Introduction to Rte

24JUNE2011 MBA-AB AJAY SHARMA

ASSIGNEMENT

ON

RIGHT TO EDUCATION

Submitted By: Ajay sharma

MBA-AB


SIIB


INTRODUCTION TO RTERight to Education Enforced from 1st April, 2010; Model Rules Prepared and Notified; Process of Aligning the Sarva Shiksha Abhiyan with the RTE Initiated Legislations for Reforms in Higher Education Sector Introduced in Parliament All Round Efforts by HRD Ministry to bring in Reforms in Education Sector

The year 2010 was a landmark year for education in the country. The Right of Children to Free and Compulsory Education (RTE)

Act, 2009, representing the consequential legislation to the Constitutional (86th Amendment) Act, 2002, was enforced with effect from 1st April, 2010.The RTE Act secures the right of children to free and compulsory education till completion of elementary education in a neighborhood school. The Act lays down the norms and standards relating to pupil teacher ratios, buildings and infrastructure, school working days and teacher working hours. The process of aligning the Sarva Shiksha Abhiyan strategies and norms with the RTE mandate was initiated

Highlights of RTE Act Sixty-three years after independence, India Thursday, the 1st April 2010 enforced a historic Right to Education (RTE) act that promises freedom from illiteracy for this vast and diverse country. Following are the key points of the legislation that expects to empower the nation through education:

1. Free and compulsory education to all children of India in the six to 14 age group;

2. No child shall be held back, expelled, or required to pass a board examination until completion of elementary education (up to class eight);

3. A child who completes elementary education (up to Class 8) shall be awarded a certificate

4. Calls for a fixed student-teacher ratio;

5. Will apply to all of India except Jammu and Kashmir;

6. Provides for 25 percent reservation for economically disadvantaged communities in all private and minority schools. The reservation to start with Class One beginning 2011

7. Mandates improvement in quality of education;


8. School teachers will need adequate professional degree within five years or else will lose job;

9. School infrastructure (where there is problem) to be improved in three years, else recognition cancelled;

10 Financial burden will be shared between state and central government on the basis of Sarva Shiksha Abhiyan (Education for All)

11. Private schools to face penalty for violating RTE.

1. Free Elementary Education for ALL children in age group 6-14 years in a neighbourhood school.

What does “free” mean?

According to the Act, no financial constraints can “prevent” a child from a enrolling, attending and completing elementary education. In other words, if a child lives in a remote area, providing free transportation (or a residential facility or some other facility) will be part of the child’s entitlement to education; if a child is disabled and needs crutches to walk to school then crutches, or some other facility that enables him to go to school will be part of his entitlement under the Act.

What is elementary education?

Elementary education is 8 years of education corresponding to classes 1-8. This in most cases includes children between 6-14 years, but in states that start at 5 years and go up to class7, RTE would still extend to class 8.

What is a neighborhood school?

The neighborhood has been given a wide definition in the Model Rules of the Act. Ordinarily it is 1 km walking distance from the habitation of a child at the primary level and 3 km for upper primary level. However, in areas with sparse populations, or those prone to natural disasters or with difficult terrain or civil unrest, this limitation may be changed and transportation or residential facilities provided to children so that their education is not interrupted or disrupted.

2. Compulsory Elementary Education. The word compulsory has implications for the government alone. In other words while it is the DUTY of the parent to send their children to school (Article 15k) it is the OBLIGATION of the government to ensure not just enrolment but attendance and completion of elementary education. This implies that the government


a. Must identify all children that are out of school or dropped out

b. Make sure that they are enrolled in school

c. Make sure they attend school on a regular basis

d. Make sure they complete the elementary cycle of education.

e. If parents are reluctant to send their children it is the responsibility of the government to find a way of convincing the parents, without use of force/ violence/pressure to send their children to school.

3. Age Appropriate Education.

a. This means that children will be enrolled in the class that corresponds to their age. In other words, if a 10 year old has not been to school or dropped out earlier, she will be enrolled in class 5.

b. To enable the 10 year to cope in class 5 “special training” will be provided on the premises to bring the child up to the age appropriate level.

