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Journal articles on the topic 'Right of Children to Free and Compulsory Education Act (RTE Act. 2009)'

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Published: 5 June 2025

Last updated: 2 August 2025

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1

Mohammad, Rasikh Wasiq. "Child Right of Education under International Law: A Special Reference to Indian Education System." Indian Journal of Law and Legal Research 4, no. 2 (2023): 1–49. https://doi.org/10.5281/zenodo.7606235.

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The issue of RTE implementation under international human rights law is firmly rooted in practically every corner of the globe, especially in emerging and underdeveloped countries. Due to the nature of soft law, imprecise terminology, and fragmentation within provisions of international and regional legal instruments, the issue has several facets, ranging from discrimination to the question of free and compulsory quality education for all. In the case of India Article 21(A) was enacted in 2002 as part of the 86th Amendment Act. It included primary education in the right to freedom, stating tha

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M., Ravi Babu, and T. Chandra Sekarayya Dr. "Right to Education Act, (2009): Issues and challenges." RESEARCH REVIEW International Journal of Multidisciplinary 03, no. 05 (2018): 262–66. https://doi.org/10.5281/zenodo.1253498.

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The year 2009 is a land mark year in the history of elementary education, as the Government finally managed to pass the 86th amendment to the constitution that made Right to Education (RTE) a fundamental right. The title of the RTE Act incorporates the words “free and compulsory". &bdquo;Free education" means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary educatio

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Pandey, Shashank, and Peehu Bhardwaj. "An Evaluation of the 2009 Children's Right to Free Compulsory Education Act." Journal of Research in Vocational Education 6, no. 7 (2024): 36–39. http://dx.doi.org/10.53469/jrve.2024.06(07).09.

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A historic piece of legislation, the Right of Children to Free and Compulsory Education Act 2009 (RTE Act), intends to give all children between the ages of six and fourteen free and compulsory schooling. Pertaining education to the individual from childhood is a age long practice. With the gradual growth of time the concept of education system changes through various phrases. The education is a vital weapon used to shape a nation’s destiny by assuring to live a quality life with respect and dignity. The education is a continuous process and dynamic in nature which starts from our birth and en

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Kumar, Anjay, Ajay Sonawane, and Madhuri Kharat. "RIGHT TO EDUCATION AS A HUMAN RIGHTS - CONSTITUTIONAL AND LEGAL OUTLOOK." ShodhKosh: Journal of Visual and Performing Arts 5, no. 3 (2024): 636–46. http://dx.doi.org/10.29121/shodhkosh.v5.i3.2024.2651.

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Education is a strong foundational democratic value of continuous universal significance. It is the best platform for acquiring the skills, techniques, information and respect for the duties. The magnitude of the importance of education in life is multi-fold. Education is like the right to life as it is the mother of realizing other human rights. In the 21st Century worldwide activities are running on the wheels of education. To live a dignified life, education leads the way. The Universal Declaration of Human Rights declares that "Education shall be free, at least in the elementary and fundam

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Kumar, Abhay, Sudheer Kumar Shukla, Mary Panmei, and Vir Narayan. "Right to Education Act: Universalisation or Entrenched Exclusion?" Journal of Social Inclusion Studies 5, no. 1 (2019): 89–111. http://dx.doi.org/10.1177/2394481119849272.

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Right to Education (RTE) Act is intended to provide free and compulsory elementary education to all children aged 6–14 years. This article examines key constituents of elementary education in view of the RTE Act such as current attendance rate, types of institutions, medium of instruction, neighbourhood schools, Monthly per capita expenditure on elementary education (MPCEE)and incentives during pre- and post-RTE period using National Sample Survey Organisation’s 64th (2007–2008) and 71st (2014) round of unit level data. The result shows that far from the universalisation, exclusion is getting

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Dr., Deepak. "Right to Education Act 2009: A Study of its Implementation in Haryana." INNOVATIVE RESEARCH THOUGHTS 4, no. 4 (2018): 114–17. https://doi.org/10.5281/zenodo.14799914.

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The present research is to analyze the reservation of 25% at the elementary level in Haryana. Right of Children to Free and Compulsory Education Act, 2009, is the recent reform in the field of elementary education. By 86th amendment, Article 21 A was added as the new fundamental right in 2002. The Act was passed by both Rajya Sabha and Lok Sabha received the consent of President 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 present research is a descriptive survey. The data was collected

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Bhattacharya, Usree, and Lei Jiang. "The right to education act (2009): Instructional medium and dis-citizenship." International Journal of the Sociology of Language 2018, no. 253 (2018): 149–68. http://dx.doi.org/10.1515/ijsl-2018-0028.

