OFFENCES AGAINST CHILDREN AND

JUVENILE JUSTICE

ASSIGNMENT
ON
THE RIGHT OF CHILDREN TO FREE AND
COMPULSORY EDUCATION ACT, 2009

SUBMITTED BY – SANDEEP KUMAR SUBMITTED TO – DR. AJAYMEET SINGH

REG. NO – 11900043

LLB (2nd) YEAR

SUBJECT – OFFENCES AGAINST CHILDREN AND JUVENILLE (LAW587)

INDEX :-
1
1 INTRODUCTION

2 HISTORY

3 KEY FEATURES OF THE ACT

4 UNDERSTANDING THE RTE ACT, 2009

5 CRITICISM OF RTE ACT , 2009

6 RTE: IMPLEMENTATION AND CHALLENGES

7 MEASURES TO OVERCOME RTE IMPLEMENTATION AND CHALLENGES

8 CONCLUSION

9 REFERENCE

1. INTRODUCTION :-

2
Education is a fundamental human right, essential for the empowerment and development of an
individual and the society as a whole. According to the UNESCO’s Education for All Global
Monitoring Report 2010, about 135 countries have constitutional provision for free and non-
discriminatory education for all. In 1950, India made a Constitutional commitment to provide
free and compulsory education to all children up to the age of 14, by adding this provision in
article 45 of the directive principles of state policy. With the 86th Constitutional amendment on
12th December 2002, Article 21A was amended by the Constitution in order to introduce Right
to Education as a fundamental right. The Right of Children to Free and Compulsory Education
Act finally came into force on 1st April 2010. The Act provides for free and compulsory
education to all children in the age group of six to fourteen years. It is now a legally enforceable
duty of the Centre and the states, to provide free and compulsory education. However, states
were not able to achieve free and compulsory education even after the 60 years of independence.
The enforcement of Article 21-A by RTE Act represented a momentous step forward for
universalizing elementary education in our country. In 2002, Article 21 A was added as the new
fundamental right by 86 amendment. On August 26, 2009, “Right of Children to Free and
Compulsory Education Act, 2009”, was notified and came into effect from April 1, 2010. “The
Right to Free & Compulsory Education Act 2009” provides a justifiable legal framework for the
children in the age group of 6-14 years for the purpose of free and compulsory elementary
education. By ‘free education’ it means that no child is liable to pay any fees, charges or
expenses, who has been admitted to a school supported by the appropriate Government, which
may prevent the child from pursuing and completing elementary education and ‘compulsion’ is
on the appropriate government. The RTE Act is attached with the belief that the values of
equality, social justice and democracy will be re-established1.

02) HISTORY

 1950: Constitution of India contained Article 45, as one of the directive principles of
State policy, which states that: "The State shall endeavor to provide within a period of
ten years from the commencement of this Constitution, for free and compulsory
education for all children until they complete the age of fourteen years."

1
http://ssa.nic.in/rte-1/RTE%20Final%20book_11-04-12%20-%20Low%20resolution.pdf
3
  1968: First National Commission for education under Dr. Kothari submits its reports. It
introduced several far-reaching changes as uniform curriculum for boys and girls,
mathematics and science as compulsory subjects etc. It also proposed a Common School
System.
 1976: Constitution amendment making education a concurrent subject (responsibility of
both state and center) was passed.
 1986: National policy on Education (NPE) endorsing Common School System (CSS)
was formulated. Subsequent NPE’s endorsed CSS but it has never been implemented.
 1993: The Supreme Court in the case Unni Krishnan vs State of Andhra Pradesh
ruled that the right to education is a fundamental right that flows from the Right to life in
Article 21 of the Constitution2.
 1997: Constitution Amendment making Education a fundamental right was introduced.
 2002: 86th Constitution Amendment added Article 21A stating that “The State shall
provide free and compulsory education to all children of the age six to fourteen years in
such as a way as the State may, by law, determine.” The 86th Amendment also modified
Article 45 which reads as “The state shall endeavor to provide early childhood care and
education for all children until they complete the age of 6 years”.
 2005: CABE committee report constituted to draft the Right to Education Bill submits its
report. July 2006: Media reports indicate that federal government is planning to ask all
state governments to pass Right to Education bill in their respective legislatures based on
a model bill drafted by federal Government. It has shelved plans to introduce a federal
bill in this regard.
 4 August 2009: Right to Education Act (RTE) was enacted by the Parliament of India.
 1 April 2010: India became one of 135 countries to make education a fundamental right
of every child when Right to Education act came into force3.

