scholarly journals The Right of Children to Free and Compulsory Education Act – 2009: As One of the Most Pioneering Academic Reforms in India

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Ashok K. Saini
Keyword(s):  
Compulsory Education ◽  
Education Act ◽  
The Right

scholarly journals Model Residential School Education to Scheduled Caste Pupils in Kerala

2021 ◽  
Vol 9 (2) ◽  
pp. 31-36
Author(s):  
P M Rejimon ◽  
R Smitha
Keyword(s):  
Compulsory Education ◽  
Residential Schools ◽  
Caste System ◽  
High Rate ◽  
Residential School ◽  
Caste Development ◽  
Education Act ◽  
The Government ◽  
Daily Wage ◽  
The Right

There are about forty lakh scheduled caste people in Kerala. Most of them are poor and daily wage workers. The socio-economic backwardness of scheduled caste people is a historically determined outcome of a caste system in India. Education is the only way for them to get out of this historical whirlwind of economic deprivation, denial of rights and social exclusion. The Government of India passed The Right to Education Act in 2010 and it ensures “free and compulsory education” for all children aged 6 to 14. The government of Kerala has introduced many innovative programs to provide education for scheduled caste pupils in the state. “Model Residential School” owned and managed by the Scheduled Caste Development Department of The Government of Kerala, is one of such successful initiatives. Model Residential Schools take special care to cater to the educational needs of the underprivileged children and help them to attain quality education. In this article, the investigators explore the role played by the model residential schools in the educational development of scheduled caste pupils in Kerala and particularly in solving the burning issue of a high rate of dropouts among scheduled caste pupils.

Legislating Right, Contemplating Duty: Parliamentary Debate on RTE Second Amendment Bill

2021 ◽  
Vol 27 (3) ◽  
pp. 204-224
Author(s):  
Manoj Kumar ◽  
Ronita Sharma
Keyword(s):  
Elementary Education ◽  
Compulsory Education ◽  
Indian Children ◽  
Parliamentary Debates ◽  
Second Amendment ◽  
Parliamentary Debate ◽  
Lower House ◽  
Indian State ◽  
Education Act ◽  
The Right

The study is an attempt to understand the prevailing discourse in India on education as a right by closely reading the parliamentary debates on The Right of Children to Free and Compulsory Education (Second Amendment) Bill, 2017. Prior to the passing of the above-mentioned amendment bill The Right of Children to Free and Compulsory Education Act, 2009 had debarred schools from detaining or expelling a child till the completion of her elementary education. This provision was amended by the Indian Parliament by passing the bill. When the bill was moved in the Indian parliament it generated debate on the various aspects of education and schooling. The study critically analyses the texts of two proceedings of the parliamentary debate: one from the lower house (Lok Sabha) and the other from the upper house (Rajya Sabha). The study concludes that the deliberation on the bill turned the right-based approach on elementary education almost upside down. The 86th amendment in the Indian constitution and subsequent enactment of the Right of Children to Free and Compulsory Education Act, 2009 had recognized children in the age group of 6–14 years as ‘right holders’ while the Indian state had been identified as the ‘duty bearer’. The discourse emerged in the Indian Parliament during the debate on the Amendment Bill, 2017 constituted Indian children of school-going age, their parents and teachers as groups accountable to the state for achieving the goals for universal elementary education, while the Indian state was constituted as an entity with the right to demand compliances from children, parents and teachers.

Calling the farce on minority schools

2018 ◽  
pp. 57-70
Keyword(s):  
Supreme Court ◽  
Private Schools ◽  
Compulsory Education ◽  
Quality Education ◽  
Minority Status ◽  
The Supreme Court ◽  
Education Act ◽  
Definition Of ◽  
The Right

This chapter looks at the Indian Supreme Court's exemption of minority schools from the requirements of the Right of Children to Free and Compulsory Education Act 2009 (RTE Act). It argues that the consequences of the minority school exemptions from the RTE Act by the Supreme Court have led to the unfortunate result of a large number of private schools falsely appealing for minority status. This is made possible by the ambiguous definition of what constitutes a minority institution and also the lack of clarity as to who is the authority that would declare schools to be minority schools. There is therefore an urgent need to review the definition of what constitutes a minority institution. More importantly, it is crucial to argue that minority schools should not be exempted from the norms and standards prescribed in the RTE Act that are necessary for quality education.

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.

Child Rights in India

2017 ◽  
Author(s):  
Asha Bajpai
Keyword(s):  
Compulsory Education ◽  
Policy And Practice ◽  
Child Rights ◽  
Governmental Organizations ◽  
Rights Of The Child ◽  
Non Governmental Organizations ◽  
The Law ◽  
Education Act ◽  
Rights Discourse ◽  
The Right

Legislation is one of the most important tools for empowering children. Recent years have seen several key developments in the law, policy, and practice related to child rights. Significantly, with the adoption of the United Nations Convention on the Rights of the Child in 1989, a rights-based approach has acquired prominence in the child rights discourse across the world. The book analyses the laws in the light of court judgments and policy initiatives taken in India. It also examines the interventions and strategies employed by non-governmental organizations in recommending legislative reforms in support of children. This fully revised third edition focuses on the new legal developments in India—such as the Juvenile Justice (Care and Protection of Children) Act, 2015; the new Central Adoption Resource Agency guidelines; the Right of Children to Free and Compulsory Education Act, 2009; and the National Food Security Act, 2013—thus attempting to integrate the law in theory and field practice. It is clear that realization of the rights of the child calls for a well defined, child friendly, national movement involving individuals, ad masses, peoples and societies, families and communities, states, and nations. Awareness of child rights by stakeholders is crucial.

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.

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