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Abstract While the broader ambition of the Indian government’s Right of Children to Free and Compulsory Education (RTE) Act (2009) has been lauded, scholars have expressed reservations with the universal education measure. One area that has not been adequately addressed within these debates is the instructional medium. While RTE (2009) recognizes children who are “disadvantaged” as linguistic minorities, and stipulates that the “medium of instruction shall, as far as practicable, be in child’s mother tongue”, it offers little further direction. India is home to more than 1,652 languages, but o

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Seema, Dey. "Examining Right to Education (RTE) as a Human Right: Act versus Implementation." Society Today : An Interdisciplinary Journal of Social Sciences 2, no. 2 (2013): 68–73. https://doi.org/10.5281/zenodo.8286823.

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In the recent past, there has been a considerable amount of debate regarding the bill ‘Right of Children to Free and Compulsory Education (RTE) Act 2009’. It marks a historic moment for not only the children of India but also the whole education system of the country. This Act serves as a cornerstone to ensure that every child has his or her right as an entitlement to get enrolment in elementary education. It is a constitutional mandate for the state to provide primary education to all children. In this scenario, this paper tries to examine the RTE in

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Kumar, Manoj, and Ronita Sharma. "Legislating Right, Contemplating Duty: Parliamentary Debate on RTE Second Amendment Bill." Journal of Human Values 27, no. 3 (2021): 204–24. http://dx.doi.org/10.1177/09716858211025329.

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The study is an attempt to understand the prevailing discourse in India on education as a right by closely reading the parliamentary debates on The Right of Children to Free and Compulsory Education (Second Amendment) Bill, 2017. Prior to the passing of the above-mentioned amendment bill The Right of Children to Free and Compulsory Education Act, 2009 had debarred schools from detaining or expelling a child till the completion of her elementary education. This provision was amended by the Indian Parliament by passing the bill. When the bill was moved in the Indian parliament it generated debat

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Mehta, Shraddha. "Discussion on National Education Policy (NEP 2020) & Comparison with Right of Children to compulsory and free Education Act (RTE 2009)." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 02 (2025): 1–9. https://doi.org/10.55041/ijsrem41679.

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The Right to Education (RTE) Act, 2009, and the National Education Policy (NEP), 2020, are two significant reforms in India's education sector. This paper explores their impact, similarities, and differences while examining how they shape the future of education. Both policies emphasize access, equity, quality, and holistic development, but their scope and implementation differ. The study aims to analyze their roles in transforming the Indian education system and achieving Sustainable Development Goal 4 (Quality Education). Keywords: Right to Education Act, National Education Policy, education

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Dr. Manveer Kaur. "Socio-Legal Dimensions of Education Policy: RTE Act and NEP 2020." International Journal for Multidimensional Research Perspectives 3, no. 5 (2025): 01–13. https://doi.org/10.61877/ijmrp.v3i5.270.

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Backed by International Agreements such as the Universal Declaration of Human Rights 1948 and the Convention on the Rights of the Child 1989, the Right to Education recognized as a human right, RTE plays a vital role in driving personal growth and societal progress. Through the 86th Amendment in 2002 and the enactment of the RTE Act in 2009, the Indian Constitution formally recognized the right of children aged 6 to 14 to receive free and compulsory education. Effective implementation is plagued by factors such as poor infrastructure, lack of teacher training, and socio-economic disparity, des

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Indumathi, T. "Current Status of Inclusive Education in India." Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (2023): 47–52. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7315.

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India has exhibited a robust commitment to ensuring that all children, including those with disabilities, have access to fundamental education rights. Being an early adopter of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), India emphasizes providing inclusive and high-quality education for children with disabilities. Central to India’s educational mandate is the principle of inclusive education, ensuring free and compulsory education for all children aged 6 to 14. This approach encompasses various groups, including children from remote communities, minorities

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Ghosh, Sohini. "Implementation of Right of Children to Free and Compulsory Education Act (2009): A Case Study of Polba Gram Panchayat, West Bengal." Journal of Ecohumanism 3, no. 3 (2024): 676–86. http://dx.doi.org/10.62754/joe.v3i3.3444.

