A Critical Overview of the Right to Education Act (RET) 2009

Abstract

Education is the most capacious instrument which can be used to shape the destiny of an individual as well as the nation as a whole. To reap the benefits of bounties of nature, every nation need to unleash the potential of the human mind and there is no better tool for doing so than education. ‘Education is to teach that life has a meaning and to awaken the innate ability to live the life of a soul by developing wisdom’ (University Education Commission-1948). 'Everyone has the right to education and education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory (Article 26 of the 1948 Universal Declaration of Human Rights). This UN recommendation has been reinforced in the provisions of the Right of Children to Free and Compulsory Education (RTE) Act (2009), which came into effect in India (excluding the state of J & K) on 1 April 2010.It ensures that all the children should have access to education, irrespective of their class, caste, or category. The Right of children to free and compulsory education (RTE) makes education a fundamental right of every child between the age group of 6-14 years and specifies minimum norms in elementary schools. This Act is the first legislation which makes the government responsible for the enrollment, attendance and completion of basic education. But unfortunately even after 70 years of independence India has failed to eradicate the menace of illiteracy. Though conscripted on a decent refrain with pleasing strategies, the Right to Education Act 2009 has several issues and challenges which still need to explore and discuss for its successful implementation. These are highlighted in this paper and an effort has been made to crash these challenges.

Keywords: Education, Right to Education Act