03) KEY FEATURES OF THE ACT

2
http://www.ncert.nic.in/departments/nie/dee/publication/pdf/StatusreportRTE2013.pdf
3
Raina, V. (2009). Comparison of Right to Education Act and ‘Common School System’ of Kothari Commission.
Shikhsha Vimarsh
4
 The right of children of the age 6-14 years to free and compulsory education till
completion of elementary education in a neighborhood school.
 ‘Compulsory education’ means obligation of the appropriate government to provide free
elementary education and ensure compulsory admission, attendance and completion of
elementary education to every child in the six to fourteen age group.
 ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses
which may prevent him or her from pursuing and completing elementary education.
 The act makes it mandatory for all schools to meet some minimum norms. Government
schools have to meet the student teacher ratio and other schools require a certificate of
recognition.
 Government schools have to provide free and compulsory education to all admitted
children.
 The act prohibits physical punishment or mental harassment, screening procedures for
admission of children, capitation fees. It also prohibits children from being held back in
class, or expelled, until the completion of elementary education.
 For children in 6-14 age group it prohibits (i) physical punishment and mental
harassment, (ii) screening procedures for admission, (iii) capitation fees, (iv) private
tuition by teachers, (v) running of schools without recognition,
 The Act makes provisions for a non-admitted or first time enrolled child to be admitted to
an age appropriate class. The Act specifies the duties and responsibilities of appropriate
Governments, local authority in providing free and compulsory education, and sharing of
financial and other responsibilities between the Central and State Governments.
 The Act lays down the norms and standards of Pupil Teacher Ratios (PTRs), buildings
and infrastructure, school working days, teacher working hours. The Act prohibits
deployment of teachers for non-educational work, other than decennial census, elections
to local authority, state legislatures and parliament, and disaster relief. The Act provides
appointment of appropriately trained teachers, i.e. teachers with the requisite training and
academic qualifications.
 The Act provides for development of curriculum with the values enshrined in the
Constitution, for the all- round development of the child, building on the child’s

5
 knowledge, potentiality and talent and making the child free of fear, trauma and anxiety
through a system of child friendly and child centered learning.
 The Act provides for protection and monitoring of the child’s right to free and
compulsory education and redressed of grievances by the National and State
Commissions for Protection of Child Rights, which shall have the powers of a civil
court.” (Right to Education Act, 2009)4.

04) UNDERSTANDING RIGHT TO EDUCATION ACT, 2009

In the history of Indian education 1st, April, 2010 became a great day as the nation made Right
of Children to free and Compulsory Education (RTE) Act, 2009 operative 5. The Right to
Education Act pronounces that every child in the age group of 6 to 14 years will get free and
compulsory education in a nearby school to get free and compulsory education for the said group
is the fundamental right of the target group. The act says about the financial burden that is related
state and the central government will take care of it. The act also directs the private institutions to
reserve 25% of the seats for students belonging to the weaker sections of the society. The act
does not allow the institutions to fell or expelled any of the Student.

Section-3 says that in providing for the right of every child to free and compulsory education in a
neighborhood school, but the act does not restrict to the child to take admission in the
neighborhood school only. It is being criticized that Children with Special Needs and religious
group children have not been included in RTE.

Section-4 of the provisions of the Act provides children above six years, who have either not
been admitted to any school or, having been admitted have not completed elementary education
and have dropped out, the right to be admitted to a school in a class appropriate to his or her age
for completing elementary education.