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The vision of the Indian New Education Policy (2020) is to provide greater access, equity, excellence, inclusion, and affordability of children to help India emerge as a knowledge superpower. In the present context, a case study has been conducted at the Polba Gram Panchayat (GP) of Hooghly District of West Bengal to study the status of implementation of the Right to Education (RTE), Act, 2009. The qualitative data are collected and analyzed from 30 villages of the said GP under 13 Mouzas having 26 habitations. According to the Census Report, 2011, the population in the Polba Panchayat is foun

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Goutam, Banerjee, and Santosh Jagwani Dr. "A STUDY ON LEVEL OF AWARENESS AMONG MALE TEACHER TOWARDS RTE ACT 2009 AT MURSHIDABD DISTRICT IN WEST BENGAL." International Journal of Computational Research and Development (IJCRD) 7, no. 1 (2022): 8–13. https://doi.org/10.5281/zenodo.6370382.

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“Every child between the ages of 6 to 14 years has the right to free and compulsory education: Everybody has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory” ……………...86<sup>th</sup> Constitution Amendment Act via Article 21A Education is a human right and an essential tool for achieving the goals of equality, development and peace. Non-discriminatory education benefits both girls and boys and thus ultimately contributes to more equal relationships between w

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Anil, Prakash Shrivastava. "A STUDY ON THE AWARENESS OF SCHOOL MANAGEMENT COMMITTEE ON RTE RULES AND THEIR ROLE." International Journal of Current Research and Modern Education 3, no. 1 (2018): 141–50. https://doi.org/10.5281/zenodo.1170806.

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Right to free and compulsory Education to Children Act 2009 has provided specific guidelines for the development of SMC in schools. A School Management Committee is required to be constituted for all Government and Govt. added schools as per section21 of RTE Act. The SMC Comprises parents, local authority and school teachers. Monitoring of School functioning, supervise the utilization of grants and preparing and recommend School Development Plan (SDP) are the major roles and responsibilities of SMC as envisioned in RTE Act. It is essential that Community members and parents should be aware of

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Jayalakshmi, N., and M. Indira. "Factors influencing household expenditure on school education in Karnataka." International Journal of Management and Development Studies 12, no. 11 (2023): 26–38. http://dx.doi.org/10.53983/ijmds.v12n11.004.

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Private expenditure on school education is one of the sources of education expenditure other than state and central government spending. The 86th Constitutional Amendment Act 2002, and the Right to Education (RTE) Act, 2009 introduced a rights-based approach to free and compulsory education for all children in the age group of six to fourteen years in India. Under the Right to Education (RTE) Act, a limited number of seats are allocated for free education to economically backward sections in private and private-aided schools. Despite the free education for students in government schools and RT

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Surendar, G., and Krishnan Bhatt. "INFLUENCE OF RIGHT TO EDUCATION ON PERFORMANCE OF TEACHERS IN SELECT SCHOOLS IN BANGALORE CITY." International Journal of Advanced Research 10, no. 05 (2022): 154–65. http://dx.doi.org/10.21474/ijar01/14692.

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The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), enacted by the Parliament of India on 4 August 2009, paves way for compulsory basic education to children across India. This act helps to uplift the society by assigning more academic responsibilities to schools and teachers. Therefore, right to education will increase the workload and have strong effect on performance of teachers in schools. This study focuses on the impact in performance of teachers and measures to overcome the same. Descriptive research method was adopted utilizing both primary and s

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Jitendranath, gorai, and Mohan Karmakar Madan. "Problem and Prospective Solution of "Persons with Physical Disabilities (P W D's) Learner's towards Higher Education." Educational Resurgence Journal 3, no. 6 (2021): 68–79. https://doi.org/10.5281/zenodo.5243345.

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Education is the backbone of society and educational opportunity especially equal opportunities are the big issues in the education system. Right of children free and compulsory education RTE (Right to Education) - 2009) already said for this concept, not only this but also Article - 23, Article - 21A, “National Policy of Education” (NPE) - 1968 and 1986, also “New Education Policy - 2020”, “District Primary Education Programme”(DPEP) - 1985, “Persons with Physical Disabilities”(PwD) Act - 1995, “The Right of Persons with Disabilities&rdquo

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Dr., Deepak. "Human Rights and Right to Education in India." INNOVATIVE RESEARCH THOUGHTS 9, no. 2 (2023): 5–8. https://doi.org/10.5281/zenodo.14799607.

