down under a separate legislation- the Persons with Disabilities Act. A number of other provisions regarding improvement of school infrastructure, teacher-student ratio and faculty are made in the Act. RTE & QUALITY PARAMETERS IN EDUCATION Education is the birth-right of each and every child. After introduction of Right of Children to Free and Compulsory Education Act 2009 which enables every child of 6 to 14age group to obtain more extensively the elementary education from Grade I to VIII. State government, under its flagship programme SSA, has implemented several activities across the state. For instance, 'Uttrakhand Sabhi Ke Liye Sikshya Parishad' is to ensure the universalisation of elementary education in the state of Uttarakhand. Other programmes like- KGBV, NPEGEL, MDM and several activities of SSA such as gender education, integrated education for children with special need (CWSN) along with correlated innovative activities namely CAL, PAHAL, Community mobilization, Kunjapuri model of Active Learning, LEP, Dev Bhumi Muskan, Sapno Ki Udan & Community Mobilasation competency based evaluation system accelerate project activities to attain predefined objectives. Physical progress such as schools, teachers' recruitment, establishment of resource centers and other quality indicators like- Promotion, Dropout, repetition and transition rate and achievement level of the students' achievement level reflect the progress of quality education in a very simplified manner. PARAMETERS The School shall maintain the standards and norms of the school as specified in section 19 of the Act in order to provide quality education to the childrens under RTE. Infrastructure: Classroom, Office room‐cum‐Store Room‐cum‐Headmaster Room, Kitchen-cum- Store Room for cooking MDM, Playground Teaching Learning Material Pupil Teacher Ratio Sports & Play equipments Facility of books in Library Laboratory equipments Computer Lab Drinking Water Facility ‐ No. of Tanks and Taps. Toilet Facilities for Boys and Girls Facilities for children with special need Ramp and railing. (ii) Special toilets. Arrangements for fire safety. Availability of Furniture and Other Facilities: Chairs, Desks, Blackboard, Lighting Facility; Electric Bulb and Fan FUNDS RELEASED FOR EFFECTIVE IMPLEMENTATION OF RTE The Government may offer an additional Rs.15,000 crore to states lagging in human development indices Under the new plan, Himachal Pradesh, Jammu and Kashmir and Uttarakhand are likely to get 90% of the cost spent on universalizing primary education (classes I-VIII). The Union government proposes to give more money to states towards improving primary education, reversing an earlier plan to reduce funding.Over the next five years, the government may have to offer an additional Rs.15,000 crore to states lagging in human development indices such as health and education or that have other issues to deal with and are given a ‘special category’ status, said a government official aware of the development. Under the Right to Education (RTE) Act, the Union government contributes to states 65% of the cost of providing free primary education (except for north-eastern states, which get 90% funding). The government had been contemplating reducing the contribution to 50%. Under the new plan, Himachal Pradesh, Jammu and Kashmir and Uttarakhand are likely to get 90% of the cost spent on universalizing primary education (Classes I-VIII). This was “proposed in view of the special category status assigned to them, given their difficult geographical terrain,” says a draft document for the 12th Plan period (2012-17) Andhra Pradesh, West Bengal, Bihar, Chhattisgarh, Jharkhand, Orissa, Rajasthan, Uttar Pradesh and Madhya Pradesh are set to get 75% central assistance, as per the Plan document, a copy of which Mint has reviewed. The education department of Uttarakhand pays tuition fee according to schools’ fee structure but tuition fees should not exceed Rs 1387 per child. Tuition fee is directly transferred to school’s account by the officers at district level. Apart from tuition fees, the department releases Rs 400 for uniform per child, Rs 150 for text books and Rs 1387 for midday meal (Rs 6.03 per meal for 230 days) and department officers transfer this amount directly to student’s account annually. PRESENT SCENARIO OF RTE When the Act was rolled out on April 1, 2010, the deadline for schools to meet pupil-teacher ratio, teacher-classroom ratio and infrastructure goals, was kept at March 31, 2013 but still we are unable to attain that target. Infrastructure Facilities As of 2011, half of all rural government schools in India have no boundary walls. Under the head of infrastructure, the law mandated the provision of specified