Section-5 provides children the right to seek transfer from a government or government aided
school to another such school in order to complete elementary education and for immediate issue
of Transfer Certificate to a child seeking admission to another school.
4
Oxfam, India. (2013). Right to Free and Compulsory Education, Delivering the promises of Law. Oxfam India policy
brief
5
Anija, Neena (2015), “Right to Education (RTE): Factors Affecting Its Implementation in India”, Contemporary
Research in India, 05(03), https://www. contemporaryrescarchindia. net/pdf/september-2015/12.pdf.
6
Section-6 talks for universal access and requirement of school facilities.

Section 7(1)-5 provides for financial and other responsibilities for the central government and the
state governments. Section 7(6) is related to the formulation of a national curriculum framework
for which the central government has notified the NCERT as the designated authority.

Section-8 assigns duties to the appropriate government to ensure that they are providing free and
compulsory elementary education to every child in a neighborhood school. The National
Commission for Protection of Child Right (NCPCR) has to monitor the implementation of RTE.
NCPCR also invites the different groups working for society and all conscious individual to
come forward to help to ensure that every child of the country is in school for eight years
(6-14 yrs.) of quality education.

Section-9 of the provisions of the act assigns duties to the local authority to ensure that free and
compulsory elementary education is provided to every child in a neighborhood school. It also
assigns duties to the local authority to ensure that the children of weaker sections and
disadvantaged groups are not discriminated against and prevented from pursuing and completing
elementary education.

Section-10 of the provisions casts a moral responsibility on every parent/guardian to admit their
children/ wards to school, and ensure that children are not deprived of their right to elementary
education. This includes child labor, children in ecologically deprived areas where they are
required to fetch fuel, water, fodder and do other household chores, children in very poor slum
communities and uprooted urban habitations, children of families of scavengers and other such
stigmatized professions, children of itinerant or seasonal labour who have mobile and transient
lifestyle like construction workers, road workers and workers on large construction site, children
of landless agriculture labour who are required to augment family incomes.

Section-11 provides that the appropriate government may make necessary arrangements for pre-
school education.

Section-12 is related to 25% reservation to weaker section students.

Section-13 provides that no school or person shall collect capitation fee or subject a child to any
screaming procedure, and prescribes a penalty or contravention of these provisions.
7
Section-14 seeks to provide for proof of age certificate of a child and that admission cannot be
denied in its absence.

Section-15 prohibits schools from denial of admission to a child, irrespective of the time in the
academic year in which admission is sought. Admission of a child in school is a fundamental
right and it cannot be denied at any point of time.

Secton-16 prohibits holding back and expulsion of a child from school till the attainment of
elementary education.

Section-17 prohibits any child being subjected, to physical punishment or mental harassment.

Section-19 lays down the norms and standards for schools.

Section-21 provides for constitution and functions of a School Management Committee in

certain categories of schools. The RTE act envisages that parents would form a majority in the
School Management Committees, which would also include elected members of the Panchayat
and school teachers.

Section-22 provides for preparation of a School Development Plan (SDP) by the School
Management Committee. Secton-23 provides for qualifications and terms and conditions of
service of school teachers. The central government has notified NCTE (National Council For
Teacher Education) as the academic authority for prescribing teacher qualifications.

Section-24 provides for duties of teachers as to attend school regularly to transact the syllabus in
time, to provide supplementary support to needed children, to make assessment of children’s
learning and to interact with parents.

Section-25 seeks to provide for maintenance of pupil teacher ratio, by the appropriate
government and local authority. The provision also provides that teacher shall not be deployed
for non-academic work, barring those specified in Section-27.

Section-26 provides that vacancies in schools should not exceed 10% of the teacher strength for
that school.

8
Section-27 prohibits deployment of teachers for non-educational purposes, other than decennial
population census, disaster relief duties or duties related to elections to local authority, state
legislatures and parliament.

Section-28 prohibits private tuition by teachers.

Section-29 provides for curriculum and evaluation procedure in elementary school.