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Abstract: All of the rights that are part of our current society are referred to as human rights. In our current culture, one cannot exist as a human being without human rights. Human rights are fundamental rights that cannot be denied to anybody, regardless of race, caste, gender, faith, religion, or any other background. The Indian Constitution's Part III outlines rights as essential freedoms. The right to equality, the right to freedom, the right against exploitation, the right to freedom of religion, the right to cultural and educational freedoms, and the right to constitutional remedies a

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Chanana, Karuna. "Societal Context and Corporal Punishment in Schools: Toward Equitable Education and Positive Outcomes." Sociological Bulletin 74, no. 2 (2025): 115–31. https://doi.org/10.1177/00380229251323805.

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Corporal punishment (CP) and other forms of physical and verbal punishment have received scant attention in contemporary academic discourse in India. The country boasts a very forward-looking regulatory framework provided by the Right to Free and Compulsory Education Act (RTE) 2009, that bans such punishment from schools and aims to create a positive learning environment for children. However, CP was legal in Delhi as per the Delhi Education Act 1973. RTE 2009 was adapted in Delhi in 2011. What is notable is that the practice of CP remains widespread in government schools. Private schools vary

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Kenjir Ringu and Dr. Akash Ranjan. "A Review on Special Education in India." International Journal of Scientific Research in Modern Science and Technology 3, no. 1 (2024): 13–26. http://dx.doi.org/10.59828/ijsrmst.v3i1.171.

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As per Article 21A, which mandates free and compulsory for all children from the age group of six to fourteen years, education is considered a fundamental right in India (RTE, 2009). The significance of education for Children with Special Needs (CWSN) has equal significance to that of normal counterpart. Even so, CWSN are substantially far prone miss school than Scheduled Castes or Scheduled Tribes children (Singal, 2009). In addition, even in cases where disabled children attend school, they never advance above the primary level, which leads toa reduced likelihood of finding a job and prolong

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Laxmi, Sadashiv Kadambande, and Ganpat Nirbhavne Suvarna. "Teacher Autonomy and Accountability." Educational Resurgence Journal 5, no. 1 (2022): 34 49. https://doi.org/10.5281/zenodo.6908065.

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By now, you are familiar that the National Curriculum Framework (NCF, 2005), and the Right of Children to Free and Compulsory Education Act (RTE, 2009), have brought about a paradigm shift in school education. These developments focus on our commitment to universalizing elementary and secondary education with the inclusion of all children in regular schools by adopting the constructivist pedagogy. To achieve these goals, teachers must be skilled, innovative, and adaptable to the requirement of every student. Imagine a classroom full of 20-30 students, each with a distinct learning style and di

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Singh, Digvijay, and Ravi Shankar Mishra. "Equity and Inclusion in Indian Education: Constitutional Principles and NEP 2020 Approaches." BSSS Journal of Education 12, no. 01 (2023): 128–39. http://dx.doi.org/10.51767/je1208.

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The education system in India is guided by a robust set of constitutional provisions that emphasize equitable and inclusive education. The Preamble of the Constitution highlights the importance of education without discrimination, while the Fundamental Rights ensure equal access and empowerment of marginalized communities. The Directive Principles of State Policy emphasize free and compulsory education, and specific provisions safeguard the interests of the country’s citizens, especially of weaker sections and minorities. The National Education Policy (NEP) 2020 builds upon this constitutional

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SINGH, JOGINDER. "Evaluation of Right to Education Act, 2009: A Study of Haryana." History Research Journal 5, no. 4 (2019): 270–76. http://dx.doi.org/10.26643/hrj.v5i4.7747.

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The Right to education,2009 is a historical right in India with a commitment to provide free and compulsory education to all children up to the age of 14. The Haryana government has notified its rules under the title “Rules for Haryana State under Right of Children to Free and Compulsory Education 2010.”The study is based on mainly secondary data. An attempt has been made to examine the government’s initiative to ensure its effective implementation and also suggest measures for the improvements. The results indicate that The Right of Children to Free and Compulsory Education Act, 2009 seems to

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Phurpa Tsering Bappu and Alok Singh Yadav. "A Study on The Awareness About the RTE Act, 2009 Among Teachers of Elementary Schools in Papumpare District." International Journal of Scientific Research in Science and Technology 12, no. 3 (2025): 354–59. https://doi.org/10.32628/ijsrst2512344.