4. Quality Norms for ALL schools. The Act lays out some basic norms for all schools (government and private):

a. Pupil- Teacher Ratio (cannot exceed 1:30)

b. Minimum days of school functioning in a year (200 and 250 for primary and Upper Primary, respectively)

c. Minimum hours of instruction in school (4 and 5 hours a day for primary and UP)

d. Minimum working hours for the teacher (45 hours a week)

e. Separate subject teachers and head-teacher

f. One room for every teacher

g. Separate and functional toilets; clean and adequate drinking water

h. Playground, boundary wall, library, kitchen


5. Qualifications for Teachers.

a. Para Teachers banned

b. All teachers must subscribe to minimum qualifications and training norms laid out by Academic Authority within 5 years.

c. Teacher education and Teacher training institutes to be upgraded to enable fulfillment of quality and qualification norms for teachers.

6. Curriculum in line with Constitution.

a. This means that curriculum, syllabus and books must conform to Constitutional values. It implies that communal and harmful agendas cannot be part of the materials used and taught in ANY school of the country.

b. Syllabus and Books must also take into account age and learning levels of children

7. Evaluation system to be based on principle of Continuous and Comprehensive Evaluation (CCE).

a. No failure till completion of elementary cycle

b. Evaluation to be done throughout the year and not be based on an annual exam.

c. Teachers to maintain PUPIL CUMMULATIVE RECORD (PCR) for every child.

d. Evaluation to be on “comprehensive” performance of child, reflecting all facets, talents of the child and not be based on just a few subject areas. The PCR to include music, theatre, leadership skills, social skills etc., as well.

8. Role of Panchayati Raj Institutions:

a. The PRIs have been given a wide range of functions related to the implementation of the provisions of the RTE, such as identification of out of school children; neighborhood-wise school mapping; maintenance of child records (child-tracking) public display of


information; education of children from migrant families; participation in School Management Committees (SMCs)

b. PRIs have also been made responsible for grievance redressal in matters related to violations of the rights of the child under RTE.

9. Participation of Civil Society

a. School Management Committees consisting largely of parents (75%) and of PRIs officials and civil society partners have been given a wide range of functions under the Act, including the preparation of the School Development Plan

b. Teachers have been made accountable to the SMCs.

10. Reservation in Private Schools

a. All private schools are required to admit in their incoming class 25% children from weaker sections and socially disadvantaged groups from their neighborhood.

b. Limits of definition to be extended if 25% seats are not being filled within the standard limits of neighborhood.

c. Private schools to be reimbursed for these children by the government at the rate of per learner costs of government schools in the state.

11. Separation of Implementation and Monitoring Agency.

a. Implementation responsibilities lie with the education departments in conjunction with the PRIs

b. Monitoring role has been given to the National Commission for Protection of Child Rights (NCPCR) and the corresponding State Commissions.

c. This separation is very important and a first in the history of such legislations and allows for independent monitoring of the implementation of the Act.


d. NCPCR/ SCPCR have quasi-judicial powers and can function as a civil court. Complaints and grievances can be addressed to them as well.

Factors prohibiting Complete Education

Big thanks to our HRD minister Mr. Kapil Sibal, who helped to bring these long lost words at least on papers. But it seems that he hasn't been farsighted in his action. India is the country with largest juvenile population and of course a majority of them constitute uneducated children. Why they have been devoid of education is reasoned by a number of factors, like:-

1) Lack of co-operation from the parents of bucolic region is one of such factors. Many of them don't even know what education might mean to the future of stakeholders of the national resources and the others who know, fear and feel it to be a curse which will ruin their family, and the very cause behind it is that they hate advancement in posts but surprisingly love money making. And the victim of their peculiar likings is their children which remain deprived of tasting bookish values in the whole life.

2) Lack of Schooling facilities – This clearly states the problem of lesser number of well-maintained schools in the bucolic provinces. The schools are not only roofless but also have not even mats for the children to sit. Furthermore, the absence of teachers also creates a huge problem for them. How could education be possible in this case?