Section-30 provides that no child shall be required passing Board Examinations till completion
of elementary education. This is to save the child from stress and anxiety.

Secton-31 provides an institutional mechanism for protection of rights of the child through the
National/State Commissions for Protection of Child Rights. It further states that for children in
school, monitoring will involve the issues like provision of neighborhood school (Classrooms,
Infrastructure, Pupil-Teacher-Ratio, School Hours, etc.), access to school (physical & social),
admission process (Denial, capitation fee, screening, demand of affidavits, any time admission),
entitlements (textbooks, uniforms, equipped library with books, newspapers, magazines, sports
& play equipments, mid-day meal, training for age-appropriate education, transfer & completion
certificates and other expenses), class-room transaction (discrimination, corporal punishment,
teaching methods, evaluation) and school management committee appointments as per rules,
regular meetings, teacher accountability, preparation of school development plan and other
responsibilities from the part of SMC(School Management Committee).

Section-32 provides a mechanism for redressal of grievance relating to rights of the child under
the proposed act.

Section-33 provides for constitution of a National Advisory Council to give expert advice to the
central government on implementation of provisions of the proposed act.

Section-34 provides for the constitution of State Advisory Councils to advice the state
governments on the implementation of the act.

Section-35 provides for the central government to issue guidelines and directions to the
appropriate government or local authority for effective implementation of the proposed act. It

9
also provides for the appropriate government to issue guidelines and directions to local
authorities, and for local authorities to give guidelines to school management committees.

Section-36 provides for previous sanction of an authorized officer for prosecution of offences.

Section-37 provides protection, against any legal suit or proceedings, to appropriate government,
local authority, etc. for any action taken in good faith.

Section-38 provides powers to the appropriate government to make rules and for laying of rules
and notifications made, before each house of parliament. Despite the Act, provisions and
sections of the Act, the present state of RTE and its implementation much needs be done.
“Government has enacted and implemented the Act in the right spirit towards providing quality
elementary education to all most of the investigated schools are able to fulfill basic infrastructure
except a few but with regard to curriculum, assessment, teacher training and other related issues
they are lagging far behind. The observation and findings from the interview and questionnaire
show a wide gap between what was expected and what has so far been done6.”

05) CRITICISM OF RTE ACT, 2009 –

Criticism of RTE Act Even though the RTE Act is a step in the right direction towards the
achievement of making education truly free and compulsory in India, it has met with several
criticisms. Some of the criticisms are given below7:

 The Act was drafted hastily without much thought or consultation being given to the
quality of education imparted.
 Children below 6 years are not covered under the Act.
 Many of the schemes under the Act have been compared to the previous schemes on
education such as the Sarva Shiksha Abhiyan, and have been plagued with corruption
charges and inefficiency.

6
Seema, O. (2013). Implementing Right to Education: Issues and Challenges. Research Journal of Educational
Sciences, 1.
7
Mahapatra, P. (2013). Deciphering the Issues and Challenges Related to Right to Education Act 2009: A Critical
Study. International Journal of Advance Research, IJOAR .org, 2(5).
10
  At the time of admissions, many documents such as birth certificate, BPL certificate, etc.
are required. This move seems to have left out orphans from being beneficiaries of the
Act.
 There have been implementation hurdles in the 25% reservation of seats for EWS and
others in private schools. Some of the challenges in this regard are discriminatory
behavior towards parents and difficulties experienced by students to fit in with a
different socio-cultural.
 Regarding the ‘no detention’ policy till class 8, an amendment to the Act in 2019,
introduced regular annual exams in classes 5 and 8. In case a student fails in the annual
exam, he/she is given extra training and made to appear for a re-exam. If this re-exam is
not passed, the student can be detained in the class. This amendment was made after
many states complained that without regular exams, the learning levels of children could
not be evaluated effectively. The states which were against this amendment were six
states with higher learning outcomes due to their effective implementation of the CCE
system as mandated in the Act. (The six states were Andhra Pradesh, Karnataka, Kerala,
Goa, Telangana and Maharashtra.)
 It has been found that many states find it difficult to move to the CCE system of
assessment. This is chiefly due to a lack of teachers’ training and orientation. Another
criticism levelled against the Act is that instead of increasing the standards and outcomes
of the public education system in India, it passes the buck to private schools to some
respect.

