Awareness of stakeholders about the provisions of the RTE Act 2009

1. AWARNESS OF STAKEHOLDERS ABOUT THE RIGHT OF CHILDREN TO
FREE AND COMPULSORY EDUCATION ACT 2009 IN JHARKHAND
Dr. Ramakanta Mohalik, Associate Professor in Education, RIE Bhubaneswar.
email-mohalikrk@gmail.com.
Abstract
The RTE Act 2009 has been implemented throughout the country including Jharkhand
since 1st April 2010. The awareness of all the stakeholders is necessary for the effective
implementation of the different provisions of the Act at school level. Hence it is relevant
to study the level of awareness of the stakeholders (HMs, teachers and SMC members)
about the provisions of the RTE Act. Survey was conducted on 132 stakeholders at
elementary level. The sample was selected by using multi-stage sampling technique from
four districts of Jharkhand, India such as East Singhbhum, Chatra, Ranchi, and
Deoghar. Self developed questionnaire based on different provisions of the Act was used
as tool. The study found that all HMs, teachers and 88.63% of SMC members are aware
about the enforcement of the Act in the state, 45.46% of HMs, 52.27% of teachers, and
47.72% of SMC members do not know the meaning of a neighbourhood school, 20% of
SMC members do not know about the age group of children covered under the Act, 30%
of HMs, teachers and SMC members are not aware about the minimum working days in
primary and upper primary school, 61.36% of HMs, 70.45% of teachers and 54.54% of
SMC members know about the academic authority in Jharkhand, and 16% of
stakeholders do not know about the composition of the SMC as per the Act. It is
suggested that orientation must be provided to all the stakeholders of elementary level on
different provisions of the Act and roles and responsibilities for implementation. The
copy of the RTE Act 2009, model rules for implementing the Act by Jharkhand
Government and other related circulars must be made available in all schools and
Panchayat office for the familiarity of the stakeholders.
Key Words: RTE Act, Model Rules, Neighbourhood School, School Management
Committee
Introduction
Elementary education is the foundation of all formal education, which brings
positive changes in the society and the individual as well. Realizing the significance of
the elementary education, the Government of India has been stressing on it since
Independence. All the education commissions and committees of Government of India
have given priority to the Universalization of Elementary Education (UEE). Different
initiatives such as Operation Black Board (1987), Lok Jambish Project (1992), National
Literacy Mission (1992), District Primary Education Programme (1994), National
Programme of Nutritional Support to Primary Education (1995), Sarva Shiksha Abhiyan

2. (2001) etc have been implemented by the Government to provide quality elementary
education and achieve UEE. The latest initiative for providing quality elementary
education is the implementation of the Right of Children to Free and Compulsory
Education (RTE) Act 2009.
The RTE Act 2009 was enacted on 4th August 2009 and came into force
in India with effect from 1st April 2010. The Act was introduced to directly counter the
problems of illiteracy, poor quality infrastructure and learning level. The main provisions
of the RTE Act include free and compulsory elementary education to all children
including CWSN and out of children of 6-14 years of age; the responsibilities of
appropriate government and local authorities towards establishing neighbourhood
schools; sharing of financial and other responsibilities; prohibition of capitation fee and
screening procedure for admission; prohibition of detention, expulsion and corporal
punishment; specification of norms and standards for schools including those related to
the infrastructure and teachers; laying down of teacher qualifications and their duties;
prohibition of deployment of teachers for non-educational purposes; constitution of
School Management Committee (SMC), making the curriculum and evaluation reflect
the values enshrined in the Constitution of India; implementation of child-centered and
activity based teaching strategy; and protection of child rights.
Rationale of the Study
The tribes constitute one fourth of Jharkhand’s population as per the Census of
India 2011. The state’s share of tribes is the second highest in the country after Odisha.
The share of Scheduled Castes (SC) is lower at 12 percent but records very high poverty
levels among both the Scheduled Castes and Scheduled Tribes (ST). The literacy rate of
Jharkhand is 66.41% with 74.84% of male and 55.42% of female, which is lower than the
national level. The literacy rate of SCs is 56% and STs is 57%, which is lower than the
state level literacy rate.
The Government of India has implemented the Right of Children to Free and
Compulsory Education since 1st April, 2010 throughout India including the state of
Jharkhand. The target date for implementation of all the provisions of the Act was 31st
March 2013. The Government of Jharkhand has formulated the Jharkhand Right of
Children to Free and Compulsory Education Rule in 2011as per the section 38 of the

