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Journal articles on the topic 'Right to Education Act (RTE)'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

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., K. S. Ramakrishnan. "Right to Education Act - Some Quality Concerns." International Journal of Education, Technology and Social Media 1, no. 1 (2012): 1–4. https://doi.org/10.5281/zenodo.10579728.

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The Right to Education Act enacted by India has come in effect from 1st April 2013. It states that every child of the age six to fourteen years that have a right to free and compulsory education in a neighbourhood school till completion of elementary education. It not only increases enrollment and decreases the cost of education to one and all through inbuilt mechanism. At the same time, its long term goals of RTE need to be met with by due emphasis on quality and not quantity. The focus of the RTE has to shift wo quality driven mechanisms that boost the learning outcomes in schools across the

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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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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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Goutam, Banerjee, and Ratan Kumar Barai Dr. "RTE 2009: IMPLICATIONS IN INDIAN EDUCATION SYSTEM." International Journal of Current Research and Modern Education (IJCRME) 6, no. 1 (2021): 1–3. https://doi.org/10.5281/zenodo.4586105.

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The importance of education cannot be denied in one’s life. It sustains the human values which contribute to the individual and collective well-being. It forms the basis for lifelong learning and inspires confidence to face challenges. It provides the skills to individuals to become more self reliant and aware of right opportunities. It also enhances the ability of individuals to act more responsible and more informed citizens and have a voice in politics and society, which is essential for sustaining democracy. It is essential for eradicating poverty and it allows people to be more prod

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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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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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Tripathy, Maruti Kumar, and Sanjukta Bhuyan. "THE STATUS OF THE IMPLEMENTATION OF RIGHT TO EDUCATION (RTE) ACT." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 8, no. 65 (2021): 15188–201. http://dx.doi.org/10.21922/srjis.v8i65.1578.

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In the 86th amendment 2002, education became a fundamental right under article 21A and Right to Education Act enacted on 4th Aug 2009 and came into force on 1 Apr 2010. The present study aimed to explore the status of implementation of Right to Education Act in one of the districts of Odisha.15 numbers of elementary and primary schools of Khordha district of Odisha were selected as sample schools from which 15 Headmasters and 15 Teachers selected as sample for data collection. For the purpose of collecting data two self made tools were used. First one was a Questionnaire for teachers and headm

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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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Goutam, Banerjee. "ATTITUDE TOWARDS RTE ACT 2010 TOWARDS PRIMARY TEACHERS LEVEL." International Journal of Computational Research and Development (IJCRD) 7, no. 1 (2022): 4–7. https://doi.org/10.5281/zenodo.6079086.

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The investigator made know the levels of attitude of primary school Teachers towards the “Right to Education Act, 2010” perceived by teachers. This study was conducted in the district of Bangalore, Karnataka. The researcher has used Descriptive Survey method. The sample consists of 100 Teachers from 50 (Fifty) selected primary schools which are situated in the district of Bengalore Urban District, Karnataka. The purposive sampling technique has been used for the selection of sample. The investigators have developed one Questionnaire by themselves to measure the attitude of Teachers

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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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Sengupta, Mahua, and Pranab Barman. "Awareness of Right to Education Act 2009 among the Tribal Parents: A Study on Dakshin Dinajpur District." RESEARCH REVIEW International Journal of Multidisciplinary 9, no. 4 (2024): 01–07. http://dx.doi.org/10.31305/rrijm.2024.v09.n04.001.

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The study aims to assess the awareness of the Right to Education (RTE) Act 2009 among parents in the community of tribal of Dakshin Dinajpur District. While the RTE Act empowers Indian students to access education despite various obstacles, its effectiveness relies on proper implementation, which hinges on increasing awareness. The researcher sampled 60 parents of primary school students from the tribal community in Dakshin Dinajpur District using a Descriptive Survey Method. The primary objective was to evaluate the level of awareness existing among the tribal parents regarding the RTE Act 20

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Sharma, Aparajita, and Susmita Mitra. "Rationalisation of Schools and Its Impact on Children’s Right to Education: Narratives of Violation of the RTE Act 2009." Social Change 53, no. 4 (2023): 500–517. http://dx.doi.org/10.1177/00490857231203418.

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The school rationalisation process in India led to the closure/merger of many public schools in the country. This closure/merger has been contested widely on the grounds that it might have a negative consequence for the marginalised children, who could break the age-old barriers and ‘access’ school education owing to the Right to Education (RTE) Act, 2009. The article, through a case study method in seven southern districts of Rajasthan exploring the rationalisation policy vis-à-vis the RTE Act, found that the closure/merger process lacked transparency, was done without proper mapping, and, th

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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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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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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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Jha, Sanjeev Kumar. "From Legislation to the Classroom: Effects of the Right to Education Act on School Education in India." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 3 (2025): 63–80. https://doi.org/10.31305/rrijm.2025.v10.n3.008.

