Awareness, Initiatives and Challenges in Implementing India's Right to Education Act in Odisha

Social Science and Humanities Journal ISSN: 2456-2653
CrossRef DOI: http://dx.doi.org/10.18535/sshj.138
Review Article
Social Science and Humanities Journal , Vol. 2, Issue. 1, Page: 1-10, Jan 2017,
ISSN 2456-2653. doi: http://dx.doi.org/10.18535/sshj.138
Awareness, Initiatives and Challenges in Implementation of the Right of
Children to Free and Compulsory Education Act 2009 in Odisha
Dr. Ramakanta Mohalik,
Associate Professor in Education, Regional Institute of Education, (NCERT) Bhubaneswar-751022
Abstract
The main purpose of the study is to examine awareness, initiatives and challenges in
implementing the Right of Children to Free and Compulsory Education Act (RTE) 2009 in Odisha. The
study involved two districts, 8 blocks, 24 schools, 24 HMs, and 16 SMCs as sample, selected from
Odisha, India by using multi stage sampling techniques. Self-developed interview schedule and focus
group discussion were used for collection of data. The study found that i) 95.83% of HMs and 93.75% of
SMC members are aware about the RTE Act 2009 ii) Government has taken steps for developing training
and assessment modules for admitting out of school children and CSWN by providing facilities like ramp,
aid and appliances, wheel chair, special teachers and home service to these children iii) No out of school
children has taken admission in the school as per the activity) All the HMs as well as teachers are active in
implementing different provisions of the RTE Act by taking steps for admission, teaching basing on
activity and practicing continuous and comprehensive evaluation in school v) and government has
designated Teacher Education and State Council of Educational Research and Training (TE & SCERT) as
academic authority for the RTE Act and initiated for forming Odisha State Commission for Protection of
Childs Right (OSCPCR) vi) For proper and timely implementation of the Act, the central government
need to provide funds for infrastructure facilities like ACR, playground & boundary wall, timely release
of funds as per AWP&B, 2012-13. The state authorities need to take initiatives such as creating awareness
among all the stakeholders, making arrangement for education of out of school children, involving SMC
members, provide adequate teachers and infrastructure to schools etc for successful implementation of the
Act.
Key Words: RTE Act, Stakeholders of Education, Out of School Children, CWSN
Introduction:
Education plays an important role in
bringing a continuous change and development in
human life. The individual aims as well as the
social aims of education are meant for the
perfection of all individuals in which he is capable
of. The aims of education are correlated with the
ideal of life. That is why education is regarded as
one of the best instruments to guide and change the
behaviour of an individual in a desirable ways.
That is also the reason why need of education is felt
more in the most backward areas. Recognizing this
need, the Constitution of India made a provision of
Universalisation of education for the age group of
children between 6-14 years. Among different
programme launched by the central government,
the Right of Children to Free and Compulsory
Education Act (RTE) 2009 is one of the significant
events in Indian education.
The people of Indian celebrated with bliss
and joy as it has become one of the countries with
free and compulsory education on 1st April, 2010
when the RTE Act (2009) became effective
through 86th
Amendment in 2002. The target date
for successful implementation of different
provisions of the act was 31st
march, 2013. Even

2
before the enactment of the RTE Act 2009, the
dream of Universalisation of Elementary education
has not been achieved in India with the
implementation of Sarva Shiksha Abhiyan (SSA),
mid-day-meal scheme and many other schemes at
different point of time. The RTE Act 2009 is also
revolutionary and will bring a revolutionary
change in the field of Elementary education while
implementing it all the concerned should work
hand in hand, correlating the objectives and
practice. It has become the responsibility of the
government to provide funds, infrastructure,
recruit teachers and facilitate everything that is
required for the universalisation of elementary
education.
The RTE Act 2009 has envisaged free and
compulsory education of all children of the age of
six to fourteen years, till completion for elementary
stage, in a neighborhood school. The act has
provision for every child who is above six years of
age and has not been yet admitted to any school or
could not complete his / her elementary education
due to any reason to be admitted in a class
appropriate to his or her age. In order to be at par
with other children of the class, the child has a right
to receive special training or additional instruction.
