IMPACT OF FREE EDUCATION AND COMPULSORY EDUCATION ACT- A SPECIAL REFERENCE TO RURAL INDIA - (Research Paper)


ABSTRACT

       Education shall be a free and compulsory education at the least in the rudimentary and the fundamental stages of the children. The elementary education shall be free and compulsory. [Constitution of India Article 26 of 1948 in Universal Declaration of Human Rights]. This UN recommendation has been strengthened to the provisions of the Right to free and Compulsory Education Act (2009), of children which became effective in the nation of India. On 1st April 2010, reversing in law for the first time the privileges of right of all Indian children aged between six to fourteen years were given free and compulsory elementary education irrespective of caste, class, religion, community, colour, gender, etc. Present research has tried to explore the impact of free and compulsory education Act at a special reference of rural India.

Keywords: Attitude, School, Education, Students, Right to Education.

 

INTRODUCTION

      Education is a necessary condition for the development of any nation. It coordinates the political, social, cultural and economic life into desiring channels. The economic development theory has clearly established the predominance of human capital in the development process as compared to all other forms of material capital. The development of human capitals relies on the quality and quantity of education. Widespread education also helps the considered political leaders accountable and to social issues in a co-operative and non-authoritarian way. Widespread to education is indeed the essential to the practice of democracy in India. These diverse advantages of education for human and social improvement have made ready for universalisation of instructions as a valid condition for the advancement for any gender public. This concept of universalisation of elementary education is the educational provisions of arrangements for all children to educate elementary or primary education without any dropouts. It additionally implies free and compulsory elementary education for all children that they finished the fourteen years of age.

       Universalisation of Elementary Education is an established constitutional mandate and a rational duty in India. It fundamentally intends to educate all children up to the age of fourteen which is comparable to the completion of an upper essential level of education. The Government of India gave an oath in the constitution that within a time frame of 10 years from 1950, the free and compulsory elementary education would be given to the children till the age of 14 years. There are also different commissions and commissions are delegated to the Government of India that efforts to the proposals to universalise the elementary education and lots of projects, such as The District Institution of Educational Training, Total Literacy Campaign, District Primary Education Programme, Sarva Shiksha Abhiyan were started in the direction.

 

REVIEW OF LITERATURE

  1. Dr. Surjit Singh Paur (2012), has commented that education is an intensive device that gives shape to individuals as well as nations.
  2. Mano Kaushal (2012), has expressed that in the modern era technological advancement, education plays vital role to disposable parts for general development of people. The Government of India stepped up through enacting the 86 constitutional Amendment Act of 2002, by passing in the Indian parliament that the objective of the study is free and compulsory education to children between the age of six to fourteen years as fundamental and essential rights.
  3. C.H.Padmanabha (2015), to Manage the Right To Education, is a fundamental right and it is additionally a fundamental human right. To ensure these rights the central government passes the Right of children to free and compulsory Education Act, 2010.

 

OBJECTIVE

●       To compare the impact of the Act in rural and urban community

●       To discuss the economic influence on the education of children.

●       To study the awareness and knowledge of children about the right to education and their enrolment in schools.

 

HYPOTHESIS

     To analyse the impact of free and compulsory education Act - A special reference of rural India.

METHOD AND MATERIALS

       The study influences a combination of exploratory and the descriptive research design. So, far the secondary source of research is particularly in connection with the historical aspects. The descriptive design is turned by the research and for the assessment of the impact awareness and reactions the exploratory design is connected. Hence, their analysis, the review of research articles, the review of literature, journals, books, prevalent popular articles in periodicals, content analyses of the newspaper have been alongside browsing the internet source of materials.

 

NEED AND SIGNIFICANCE  OF THE STUDY

     This study is exceptionally critical as this provides an insight into the Impact of Free and Compulsory Education Act, in special reference of rural India in schools awareness and comprehension of the arrangements of the provisions of Right To Education (RTE), among the parents of children studying in the elementary school. The issues and difficulties raised in the study will help all the parents to become aware of their Right, take an active role in the enforcement of these rights and execute the implementation of this act, all the more effectively and productively to have superior quality of Education Act.

 

RIGHT TO EDUCATION IN INDIA

      At present article 21A, 24, 39, 45 and 51A(K) of the constitution, deals about education and these articles focus primarily on children. Consequently the exceptional provisions of children find place in constitutional fundamental rights in India. Directive principles as well as the fundamental.

