Mains Practice Questions

Introduction

The Right to Education Act traces its roots to the 1993 Supreme Court judgment in Unnikrishnan v. State of Andhra Pradesh, which recognized the right to education as a fundamental right under Article 21.

• Subsequently, the 86^th Constitutional Amendment (2002) introduced Article 21A, along with amendments to Article 45 (DPSP) and Article 51A (Fundamental Duties), mandating free and compulsory education for all children between 6-14 years.

Body

Achievements of the RTE Act in Social Inclusion:

• Increased Enrolment Across Socioeconomic Groups: The RTE Act’s provision for free and compulsory education led to a significant rise in enrolment, particularly among marginalized communities such as Scheduled Castes (SCs), Scheduled Tribes (STs), and economically weaker sections (EWS).
  • For instance, The enrolment of SC students increased by 44% from 2014-15 to 2021-22.
  • The 25% reservation for EWS in private schools has enabled millions of children from disadvantaged backgrounds to access quality education.
• Improved Infrastructure and Accessibility: The Act mandates infrastructure norms such as ramps for children with disabilities, separate toilets, and access to drinking water, promoting inclusivity.
• Mainstreaming Marginalized Groups: The inclusion of children with disabilities (via the 2012 amendment) and home-based education for severely disabled children.

Challenges in Achieving Social Inclusion:

• Quality of Education: While access has improved, learning outcomes remain poor. The Annual Status of Education Report (ASER) highlights low literacy and numeracy skills among children, undermining the goal of inclusive education.
  • Government schools are often plagued by inadequate teacher training, absenteeism, and poor pedagogy, which disproportionately affect marginalized groups.
• Implementation Gaps: Only 13% of schools nationwide comply with all RTE norms, such as the pupil-teacher ratio and infrastructure standards, as per the District Information System for Education (DISE).
  • Lack of specific penalties for non-compliance reduces accountability at the state and local levels.
• Exclusion of Certain Groups: The Act does not cover children below six years, limiting its impact on early childhood care and education (a critical foundation for inclusion).
  • Minority and unaided private schools are exempt from the RTE Act’s provisions, potentially excluding marginalized groups from these institutions.
• Reservation Quota Challenges: Resistance from private schools in implementing the 25% EWS quota due to funding delays and lack of reimbursements has limited its effectiveness.
• Multi-grade Teaching: The shortage of teachers in rural areas leads to multi-grade teaching, compromising the quality of education for disadvantaged groups.

Way Forward

• Strengthening Implementation Mechanisms: Improved accountability through regular audits, penal provisions for non-compliance, and better coordination between state and local governments.
  • Adequate financial allocation for RTE, especially for the reimbursement of private school fees under the 25% EWS quota.
• Focus on Quality of Education: Strengthen teacher training programs and monitor teacher performance.
  • Use technology-enabled learning tools to bridge gaps in rural and remote areas.
• Inclusive Education Policies: Extend the Act to cover children aged 3-6 years by implementing early childhood education programs.
  • Ensure that schools for minority communities adhere to RTE principles without compromising their autonomy.
• Enhanced Public-Private Partnerships: Encourage collaborations between governments, private schools, and NGOs to improve infrastructure, teacher training, and access for marginalized groups.
• Community Involvement: Empower School Management Committees (SMCs) to take ownership of school development and ensure that the voices of disadvantaged communities are heard.

Conclusion

The RTE Act has laid a strong foundation for social inclusion by improving access to education for marginalized groups, increasing enrolment, and enhancing infrastructure. A focused approach, supported by higher investments, innovative policies, and community participation, is essential to bridge these gaps. Only then can the RTE Act truly fulfill its potential as an instrument of social justice and equitable education for all.