3. RTE Act 2009. Accordingly initiatives for the implementation of the Act as per the
norms and standards of the RTE Act 2009 are taken by the Government of Jharkhand.
Hence it is natural to study the extent of implementation of the different provisions of the
RTE Act 2009 in Jharkhand.
Many researchers have taken an interest in the implementation of the RTE
Act 2009 and its influence on different aspects of the elementary education. Some of the
relevant findings are discussed below.
Mohalik (2017) reported that 95.83% of HMs and 93.75% of SMC members are
aware of the RTE Act 2009, Government of Odisha has taken steps for developing
training and assessment modules, admitting out of school children and CSWN by
providing facilities like ramp, aid and appliances, wheelchair, special teachers and home
service to these children. Kumar and Mohalik (2017) found that 90% of PRI members
want training programme related to their role. Only 20% of PRI members involve in
procuring infrastructure facilities. Bhattacharya and Mohalik (2015) reported that 68% of
SMC members of West Bengal have never heard about the RTE Act 2009, 34% of SMC
members are performing their role in implementing the RTE Act 2009, 38% of SMC
members are monitoring MDM meal preparation, distribution and cleanliness and 32% of
SMC members are participating in enrolment drive, identifying out of school children,
disabled children and 34% of SMC members are involved in generating community
awareness about RTE Act. Lal (2014) revealed that in rural areas male teachers are more
aware about the RTE Act than female teachers and in urban area female teachers are
aware about the RTE Act rather than male teachers. Viswanat (2014) found that the Right
to Education Act helps in India to achieve millennium goals and the RTE Act, 2009 helps
to create awareness among school teachers, parents and community members in
enhancing quality school education. Gandhi and Yadav (2013) reported that there is
significant difference in awareness of male and female primary school teachers working
in government schools towards Right to Education Act, 2009 and there is no significant
difference in awareness of teachers working in government and private school towards
Right to Education Act, 2009. Rustagi and Menon (2013) reported that there is a
widespread variation and difference in educational outcomes within the state, across
districts, different social groups and other unequal aspects relating to schools, gender,

4. learners’ achievements. Thote, et.al. (2013) found that there is a low level of awareness
among primary school teachers about the RTE Act, 2009. NCERT (2012) reported that
23 states have framed the Model rules for the RTE Act 2009, 24 states have issued
notification regarding age appropriate admission, 19 states have revised the curriculum
and textbook as per the Act. Mishra (2011) reported that most of the parents are aware
about the free education provided to the students of elementary schools. But many of
them are not aware of the other benefits provided to the children. Head teachers are not
very clear about procedures for admission laid down in the Act, such as, how to give
admission to a child of above six years of age and so far not enrolled in the school;
whether to give admission to a child who has no transfer certificate, etc. Trivedi (2011)
reported that there is a lack of awareness among teachers and parents about the true
content of the Act. In the states local specific guidelines are prepared but there is little
awareness among the stakeholders.
The above studies indicate that all stakeholders are not aware about the
provisions and benefits of the RTE Act 2009 and Government has not provided minimum
facilities as per the Act to schools. On the other hand, no comprehensive studies are
available on the status of implementation of the RTE Act in the state of Jharkhand. In this
context, the status of implementation of the RTE Act 2009 in Jharkhand is highly
relevant.
Objectives
 To examine the level of awareness of stakeholders about the various provisions of
the RTE Act 2009.
 To compare the level of awareness of HMs, teachers and SMC Members about
the provisions of the RTE Act 2009.
Methodology
The present study was conducted on the elementary schools of four districts of Jharkhand
to know the status of the implementation of the RTE Act 2009. Considering the nature of
the problem, the investigator used survey method of the study which is commonly used in
educational research to study the existing condition or the phenomenon. The sample for
the study consists of HMs, Teachers, and SMC Members of 44 elementary schools of