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It has become a basic right in India since the 2002 addition of the 86th amendment to our constitution. For this reason, children between the ages of 6 and 14 are legally required to receive quality national education free of charge. It is officially named RTE Act-2009. Understanding and using this Act is mainly the teacher’s role. For this reason, all teachers must learn about and follow the provisions of RTE Act-2009. In this paper, the researcher wanted to know how informed teachers are about the RTE Act-09. For this reason, the researcher took a total sample size of 70 from elementary teac

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Shah, Manisha, and Bryce Steinberg. "The Right to Education Act: Trends in Enrollment, Test Scores, and School Quality." AEA Papers and Proceedings 109 (May 1, 2019): 232–38. http://dx.doi.org/10.1257/pandp.20191060.

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The Right to Education (RTE) Act passed in 2009 guarantees access to free primary education to all children ages 6-14 in India. This paper investigates whether national trends in educational outcomes change around the time of this law using household surveys and administrative data. We document four trends: (1) school-going increases after the passage of RTE, (2) test scores decline dramatically after 2010, (3) school infrastructure appears to improve both before and after RTE, and (4) the number of students who have to repeat a grade falls precipitously after RTE is enacted, in line with offi

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Longkumer, Watimongba, and Mebarisuk Langstieh. "“Right to Education Act”: Examining Elementary Schools of Tuensang District, Nagaland, Northeast India." Asian Journal of Education and Social Studies 50, no. 3 (2024): 247–56. http://dx.doi.org/10.9734/ajess/2024/v50i31301.

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The "Right to Education Act" (RTE) is a crucial policy addressing elementary education challenges. Enshrined under Article 21A of the Indian Constitution, the RTE Act mandates free and compulsory education for children aged 6 to 14 years, making it a fundamental right. Despite its progressive intentions, the RTE Act faces several challenges in its implementation. Equitable access, inadequate infrastructure, shortage of teachers, quality of education and financial constraints are prevalent issues. Addressing these challenges requires concerted efforts from the government, civil society, and sta

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Dubey, Muchkund. "The Right of Children to Free and Compulsory Education Act, 2009." Social Change 40, no. 1 (2010): 1–13. http://dx.doi.org/10.1177/004908570904000102.

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Agrawal, Vaibhav Kartikeya. "Challenges for Right to Education to students of Government Schools all over India: Legal Discourse." British Journal of Education 10, no. 10 (2022): 1–14. http://dx.doi.org/10.37745/bje.2013/vol10n10114.

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Education is an indicator of relative intellectual development of a person. It integrates knowledge with the intellectual capacity in order to provoke vibrations of thought. The development of science and technology, the philosophy in the form of Vedas, Qurans, Bibles and other religious texts, the contemporary method of civilized social order, all inheres from cognitive skills of mankind. These cognitive skills have been nurtured and further inculcated by the concept of education. However, the COVID-19 pandemic induced lockdowns forced closure of educational institutions in India as well as i

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Dinkar, Manikrao Hajare, and Meeta Mansaram Meshram Dr. "National Education Policy (2020) & Inclusive Education." International Journal of Advance and Applied Research 4, no. 3 (2023): 45–49. https://doi.org/10.5281/zenodo.7598018.

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As per Indian Constitution Primary Education is the fundamental right of every child. Free and compulsory education up to age of 14 and up to 18 for disabled students. For inclusive education various education commissions as well as National Education policy (2020). In Inclusive Education, both normal and disabled students learn together. In modern age, we have to take care of students as per needs of students. Sarva Shiksha Abhiya, Samagra Shiksha, RTE Act 2009 these are the some efforts which taken by government. Teacher should take care of normal as well as disabled students. He must use pr

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RESHMI, RAMACHANDRAN, and SUBRAMONIAN G. "AWARENESS ABOUT RIGHT OF CHILDREN TO FREE AND COMPULSORY (RTE) ACT 2009 AMONG ELEMENTARY TEACHERS IN COIMBATORE DISTRICT." i-manager’s Journal on Educational Psychology 9, no. 2 (2015): 27. http://dx.doi.org/10.26634/jpsy.9.2.3652.

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Chakrabarty, Barnali, and Manoj Joshi. "An Evaluation of the Right of Children to Free and Compulsory Education Act, 2009." International Journal of Science and Research (IJSR) 13, no. 5 (2024): 1035–39. http://dx.doi.org/10.21275/sr24515213618.