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The research examines the effect of Right to Education (RTE) on India’s elementary education and identifies challenges in its effective implementation. Utilising secondary data sources such as the Unified District Information System for Education Plus, the National Achievement Survey, and literature. The study found a dearth of research on comprehensive aspects of RTE implementation. The findings indicate that elementary education in India is at the crossroads of quantitative and qualitative development. It further observes a decline in absolute enrolment in the last decade while at the same t

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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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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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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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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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Rao, S. Narayana, and V. Subramanyam. "IMPLICATIONS OF RIGHT TO EDUCATION ACT ON SCHOOL EDUCATION SYSTEM: A STUDY IN THE SCHOOLS OF LAMMASINGI TRIBAL VILLAGE OF VISAKHA AGENCY, ANDHRAPRADESH." MAN, ENVIRONMENT AND SOCIETY 3, no. 1 (2022): 193–210. http://dx.doi.org/10.47509/mes.2022.v03i01.14.

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The Right to Education (RTE) Act is considered as one of the inclusive education policies which aimed to improve the literacy rate and provide quality, education to children at both primary and secondary school levels. The basic aim of this Act is to increase the school enrolment rate and to improve the quality of education. This research paper tries to explain the implications and impediments of the Right to Education Act (RTE) in the school education system in the tribal areas of Andhra Pradesh with the empirical evidence of primary and secondary schools located in Lammasingi village of Visa

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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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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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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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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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Dr., Deepak. "RTE Act 2009 and Learning Disability in Higher Education." INTERNATIONAL JOURNAL FOR RESEARCH PUBLICATION & SEMINAR 7, no. 8 (2016): 1–7. https://doi.org/10.5281/zenodo.14802411.

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ABSTRACTThe Indian Higher Education system is said to be the world’s third largest, preceded by the ones in China and United States. However higher education in India, in itself stands for a great contradiction. On one side, the Indian Institute of Technology ranks among the best universities in the entire world, and on the other there are numerous schools which lack proper infrastructure for basic student needs. In the midst of all these problems is a nation that is working towards ensuring equal access and education for all. Individuals with learning disabilities are attending institut

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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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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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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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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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Kar, Neha. "A STUDY ON RIGHT TO EDUCATION (RTE) ACT, 2009 AND ITS COMPLIANCE IN SCHOOLS OF GOLAGHAT DISTRICT OF ASSAM." Humanities & Social Sciences Reviews 7, no. 6 (2019): 570–84. http://dx.doi.org/10.18510/hssr.2019.7688.

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Purpose of the study: The purpose of the present research is to find out the awareness as well as compliance of various schools under SSA (2001) and other relevant Acts with the various government guidelines in the education sector. The major factors which are being identified for the survey are likely pupil-teacher ratio, infrastructure, health and hygiene and training provided to SMC’s. Methodology: In conducting the following survey, descriptive research and convenience sampling has been employed. To study the current compliance of various schools under SSA (2001), a structured questi

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Kumar, Manik, Nicky Naincy, and Rahul Ranjan. "Elementary Education in India in the Era of Universalization of Education: Instrument of Access or the Perpetuation of Inequality." Emerging Economy Studies 4, no. 2 (2018): 218–31. http://dx.doi.org/10.1177/2394901518795073.

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Sixty years of policymaking in the arena of elementary educational reforms in India and global focus through the Millennium Development Goals (MDGs) have seen progress along with persisting inequality in access to education especially for socioeconomic and marginalized sections across the regions. This article focuses on analysis of two goals of MDGs which is related to universalization of education and reducing gender inequality in access to elementary education after introduction of policy interventions such as Sarva Shiksha Abhiyan (SSA) and Right to Education (RTE) Act in India through Gen

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Juneja, Nalini. "Policy Lessons for Inclusion from the Fate of the CCE Within the Performativity Culture in Education." Vikalpa: The Journal for Decision Makers 43, no. 1 (2018): 14–23. http://dx.doi.org/10.1177/0256090917754109.