There is an important concern over implementation
of the RTE Act in the school system with reference
to the special training or instruction, its modalities
and execution. The states are expected to respond
to the situation arising out of the implementation of
the act. States and UTs are required to pay special
attention to cope with situation in terms of
appointment of qualified teachers, development of
special trading programmes for out of school
children admitted to age appropriate classes and
preparation of relevant teaching materials. The
RTE Act 2009 has given prominent place to
teachers because it is the teachers who can play a
vital role by providing quality and need-based
education at elementary school level. So, it is the
duty and responsibilities of the teachers of the
entire country to understand their role properly and
do as good as for the school and the society as a
whole. The role of parents, SMC members and
students is equally important.
Need of the Study
The RTE Act 2009 is one of the landmarks
in history of Indian education. The main purpose of
the act is to provide quality Elementary education
to all children between age group of 6-14 years.
The implementation of the act is one of the recent
research interests in Indian education. Many
scholars and educationist has worked on the RTE
Act 2009 since its inception in India. Some these
are discussed in following paragraphs.
Govinda & Bandyopadhyay (2008)
reported that awareness among teachers and
parents is very necessary to achieve the main motto
of elementary education. Mehta & Kapoor (2010)
argued that the provision of school management
committee is a milestone in the direction of
parent’s involvement in decision making regarding
good and quality education. Rai and Rana (2010)
reported that the RTE rules and regulation should
be properly executed and followed by all in order
to make India a wholly literate and developed
nation. Singh (2010) argued that while it is good to
provide recognition and make every school meet a

3
certain minimum standard, the regulations should
not be such that every unrecognized school would
face closure. Adlakha and Sharma (2011)
highlighted on the RTE Act. In this study the main
points are Lack of Awareness, Grievance
Redressal Mechanism absent, Violations,
Challenge from Private School and Shortage of
Teachers but above all it is good step for education.
Kumar (2011) in the study titled “Role of SMCs”
highlighted that school management committee
will lead the awareness among the parents,
teachers and all the important decisions will be
taken by the SMCs. Shah (2011) highlighted the
philosophy of implementation, awareness of
society and dedication of teachers. He emphasized
that the teachers should be more responsible to
spread educational awareness. Pushkarna (2011)
reported that there is a lack of awareness and many
government schools don't even have adequate
infrastructure.
We need to reach out to children who have
not yet been integrated into schooling. Rana (2011)
reported that as teachers are the pillars of the
education system, the Act lays down that teachers
ensure that the children complete elementary
education with requisite learning competencies.
UNESCO and UNICEF (2011) The study brings
forth six major issues that are hindering the
teaching and learning processes in rural schools,
including age-appropriate grade and grade
appropriate learning levels; textbooks having
unrealistic expectations about what children can do
and learn during an academic session; about a
teacher's ability to teach regardless of his/her
professional qualifications; the need for providing
children-friendly environment in class through best
practices; children absenteeism and of the
importance of implementing the RTE Act to ensure
that children have a solid foundation.
Niranjanaradhya and Jha (2013) reported that no
senior authority from state or central government
has ever come to monitor the implementation of
the Act. Majhee and Behera (2013) found that
Head teachers, teachers and SMC members are not
oriented about the RTE Act 2009. Kumar (2014)
reported that there is a significant difference in
awareness of the RTE Act 2009 between male and
female teachers. Female teachers are more aware
about the Act than male teachers regarding
implementations. Chandrappa (2014) reveals that
the awareness among the people about the act is
very low and capacity development is required at
various levels to operationalise the Act. Paikray
(2015) found that elementary schools are not
equipped in staff and infrastructure as per the Act.
One of key points came out from above
study is that there is a need to create awareness
among different stake holders such as parents,
SMC members, teachers as well as HM s regarding
different aspects of the RTE Act 2009. Another
important point is willingness of Governments
both state and central for timely implementation by
providing infrastructure, teacher as well as finance
to schools. The main focus should be on
disadvantage section, school drop outs and
children from rural and tribal area. So on basis of
review need was felt to study the awareness,
initiatives and challenges in the implementation of
the RTE Act 2009 in the state of Odisha.