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Harrison, Heath. "Linguistic Equity: India’s Path to Social Justice." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 116–28. http://dx.doi.org/10.14434/ijlcle.v5i0.26941.

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In 2009 India passed The Right of Children to Free and Compulsory Education Act. This may be the most important legislation for democracy in India’s history. As a result of this law, the people of India have demonstrated the belief that democratic education is truly the answer to freedom and equality for every Indian citizen as 96% of all of their eligible primary aged students are currently attending free and compulsory schools (Education in India, 2014). This Constitutional law and its practical fulfillment can be clearly seen through the integration of each of India’s spoken and written lan

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Padhy, Priyanka. "Industry and Inferiority in School Children Enrolled through Quota for Weaker Sections and Disadvantaged Groups: An Eriksonian Perspective." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (2017): 279. http://dx.doi.org/10.21013/jems.v7.n3.p13.

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<p>A significant milestone in the landscape of Education in India was arrived at with the coming of The Right of Children to Free and Compulsory Education Act, 2009 (Ministry of Law and Justice, 2009). One of the highly debated provisions of the act has been that unaided private schools shall admit in class 1, to the extent of at least 25% of the strength of that class, children belonging to weaker section and disadvantaged group and provide free and compulsory elementary education.</p><p><br />While it was hoped that the act would lead to radical transformation in the

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Rai, Ambarish, and Srijita Majumder. "Withdrawing the No-detention Policy: Punishing Children for the System’s Failure." Social Change 49, no. 2 (2019): 353–60. http://dx.doi.org/10.1177/0049085719844671.

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The Right to Education Act, 2009 that came into existence after a decade-long struggle by civil society organisations, mandates that no children shall be detained till they complete their elementary education, that is, Class 8. However, an amendment to the Act, The Second Amendment Bill, 2017, on the Right of Children to Free and Compulsory Education, 2009, amends this provision by stating that regular examinations should be held in Class 5 and Class 8. If the child fails in the examination, s/he will be given additional instructions to take a re-examination within two months and if the child

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Dr., Prakash Laxmanrao Dompale. "Why and for what inclusive education!" International Journal of Advance and Applied Research 10, no. 2 (2022): 185–89. https://doi.org/10.5281/zenodo.7496068.

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India has various traditions, caste, religion, race, geographical, physical, linguistic, cultural, literary, e. It is the only unified country in spite of diversity. But in the world, India is still not a perfect country in terms of education, because many elements such as those living below the poverty line, having poor economic conditions, tribal, underprivileged, women, disabled people are seen to be isolated from education. According to the Right to Education Act 2009, primary education is free and compulsory for all children. Therefore, all children have that right. All these factors need

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Lafleur, Michael, and Prachi Srivastava. "Children’s accounts of labelling and stigmatization in private schools in Delhi, India and the Right to Education Act." education policy analysis archives 27 (October 21, 2019): 135. http://dx.doi.org/10.14507/epaa.27.4377.

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India’s Right of Children to Free and Compulsory Education Act, 2009 compels private schools to reserve a proportion of their seats for free for disadvantaged children. Although controversial, it is idealized as an equity measure for inclusion in and through education. This small-scale study, feeding into a larger research project, details children’s accounts of their everyday lived experiences at private schools in Delhi. Children reported labelling students by teachers as ‘naughty’ or academically ‘weak’ or ‘incapable’ as a pervasive practice. These ‘designated identities’ (Sfard & Prusa

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Ansar, Ahmad. "NON-ENROLMENT AND DROP-OUT OF SLUM CHILDREN IN SCHOOLS: AN EXPLORATORY ANALYSIS OF JAMIA NAGAR LOCALITY." International Journal of Education &Applied Sciences Research 2, no. 6 (2015): 15–22. https://doi.org/10.5281/zenodo.10690954.

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<strong>Abstract</strong> <em>Slums are a universal phenomenon and exist in almost all cities across the world. The</em><em> under privileged children residing in the slums are deprived of various basic amenities that the non-slum children in general do enjoy so they need special attention. As per 2011 Census report in India roughly 1.37 crore households or 17.4% of urban households lived in slums. Education plays a pivotal role in laying a proper foundation for the over-all socio-economic development of any region. Right of Children to Free and Compulsory Education Act 2009 provides children

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Soni, Amit. "Provisions for Deprived Groups (SEDGs) in NEP 2020." Indian Journal of Research in Anthropology 9, no. 2 (2023): 61–63. http://dx.doi.org/10.21088/ijra.2454.9118.9223.1.