5. Jharkhand. Initially four districts i.e. East Singhbhum, Chatra, Ranchi, and Deoghar were
selected randomly from four Commissionaires of Jharkhand such as Kolhan, North
Chotanagpur, South Chotanagpur, and Santhal Pargna respectively. Further, two blocks
from each district and six schools from each block were selected randomly. Total 44
HMs, 44 Teachers and 44 SMC members are selected as a sample by using multistage
sampling techniques. The details of sample are given in table-1. Self developed
questionnaire/interview schedule was used for studying awareness of the provisions of
the Act. The collected are analyzed in terms of frequency and percentage and accordingly
interpretations are made.
Table-1: Distribution of Sample
No. of
HMs
No. of
Teachers
No. of SMC
members
Total
44 44 44 132
Analysis and Interpretation
In this section, the investigator presents the awareness of HMs, Teachers, and SMC
members about the different provisions of the RTE Act 2009.
Table-2: Background of RTE Act
Sl
No
Items HMs
(F and
%)
Teachers
(F and %)
SMC
(F and
%)
All
Stakeholders
1 Heard about the RTE Act 44(100)* 44(100) 39(88.63) 127 (96.21)
2 RTE Act 2009
implemented in school
35(79.54) 38(86.36) 30(68.18) 103 (78.03)
3 Meaning of the
neighbourhood school
24(54.54) 23(52.27) 21(47.72) 68 (51.51)
4 Age group of children
under the RTE Act 2009
43(97.97) 42(95.45) 35(79.54) 120 (90.90)
5 Funding for
implementing of the RTE
Act
42(95.45) 38(86.36) 32(72.72) 112 (84.84)
*percentage

6. The table-2 indicates that all the HMs, teachers and the majority of SMC
members (88%) heard about the RTE Act 2009.More than half of the HMs (54.54%),
teachers (52.37%), and SMC members (47.72%) knew about the meaning of a
neighbourhood school. 79.54% of SMC members also knew about the age group of
children coming under the Act whereas more than 90% of HMs (97.97) and teachers
(95.45) knew about it. Further, 95.45% of HMs and 86.36% of teachers knew about the
funding agency for the implementation of the RTE Act.
It can be said that majority of HMs and Teachers are aware about the age group of
children coming under the Act and funding agencies for its implementation. But 45.46%
of HMs, 47.73% of teachers and 52.28% of SMC members are knew about the meaning
of neighbourhood school.
Figure-1: Percentage of stakeholders know the meaning of neighbourhood school
Table-3: Awareness about Minimum Working Days and Hours
Sl.
No.
Item HM
(F & %)
Teacher
(F & %)
SMC
(N & %)
All
Stakeholders
1 Working days in an
academic year in primary
school
31(70.45) 30(68.18) 30(68.18) 91 (68.93)
2 Working days in an
academic year in upper
32(72.72) 31
(70.45)
28
(63.63)
91 (68.93)
54.54
52.27
47.72
51.51
44 46 48 50 52 54 56
HMs
Teachers
SMC Members
All Stakeholders

7. primary school
3 Working hours in an
academic year in primary
school
24(54.54) 20
(45.45)
17
(38.63)
61 (46.21)
4 Working hours in an
academic year in upper
primary school
20(45.45) 22(50) 18
(40.90)
60 (45.45)
The table-3 reveals that the awareness of the minimum working days and minimum
working hours in an academic year. It indicates that 70.45% of HMs, 68.18% of teachers
and SMC members knew about the minimum working days in an academic year in
primary school. Further, 72.72% of HMs, 70.45% of teachers and 63.63% of SMC
members knew about the minimum working days in an academic year in upper primary
school. Approximately half of the HMs (54.54%) knew about the minimum working
hours in an academic year in primary school, but less than half of the teachers (45.45%),
and SMC members (38.63%) knew about the minimum working hours in an academic
year in primary school. This table also shows that less than half of the HMs (45.45%),
Teachers (50), and SMCs (40.90%) are known about the minimum working hour in
academic year in upper primary school as specified in the RTE Act.
Figure-2: Percentage of stakeholders know about working days and hours
It can be concluded that around 30% of HMs, teachers and SMC members are not
aware about the minimum working days in primary and upper primary school as per the
68.93
68.93
46.21
45.45
0 10 20 30 40 50 60 70 80
Working days in primary school
Working days in upper primary school
Working hours in primary school
Working hours in upper primary school

