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Do professional responsibilities of teachers match up to educational rights of children in India?
The Right to Education (RTE) Act for children's to free and compulsory education was passed by the Parliament of India on August 4, 2009 but it seems to have had a flawed implementation.

The government schools lack quality and private schools are finding loopholes to deny services to the children of disadvantaged groups.

It was hoped that RTE Act will enhance the accessibility to quality of education for children, but for implementation of its various provisions, the system has failed.

Now, the amendment to RTE Act-2009 has extended the deadline for training of all teachers to attain the minimum prescribed qualifications till 31st March, 2019.

Instead of understanding the academic and pedagogic implications of the act, various state governments are asking for more money from the Central government for implementing it.

The education system must rather gear itself up to fulfill the child's right to quality education and safeguard their constitutional rights. Creating a proper learning environment and time on learning tasks in government schools can be improved through better management and governance of schools.

The expected cost-free educational implications of the Act were the following and at least, the state governments could have ensured those.

·         Developing the personality, talents, mental and physical abilities of children to their fullest potential;

·         Giving emphasis on the child's ability for activity, discovery, exploration, understanding and problem solving;

·         Providing school environment without fear, trauma and anxiety;

·         Recognizing the child's knowledge, cultural and linguistic identity;

·         Respecting the child's own views and developing the ability to express themselves;

·         Stressing continuous and comprehensive learner evaluation that tests child's understanding and ability to apply knowledge not rote learning. 

Every year, teacher trainings are held and the academic support system has been brought to the sub-block level, but even the psycho-social environment has not improved. The village education committees which are supposed to monitor the school seem to have become dysfunctional.

Recent surveys have shown that a good majority of children of grade five in the government schools cannot read grade two language books. It shows that the precious formative years of elementary school children are getting wasted. The educational rights of children and professional responsibilities of teachers must match.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of merinews.com. In case you have a opposing view, please click here to share the same in the comments section.
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