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Major policy initiatives related to formal education in India includes National Policy on Education 1986, which was modified in 1992 and New Education Policy (NEP) 2020. All of these policies stressed on importance of education in mother tongue and need for preparing teaching/learning materials in local languages. Various 5 year plans also recognized need for empowerment of socio economically underprivileged groups through educational development. 11th 5-year plan (2007 2012) included one prime goal that up to 2007 every child should attain school. While this period, ‘The Right of Children to

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Dasani, Vikrantkumar, and MN Parmar. "Children of Nomadic and De-notified Tribes and Education Opportunities: A Challenge of Inclusiveness." Liberal Studies 8 (December 30, 2023): 351–60. https://doi.org/10.5281/zenodo.11229641.

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<em>Every child has the right to get an education, which is essential for the development of any child. In India, the Right to Education Act, of 2009 provides free and compulsory education to children till fourteen years of age. Irrespective of their caste, class, gender, region, or religion, every child is entitled to get an education. Certain sections of our country are far away from the purview of education. They are a large number of children of Nomadic and De-notified Tribes (NTDNTs). Due to historical injustice and migration in nature, these communities have been excluded from getting ed

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Veer Sen, Arjun. "JOB CRISIS; MERGING THE GAP BETWEEN SCHOOL AND UNIVERSITY EDUCATION AND VOCATIONAL EDUCATION." International Journal of Social Science & Economic Research 09, no. 01 (2024): 125–37. http://dx.doi.org/10.46609/ijsser.2024.v09i01.008.

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While the Right to Education Act of 2002 in India guarantees free and compulsory education of all children in the age group of six to fourteen years, such education does not necessarily lead to employment. In rural areas, states with poor Gross Domestic Products (GDP) tend to have higher school dropout rates due to the lack of quality education. According to Niti Aayog, the dropout rate in 2020-21 at the secondary level in Bihar (India’s poorest state) was 21.4 percent since school education does not guarantee employment. In fact, 25.5% of youth between the ages 15 - 29 are unemployed-this doe

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Suja, GP, and S. Elamaran. "Challenges of Inclusive Education in India." Shanlax International Journal of Arts, Science and Humanities 11, no. 3 (2024): 98–104. http://dx.doi.org/10.34293/sijash.v11i3.6905.

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The goal of inclusive education is to educate kids with disabilities and learning challenges alongside regular kids under one roof. It gathers all students in one classroom, focusing on maximising each student’s potential without taking into account their areas of strength or weakness. According to inclusive education, all categories of people with disabilities should have equal access to school and that extra attention should be given to the learning requirements of children with disabilities.The Indian government expedited the new Inclusive Education programme in order to meet the 2010 deadl

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Deb, Sibnath, Jiandong Sun, Anjali Gireesan, Aneesh Kumar, and Anindita Majumdar. "Child Rights As Perceived by the Community Members in India." International Law Research 5, no. 1 (2015): 1. http://dx.doi.org/10.5539/ilr.v5n1p1.

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Attitudes, knowledge, and perceptions of an individual influence their behavior as well as culture of a society. The objective of the study was to understand the attitudes and knowledge of 584 Indian community members regarding child rights and their perceptions about whether selected child rights were secured in reality. Overall attitudes of vast majority (96 – 98%) of the participants towards child rights were found to be positive i.e., children should have rights in various respects except issue like right to meet others (Article 15 of CRC). Knowledge of majority of the participants about c

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P, Pratheesh, and Saritha S.R. "SREE NARAYANA GURU AND THE RIGHT TO EDUCATION: A PRE-CONSTITUTIONAL VISION FOR MARGINALIZED EMPOWERMENT." Social Science Review A Multidisciplinary Journal 3, no. 3 (2025): 313–18. https://doi.org/10.70096/tssr.250303049.

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This article examines Sree Narayana Guru’s educational philosophy as a pre-constitutional forerunner to India’s current framework for the right to education. A spiritual leader and significant social reformer in Kerala in the late 19th and early 20th centuries, Guru saw education as a vital instrument for social liberation, especially for underprivileged groups facing caste-based marginalization. In addition to opposing the inflexible Brahmanical system, Guru established universal access to education through the founding of schools and the spread of his beliefs – “One Caste, One Religion, One

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Mittal, Ashish. "Impact of Education on Women Empowerment in India." VEETHIKA-An International Interdisciplinary Research Journal 7, no. 3 (2021): 9–14. http://dx.doi.org/10.48001/veethika.2021.07.03.002.