4
Objectives
1. To assess the level of awareness of HMs and
SMCs about the RTE Act.
2. To study the initiatives taken for age appropriate
admission of out of school children under the
RTE Act.
3. To study the initiatives taken for education of
CWSN and Weaker sections under the RTE
Act.
4. To examine the roles and responsibility of HMs,
SMCs and SPD for implementing the RTE Act.
5. To study the initiatives taken by the state
authority for development of curriculum,
transaction and evaluation as per the RTE Act.
6. To study the initiatives taken by the authority
for protecting Childs right as per the RTE Act.
7. To find out the concerns and challenges for
effective implementation of the RTE Act in
Odisha.
Methodology
The present study adopted survey method
to examine awareness, initiatives and challenges in
the implementation of the RTE Act. The sample
consisted of two districts, 8 blocks, 24 schools, 24
HMs, and 16 SMCs. This sample was selected by
using multi stage sampling techniques. Initially,
two districts namely Cuttack (educationally
advanced) and Mayurbhanj (educationally
backward) were selected out of 30 districts of
Odisha. Further four blocks; two rural and two
urban were selected from each district, three
schools were selected from each block randomly.
Two urban blocks such as Cuttack Sadar and Tangi
Chowadar and two rural blocks such as Baranga
and Kantapara were randomly selected from 18
blocks of Cuttack district. Similarly, two urban
blocks such as Baripada and Udala and two rural
blocks such as GB Nagar and Khunta were
randomly selected from 30 blocks of Mayurbhanj
district. The State Project Director, Odisha Primary
Education Authority (OPEPA) also involved in the
study. The tools such as Interview schedule for
SPD, OPEPA, Interview schedule for HMs and
Focus group discussion for SMC members used for
data collection. The collected data were analyzed
in terms of frequency and percentage.
Result and Discussion
A: Awareness of Stakeholders about the RTE
Act 2009
The first objectives of the study were to
find out level of awareness of HMs and SMC
members regarding the RTE Act 2009. It is found
that 95.83% of HMs and 93.75% of SMC members
are aware about the RTE Act 2009. The main
sources of their awareness is the copy of RTE Act
2009 as reported by 83.33% HMs, copy of model
rules is available in school as reported by 37.5% of
HMs. The main source of awareness of the RTE act
for SMC members and parents is school, besides
TV, News paper and Panchayat. It can be said that
majority of HMs and SMC members are aware
about the RTE Act 2009.
B: Initiatives for Age Appropriate Admission
The second objectives of the study were to
study the initiatives taken for age appropriate
admission of out of school children under the RTE

5
act. It is found that only 8.33% of HMs have
identified out of school children and the age
appropriate admission under provision of the RTE
Act. Only 4.16% of HMs reported that their school
has facility of special training for out school
children. All the SMC members have admitted that
no child is admitted into school under age
appropriate category of the RTE Act 2009.
The SPD reported that present strength of
out-of-school children in the age group 6-14 years
in Odisha state is 30,591 (CTS 2011-12). The SPD
also reported that BRCs and CRCs, head teachers
and teachers in dealing with cases of age
appropriate admission and special training have
been trained. The assessment tools and training
package/module been developed for capacity
building of teachers keeping in view the admission
of out-of-school children in their age appropriate
grade. Four (4) days teachers training module and
one-day HMs training module has been developed
by TE & SCERT, Odisha for special training to out
of school children.
It can be concluded that 30,591 out of
school children are there in Odisha. The
government has taken steps for developing training
and assessment modules and also trained HMs and
BRCs, CRCs. But at school level, HMs and SMC
members are not known about out of school
children in the local area.
C: Initiatives for Weaker
Section/Disadvantaged Children and CWSN
The third objective of the study was to find
out the initiatives taken for education of CWSN
and Weaker sections under the RTE act. It is found
that 62.5% of HMs has made special provisions for
the disabled children such as ramp, special teacher
and home service etc for disable children. 50% of
SMC members have taken measures such as
stationary distribution, creating awareness on
educational facilities among weaker and
disadvantaged section for admitting in neighbor
schools.
The SPD reported that there is provision
for admission related to the CWSN in the schools.