facilities by March 31, 2013. But an analysis of schools’ RTE achievements on the basis of indicators listed in the 2011 Annual Status of Education Report (ASER) reveals that nationally only 54.1% schools have constructed boundary walls; 62.6% have playgrounds; 49.1% have usable toilets; even lesser 43.8% have separate girls’ toilets. On infrastructure, J&K is the weakest in the region with only 28.7% schools fenced; one third (36.3) have usable toilets; 22% have girls’ toilets; only 52.7% have playgrounds. Half of all J&K schools (50.7%) have libraries but they are being used in just 26.8% cases. Even in Punjab, which posted the best learning outcomes nationally in 2010, only 58.7% schools have functional toilets for girls. The state was the most lethargic on the target of providing assistive devices to special children and delayed inordinately on placing orders for these devices. Nationally only 6.1% schools have provided disabled friendly toilets as of 2011. Pupil Teacher Ratio (PTR) Only 40.7% schools have met the pupil-teacher ratio (PTR 1:30) norms of two teachers for every 60 students (Class I -V) and (PTR 1:35) one teacher per 35 students (Classes VI -VIII). The goal of ensuring that every teacher has a classroom is also unfulfilled. Nationally, 74.3% schools have achieved this target so far. In the region, Uttarakhand and Punjab are the farthest from meeting the PTR targets with only 16.3% and 30.4% rural government schools complying. This is below the national average of 40.7% schools. J&K is the best with 87.5% schools complying. Himachal is next with 65.3% schools in compliance followed by Haryana with 41.2%. Attendance The analysis of Annual Status of Education Report (ASER) data from 14,283 schools of India further shows that though nationally, RTE Act should have led to improved teacher and students’ attendance, this hasn’t happened. In 2009, 89.1% teachers were present in primary schools on the day of the visit. In 2011, only 87% were present. In 2009, 74.3% of the enrolled primary students were present, whereas in 2011, only 70.9% were present .At upper primary level, the percentage of enrolled student attending school on a given day was 77 in 2009. It is 71.9 now. RTE & STATE OF UTTARAKHAND RTE and its implementation in state of Uttarakhand can be discussed under following points: A total of 15, 104 children from weaker section of society were enrolled under RTE Act in the year 2011-12 while 17, 246 were enrolled in 2012-13. A total of 6, 180 children were enrolled in Udham Singh Nagar this year, 4185 in Dehradun, 2841 in Haridwar, 1502 in Nainital, 1002 in Almora, 974 in Tehri, 803 in Pauri, 757 in Uttarkashi, 626 in Pithoragarh, 508 in Champawat, 496 in Chamoli, 311 in Rudraprayag and 306 in Bageshwar under the Act. The Government has recently released Rs 33.45 crore in this financial year to provide tuition fees of enrolled children to the Government unaided schools. In the year 2011-12, the government had released Rs 6.40 crore while Rs 13.60 crore was released in 2012-13. Provision for expenses like midday meal scheme, text books and uniforms for enrolled students has also been included in released funds. Under RTE Act, 25 per cent children from financial weaker section will be enrolled in 3693 unaided schools each year in the State. The block education officers, block resource coordinators and cluster resource coordinators have been strictly directed to ensure that allocated seats in the public unaided schools are filled with the enrollment of these children without delay. According to the survey conducted by ASER & DISE (2011-12) for the state of Uttarakhand. TABLE 5: Teacher’s Statistics Teachers 2011-12 All-India Average (2011-12) Number of Teachers 74,498 * Percentage of teachers in Govt. Schools 59.4 64.1 Percentage of teachers in Aided Schools 3.8 8.0 Percentage of teachers in Unaided Schools 34.2 24.6 Percentage of teachers in Unrecognised Schools 2.01 2.7 Source: ASER 2011-12 TABLE 6: RTE Schedule RTE Schedule Items State Figure Pupil-Teacher Ratio (PTR) (Percentage Schools complying with the particular norm) 22 Drinking Water Facility (2011-12)1 95.5 Toilets (2011-12) 95.4 Toilets for Boys 93.1 Toilets for Boys which are functional 63.0 Toilets for Girls 77.6 Toilets for Girls which are functional 82.2 Boundary Walls (2011-12) 81.0 Playground (2011-12) 56.9 Source: DISE 2011-12 FACTS& FINDINGS (SHOCKING STATISTICS OF RTE) A review by the Right to Education Forum - a civil society collective comprising around 10,000 NGOs and three networks - has shown that while some progress has been made in implementing the Right to Education (RTE) Act, it is far from adequate. On 3 April, 2012 a draft report regarding the status of the implementation