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What ails the Right to Education Act?
The Right to Education (RTE) Act for children was passed in the Parliament on 4 August 2009 but it has not been implemented properly ever since. The government schools lack quality and private schools are finding loopholes to deny services to the children of disadvantaged groups.

The RTE Act describes the modalities of free and compulsory education for children between 6 and 14 in India under Article 21(a) by coming into force on 1 April 2010. Instead of understanding the academic and pedagogic implications of the act, various state governments are asking for more money from the central government to implement it.

The education system must rather gear itself up to fulfill the children’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.

The expected educational cost-free implications of the Act are the following and at least, state governments can ensure those.

- Respecting the child’s own views and developing the ability to express themselves;

- Recognizing the child’s knowledge, cultural and linguistic identity;

- Developing the personality, talents, mental and physical abilities to their fullest potential;

- Emphasising on the child’s ability for activity, discovery, exploration, understanding and problem solving;

- Providing school environment without fear, trauma and anxiety;

- 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 schools 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 being wasted.

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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