The facilities such as ramp and rails in school, aids
& appliances, CWSN friendly, IE volunteers
for home-based education are provided for these
children.
It can be said that government has taken
steps for providing free and compulsory education
to CSWN by providing facilities like ramp, aid and
appliances, wheel chair, special teachers and home
service to these children.
D: Role and Responsibility for Implementation
of the RTE Act 2009
The fourth objective of the study was to
examine the roles and responsibility of HMs,
SMCs and SPD for implementing the RTE act. All
the HMs accepted that they have implemented the
provision of free and compulsory education,
constituted SMC, prepared the school development
plan in their school and getting their salary and
allowances as per the RTE Act and provisions.
50% of HMs accepted that they have pupil teacher
ratio as per the RTE Act. All the HMs reported that
they do not have grievance redressal mechanism
for HM /Teachers in their school.
All the SMC members viewed that they are
involved in creating awareness in community
about the RTE act, teachers are regular and

6
punctual in attending schools, hold regular
meetings with parents and guardians and apprise
them about the regularity in attendance, ability to
learn , progress made in learning and other relevant
information about the child, non engagement of
teachers in private tuition, no over burdening of
teachers in non academic works (excepting for
election, census and disaster management),
mid-day meal is implemented as per norms, and
submit audited accounts of the receipts and
expenditure of the school.
The SPD reported that state has taken
initiatives for i) compulsory admission of every
child in age of 6-14 years by enrollment drive &
pravesh utsav, shiksha chetna abhiyan, RTE
awareness & shiksha ka haq compaign. ii)
compulsory attendance of every child in age of
6-14 years by child friendly environment under
ama vidyalaya, barrier free access, supply of mid
day meal, textbook & uniform and iii)
compulsory completion of elementary education of
each child in age of 6-14 years by quality
education, school cabinet, meena mancha, ama
lekha, ama chitra etc.It can be concluded that the
provision of free and compulsory education is
implemented in all school as reported by SPD,
HMs and SMCs. All the HMs as well as teachers
are active in implementing different provisions of
RTE act by taking steps for admission, teaching
basing on activity and practicing continuous and
comprehensive evaluation in school.
E: Curriculum Development, Transaction &
Evaluation
The fifth objectives was to study the
initiatives taken by the state authority for
development of curriculum, curriculum transaction
and evaluation as per the RTE Act 2009. 95.83% of
HM have implemented continuous and
comprehensive evaluation, 87.5% of HM have
prepared pupils cumulative record as per RTE Act
in their school.
All the SMC members reported that teachers
complete the course within specified time, assess
the learning ability of each child and accordingly
supplement additional instruction to learners. It is
due to classroom inspection, engagement of local
educationist and special monthly meeting with
teachers by the SMC members.
The SPD reported that academic authority been
designated for curriculum and evaluation in our
State is the Director Teacher Education &State
Council of Educational Research and Training (TE
& SCERT). It has taken steps for developing
Continuous and Comprehensive Evaluation
package and special training package (SANJOG).
The steps have been take up by the academic
authority with regard to revision of curriculum
/syllabi in the spirit of provisions under 29 (1&2) in
the RTE Act.
It can be concluded that government has
designated TE and SCERT as academic authority
for RTE act. The academic authority has initiated
steps for revision of curriculum, examination
procedure and teacher training. The continuous and
comprehensive evaluation is implemented in all
school and all school also preparing cumulative
report card for students.
F: Protection of Childs Right
The sixth objectives were to study the
initiatives taken by the authority for protecting

7
Childs right. All the HMs reported that there is no
practice of physical punishment and mental
harassment at school after implementation of the
RTE act 2009. All the SMC members reported that
they do bring to the notice of the local authority
any deviation from the rights of the child, in
particular mental and physical harassment of
children, denial of admission, and timely provision
of free entitlements.
The state has taken steps for monitoring of
Child’s Right to Education by the State
Commission for Protection of Child’s Right. It has
formed Odisha State Commission for Protection of
Childs Right (OSCPCR) in the State, Initiation &
Connection of shiksha samvad in all districts at
district and block level. audit in schools, student
helpline and Redressal of RTE violation / Cases by
OSCPCR & Public hearing.