of RTE Act was released by the RTE Forum. Some of the highlights of the report are below: 95.2% of schools are not compliant with complete set of RTE infrastructure indicators. In 2009-10, only 4.8% of government schools had all nine facilities stipulated under the RTE Act. (ii) Eight of the nine facilities are present in 11.41% schools. Approximately one third of the schools have up to seven facilities and about 30% schools do not have even five. (iii) Some of the specific features regarding basic infrastructural requirements in schools are * One in ten schools lack drinking water facilities. * Forty percent schools lack a functional common toilet. * Forty percent schools lack a separate toilet for girls. * Sixty percent schools are not electrified. * Half the schools lacked even a ramp for access by the disabled. * One in every five schools had a computer. (iv) 93% of teacher candidates failed the National Teacher Eligibility Test conducted by CBSE. This is a national examination to test teacher aptitude and is a prerequisite for being appointed to teach. (v) Apart of this some other findings are *36% of all sanctioned teaching posts are vacant. * 6.7 lakh teachers are professionally unqualified and untrained. *99.68% children reported one or more type of punishment in school. Physical Punishment A study released by the NCPCR during 2012, based on evidence collected in 2009-10, found that only nine out of 6,632 students in seven states who were surveyed denied that they received any kind of punishment in schools. 99.86% children reported experiencing one or the other kind of punishment. As many as 81.2% children were subject to outward rejection by being told that they were not capable of learning. Out of the total, 75% reported that they had been hit by a cane and 69% had been slapped on their cheeks. OTHER FACTS (a) 40% of primary schools have a student classroom ratio higher than 1:30. (b) Child Labour: Still not illegal. Children in Agriculture outside purview. (c) The government failed to spend 30% of the funds allocated for Sarva Shiksha Abhiyan (SSA)/RTE in 2010-11 compared to 78% in the year earlier. TABLE 7: Total Enrollment Status Age Group (Years) Total Population B G Total School Going Children B G Total Out of School Children (OOSC) B G Total 6-11 602559 549863 1152421 600508 547837 1148345 2058 2020 4078 11-14 341584 311803 653387 339769 309561 649330 1820 2235 4055 Total 944143 861665 1805808 940277 857398 1797675 3878 4255 8133 Source: AWP& B (2012) SPECIFIC FINDINGS Specific Findings is related to Bhimtal Block of Nainital District for which Primary Data is collected through field survey, out of 148 GPS in 12 clusters 25% schools is selected i.e. 37 schools selected for study . 534 questionnaires were collected from Grade IV and V students for the proposed study and personal interview of 59 teachers working in these GPS. The specific findings for especially selected block are as follows: Results against each Item are as follows: 14. Do you think that whatever you are learning in school will be useful even after leaving the school? Most of the students respond positively (Max. Agree) and respond that in school they studied new things now they feel confidence in themselves that one day they become an officer, several other responses collected like this from the students. 15. Do you like subjects which are teaching in your schools? Most of the students respond positively (Agree), here students’ shows interests in two subjects Hindi, and EVS. Mostly girls show interest in Drawing and Craft Work where as Boys likes that Sports should be included as a subject at primary level. 18. Do your school provide you an opportunity to participate in Sports events, Drama etc.? Most of the students respond negatively (Max. Disagree), students complaint that they don’t get an opportunity to participate in Sports or any other co-curricular activities whereas some students respond that they participate twice or thrice in a year. 19. Do you think that Sports, Drama etc. spoil your studies? Mostly all the students respond negatively by saying ‘No’, students respond that apart of studies sports and other co-curricular activities charged them. Mostly boys shows their interests that they come to school for playing with their friends in their house parents don’t allowed them to play they scold them, so school is the best place for play a part of their studies. 