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Women's empowerment is the process in which women expand and recreate what it is that they can be, do, and accomplish in a circumstance that they previously were denied. And, that is possible only when we educate a woman that does not only mean a school’s conventional learning but also refers to every form of education that aims at improving the knowledge, and to develop the vocational skills. Women’s education and their empowerment is still a very hot topic of discussion in India that needs to be addressed for the development of the country. According to the statistics released by the latest

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Guha, Bibhas, and Biswajit Mandal. "A General Perspective of Online Learning during Pandemic COVID-19: A Case Study in Chakdaha Block, West Bengal, India." Asian Review of Social Sciences 9, no. 2 (2020): 28–31. http://dx.doi.org/10.51983/arss-2020.9.2.1620.

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Considering education is the prerequisite for human development, World Education Forum (1990) declared that provisions should be made for educating all people. The Government of India has already ensured free and compulsory education to all children within the age group between 6 and 14 under Article 21A of the Indian Constitution (The Right to Education Act, 2009). In 2006, the Government of India has introduced online learning in rural and urban areas as a purview of propagating education. Online learning is the electronic education process by which a learner can learn effectively. Now-a-day

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SANIDHYA, RANJAN. "RIGHT TO EDUCATION ACT, 2009." January 5, 2024. https://doi.org/10.5281/zenodo.10460965.

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<em>The Right to Education Act of 2009, also known as the RTE Act 2009, stands as a pivotal legislation for the welfare of children. Enacted by the Parliament on 4th August 2009, this Act underscores the importance of education, establishing it as a fundamental and compulsory right for children between the ages of 6 and 14. Free education is not just encouraged but mandated, recognized as a fundamental right under Article 21A of the Indian Constitution of 1949. However, despite its noble objectives, certain issues have emerged in the implementation of this Act, revealing shortcomings in both i

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-, Devika Shukla. "Child Right of Education under International Law: A Special Reference to Indian Education System." International Journal For Multidisciplinary Research 6, no. 2 (2024). http://dx.doi.org/10.36948/ijfmr.2024.v06i02.15988.

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Globally, the application of RTE under international human rights legislation is a deeply entrenched issue, particularly in developing and growing nations. The issue has multiple sides, ranging from discrimination to the topic of free and compulsory quality education for all, because of the nature of soft law, unclear wording, and fragmentation within provisions of international and regional legal instruments. Article 21(A) was implemented in 2002 as a component of the 86th Amendment Act, pertaining to India. It stated that children from six to fourteen would get free and compulsory education

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-, Dr Sushma Shrivastava, Dr Neema Balan -, and Smt Prabha Rani Sikdar -. "Right of education in NEP." International Journal For Multidisciplinary Research 7, no. 1 (2025). https://doi.org/10.36948/ijfmr.2025.v07i01.37165.

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The Right of Children to Free and Compulsory Education Act, 2009, popularly known as the Right Education Act (RTE Act), is a Central legislation that details the aspects of the right of children six to fourteen years to free and compulsory elementary education (Classes I to VIII). This is Fundamental Right under India's Constitution (Article 21A). The Right to Education act has laid a comprehensive standard to be maintained by schools and authorities for creating a conduce environment for learning. However, we constantly hear reports regarding malpractices and of the RTE act. The right to educ

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Sandychris, Inchiparamban, and Pereira. Elvina. "AWARENESS ABOUT THE RIGHT TO EDUCATION (RTE) ACT AMONG ENGLISH MEDIUM SCHOOL TEACHERS OF STANDARD IST TO VIIITH OF THE ICSE BOARD - AN ACTION RESEARCH PROJECT." May 22, 2019. https://doi.org/10.5281/zenodo.3271271.

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The Government of India, to ensure education for all, passed the Right to Education (RTE) Act in 2009. This act provides for the free and compulsory education of all children between the ages of six and fourteen. An important factor in making the RTE successful is teachers, and it is, therefore, important that teachers are aware about thebasics of this act. This action research project was carried out to determine the awareness of the RTE Act among teachers teaching in English medium schools of the ICSE board.

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