3) High costs of transportation and other supplies - Many families withdraw their steps of educating their children when they find high expenses for educating their children. Being unable to afford the price, they choose the option of leaving their children uneducated. What will you call it, a circumstantial compulsion or a fault?

Now, the question comes that how many of these problems, just a very few among many, is going to be coped up by the law introduced. May be the 'free' word drags them to co-operate in the process, but what about those who have an inbuilt wrong attitude towards the education. Another setback in the process arises when we realize the divisions among the child population. Yes, about half of them are of girls and about a fourth of them belong to the lower castes. Now who is going to change this outlook? Majority of parents get the girl child aborted even before


she opens her eyes, and now should we expect them to send the unfortunate grown-ups to school! But as it is inspiringly said by someone that, 'God creates first the solution and then the problem' and therefore, there lies a remedy for every hitch. And for this, the most effective cure for this is 'Active awareness programs'. We need to step into every remote village and acquaint villagers about the nuisance which 'Female feticides’ create in the social living and how lack of education constricts the National Development.

Schedule Outlining Norms and Standards for a School

Items Norms and standards1. Number of teachers ●30:1 (for class I-V)

●35:1 (for class VI-VIII)

●At least three subject teachers (for class VI-VIII)

2. Building ●1 classroom per teacher●1 office-cum-store for

headmaster●Separate toilets●Drinking water●Kitchen for mid-day meal

preparation●Playground●Boundary wall

3. Minimum number of working days in an academic year

●200 working days (for class I-V)

●220 working days (for class VI-VIII)

4. Minimum number of working hours per week for a teacher

●45 teaching including preparation hours


5. Teaching/learning equipment ●Provided to each class

6. Library ●Provided to each school7. Play material, games, sports

equipment●Provided to each class

HISTORY OF RTE

December 2002

86th Amendment Act (2002)

via Article 21A (Part III)

seeks to make free and

compulsory education a

Fundamental Right for all

children in the age group 6-

14 years.

October 2003

A first draft of the legislation

envisaged in the above

Article, viz., Free and

Compulsory Education for

Children Bill, 2003, was

prepared and posted on this

website in October, 2003,

inviting comments and

suggestions from the public

at large.

2004

Subsequently, taking into

account the suggestions

received on this draft, a

revised draft of the Bill

entitled Free and

Compulsory Education Bill,

2004, was prepared and

posted on the

http://education.nic.in

website.

June 2005

The CABE (Central

Advisory Board of

Education) committee

drafted the ‘Right to

Education’ Bill and

submitted to the Ministry of

HRD. MHRD sent it to NAC

where Mrs. Sonia Gandhi is

the Chairperson. NAC sent


the Bill to PM for his

observation.

14th July 2006

The finance committee and

planning commission

rejected the Bill citing the

lack of funds and a Model

bill was sent to states for the

making necessary

arrangements. (Post-86th

amendment, States had

already cited lack of funds at

State level)

19th July 2006

CACL, SAFE, NAFRE,

CABE invited ILP and

Other organizations for a

Planning meeting to discuss

the impact of the Parliament

action, initiate advocacy

actions and set

directions on what needs to

be done at the district and

village levels.

Rajya sabha passed the bill

on 20, july 2009 and the lok

sabha on 4

August 2009 but in 1 april

2010 its came into existence.


ADVANTAGES OF RTE

No child shall be held back, expelled, or required to pass a board

examination until completion of elementary education.

A child who completes elementary education (up to class 8th) shall

be awarded a certificate.

Fixed student-teacher ratio.

Provides for 25 per cent reservation for economically disadvantaged

communities in admission to Class One in all private schools.

School teachers will need adequate professional degree within five

years or else will lose job.

Financial burden will be shared between state and central

government.

School infrastructure (where there is problem) to be improved in

three years, else recognition cancelled.

DISADVANTAGES OF RTE

Establishment of large schools in the small vicinities as suggested by

the law will call upon huge financial burden on the state which the

state will be unable to meet.

No method is prescribed for selecting the 25 per cent poor students

for admission into unaided private schools

There is no mention of any ‘scale’ for quality of education.


This act is highly insufficient for a Globally Competitive World that

would be present after a decade.

