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Essay on Right to Education: No Child Should be Left Behind

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We are providing many paragraphs, long essay in very simple language with the boundaries of different words here.  Here you can find Essay on Right to Education: No Child Should be Left Behind in English language for students in 1200 words. In this article cover Topic : Role of education in the development of an 1nd1vidual. Educauon system rn India. The RTE Act and its aim. The hmitat1ons of the RTE Act. Government recognised four types of schools under the RTE Act. Government needs to take important measures to make RTE a success & Government needs to widen the scope of this act.

Education plays a significant role in the development of an individual and making him a well-informed citizen. It is the education which makes an individual self-sufficient, helps to overpower the social evils and contribute toward.. The growth of the society and nation as a whole. Over the years, the demand for the education in our country has grown by leaps and bounds. This is because people of all the sections of the society have understood the importance of education for the overall development of the child.

In India, education falls under the jurisdiction of both the Union and State Governments. Post-independence era has witnessed the commitment of the government to ensure universal elementary education to all. In 1950, India made constitutional commitment to provide free and compulsory education to all children up to the age of 14, by adding this provision in Article 45 of the Directive Principles of State Policy.

However, it was the Constitution (Eighty-sixth Amendment) Act, 2002 which inserted Article 21-A in the Constitution of India to provide free and compulsol) education to all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the state may, by law, determine. The Right of Children to Pree and Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article 21-A, means that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards. The title of the RTE Act incorporates the words 'free and compulsory'. '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, charges or expenses which may prevent him or her from pursuing and completing elementary education. 'Compulsory education' casts an obligation on the appropriate government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children.

With this, India moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act

The Right to Education (RTE) focuses on rhe child- centric education and promotes the three basic ideas namely Admission in Age Appropriate Class (AAAC), Continuous and Comprehensive Evaluation (CCE) and No Detention Policy (NDP). CCE is backed b the fact that the children have different IQ levels, understanding and grasping power and thus, a single examination with a fixed set of questions becomes inappropriate to judge them Also, this single examination does not take into consideration the facets of the moral, emotional and scholasnc development of a child.

The Right to Educanon Act entitles a poor child with the opportunity to study in the elite schools m order to complete the elementary education. However, there is quite a lot of possibility that the children from the weaker section of the society may develop inferiority complex while studying in these schools. Besides, the elite parents may have an objection to the fact that their children are studying with the children from a backward area It will be difficult for the authorities to get the economically weaker section at parity with the regular students in terms of the education and exposure provided to them.

Moreover, once they are done with the elementary education, they need to slip back to schools of questionable standards which will be psychologically traumatic for them. The act lays down the guidehnes in terms of the infrastructure and minimum personnel requirements which the school needs to adhere in order to functlon. There are many aided and private schools which have delivered excellent results in the past but due to the lack of funds in order to meet the stipulated guidelines will have to shut down. The RTE Act sanctions the government schools as the most secure ones in the terms of education and infrastructure.

However, the public opinion about these schools tends to differ. Most of these schools are overcrowded, impart poor standards of education and lack in the basic drinking water and sanitation facilities. It is the unrecognised schools which fill in the lacuna created by their government school counterparts. The RTE Act focuses more on the infrastructural requirements in comparison to the teaching standards. In fact, the education in the villages is vested in the hands of 'para teacher' or 'contract teachers'.

Shockingly, the qualification of the 'para teachers' is barely higher secondary or senior secondary. Also, the government fails to take into consideration the pre- primary, secondary and higher secondary education, without which the whole purpose of RTE is defied. The child labour is widely prevalent in India. k is tough to get the children free from the clutches of chih labour and send them to school This requires coordination a-unng the different agencies. The rescue of the child labour and punishing of the employer falls under the ambit of Labour Ministry and police department.

The responsibility of bringing children to schools and providing them quality education is the work of the Human Resource Development Ministry. Then again, monitoring and implementation of the RTE Act is the responsibility of the Child Rights Commissions in each state, which is under the Women and Child Development Department.

Therefore, it is crucial that the efforts of all these agenCles are coordinated for the larger goal of providing education to all children to become a reality. The government recognises four types of schools under the RTE namely government, government aided, special and pnvate schools Each type of school varies in the quality of education. Ultimately, the rich can afford better quality schools and poor will haYe to compromise with the inferior ones. The funds required for the successful implementation of the RTE Act 1S another major cause of concern for the government.

In order to entitle each child w1th a quality education and make RTE a success, the government needs to take certain stringent measures. The government needs to assure that each state prepares a set of rules for the implementation of the right to education with the active participation of all the stakeholders.

The states need to ponder upon expanding the age limits and include more age groups under the aegis of RTE. The government needs to address the problem of shortage of well- qualified teachers. Besides, clauses such as minimum infrastructural requirements need to be relaxed and the focus should be more on the quality of the education. The education department should be given judicial power for the effective implementation of RTE.

The government can encourage the participation of private sector to manage the problems of funds. But at the same time, it needs to assure that there are strict rules governing the participation of private sector in order to prevent the commercialisation of education. The government needs to widen the scope of this act in order to ensure its success.

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