8. Act. Further around 50% of HMs, teachers and SMC members did not know about the
minimum working hours in an academic year in primary and upper primary schools.
Table-4: Awareness about Implementation of the RTE Act
Sl.
No.
Item HM
(F & %)
Teacher
(F & %)
SMC
(F & %)
All
Stakeholders
1 Academic authority in
your state
27 (61.36) 31(70.45) 24 (54.54) 82 (62.12)
2 Sharing of finance
between centre and state
15 (34.09) 16(36.36) 15 (34.09) 46 (34.84)
3 Admission without
proof of age
39 (88.63) 40(90.90) 35 (79.54) 114 (86.36)
4 Admission of out of
school children
41 (93.18) 40(90.90) 39(88.63) 120 (90.90)
5 Teaching approach
advocated by the Act
37(84.09) 39(88.63) 35(79.54) 111 (84.09)
The table-4 indicates that 61.36% of HMs, 54.54% of SMC members and 70.45% of
teachers are known about the Academic authority for implementation of the RTE Act in
Jharkhand. Approximately, one-third of the HMs (34.09%), teachers (36.36%) and SMC
members (34.09%) are knew about the percentage of sharing of finance between centre
and state for implementation of the RTE Act. 84.09% of HMs, 88.63% of teachers and
79.54% of SMC members knew that the child centered teaching approach is advocated in
the Act.
Figure-3: Percentage of stakeholder aware about Academic Authority
61.36
70.45
54.54
HM
Teacher
SMC Members

9. It can be inferred that around 30% of stakeholders did not know about the academic
authority in Jharkhand for implementing the RTE Act. Further, 65% of stakeholders are
not known about the sharing of fund by central and state government for implementing
the RTE Act in the state.
Table-5: Awareness about Child Protection in the RTE Act
Sl.
No.
Item HMs
(F & %)
Teacher
(F & %)
SMCs
(F & %)
All
Stakeholders
1 No fee for elementary
education
44(100) 37(84.09) 40
(90.90)
121 (91.66)
2 No physical punishment to
the children
41(93.18) 41(93.18) 38(86.36) 120 (90.90)
3 NCPCR protect and
monitor the rights of the
children
38(86.36) 43(97.72) 36
(81.81)
117 (88.63)
4 Composition of SMC
members
38(86.36) 38(86.36) 35
(79.54)
111 (84.09)
5 Percentage of woman
member in SMC
41(93.18) 37(84.09) 37
(84.09)
115 (87.12)
The table-5 indicates that all the HMs, 84.09% of teachers, and 90.90% of SMC members
are aware that there is no fees required for completion of elementary education by the
child or his/her parents. 93.18% of the HMs, and teachers are aware that teachers can’t
give physical punishment to the children as per the Act. 86.36% of HMs, 97.72% of
teachers and 81.81% of SMC members are known that the NCPCR and SCPCR protect
and monitor the rights of the children under the RTE Act.

10. Figure-4: Awareness about composition of SMC
It can be said that majority of HMs, teachers and SMC members are well aware about the
no fees, no physical punishment, role of NCPCR and SCPCER in protecting and
monitoring rights of the child.
Major Findings
 All HMs, teachers and 88.63% of SMC members are aware about the enforcement
of the RTE Act 2009 in the state.
 45.46% of HMs, 52.27% of teachers, and 47.72% of SMC members do not know
the meaning of a neighbourhood school as specified in the RTE Act.
 20% of SMC members do not know about the age group of children covered
under the Act but majority of the HMs and teachers know about it.
 30% of HMs, teachers and SMC members are not aware about the minimum
working days in primary and upper primary school as per the Act.
 50% of HMs, teachers and SMC members do not know about the minimum
working hours in an academic year in primary and upper primary schools.
 61.36% of HMs, 70.45% of teachers and 54.54% of SMC members know about
the concerned academic authority in Jharkhand for implementing the RTE Act.
 34.84% of stakeholders know about the sharing of fund between the state and the
centre for implementing the RTE Act 2009.
86.36
86.36
79.54
HMs
Teachers
SMC Members