How to make RTE an advantage for inclusive growth in India in

this fastest growing world economy

Generally there are 3 big factors of education influence on the

economic development of a country:

- The quantity of education

- The quality of education

- The quantity and quality of education

By following these measuring RTE act is made.

The first factor is quantity. This is characteristic to ex-soviet

countries were education was mainly for free, and around 95% of

young populations were graduates of basic schools and more than

80% of higher education.

Young people were high ranked on the international labor

market and also internally economy was showing signs of

development.

The second factor is quality. This situation is characteristic to

western cultures and countries: Great Britain, Belgium, and USA.

The focus of the education system was on quality, in these countries

it is really hard to get to higher education.

From economic point of view it this strategy had a good

impact, as important jobs were done by high skilled people


The third factor is quantity and quality. This educational system is

specific to Scandinavian countries (Norway, Sweden, Finland) and

some Asian countries (Taiwan, Korea). In this countries % of people

having free access to education is high and the quality is one of the

best in the world

EFFECTS

The number of out-of-school children has declined from 25 million

in 2003 to 8.1 million in mid-2009. The most significant

improvements have been in Bihar, Jharkhand, Manipur and

Chhattisgarh.

The percentage of out-of-school children in highly populated states

like Uttar Pradesh, West Bengal, Orissa and Bihar remains a cause of

concern.

There has been tremendous progress in improving access with 99 per

cent of habitations having a primary school within one kilometer,

and 92 per cent an upper primary school within 3 kilometers.

There have been considerable improvements in the proportions of

children from socially disadvantaged groups enrolled in school. For

Scheduled Caste (SC) students, 19.7 per cent were enrolled in 2008-

2009, with 11% enrolled for Scheduled Tribe (ST) students.

The proportion of ST children at upper primary level is much lower,

indicating that ST children are more vulnerable to dropping out from


the school system. As many as 23.4 per cent of Muslim school

children are out-of-school.

84 out of 100 schools have drinking water facilities overall in India.

But nearly half the schools in Arunachal Pradesh, Assam and

Meghalaya do not.

65 out of 100 schools have common toilets in India; however only 1

out of 4 schools in Arunachal Pradesh, Assam, Chandigarh, Delhi,

Jammu & Kashmir, Jharkhand, Orissa and Rajasthan have this

facility.

54 of 100 schools have separate toilets for girls. On an average, only

1 in 9 schools in Assam, Meghalaya, and Manipur have separate

toilets and 1 in 4 schools in Bihar, Chhattisgarh, Jammu & Kashmir,

Jharkhand and Orissa.

The RTE Act has specific provisions for disadvantaged groups, such

as child laborers, migrant children, children with special needs, or

those who have a "disadvantage owing to social, cultural, economic,

geographical, linguistic, gender or such other factor."

Creative and sustained initiatives are crucial to train more than 1

million new and untrained teachers within the next five years and to

reinforce the skills of existing teachers to ensure child-friendly

education.

School Management Committees, made up of parents, local

authorities, teachers and children themselves, will need support to

form School Development Plans and monitoring. The inclusion of 50

per cent women and parents of children from disadvantaged groups

in these committees should help overcome past disparities.


SUGGESTIONS

Make the act not based on age-group, but on completion of Basic

Schooling.

All schools must be mandated to ensure that their students are

sufficiently qualified to pass this examination. If there are

failures, Schools will continue to support the students to pass this

examination till the time they pass. This need to be supported by

Government.

To do this financial outlay for education must be increased to atleast

8-10% of GDP for our country, from the current 3-4%.

If the ‘first-time pass percentage’ is not adequate continuously, DOE

intervention must be sought to correct the situation.

Support Privatisation of Education Distribution actively, while the

quality scales are firmly nation-wide and with Government. Also

Government should pitch in economically to assist the dis-

advantaged kids, as envisaged in the current act in Private and Public

Schools.


Referenceswww.indianblogger.com www.icbse.com www.rte.org www.wikipedia.com

http://www.wikipedia.com/

http://www.rte.org/

http://www.icbse.com/

http://www.indianblogger.com/

Introduction to Rte

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