20. Do you think that Homework is just like burden for you? Mostly boys respond positively (Yes) whereas girls respond negatively (No). Girls responded that, Homework is not burden for them in this way their handwriting improves and it helps in learning the topic whereas 58% boys responded that the Homework is burden for them in this way they don’t get time for playing. * Do you like to bring some changes in this school? Most of the responses which we get from the students are related to the requirements of: Sports Equipments and Playground Maintenance of School Building and Ceiling Library and Computer Lab Facilities Teacher Problem (Recruitment of Teacher; Para Teacher is running school or Pupil Teacher Ratio is not as per the norms, i.e. Shortage of Teacher) TABLE 8 : RTE Admission- Year/ Class wise [Bhimtal Block, Nainital] Year Total Class 1 Class 2 Class 3 Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total 2011-12 19 19 38 0 2 2 3 2 5 16 15 31 2012-13 37 19 56 5 5 10 32 14 46 0 0 0 2013-14 43 37 80 43 37 80 0 0 0 0 0 31   99 75 174 48 44 92 35 16 51 16 15 31 Source: Block Resource Centre (BRC), Bhimtal, Nainital MAJOR CHALLENGES BESIDES EFFECTIVE IMPLEMENTATION OF RTE The major challenges besides effective implementation of RTE in state of Uttrakhand faced while studying or discussing during field studies can be as: Loopholes During the survey at Bhimtal Block of Nainital District most of the teachers teaching at GPS. When teachers were asked about the reason for students’ poor performance in their schools, they replied that these students did not attend classes regularly. Students are promoted in the next class as they can’t be failed in the primary school under the Right to Education (RTE) Act. This is the major challenges besides implementation of RTE Act. Lack of availability or recruitment of teachers remains a critical issue. According to DISE data during 2010-11, 40% schools failed to reach the primary grade norm of a teacher to pupil ratio of 1:30. Similarly, 70% primary schools failed to attain the RTE teacher-pupil ratio norm of 1:35. “This is a key factor in determining quality of education,” said Anjela Taneja, Education Co-ordinator with Oxfam India. The report also cites DISE data, which suggests that 21% of teachers in schools were not professionally trained. The number of such teachers in December 2011 was as high as 6.7 lakh. States such as Uttar Pradesh, Bihar, Jharkhand, Madhya Pradesh, Chhattisgarh, Andhra Pradesh, West Bengal and Orissa have especially large pools of unqualified teachers, which directly impact the quality of education in schools. In comparison with 2010, when 91% of teachers failed to clear the National Teacher Eligibility Test (TET), this year the number stands at 93%. “This reflects the quality of instruction in teacher training institutes,” said Mr. Rai. Infrastructure remains an issue to be dealt with. The pace at which infrastructure is being added is slow, says the report. “There is, consequently, a huge infrastructural backlog that requires to be cleared, which makes the slow pace doubly unfortunate. Around 4% of habitations lack a primary school within a walking distance. Still we have 16 million children out of school” said Mr Rai. SUGGESTIONS Following suggestions are given in order to improve the quality of education under RTE : March 31deadline must be given to all the primary and upper primary schools to fulfill norms under Right to Education (RTE), if they fails to complete them give them a time limit to comply by RTE norms and make self disclosures about the same otherwise the salaries of their staff members will be stopped. National Council of Education and Research Training (NCERT, 2013) had pointed out that around 381 primary schools in the state of Uttarakhand were functioning without recognition; strict action must be taken against such schools. Two years after the Right to Education, 36 per cent of sanctioned teachers posts in U.K. lie vacant and most of the upper primary schools failed to attain the RTE teacher-pupil norm. Government should think seriously on these matters and recruit teachers as earliest in order to increase PTR as mentioned in RTE. On one hand the Department of School Education is grappling with the poor teacher-pupil ratio in government primary schools, the department is also faced with the task of reining in the private schools so that they do not violate norms of RTE by hiking fee, undertaking admission tests and ensure admission under 25 per cent quota. Government should keep their eyes on the working of Private schools and if they violate the RTE Act, strict action must be taken against them. Government should emphasised on increasing the enrolment of economically weaker sections of the society under RTE. For instance ,a total of 20,491 children belonging to economically weaker section of society were enrolled under Right to Education (RTE) Act in different Government unaided schools in the academic year 2013-14 in the State of Uttarakhand, said school education (basic) director