06) RTE: IMPLEMENTATION AND CHALLENGES

If we analyze the above Section of the RTE Act, we can easily find some constraints related to
its implementations. The implementation constraints are associated with financial requirements,
School Management Committee, School Development Plan, lack of awareness among the target
groups regarding RTE Act and its different sections, 25% reservation of seats in private
schools, supplementary support to needed children, save the child from stress and anxiety, lack
of coordination among different implementing agencies, infrastructure, quality education,
professionally sound teachers, teacher- student ratio, checking of capitation fee and screening,
training for age-appropriate education, transfer & completion certificates, redressal of grievance
11
of child related to RTE Act, prosecution of offences, children admission, dropout among
children, lack of education among the mass, child labour, arrangements of pre-school education,
deployment of teacher at other places for non- academic work, exceeding the vacancies of school
teachers more than 10% of the teachers strength, prohibition of private tuition by teachers,
modernizing and updating curriculum & evaluation mechanism, non-detention policy, cold
responses from the part of national/state commissions for protection of child rights etc.

Mandal, Sayantan too has many challenges before the education system which is also related to
the implementation of RTE Act, 2009, “However, on the flipside, the dropout rate in the
elementary level is still alarming, the quality of education is questionable and the actual
inclusion of disadvantaged children by the private schools of the country is under scrutiny.

In addition, poor central-state coordination, malpractices in Teacher Eligibility Tests (TET)

sometimes causes barriers in the outreach of the RTE in true sense and fails to deliver the
anticipated outcome.” Lack of education among the mass and especially among the
parents/guardians of the children is a big challenge in the implementation of RTE Act as this
hinders formation of school Management Committee & School Development Plan and
simultaneously leaves the stake-holders unaware regarding the different provisions of RTE Act.

Finance is a vital issue as state like Bihar, Orissa, etc. need the Lack of coordination among
various implementing agencies is a vital challenge in the implementation of the Act as police,
local bodies, child right commission and other implementing body does not coordinate and
penalize properly. RTE Act is associated with different ministries and at times hindrances occur
in taking a decision or coordinating for implementation8.

Child labour is also a big issue as a large portion of children manage for their family food.
Special training for late admitted students or admission in age appropriate class & train them to
enable at par with other children is a challenge which needs teachers extra effort. Poorly paid and
already overloaded teachers cannot do justice with this expectation. Enforcement of 25% quota
for weaker sections of the society is another bigger challenge as it has not implementation
challenges only , rather it is being questioned due to the nature of the act9.

8
Uma. (2013). Right to Education (RTE): A Critical Appraisal. IOSR Journal of Humanities and Social Science (JHSS).
9
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2231197&download=yes
12
 This provision leads many questions like what about the uncomfortable state of quota admitted
underprivileged children with the children of the upper economic sections ? What about the
education of the remaining students of the disadvantaged group of the neighborhood school?

Why quality education (if provided by private schools) is limited to the 25% of disadvantaged
group children, not to the mass?

Elite schools charge fees under many heads, other than the tuition fee. Can the poor guardians
manage for fees under different heads, which is a huge amount for the parents/guardian of the
weaker section students?

What about the ill equipped private schools in the neighborhood and its poor quality education
(if it is) inferior to the expected & desired level? What will happen to poor students admitted in
private schools after 8th standard as this facility has been provided to 8th class education only?

Who will take the responsibility of the failure of this RTE Act like the failure of Article-45, Sarv
Shiksha Abhiyan, Operation Black Board and other related schemes?