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Executive Summary This article uses the fate of the Continuous and Comprehensive Evaluation (CCE)—a process of classroom transaction mandated by the Right to Education (RTE) Act 2009 as a case to illustrate the point that altering policy alone is insufficient to effect change and inclusion. The existing paradigm, in this case, the culture of performativity in education, through its obeisance to marks, grades, and detention as indicators of learning and merit, feeds off and in turn sustains beliefs in the role of education in maintaining the social status quo. The provisions of the RTE Act 2009

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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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Madhuri, Hooda, and Dahiya Preeti. "NAVIGATING THE PATH TO INCLUSIVE EDUCATION: IDENTIFYING CHALLENGES AND OVERCOMING OBSTACLES." Scholarly Research Journal for Humanity Science & English Language, 11, no. 57 (2023): 105–13. https://doi.org/10.5281/zenodo.8017406.

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<em>Inclusive education has gained significant attention worldwide as a means to provide equitable educational opportunities for all students, including those with diverse learning needs. However, despite the growing recognition of its importance, concerns, and obstacles continue to impede the effective implementation of inclusive education practices. This abstract examines the major concerns and obstacles associated with inclusive education. Notably, two progressive bills have been enacted: the RTE Act and the Children's Rights Act, alongside the People with Disabilities Act. These legisl

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Sureshkumar, Bhatty. "THE INDIAN EDUCATION SYSTEM: COMMITMENTS TO UPHOLD." Oriental Renaissance: Innovative, educational, natural and social sciences 5, no. 20 (2025): 240–42. https://doi.org/10.5281/zenodo.14877657.

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India's educational progress presents a paradox that defies simple explanation. While the country has broadened access to education across most regions and established globally renowned higher education institutions, it still grapples with one of the highest numbers of out-of-school children and alarmingly low learning outcomes in schools. In particular, the enduring and widening disparities in access to and quality of basic education raise concerns about the effectiveness of existing strategies and approaches. Although various interpretations have been suggested, this article closely examines

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Chauhan, Daxesh S., and S. D. Mishra. "Student’s Perception towards Subject Teachers: A Contributing Factors for School Attendance." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 2 (2017): 117. http://dx.doi.org/10.21013/jems.v7.n2.p9.

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<div><p><em>This paper based on study of SMCs’ awareness about Right to Education Act 2009.As per 86<sup>th</sup> amendment of the Indian constitution Right to Education Act 2009 is considered inseparable parts of children’s right. In RTE act there are special provisions for appointment of qualified subject’s teachers, and about pupils’ teachers’ ratio of Primary school. For germination of small plants require sufficient air, water, sunlight &amp; adequate fertilizer without its plant can’t germinate. In same way children also want to germinate and developed t

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Das, Subhasish, and Amit K. Biswas. "Quality and Determinants of Primary Education in Rural India." Indian Journal of Human Development 15, no. 2 (2021): 323–33. http://dx.doi.org/10.1177/09737030211036850.

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India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts

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Dr. Samina and Mrs Kiran Mathur. "Exploring the Realities of Inclusive Education for Muslim Children with Special Needs in Government and Private Schools of Jodhpur." International Journal of Enhanced Research in Educational Development 13, no. 03 (2025): 168–71. https://doi.org/10.55948/ijered.2025.0517.

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The goal of inclusive education is to ensure that every child, regardless of ability, socio-economic background, or religious identity, has access to quality education. In India, while substantial progress has been made in policy formulation, the reality for certain marginalized groups—such as Muslim children with special needs (CSN)— remains challenging. This research paper examines the ground realities of the educational experiences of Muslim CSN in higher secondary schools (government and private) in Jodhpur, Rajasthan. Drawing on mixed-methods research, including field surveys, teacher int

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Chandra B P Singh. "Educational Development Index of Bihar: Towards Better Tomorrow." Issues and Ideas in Education 6, no. 2 (2018): 135–43. http://dx.doi.org/10.15415/iie.2018.62009.

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The study was designed to compute district wise Educational Development Index of Bihar. At the same time, an attempt was made to assess the trend of improvement in elementary education for the last few years. U-DISE data for the last two years (2014-15 and 2015-16) was analyzed and compared with the baseline data. Bihar showed significant improvement on many parameters of elementary education. Despite the fact that Bihar is yet to achieve the desirable level but the progress is evident. Other than learning achievement in terms of quality Bihar has shown her firm determination to change the glo

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MANDAL, SUDIP. "ROLE OF LOCAL AUTHORITY FOR IMPLEMENTING RTE: A CRITICAL ANALYSIS OF SECONDARY SCHOOLS AT THE BALI-I & BALI-II PANCHAYAT AREAS FROM GOSABA IN WEST BENGAL, INDIA." International Journal of Research -GRANTHAALAYAH 8, no. 12 (2021): 201–10. http://dx.doi.org/10.29121/granthaalayah.v8.i12.2020.2695.

