10 YEARS OF RIGHT TO EDUCATION (RTE) ACT: ACHIEVEMENTS AND GAPS IN HARYANA

Author Name: 1. Dr. Bhavna Sharma 2. Ms. Pinki

Volume/Issue: 02/01

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://www.doi-ds.org/doilink/07.2021-54375517/UIJIR

Affiliation:

1. Assistant Professor, Department of Commerce, Bhagat Phool Singh Mahila Viswavidyalya, Khanpur Kalan, Sonipat, Haryana, India
2. Research Scholar, Department of Commerce, Bhagat Phool Singh Mahila Vishwavidyalaya, Khanpur Kalan, Sonipat, Rohtak, Haryana, India

ABSTRACT

Measuring productivity of Right to Education (RTE) Act, 2009 is a subject of much enquiry to know the status of elementary education. The current study is an effort has been made by the investigators to study that how far the various aspects of RTE Act accomplished. Therefore, the present study was conducted to measure the achievements and gaps of RTE Act in Haryana for a decade (2009-2018). Based on data generated by ASER and DISE on elementary education, it was found that many of the changes are simply revolutionary and RTE received considerable impetus during the last decade. Enrollments of children, infrastructure facilities, constitution of school management committee (SMC), and mid-day meal (MDM) facility are improved after implementation of RTE Act in Haryana. However, while Haryana has made considerable progress in improving some aspects when measured quality and quantity of schooling inputs including student enrollment, infrastructures, SMC and MDM, while the progress in pupil-teacher ratio (PTR), students’ attendance, reading performance, learning outcomes and quality education has been found minimal. Therefore, through the paper an effort has been made to crash these challenges with providing some suggestions that can be helpful to improve the implementation status of RTE Act.

Key words: Right to Education, enrollment, infrastructures, pupil-teacher ratio, quality education