A group of educationists, teachers, social activists, right to education activists also think that this
25% reservation destroys the autonomy of private schools. It is a good step to save the children
from stress and anxiety by applying no detention policy, but is it not the responsibility of the
education system to make them capable to handle pressure, failure, anxiety or stress for
preparing them for a successful life. There are complains that private schools charge capitation
fees for education in primary schools. There are schools that even demand donations at the time
of admission. Physical punishment is being given by some schools and teacher-taught ratio is
1:40 and even more instead of 1:30. Demand for more teachers have affected the teacher
quality10.

Appointment contractual teachers have further diluted the quality of teaching. NCF (2005)
suggests in the matter, “Attempts at curricular reform have not been adequately supported by the
teacher education. Large-scale recruitment of Para-teachers has diluted the identity of the teacher
as a professional”. NCF further laments that the professional development of teachers remains

10
http://www.ashanet.org/campaigns/rte/docs/rte_campaign_asha-sv_ppt.pdf
13
unaddressed. Tuition is common among students and in many cases teachers of the children are
giving him tuition11.

In one of the study Upadhyaya, Amar and Senapati, Niakhi (2016) found that students are
taking tuition. They conclude, “The study also revealed that out of 200 sampled students, 106
students were taking tuition and among them 12 students were taking tuition with their school
teachers.” Children evaluation is another area which is a challenge as no detention policy and all
round development do not supports each other. Our system is largely focused on scholastic
aspect, though evaluation of non-scholastic aspect, simultaneously may prepare the learners for
many challenges of life.

Implementation of RTE has many challenges in its way as Children With Special Needs
(CWSN) do not come under the preview of RTE Act, There is gender-Bias in the matter of out of
school children, The age group is 6-14, not 0-18 as expected through Sustainable Development
Goals, RTE Act is input oriented as it lacks focus on quality of learning and supply of properly
trained devoted teachers, admission according to age is not supported by the provision of
offering bridge course to equalize pupil on the learning scale, and many more. India, the land of
young population and home of 19% of the world’s children, desperately needs the
implementation of the RTE Act properly to nurture its young population as human capital. In the
matter to overcome these discussed challenges is itself a big challenge, but it is a must as India’s
one-third population is below the age of 18, and 74% of its population resides in rural India.

Some of the major challenges that the Indian education system is facing today are12:

(1) Lack of quality in government schools.

(2) High disparity in quality of private schools.

(3) Teacher absenteeism.

(4) Lack of teacher training.

(5) Lack of vocation-focused curriculum development.

11
https://socialissuesindia.wordpress.com/2010/07/15/salient-features-of-the-right-to-education-act-2009/
12
https://indianexpress.com/article/blogs/failure-of-right-to-education-act-is-it-time-to-privatise-education/
14
(6) Corruption, nepotism, and lack of transparency. These challenges have been manifested
themselves in the learning outcomes for children.

07) MEASURES TO OVERCOME RTE IMPLEMENTATION AND CHALLENGES

The above discussion reveals many challenges in the implementation of RTE Act, and it is
essential to overcome these challenges. Certain measures need to be taken to encounter
hindrances in the smooth implementation of RTE Act as follows –

 To make the mass educated and aware them with all the important sections of the RTE
and especially to the parents/guardians of the target groups.
 To provide supplementary support to needed children and introduce bridge course to
equalize pupil on learning scale.
 To evaluate the learners properly and intelligently to save them from the fear of failure
and simultaneously to make them capable to handle the pressure.
 To establish proper coordination among different implementing agencies.
 To arrange for sufficient infrastructure and other related facilities like safe drinking
water, separate toilets for girls, etc.
 To check strictly the implementation of RTE provisions and arrange for punishment in
case of violation.
 To extend the limit of RTE for the age group 0-18 years.
 To manage dropout among children from schools and minimize child labor to zero level.
 To employ quality teacher with full strength and not deploy them at other places for non-
academic work.
 To take care of teachers training and professional development of teachers to do away
them from the act of tuition.
 To take care of teachers training and professional development of teachers to do away
them from the act of tuition.
 To arrange due help by central government to poor states to implement RTE provisions
smoothly.
 To manage good quality education to all by improving the standard of government
schools.