 

MAIN FEATURES OF RIGHT TO EDUCATION (RTE) ACT OF INDIA

The fundamental features of Right To Education (RTE) Act of India are,

  1. Free and compulsory education for all children of India, aged between 6 to 14 years.
  2. No child shall be kept down, expelled or required to pass a board examination on incomplete basic education of India.
  3. A child who completes the basic education in India should be granted a cerca.
  4. Requires an understanding of the study-teacher relation.
  5. Will apply throughout India, except the state of Jammu and Kashmir.
  6. Providing 25% reservations on seats for economically impeded communities in admission to class in all Non-Governmental (or) private schools.
  7. Mandates improvement in the quality of elementary and higher education systems in India.
  8. School infrastructure to be enhanced in three years, also recognised from scratch.
  9. Financial burden will be shared amongst the state and the central government.
  10. No child shall be subjected to physical punishment (or) physical discipline of natural harassment.
  11. Screening the technique shall be punishable.

 

PROBLEMS ASSOCIATED WITH RURAL EDUCATION POVERTY

   The poor economic conditions accomplished by a subsistence economy is an extraordinary deterrent to successful education of the rural children. Since the economy is not feasible and the very survival being at stake, the significance of education contacts the periphery of rural-life. Almost all rural, whether food gatherings, hunter, fisherman, shifting cultivators or settled agriculturists lack adequate food to maintain family for the whole life. Further the arrangements of education and the economic benefits are collected from 15-20 years of education from schools, colleges and universities, where the parents have neither their understanding or asset for promotion to wait for such a long term return.

 

CONCLUSION

     India is the second largest education system in the world after China. The scale of activity required to ensure the quality of education for all in the nation is unique and challenging at the meantime nature of problem influencing the education framework are vast. However, this is a need to look at the entire set of arrangements of issues and manage the holistically taking into consideration the specific setting of various areas of the general public.

 

REFERENCE

  1. Journal: Research of journal of education science, Volume:(2), 1-7, May (2013),     ISSN online: 2321-0508, Topic: Implementing Right to Education, Author: Ojha Seema.S, Publication date: 29th April 2013, Available online at: www.isca.in.
  2. Journal: International journal of multidisciplinary advanced research trends,          ISSN: 2349-7408, Volume: 1, Issues: 2, Publication date: 2 September    2014, Topic: Right to education Act, 2009, History and salient features. Author: Dr.M.V. Mani Varma.
  3. Journal: IOSR Journal of humanities and social science (JHSS), ISSN: 2279-0848, Volume: 6, Issues:4, Publication date: January-February 2013, Pg.No:55-60, Topic: Right to education (RTE), A Critical Appraisal, Author: Uma.
  4. Journal: International journal of law, ISSN: 2455-2149, RJIF: 512, website: www.law journals.org, Volume:3, Issues:4, Pg.No:210-214, Topic: Problems of right of children to free and compulsory education in India- A critical study. Author:      Dr. Jayasankar and Rajashree.
  5. Journal: EPRA International journal of economic and business review,  p-ISSN:2340-0187, e-ISSN: 2347-9671, Impact factor: 0.998, Publication date: March 2015, Volume: 3, Issues:3, Topic: Implementation of the rte Act 2009 and challenge in the schools of excellence. Author: Dr. Anshu Chaturvedi and Natasha Kuldeep.
  6. Journal of management and public policy, Volume:4, No:1, Publication date: December 2012, Pg.No:42-48. ISSN(print): 0976-013X, ISSN (online): 0976-0148, Topic: Implementation of right to education in India:Issues and concerns, Author: Mona Kaushal.
  7. Journal: Journal of international academic research for multidisciplinary, Impact factor:2320-2417, ISSN: 2320-5088, Volume:3, Issues:9, Publication date: 9 October 2015, Topic: A study on in service special education teacher trainers perception about the right to education act. Author: Dhanavendhar Kunju & Dr.Vakkil.M.
  8. Fiscal policy institute challenge in implementation of right to free and compulsory education Act,2009, Author: Khumitya Debbarma,  Publication Date: 2010 January to March.
  9. Right of children to free and compulsory education act,2009, Act.No:35 of 2009, Author: kamal, Publisher of New Delhi, Law Mann’s.
  10. Free and compulsory primary education in India: Under the British Raj: A take of an unlawful filled dream, SAGE OPEN 7(3): 21582401772703, Publication date: July 2017, Author: Ajit Mondal.
  11. Conference right to education issues and challenges at department education, At department of education. January 2014 with 1,240 reads parental awareness of right to education 2009, Author: Tony George.
  12. The right to children to free and compulsory education Act,2009, Topic: A judicial critique of its constitutional perspective. Author: Wirondra Kumar.
  13. Confederation of Indian industry.[KPMG] Assessing the impact of right to education Act, Author: Dr.Subhash, C.Khuntia, IAS, Government of India.
  14. The right of children to free and compulsory education Act,2009, No.35 of 2009, The Gazette of India Extraordinary published by authority, New Delhi, Publication Date: August 27,2009, Author: Bhadra 5 1931, Ministry of  Law and Justice.

-Gopinath S
Saveetha School of Law, Saveetha Institute of Medical and Technical Sciences, Saveetha University (SIMATS)

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