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IN THE
INTEREST OF
CHILDREN
The 86th constitutional amendment (2002), & the Right To Education Act (2009) give us the tools to provide quality education to all our children.
2
Elementary education consists of eight
years of education.
The 86th constitutional amendment has made
elementary education a fundamental right for the
children between the age group- 6 to 14.
According to the 2001 census, the total literacy rate
in India is 65.38%.
The female literacy rate is only 54.16%.
The gap between rural and urban literacy rate is also
very significant in India.
This is evident from the fact that only 59.4% of rural
population are literate as against 80. 3% urban
population according to the 2001 census.
3
Right to Education Act – 2009-1
The Right of Children to Free and Compulsory Education Act was passed by the India parliament on 4 August 2009 which 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 the few countries to make education a fundamental right of every child when the act came into force on April 1, 2010.
4
Right to Education Act – 2009-2
The bill makes education a fundamental right
of every child between the ages of 6 to 14
and specifies the minimum norms in
government schools.
It specifies reservation of 25% seats in private
schools for children from poor families,
prohibits the practice of unrecognized
schools, and makes provisions for no
donation or capitation and no interview of the
child or parent for the admission.
5
Right to Education Act – 2009-3
The act also provides that, no child shall be held back, expelled, or required to pass a board examination until completion of elementary education.
Provision for special training of school drop-outs to bring them at-par with the students of the same age.
Right to Education of Person with Disabilities till 18 years of age has been made a Fundamental Right.
The act also provides for establishment of the National Commission for Protection of Child Rights and State Commissions for supervising of proper implementation of the act, looking after the complaints and protection of Child Rights.
6
Right to Education Act – 2009-4
Other provisions regarding improvement of school
infrastructure, teacher-student ratio and faculty have
also been provided in the act.
A committee set up to study the funds requirement
and funding estimated that Rs 1.71 lakh crore would
be required in the next five years for implementing
the Act.
The government agreed to sharing of funds in the
ratio of 65 to 35 between the Centre and the states
for implementing the law, with a ratio of 90 to 10 for
the north-eastern states.
7
For universalizing
elementary education
Everybody acknowledges the value of
education in the overall development of the
children.
Administrators focus on
Enrolment
Availability of schools within walking distance
Provisioning for infrastructure
Deployment of teachers.
8
What is Learnt, how is it presented?
Educationists are concerned about
Whether or how children learn, and the
Burden of syllabi, which is passed on to
Tuition centres or Parents
9
• Development professionals discuss
The impact of years of schooling, for example
on the age of marriage and family size.
Economists talk about the economic returns
on Investment in education
Parents have expectations from the
education system_ that it should equip their
children for gainful employment, and
economic well being.
10
Fulfill goals of
universal elementary education
The enforcement of fundamental
right to education provides us a
unique opportunity to mount a
mission encompassing all the
above discourses to fulfill our goal
of universal elementary education.
11
RIGHT TO EDUCATION ACT
It provides for children’s right to free and
compulsory admission, attendance and
completion of elementary education.
Undoubtedly, much progress has
occurred since the last sixty years of our
independence and many more children
with a diverse background are
accessing school.
13
Dropped out, child labourers
There are ‘invisible’ children_ children bonded to work with an employer,
young boys grazing cattle or working in a dhabha
girls working in the fields or as domestic help or caring for younger siblings, and
children being subjected to early marriage. Many of these children are formally enrolled in a school but have either dropped out or have never been there.
14
Extremely vulnerable ones
Many others such as migrant and
street children, who live in
extremely vulnerable conditions;
denying them education is against
the universal nature of human
rights.
15
Enrol, attend, learn, and
Be empowered by education
Providing universal access itself is no longer
enough; making available school facility is
essential but not sufficient.
A monitoring mechanism is needed to ensure
that all children attend school regularly and
participate in the learning process.
16
Not attending, drop-out in a few months?
Focus must be on the factors that
prevent children from regularly
attending & completing elementary
education. Children from
weaker sections and
disadvantaged groups, as also
girls.
SOCIAL,CULTURAL,ECONOMIC,
LINGUISTIC AND PEDAGOGIC ISSUES
17
Reservation of 25% seats in private
schools for children from poor families
The school may be
there but students may
not attend, or drop out
after a few months.
Through school & social
mapping, many issues
need to be addressed
that prevent a weak
child from completing
the process of
education.
Social, economic,
cultural, linguistic,
pedagogic issues
Denial or violation of the
right to elementary
education process
requires to be
overcome with the
encouragement and
enlightenment of the
weak & vulnerable.
18
Free, compulsory and of high quality
The right to education is free, compulsory and
it includes good quality education for all.
A curriculum not only provides good reading
and understanding of text books but also
includes learning through activities,
exploration and discovery.
Comprehension, competence,
competitiveness and creativity should be
developed, not forgetting compassion.
19
Education Depts of State & Union
Governments have direct responsibility
To provide
schools,
infrastructure,
trained teachers,
curriculum and
teaching-learning material, and
mid-day meal.
A well coordinated mechanism is needed for
inter- sectoral collaboration & convergence.
20
On the part of the whole Govts:
The factors that contribute to the
achievement of the overall goal of
universalizing elementary education as
a fundamental right requires action on
the part of the whole Governments.
A well coordinated mechanism is needed for
inter- sectoral collaboration & convergence.
21
Timely & appropriate financial allocations,
redesign school spaces
The Finance Department to release
funds at all levels.
The Public Works Dept. to re-conceive
and redesign school spaces from the
pedagogic perspective & Address
issues of including disabled children
through barrier free access.
22
Provide Social & Location Mapping of
schools, Water & sanitation facilities
The Dept. of Science & Technology to
provide geo-spatial technology to
perform at
grass-root survey.
Provision of access to sufficient safe
drinking water
Provision and access to adequate
sanitation facilities, specially for girl
child.
23
ROLE OF CIVIL SOCEITY in RTE
Above all, people’s groups, civil society
organizations & voluntary agencies will play
an crucial role in the implementation of the
RTE Act.
This will help build a new perspective on
inclusiveness, encompassing gender & social
inclusion, & ensure that these become
integral & crosscutting concerns informing
different aspects like training, curriculum and
classroom transaction.
24
ROLE OF CIVIL SOCEITY
A VIBRANT CIVIL SOCEITY MOVEMENT
CAN ENSURE THAT THE PARENT / CHILD
FROM WEAKER OR DISADVANTAGED
SECTIONS BECOME AWARE OF THE
VALUE OF EXERCISING THE RIGHT TO
ELEMENTARY EDUCATION AND PUT IN
SERIOUS EFFORTS ON THEIR PART.
NGO contribution of knowledge, ideas and
solutions to the challenges are needed.
25
Prime Minister:
"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.”
26
The 86th constitutional amendment (2002),
And the RTE Act (2009), have given us the
tools to provide quality education to all our
children. It is now imperative that we the
people of India join hands to ensure the
implementation of this law in its true spirit.
The Government is committed to this task
though real change will happen through
collective action.
27
India’s Age: YOUNG INDIA
0-14 years: 31.1% (male 190,000,000 /female
172,890,000)
15-64 years: 63.6%
India’s Average:
Total: 25 years
Male: 25 years
Female: 26 years
28
From Nalanda to today
An education that
enables them to acquire
the skills, knowledge,
values and attitudes
necessary to become
responsible and
active citizens of India
NOW: have access to
education
THEN: Nalanda University is
considered "one of the
first great universities in
recorded history." It was
the center of learning and
research in the world from
450–1193 CE.