State Level Training of Key Resource Person For Cluster Level Training ofMothers Group Member on RTE & Equity Issues
Objective•To develop a key resourcepersons’ for conducting ToT atdistrict level on RTE Act 2009and equity
Ground Rules •Punctual •Participating in the sessions •No mobile ringing •No cross talking •Respecting others views •Agree to disagree •Maintaining a learning environment Ensure Two-way Communication Method Over Content Understanding The Audience
How one can learn Lecture Reading Audio visualDemonstration Discussion in Group Participation in group Teach other / immediate use of learning
Salient features of RTE The Indian Parliament enacted the Right to Education Act in 2009
•Education is a fundamental right of every human being. Itlays the foundation for the development of society.•In 1950, India made a Constitutional commitment toprovide free and compulsory education to all children up tothe age of 14, by adding this provision in article 45 of theDirective Principles of State Policy.•With the Constitution (86th ) Amendment on 12thDecember 2002, Article 21A was amended in order tointroduce Right to Education as a fundamental right.
•The Right to Education Bill,2005was introduced to give effectto the Constitution (Eighty-Sixth) Amendment Act.•The Indian Parliament enacted the Right to Education Act in2009, to provide free and compulsory education to all childrenin the age group of six to fourteen years. The Act notifies thatit is a legally enforceable duty of the Centre and the States toprovide free and compulsory education.•The Right of Children to Free and Compulsory Education Actfinally came into force on 1st April 2010.•With the implementation of this Act, it is expected that issuesof school dropout, out-of-school children, quality of educationand availability of trained teachers will be addressed in theshort to medium term plans.
•As per the provision of the Act, the Central Government hasauthorized the NCERT as the academic authority to laydown the curriculum and evaluation procedure forelementary education and develop a framework of nationalcurriculum.•This Act is an essential step towards improving each childsaccessibility to secondary and higher education
Expectation from the Act With the implementation of this Act, it is expected that issues of school dropout, out-of- school children, quality of education and availability of trained teachers will be addressed in the short to medium term plans.
The Bill: Child rights Right of Children to free and compulsory admission, attendance and completion of EE. ◦ Defines ‘free’ as removal of any financial barrier by the state that prevents a child from completing eight years of schooling ◦ And defines ‘compulsion’ as compulsion on the state, rather than targeting parents. ◦ Not enrolled/dropout children be admitted to age appropriate class Special training to enable such children to be at par with others Child so admitted entitled to completion of EE even after age 14 ◦ Softens barriers like birth certificate, transfer certificate, etc ◦ No child shall be psychologically abused by calling him/her ‘failed’ in any class upto class 8, or expelling him/her from school ◦ Bars corporal punishment, mental harassment
Teachers Qualification for appointment of teachers to be laid down by academic authority authorised by Central Government ◦ To address the problem of untrained teachers Lays down academic responsibilities of teachers Prohibits private tuition by teachers Prohibits deployment of teachers for non-education purpose, except decennial census, disaster relief and elections
Schools Norms and standards specified ◦ Infrastructure ◦ PTR ◦ School days; working days for teachers ◦ Facilities Community participation ensured through SMC comprising elected reps, teachers and parents ◦ ¾ members from among parents of children in the school; 50% women ◦ Proportionate representation to weaker and deprived sections ◦ SMC to plan, manage and monitor – in collaboration with the local authority
Appropriate Government, Local Authority Ensure free and compulsory education Provide schools in neighbourhood within 3 years Children belonging to weaker sections and disadvantaged groups not to be discriminated against Infrastructure, school building, teaching staff, learning equipment Special training for previously not enrolled or drop out children to enable them to be en par with others Monitoring of admission, attendance, completion of EE Good quality EE conforming to specified norms and standards Timely prescription of curriculum, courses of study, teachers’ training
Protection of Right Bill assigns NCPCR/SCPCR additional functions ◦ Examine and review safeguards for rights under this Act, recommend measures for effective implementation ◦ Inquire into complaints relating to child’s right to free and compulsory education NCPCR/SCPCR have powers assigned under Section 14 and 24 of the Commissions for Protection of Child Rights Act Where SCPCR not constituted, appropriate Government may constitute an Authority
What is Equity The prevailing inequality in the society is based mainly on caste, community and gender. These are the hurdles on the path of development. When there is inequality in a society, it is observed in all spheres of life crippling the progress of individuals. The approaches adopted for eradicating this inequality and establishing a just society are known as equity approaches. The related topics dealt with while approaching are equity issues.
Main topic of the module Salient features of the RTE,2009 Sharing on important aspects of RTE Equity issues in context of Geographical and Socio-economic Role of Mothers group on successful implementation of RTE
Objective of the module Aware the Mothers’ Group members about the RTE act , 2009 and about children’s rights of education Discussion on equity issues and its relevant in implementing the RTE Act,2009 Discuss the roles of Mothers’ Group on successful implementation of RTE Act,2009