11.  All HMs, 84.09% of teachers and 90.90% of SMC members know that no fee is
required for admission to elementary education in government schools.
 16% of stakeholders do not know about the composition of the SMC as per the
Act in elementary school.
Discussion of the Result
The awareness about the different provisions of the RTE Act 2009 is very important for
all the stakeholders to implement it effectively at school level. This study indicates that
all stakeholders are not aware about all the provisions of the Act. This finding is
supported by Mohalik (2017), Chandrappa (2014) and Kumar (2014). 50% of the
stakeholders do not know about the meaning of neighbourhood school and 10% of the
stakeholders do not know the age group of children covered in the Act. Further,
variations in the awareness are found among HMs, teachers and SMC members. This is
supported by Rustagi and Menon (2013) who reported that there are wide spread
variations in awareness. HMs and teachers are somewhat familiar with different
provisions but SMC members need to be familiarized (Bhattacharya and Mohalik, 2015).
One of the important provisions of the RTE Act is related to the number of
working days (220 & 200) and hours (45 hours in week) in upper primary and primary
schools. The study indicates that more than 50% of stakeholders are not aware about the
working days and hours. It is surprising that elementary school HMs and teachers are
ignorant about the days and hours as per the Act, which is a matter of concern.
The Act designated NCERT at central level and JCERT at state level academic
authority for its effective implementation. 62% of stakeholders are not known about the
academic authority in the Jharkhand including HMs and teachers. Similarly, 65% of
stakeholders do not know about the sharing of fund between central and state government
for implementing the Act.
The SMC has been constituted in all schools with local representatives, parents,
guardians and educationist. But 80% of SMC members are not aware about the
composition of the SMC and number of women members, which is a grave concern for

12. its effective implementation. The same finding is reported by Bhattacharya and Mohalik
(2015), Chandrappa (2014) and Majhee and Behera (2013).
It may be due to the fact that HMs and teachers are oriented on the RTE Act by
the Education Department and are involved in different RTE activities. On the other
hand, most of the SMC members are illiterate tribal people who have less interest in the
management of the school. Also they do not find time to attend the SMC meetings
regularly. Hence, initiatives must be taken to create awareness among all the stakeholders
about the provisions of the Act and their roles and responsibilities for implementing the
Act.
Educational Implications
 The study reveals that all stakeholders are not aware about the RTE Act 2009.
Approximately half of the HMs, teachers, and SMC know about the minimum
working days, minimum working hours in an annual year. Less than 40% of
stakeholders know about the sharing of finance between centre and state for the
implementation of the Act. So orientation programmes for HMs, teachers and
SMC members are required to be organized by the education authority through
DEO, DSC, BEO. Because without awareness of stakeholders about RTE Act
2009, it cannot be implemented successfully in schools. Along with the RTE Act
2009, model rules of Jharkhand state and circulars relating the RTE Act are
required to be sent to all HMs of elementary schools.
 The HMs and teachers are the key players for successful implementation of the
act in schools. For the HMs, as well as the teachers, it is required to go through
the RTE Act, model rules, and other circulars so that they can better implement
the provisions of the Act. Hence all the stakeholders must be encouraged to go
through the Act and rules relating to the RTE issued by the central as well as the
state governments from time to time.
 The effective implementation of the Act largely depends on cooperation and
participation of SMC members. This study reveals that most of SMC members are
poor and illiterate and not interested to send their children to school. Hence
awareness programmes must be organised by the Government through media or

13. rally in each and every habitation on the importance of education. The adult
education programme can be initiated for parents and SMC members so that they
can realise the importance of education for a happy and healthy life.
 The government of Jharkhand must think to stop the migration of parents from
one place to another, which creates a problem for the education of their children.
Different departments of government must jointly work to stop migration of
parents by providing jobs in their locality.
Conclusion
The RTE Act 2009 has been implemented in Jharkhand since 1st April 2010. The
Government of Jharkhand has also developed model rules for implementing the RTE Act
2009 in May 2011. Accordingly, different provisions of the Act have been implemented
in the state. The government has taken initiatives to provide free and compulsory
elementary education to all children of 6-14 years of age, identification and admission of
out of school children in age appropriate class, constitution of SMC in each school,
educational provisions for CWSN and socially disadvantaged sections, orientation of
teachers and HMs etc. After 8 years of implementation of the Act, all the stakeholders are
not aware about the provisions of the Act including HMs and teachers. Hence it is urgent
to create awareness about all the stakeholders such as HMs, teachers, parents and SMC
members for the effective implementation of the Act.
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