The Right of Children to Free and
Compulsory Education Act (RTE Act)
The right of children to the Law on Free and Compulsory Education (RTE Act) is April 1 The law addressed the historical problem of persistent illiteracy and lack of educational opportunities that persist even 60 years parts of our population reported address after the adoption of the Constitution of India. The socio-political, legal and financial aspects of the law have been much discussed and much criticized its final form. As we move to pull its implementation phase, it is clear that this bill to change the educational landscape of the country. However, the specific educational needs are still steps to comply with its provisions powerful entirely clear.
Under the perspective of a non-profit institution with a commitment to quality education for urban and rural children, we show some more pitfalls in the implementation of the RTE Act. We make some suggestions on the possible roles that can private schools to play supports the quality-based and egalitarian provisions of the RTE Act.
Some pitfalls of the RTE Act
In its most essential outline, the RTE Act three objectives: 1) to bring children from marginalized groups of our society to ensure that all schools and their teachers to meet certain standards set in the context of school education, 2) and 3) ensure that all children receive education of adequate quality, free from any form of discrimination.
While these goals may laudable seems to be, we believe that easy to initiate with the law as a legal instrument against institutions and / or individuals who are perceived to be implemented for non-provisions of the law responsible, the questions of the address is not really illiteracy and lack of educational opportunities. A compulsory approach could at most bring in children who are the school in the school system. However, it is not really the core problem of the lack of meaningful learning can be addressed in the current forms of education throughout the country.
Our experience as an NGO, which has actively participated in programs in the bridge of the school, to support and bring “drop-out” children back in public schools, has shown us that the question is more “push-out” and not â ‘ drop out ‘. The kids liked, part of this tutorial, because they were very well maintained and the pedagogy was designed accordingly. However, most of the children, the mainstream state schools disappeared back after a few weeks or months. This was clearly these children actually confronted in mainstream schools because of the nature of the experience, its well-known properties are: a) a lack of relevance of the curriculum to children experiences and b must) red driven textbook centered teaching c) lack support and motivation of teachers to the specific situation of different types of children tackle. While these problems are known and it is often accepted that a multidimensional approach is required to solve them, the line of solutions in RTE Act will imply among others: a) The demand greater parental and local body representation in school management committees b) Providing local authorities with the power and responsibility to keep up with the standards laid down to ensure compliance with the schools c) With more trained teachers.
In our view, these measures would succeed in best, strengthening the school â’more same kind “is. While parents and local institutions to ensure that teachers and students make to go school and do something in the classrooms, they key issues which the lack of motivation can not respond on the part of teachers and children, or the perception that teaching is a chore and learning in school is a painful, ritual exercise. Children from a very young age, are forced to sit for hours and made on boring textbook lessons of teachers, which in turn has often been heard to be bored through the exercise chore, day after day. This situation prevails not only in a large number of state schools, but also in a wide range of private schools in cities and semi-urban areas across the country have emerged.
While the RTE Act emphasizes the need for a child-friendly approaches, very little mention of the need for teachers and teacher-friendly initiated processes has been made in the school system. One can not see how the former without the latter is possible. Our current system of academic administration remains strong from top to bottom and vertically organized, with very little room for teacher participation or initiative.
tejesh mehta 