Right to Education Act: State-wise Implementation Report
- ByAdmin --
- 23 May 2025 --
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The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act), enacted under Article 21A of the Constitution, promises every child between 6 to 14 years of age access to free and compulsory education. As this landmark law enters its 15th year, disparities in its implementation across states continue to draw attention from policymakers and civil society alike.
The Act mandates quality norms, infrastructure development, teacher-student ratios, and non-discriminatory admissions, especially for marginalized groups. Despite these constitutional and legal guarantees, ground realities differ widely across Indian states.
Legislative Framework
- Article 21A of the Constitution: Recognizes education as a fundamental right for children aged 6-14.
- RTE Act, 2009: Operationalizes Article 21A and sets forth standards for school infrastructure, teacher qualifications, and learning outcomes.
- Article 45: Directs the State to provide early childhood care and education for all children until they complete the age of six years.
- Article 46: Obligates the State to promote the educational and economic interests of Scheduled Castes, Scheduled Tribes, and other weaker sections.
Key Areas of Implementation
1. Access to Schools
Many states have succeeded in establishing neighborhood schools within the mandated 1 km radius for primary levels, but gaps remain:
- Kerala, Tamil Nadu, and Himachal Pradesh: Near-universal access with strong public infrastructure.
- Bihar, Jharkhand, and Uttar Pradesh: Continue to face shortages in both number and quality of public schools.
2. Infrastructure Compliance
As per the RTE norms, every school must have boundary walls, drinking water, toilets, and playgrounds:
- Maharashtra and Gujarat: Show high compliance with infrastructural norms.
- West Bengal and Odisha: Lag behind in providing functional toilets and ramps for children with disabilities.
3. Teacher Availability and Qualifications
The Act mandates a pupil-teacher ratio (PTR) of 30:1 for primary and 35:1 for upper primary classes:
- States like Karnataka and Punjab: Maintain satisfactory PTRs and teacher training.
- States like Chhattisgarh and Rajasthan: Face severe shortages of trained teachers and high PTRs in rural areas.
4. 25% Reservation in Private Schools (Section 12(1)(c) of RTE Act)
This clause provides for economically weaker section (EWS) children to be admitted to private unaided schools:
- Delhi and Maharashtra: Notably efficient in implementing this provision with regular reimbursements.
- Bihar, Assam, and parts of North-East: Struggle with data tracking, reimbursements, and private school compliance.
5. Learning Outcomes and Quality
While enrollment rates have improved, learning outcomes remain a major concern:
- ASER Reports consistently show that a large percentage of children in Grade 5 cannot read Grade 2-level text or perform basic arithmetic.
- States like Kerala and Tamil Nadu: Lead in measurable learning outcomes.
- States like MP, UP, and Rajasthan: Show persistent gaps, especially in rural areas.
Challenges in Uniform Implementation
- Funding Gaps: Despite the RTE being a centrally sponsored scheme, many states cite delays in fund disbursals and reimbursement.
- Data Management: Lack of reliable, real-time data hinders policy interventions and monitoring.
- Low Awareness: In many regions, parents and communities remain unaware of the rights and provisions under the RTE Act.
Way Forward
- Stronger Monitoring: The National Commission for Protection of Child Rights (NCPCR) must regularly audit state performance and flag gaps.
- Increased Budget Allocation: Both central and state governments must prioritize education in their budgets to bridge infrastructural and human resource gaps.
- Community Engagement: School Management Committees (SMCs) must be empowered and made more accountable at the local level.
Conclusion
The Right to Education Act, while visionary in scope, remains uneven in practice. Its success hinges not only on statutory obligations but also on political will, financial commitment, and active community participation. A state-wise, targeted approach with accountability mechanisms is the need of the hour to realize the constitutional promise of equitable education for all.
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