15
  To manage pupil teacher ratio to desired level of 30:01 and check physical punishment
given to the children &donation to be demanded by the schools.
 To include the Children with Special Needs and Religious Groups in the preview of RTE
Act.
 To check teacher absenteeism strictly and employ vocation oriented curriculum on the
line of Basic Education.

08) CONCLUSION

16
Under the RTE Act, it is envisaged that, the teaching-learning process would be stress-free and a
massive programme for curricular reform would be initiated to provide for a child friendly
learning system that is at once relevant and empowering. Similarly, the Teacher accountability
systems and processes would ensure that the children are learning and that their right to learn in a
child friendly environment is safeguarded. Thus, it can be concluded that, Education is a
fundamental human right, without which capabilities for a decent life and effective participation
in society are less likely to be developed. Since the RTE Act has provided 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 only through collective action and we must come forward
willingly for the same. Many people suggested that availing benefits under the RTE Act is
difficult, and the process of securing a seat under the EWS and DG quotas is not transparent.
Moreover, many parents are still not aware about the affirmative principles of the RTE Act.
Thus, it seems that many provisions of the RTE Act, including the affirmative principle to
reserve 25% seats in private unaided schools for EWS and DG students, are working just as any
other scheme rather than being treated as a right. An independent mechanism for administering
the national higher education fellowship programme should be put in place. A Central
Educational Statistics Agency (CESA) should be established as the central data collection,
compilation and consolidation agency with high quality statistical expertise and management
information system should be used for predictive analysis, manpower planning and future course
corrections. An expert committee should be constituted to study the systems of accreditation in
place internationally. Value based Education should be introduced and is one which imparts
certain essential moral, ethical, cultural, social, spiritual value in child necessary for their all-
round development and prepares them as a complete man. Also, there is a need to judge one’s
own actions. RTE Act is definitely maximizing the enrolment of the children in the schools but
providing quality education is the need of the hour. Teachers, who are the frontline providers of
the education services, were required to implement RTE Act about which they had no clear guide
lines. There are no clear guidelines for the teachers who play an important role in the
implementation of the RTE Act. This had a negative impact on the implementation of the act. It
is evident from the research that teachers need to be trained, materials needed for teaching are
provided and they get regular tips on ways to organize their classrooms for implementation of
17
RTE act. With an increase in enrolment into schools, it is important for the teachers to be trained
and school have resources to cater to the needs of all the children.

09) REFERNCE :-

18
1. http://ssa.nic.in/rte-1/RTE%20Final%20book_11-04-12%20-%20Low%20resolution.pdf
2. http://www.ncert.nic.in/departments/nie/dee/publication/pdf/StatusreportRTE2013.pdf
3. Raina, V. (2009). Comparison of Right to Education Act and ‘Common School
System’ of Kothari Commission. Shikhsha Vimarsh
4. Oxfam, India. (2013). Right to Free and Compulsory Education, Delivering the
promises of Law. Oxfam India policy brief
5. Anija, Neena (2015), “Right to Education (RTE): Factors Affecting Its
Implementation in India”, Contemporary Research in India, 05(03), https://www.
contemporaryrescarchindia. net/pdf/september-2015/12.pdf
6. Seema, O. (2013). Implementing Right to Education: Issues and Challenges.
Research Journal of Educational Sciences
7. Mahapatra, P. (2013). Deciphering the Issues and Challenges Related to Right to
Education Act 2009: A Critical Study. International Journal of Advance Research,
IJOAR .org.
8. Uma. (2013). Right to Education (RTE): A Critical Appraisal. IOSR Journal of
Humanities and Social Science (JHSS).
9. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2231197&download=yes
10. https://indianexpress.com/article/blogs/failure-of-right-to-education-act-is-it-

time-to-privatise-education/
11. https://socialissuesindia.wordpress.com/2010/07/15/salient-features-of-the-

right-to-education-act-2009/
12. https://indianexpress.com/article/blogs/failure-of-right-to-education-act-is-it-

time-to-privatise-education/

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