A LITERATURE REVIEW ON IMPLEMENTATION OF RIGHT TO EDUCATION ACT (RTE, 2009) IN INDIA

Author Name: Ms. Pinki

Volume/Issue: 03/08

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://www.doi-ds.org/doilink/01.2023-83126316/UIJIR

Affiliation:

Research Scholar, Department of Commerce, Bhagat Phool Singh Mahila Vishwavidyalaya, Khanpur Kalan, Sonipat, Haryana, India

ABSTRACT

A quality education is the foundation of sustainable development, and therefore it is included in Sustainable Development Goals. Education is a force multiplier which enables self-reliance, boosts economic growth by enhancing skills, and improves people’s lives by opening up opportunities for better livelihoods. In India, Sustainable Development targets for 2030 call for ensuring the completion of free, equitable and quality primary and secondary education with relevant learning outcomes for all girls and boys. Primary education is the first learning phase to every child and contributes to the further higher quality education which directly leads to the sustainable development. Therefore, it is pertinent to know the status of elementary education and challenges before the access of quality education in India. In India, a significant progress has been made after the universalization of education through an act passed by Indian Constitution in 2009. Therefore, the present paper is focusing on the status of effective implementation of Right to Education Act, 2009 (RTE Act, 2009); which ensures the elementary education of children in India.The Right to Education Act, 2009 is a legal instrument, promises to every child to get free and compulsory elementary education covering the age group of 6 to 14 years under Article 21A of Indian Constitution. The act came into force on 1st April 2010 and India becomes one of the 135 countries to make education a fundamental right to every child. The act supports the equal opportunity of education to all children without any discrimination in respect of gender, color, ability or disability, cast, religion or any social status with basic infrastructures and facilities such as study material and mid-day-meal. However despite statutory framework, the idea of free and compulsory education with quality education to all children remains to be dream to the nation. It has been noticed through the literature reviewed that Right to Education Act is a revolutionary step that universalize the education, however the dream of 100 percent literacy is still far away due to some issues such as insufficiency of teachers, lack of good infrastructure, lack of funds, social issues (poverty, child labour, gender and cast discrimination) etc. in the way of effective implementation of RTE Act. For effective implementation of the Act, there must be full cooperation between parents, teachers and school authorities. The implementation of RTE Act is a herculean task and needs to more review and discussion. Therefore, in the present paper contribution of various researchers has been explored regarding various stakeholders and major issues or factors affecting the effectively implementation of RTE Act in true sense. On the bases of collection and review of various relevant studies, a conceptual framework of challenges before education stakeholders for effective implementation of RTE Act has been developed to providing the future research direction.

Key words: Sustainable Development, Right to Education, Awareness, Quality Education, Pupil-teacher Ratio, Infrastructure