Evaluation of Right to Education Act, 2009: A Study of Haryana

2019 ◽  
Vol 5 (4) ◽  
pp. 270-276
Author(s):  
JOGINDER SINGH
Keyword(s):  
Compulsory Education ◽  
Secondary Data ◽  
Right To Education ◽  
Effective Implementation ◽  
Education Act ◽  
The Right

The Right to education,2009 is a historical right in India with a commitment to provide free and compulsory education to all children up to the age of 14. The Haryana government has notified its rules under the title “Rules for Haryana State under Right of Children to Free and Compulsory Education 2010.”The study is based on mainly secondary data. An attempt has been made to examine the government’s initiative to ensure its effective implementation and also suggest measures for the improvements. The results indicate that The Right of Children to Free and Compulsory Education Act, 2009 seems to have remained on paper more not only in the Haryana but in other states also.

The right to education act (2009): Instructional medium and dis-citizenship

2018 ◽  
Vol 2018 (253) ◽  
pp. 149-168 ◽  
Author(s):  
Usree Bhattacharya ◽  
Lei Jiang
Keyword(s):  
Mother Tongue ◽  
Compulsory Education ◽  
Instructional Medium ◽  
Home Language ◽  
Medium Of Instruction ◽  
Right To Education ◽  
Language Of Instruction ◽  
Marginalized Groups ◽  
Education Act ◽  
The Right

Abstract While the broader ambition of the Indian government’s Right of Children to Free and Compulsory Education (RTE) Act (2009) has been lauded, scholars have expressed reservations with the universal education measure. One area that has not been adequately addressed within these debates is the instructional medium. While RTE (2009) recognizes children who are “disadvantaged” as linguistic minorities, and stipulates that the “medium of instruction shall, as far as practicable, be in child’s mother tongue”, it offers little further direction. India is home to more than 1,652 languages, but only 43 languages function as instructional media. Therefore, the majority of children learn in a tongue that is not their home language, experiencing serious educational disadvantages. How this issue complicates the intent of the RTE (2009) Act remains to be explored. This article examines this gap using the theoretical lens of dis-citizenship, which is conceptualized in terms of exclusions experienced by marginalized groups. Here, we focus on those marginalized by the language of instruction. We investigate questions about language access, inclusion, equity, and rights arising from RTE (2009), within the narrative of India’s complex, hierarchical multilingualism.

RIGHT TO EDUCATION IS A FUNDAMENTAL RIGHT: A ROADMAP

2021 ◽  
pp. 51-53
Author(s):  
Neha Chowdhary
Keyword(s):  
Compulsory Education ◽  
Education Policies ◽  
Human Right ◽  
Right To Education ◽  
Research Article ◽  
Education In India ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Hearts And Minds

Importance of education realised by the whole world after it declared as a fundamental human right by UDHR in 1948 which is the rst international legal instrument to give such recognition and paved the way for many positive changes to attain the goals set by various international organizations like UNESCO and ILO. With the strong efforts of various social reformers and various initiatives of government India has tried to reform its education policies time to time. The 86th amendment Act 2002, which came into effect on 1st April, 2010, has made changes in the Constitution of India by inserting Article 21A, amending Article 45 and by inserting Article 51A(k) and nally the Right to Free and Compulsory Education Act of 2009. With the enactment of the Act of 2009 popularly known as RTE, a strong initiative taken by the government successfully bring hope in hearts and minds of many Indian citizens. Today education is not limited to those having stronger economic background but after the introduction of Right to Free and Compulsory Education Act, 2009 it became the right of every child. In this research article an effort has been made to cover the journey of “education in India” and to see how successfully it can make a difference in many lives to realise them its importance

scholarly journals Repercusiones socioeducativas de algunos de los principios, fines y objetivos recogidos por la Ley Orgánica de Educación y por la Ley de Educación Andaluza

2012 ◽  
pp. 77
Author(s):  
Paula Prados Maeso
Keyword(s):  
Compulsory Education ◽  
Educational Community ◽  
Right To Education ◽  
Starting Point ◽  
Educational Implications ◽  
Key Issues ◽  
Educational Perspective ◽  
Education Act ◽  
The Right ◽  
Goals And Objectives

• Partiendo del reconocimiento normativo, internacional, nacional y autonómico del derecho a la educación, el artículo pretende hacer un análisis, desde una perspectiva socioeducativa, de algunos de los principios, fines y objetivos que aparecen recogidos tanto en Ley Orgánica de Educación ( en adelante LOE) como en la Ley de Educación de Andalucía (en adelante LEA); es decir, se analizan cuestiones fundamentales como la equidad y gratuidad en la enseñanza obligatoria, así como otros temas relativos a la participación de la Comunidad educativa o al multiculturalismo.   • Socio-educational implications of some of the principles, goals and objectives contemplated by the organic education act and the andalusian education act Abstract: Taking the international, national and regional regulatory framework of recognition of the right to education as a starting point, this article aims to carry out an analysis, from a socio-educational perspective, of some of the principles, goals and objectives set out in both the Organic Education Act (hereinafter referred to as the LOE) and the Andalusian Education Act (hereinafter the LEA). In other words, it analyses key issues such as equity and free services in compulsory education, along with other issues involving the educational community or multiculturalism.

scholarly journals Study of Impact of Right to Education Act 2009 on Tribal Girls Education in Urban Schools of Nandurbar Tahsil

2021 ◽  
pp. 47-50
Author(s):  
Dr. Nisha Valvi ◽  
Priti Jadhav ◽  
Prof. Sanjeev Sonawane
Keyword(s):  
Elementary Education ◽  
Urban Schools ◽  
Primary Education ◽  
Compulsory Education ◽  
Revolutionary Change ◽  
Right To Education ◽  
Education Act ◽  
The Government ◽  
The Right

India celebrated with bliss and joy as it had becomeone of the countries with free and compulsory education in April 2010 when the right of children to free and compulsory education act (2009) became effective through the 86th Amendment in 2002. Even before the enactment of the right to education Act 2009,the dream of universalization of elementary education has been achieved in India with the implementation of Sarva Shiksha Abhiyan (SSA), mid-day meal scheme, and many other schemes in different point of time. The right to education act 2009 is also revolutionary and will bring a revolutionary change in the field of primary education. While Implementing it, all concerns should work hand in hand, correlating the objectives and practice. It has been the responsibility of the government to provide funds, infrastructure, recruit teachers and facilitate everything that is required for the universalization of elementary education.

The Right to Education in India

2019 ◽  
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Private Education ◽  
The State ◽  
Legal Empowerment ◽  
Right To Education ◽  
The Poor ◽  
Potential System ◽  
Education In India ◽  
Alternative Means ◽  
Education Act ◽  
The Right

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question received barely any attention. This book identifies justiciability (or, more broadly, enforceability) as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the state. Otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability is unfulfilled, particularly so because the poor, who cannot afford quality private education for their children, must be the main beneficiaries of the right. It then deals with possible alternative means the state may provide for the poor to claim the benefits under Article 21A, and identifies the grievance redress mechanism created by the Right to Education Act as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

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