RK Kunwar. The school should provide information in the DISE format every year, and records of the school pertinent to the implementation of this Act, as required by Chief Education Officer. The school shall appoint teachers as per the provisions of Sec.23 of the RTE Act 2009, the teachers who are appointed before the commencement of this Act shall attain the minimum qualification by March 2015. The school should maintain the norms and standards specified under Section- 19 of the schedule of the RTE Act 2009. The school shall submit the details every year before the commencement of academic session, fee to be charged from the children to the Chief Education Officer. The school should submit such declaration, “I certify that the information mentioned above are true to best of my knowledge and if any fact is found false then the education department shall free to take action for withdrawal of recognition of the school”. Above self declaration form shall be presented on the notaries stamp paper of Rs. 100 by the School Management Committee. The school should submit all the necessary information in the DISE format every year by 30th September to the District Education Officer (DEO) through Block Education Officer. CONCLUSION RTE is a weapon in the hand of Indians; it has had many obvious effects on educational systems, change the way of delivering education as well as roles played by both teachers and students. The development of this act is facilitating the transition from an industrial based society to an education-based one. At the same time, there is a dark side regarding effective implementation of this act and to the very openness of the new information systems. While the richest countries grow richer, the poor are becoming poorer. Income, information and education gaps between the rich and the poor are widening not narrowing; economic crises, trade imbalances and structural adjustments have precipitated a moral crisis in many countries, tearing the basic social and cultural fabric of many families and communities apart, resulting in increasing youth unemployment, suicide, violence, racism and drug abuse and antisocial behavior form schools. In the 21st century, education systems face the dual challenge of equipping students with the new knowledge, skills and values needed to be competitive in a global market while at the same time producing graduates who are responsible adults, good citizens both of their country and of the world. Now the time comes, that we have to rethink not only how much education is needed but also its ultimate purposes so that RTE Act comes in the form of effective weapon for eradicating illiteracy from our country and maintaining imbalances between the various strata of our society Special Vote of Thanks to Mrs. Hema Sharma (Resource Officer), CRC Jeolikote, BRC Bhimtal, Nainital, without her help this studied can’t be completed REFRENCES By 2030, Muslims will make up 16 pc of India's population, January 28, 2011, http://www.rediff.com/news/slide-show/slide-show-1 /20110128.htm Govind R. (May-June1999), Status of Primary Education of the Urban Poor in India, Journal of Primary Education, pp. 54-62. Hedley, Bull and Adam, Watson, May-June 1999 The Expansion of International Society, Oxford,Orr, David W. ‘Education for Globalisation (Modern Western Education System)’, The Ecologist, v29 i3 p166(3). Kumar Manoj, 31 January 2014, 20,491 children enrolled in schools under RTE, www.dailypioneer.com Press Information Bureau., 3 September 2009, "The Right of Children to Free and Compulsory Education Act, 2009 notified".. Retrieved 1 April 2010. Rao D. Pulla (August 2004), Progress of the Primary & Upper Primary Education in Andhra Pradesh (1956-57 to 1999to2000), Journal of Indian Education, NCERT, New Delhi, vol XXIX, Number2, pp. 95-106. Sangai Ajey (November 2008), Bringing Children Back to School, Journal of Indian Education, Vol XXIV, Number3, pp. 15-24. "Shri Kapil Sibal Addresses 58th Meeting of CABE; Proposes Extension of RTE up to Secondary Level Moots Bill to Control Malpractices in School Education". PIB. 7 June 2010. Retrieved 8 October 2010. Surbhi Bhatia, 26 Jul 2010, 05.54am IST (26 July 2010). "Quality in education: It's my legal right Education Home The Times of India". The Times of India. Retrieved 1 September 2010. Tribune News Service, April 23, 2013, Schools may get time to comply with RTE norms , Chandigarh, India ……………………………………………………………………………………............................ *Dr. Akhand Sharma, (Assistant Professor Department of Mgmt./Education) Central Women’s College of Education, Lucknow E-Mail- [email protected] **Dr. Gunjan Chandra (H.O.D B.Ed.) Central Women’s College of Education, Lucknow E-Mail- [email protected]