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Abstract: This study mainly in respect of the RTE Act. 2009 implementing phase and the actual accountabilities as local self government (Bali-I & Bali-II panchayat) to actualize the execution of RTE. It is indicate of intensive study on a particular case and it is not a critical approach but an exploratory study. This study had been done following the descriptive survey method. The present researcher has been collected primary, secondary data through the questionnaires, interview sheets, various reports and other relevant sources. Main purposes of present study is to focus the role of loca

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M.C, Girish, and Rathna Y.D. "A STUDY ON INCLUSIVE GROWTH OF EDUCATION AND EDUCATIONAL PROGRESS IN RURAL AREAS – WITH SPECIAL REFERENCE TO HASSAN." ShodhKosh: Journal of Visual and Performing Arts 5, no. 3 (2024): 1108–15. https://doi.org/10.29121/shodhkosh.v5.i3.2024.3844.

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Inclusive growth in education in India and Karnataka has become a focal point in recent years, aiming to ensure equitable access for all, regardless of socio-economic status, gender, or region. According to the Ministry of Education, India's literacy rate reached 77.7% in 2021, showing steady progress, but challenges remain, particularly in rural and marginalized areas. The government’s push for Universal Elementary Education, through initiatives like the Right to Education Act (RTE), has led to higher enrolment rates, especially among girls and children from disadvantaged communities. In Karn

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Yadav, Ankita. "CLOSED-DOMAIN QUESTION-ANSWERING SYSTEM FOR INDIAN LEGAL ACTS." international journal of advanced research in computer science 15, no. 2 (2024): 63–68. http://dx.doi.org/10.26483/ijarcs.v15i2.7064.

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: In Today’s digital age, access to legal knowledge among students is crucial for fostering a well-informed citizenry. However, comprehending the intricacies of provisions of Indian Legal Acts, especially in a complex legal system like India’s, can be daunting, even for seasoned professionals, let alone for educational purposes among children. To bridge this gap and foster legal literacy from a young age, we introduced a PDF-based Closed-domain Question-Answering (CDQA) System for Indian Legal Acts. Our system simplifies educating students about provisions of Indian Legal Acts such as RTI(Righ

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Suraj Singh. "Building inclusive classrooms for students with intellectual disabilities." International Journal of Science and Research Archive 14, no. 1 (2025): 1605–9. https://doi.org/10.30574/ijsra.2025.14.1.0259.

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In the recent past there is a dramatic progress towards access to education with the Right to Education Act (RTE 2010) in India. The Government of India (GoI) could progressively succeed in achieving high enrollment of students in schools across India this is followed with the provision of midday meals, clean toilets, drinking water facility and various other schemes. The grappling issue is the quality in basic education still remains as a dream. Older students from rural government schools of grade Vth to VIIth still fail to read simple sentence in English or perform a three digit division su

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BIPUL, CHAKRABORTY Ph.D. Research Scholar Department of Education Swami Vivekananda University Barrackpore West Bengal India, and MONDAL Ph.D. Research Scholar Department of Education Swami Vivekananda University Barrackpore West Bengal India DALIA. ""SUSTAINABLE EDUCATION" AS A TRIBAL DEVELOPING FRAMEWORK : AN ASSESSMENT FOR "QUALITY OF EDUCATION" IN SOCIETY." Sarvagya 1, no. 2 (2024): 19–30. https://doi.org/10.5281/zenodo.13824576.

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India has made impressive enhancements in admittance to quality training, expanding primary school enrolment and decreasing the quantity of out-of-younger students. Sarva Shiksha Abhiyan (Training for All) program and the execution of the milestone Right of Kids to Free and Mandatory Instruction (RTE) Act has guaranteed admittance to schooling. There is close widespread enrolment in essential training and practically all kids in provincial regions presently approach an elementary school inside a one-kilometer sweep. The topic, <strong><em>“</em></strong><strong><em>Sustainable Education&

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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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Rani, Pooja, and Dr. Surender Singh. "Enhancing Literacy and Education as Catalysts for Social Change in Reasi District: Pathways to Achieving SDG 4 and SDG 5." International Journal of Advance and Applied Research 6, no. 25(C) (2025): 145–50. https://doi.org/10.5281/zenodo.15323170.

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<strong>Abstract:</strong> Education and literacy are transformative in promoting social change, especially in areas where gender disparities exist. This study investigates how education improves literacy and advances gender equality in Reasi District, in line with the objectives of Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality). Using secondary sources like government reports, policy documents, and scholarly literature, the research looks at the obstacles to equitable education and the effects of current policies. Educational access is still restricted by socioeco

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