It can be said that state has taken steps for
protecting childs right to education by OSCPCR.
All the HMs and SMC members are reported that
no practice of physical punishment and mental
harassment of students in the school.
G: Issues and Challenges in Implementations
The last objective was to find out the
concerns and challenges for effective
implementation of the RTE Act 2009 in Odisha.
The reasons for non-accomplishment of RTE
act as expressed by HMs are lack of teachers,
regional language problem, ignorance of
parents, heavy work load and in-adequate
classroom and school building etc. The SPD
reported that major impediment for
implementation of the RTE Act within the given
time frame in Odisha state are providing
infrastructure facilities like classroom, playground,
drinking water, establishment /provision of
neighbourhood school in small and scattered
habitations.
The HMs suggested that recruitment of
more teachers on class-wise/Subject wise, proper
utilization of resources, adequate classroom
facilities and awareness programme for parents on
the RTE Act through school for better
implementation of the act. For proper and timely
implementation of the RTE Act in the state, the
central government may provide funds for
infrastructure facilities like ACR, playground &
boundary wall, timely release of funds as per
AWP&B, 2012-13 and extension of time limit for
achieving RTE compliance in all schools across the
state as expressed by SPD.
Educational Implications and Suggestions
• The study reveals that all HMs and SMC
members are not aware about the RTE act 2009.
Orientation programmes for HMs, teachers and
SMC members especially from female and rural
area are required to be organized. Because
without awareness of stakeholders about the
RTE Act 2009, it cannot be implemented
successfully in school. Along with the RTE Act
2009, model rules of state and circulars relating
the RTE act are required to be sent to all HM of
school.
• One of the provision of the RTE Act 2009 is to
bring all out of school children to school,
provide training and admit them in class
appropriate to their age. The study reveals that
only 8.33% of school has identified out of

8
school children in their locality. So necessary
steps required to be taken by educational
authority for identification of all out of school
children and admission in age appropriate class.
Particularly all HMs, teachers as well as SMC
members are required to be involved and
motivated for identifying out of school children
in their locality. Very specifically, identification
of out of school children can be done by SMC
members as they are familiar about children
who are not coming to school.
• Similarly children from weaker and
disadvantaged section, disabled children are to
be brought to school. They need special training
or extra instruction for coming to main stream
along with free teaching learning materials. All
elementary schools are required to be free from
social discrimination and physical barriers.
• Every school should constitute school
management committee consisting of elected
representatives of local authority, parents or
guardians and teachers. The committees need to
monitor the functioning of the school, help in
bringing all children to school including
children from weaker section, disable and out of
school. The study found that only 50% of SMC
members have admitted that they have taken
measures for weaker section students for
admitting in neighbor schools. The SMC need
to sensitize about their roles and functions,
preparation of school development plan in the
context of the RTE act 2009.
• The academic authority should revise the
curriculum, textbook and examination
procedure in elementary education. The
curriculum should conform to values enshrined
in the Constitution, all round development of
the child, building up childs knowledge,
potentiality and talent, development of physical
and mental ability to the fullest extent, learning
through activities, discovery and explanation in
a child friendly and child centered manner. The
in-service teachers as well as prospective
teachers are required to be trained to act as
facilitator of learning rather than giver of
information and organize different activities
making all students to participate.
Conclusion
The RTE Act 2009 has been implemented in
Odisha since 1st
April. 2010. The government has
taken steps such as enacted model rules, creating
awareness programmes for stakeholders, age
appropriate admission of out of school children,
admission of children from CWSN and weaker
sections, designating TE and SCERT as academic
authority for curriculum, evaluation and teacher
training, constituting OSCPCR etc for successful
implementation of the act. These steps are not
spread to school level especially very less
percentage of school has admitted out of school
children as well redressal mechanism in the school,
availability of neighborhood school in all
habitation etc. So urgent steps required to be taken
by the educational authorities of the state for
successful implementation of the RTE Act.
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Adlakha, R. and Sharma, P. (2011). Highlights of
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Chandrappa. (2014). The Right to Education
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Kumar, K. (2011). Quality in Education:
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