 "Shadow of light : A far cry from equitable, quality education for all")
Three years after the Right to Education Act (RTE) 2009, was implemented, children are still studying in unsafe schools, with no electricity, drinking water or toilets, shows a study by Child Rights and You (CRY).
Findings from an on-ground study conducted across 71 districts in 13 states by CRY tracked the infrastructural gaps in the implementation of the provisions under the Act, which sought to ensure every child the fundamental right to free quality elementary education. "The findings reveal necessary provisions such as school infrastructure, all-weather buildings, toilets and drinking water facilities, fencing or boundary walls, pupil-teacher ratio and a one-classroom-one-teacher practice are not at 100 per cent compliance," the study said.
"CRY's on-ground experience points to the fact that the lack of basic infrastructure, especially facilities for drinking water and separate toilets for girls, is one of the key factors that push children out of school," said Puja Marwaha, chief executive of CRY. (STATE OF SCHOOL EDUCATION)
According to CRY, the lack of quality education is directly linked to child labour. Often, parents do not perceive value in sending their children to school, given the dismal education they receive. Instead, they choose to ensure their children learn some skills at an early age to help them earn a living.
CRY said the RTE Act was an attempt to ensure universal enrollment, with prescribed norms for elementary education. The onus of enrolment, attendance and retention of children until they completed their elementary education rested with the state, it added. The Act crucially leaves children aged three to six-the most formative years of a child's life-out of its purview. Also, 15-18-year olds found themselves in a similar situation, with little chance of completing their education if they couldn't pay for it, CRY said.
"The Act does not offer much to ensure learning outcomes for children, which is fundamental for any education system to be meaningful. We urge the government to review the legislation with a view to address some of its significant gaps, thereby making education a meaningful experience for the vast majority of our children," it added.
Findings from an on-ground study conducted across 71 districts in 13 states by CRY tracked the infrastructural gaps in the implementation of the provisions under the Act, which sought to ensure every child the fundamental right to free quality elementary education. "The findings reveal necessary provisions such as school infrastructure, all-weather buildings, toilets and drinking water facilities, fencing or boundary walls, pupil-teacher ratio and a one-classroom-one-teacher practice are not at 100 per cent compliance," the study said.
"CRY's on-ground experience points to the fact that the lack of basic infrastructure, especially facilities for drinking water and separate toilets for girls, is one of the key factors that push children out of school," said Puja Marwaha, chief executive of CRY. (STATE OF SCHOOL EDUCATION)
Also Read
CRY said the RTE Act was an attempt to ensure universal enrollment, with prescribed norms for elementary education. The onus of enrolment, attendance and retention of children until they completed their elementary education rested with the state, it added. The Act crucially leaves children aged three to six-the most formative years of a child's life-out of its purview. Also, 15-18-year olds found themselves in a similar situation, with little chance of completing their education if they couldn't pay for it, CRY said.
"The Act does not offer much to ensure learning outcomes for children, which is fundamental for any education system to be meaningful. We urge the government to review the legislation with a view to address some of its significant gaps, thereby making education a meaningful experience for the vast majority of our children," it added.