Critque On Right To Education Bill 2008


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Critque On Right To Education Bill 2008

  1. 1. Comments on the Right of Children to Free and Compulsory    Education Bill, 2008 Source-RTE bill,Prof M.Dubey & PRS
  2. 2. Financial implications of the Bill <ul><li>There is no attempt in the Bill to calculate its financial implications. </li></ul><ul><li>Unless the required financial resources are calculated and a provision made in the Bill, free and compulsory education to the children in the age groups 6-14  is unlikely to become available in the foreseeable future. </li></ul>
  3. 3. Norms and Standards <ul><li>There are numerous omissions like:- </li></ul><ul><li>norms relating to availability of a school at a particular distance from the habitation of children, </li></ul><ul><li>types of schools, </li></ul><ul><li>students and teachers per school and per class room, </li></ul><ul><li>school furniture, laboratories, medical facilities etc </li></ul>
  4. 4. Responsibility of Schools to provide free and compulsory education <ul><li>Different scales of responsibility have been laid down for different types of schools for providing free and compulsory education. This violates both Article 14 (equality before law) and Article 21A (Right to Education) of the Constitution. </li></ul><ul><li>There is no alternative to the establishment of a Common School System in India </li></ul>
  5. 5. The Neighbourhood Concept <ul><li>The concept of neighbourhood as provided in the Bill is in relation to a child and not in relation to a school. This has the effect of exempting certain schools, mainly unaided private schools, from the responsibility of admitting all the children in the neighbourhood. </li></ul>
  6. 6. Responsibility of Local Authorities <ul><li>The Bill imposes extensive responsibility on the local authority. This is unrealistic in the context of the present state of the evolution of local authorities. </li></ul>
  7. 7. School Management Committees <ul><li>The School Management Committee (SMC) is the critical link in the chain of institutions responsible for ensuring free and compulsory education of an equitable quality. </li></ul><ul><li>The total membership of a SMC is not given. If the SMC is very large, it can become non-functional. Besides, </li></ul><ul><li>there is no indication as to how the Chairperson and other office bearers of the SMC would be elected. </li></ul><ul><li>In many States, local M.L.As and M.Ps are the Chairpersons of SMC in their ex-officio capacity. This lies at the root of the corruption prevailing in the management of schools. </li></ul>
  8. 8. Language Policy <ul><li>The Bill does not lay down any language policy. It simply states, “medium of instruction, as for as practicable, be in a child’s mother tongue”. This is inadequate. </li></ul><ul><li>It does not even define the word “mother tongue”.  For example, the mother tongue of the child can be other than Hindi, (say Bhojpuri or Maithali) in a Hindi-speaking region. </li></ul><ul><li>Secondly, a distinction has to be made between using language as the medium of instruction and teaching a language. </li></ul><ul><li>Thirdly, a beginning has to be made towards implementing, at least from now onwards, the 3-language formula recommended by the Kothari Commission </li></ul>
  9. 9.        Pre-Primary Education <ul><li>Though Article 21A of the Indian Constitution on Right to Education does not extend this right to children below the age of 6, it is very difficult to ignore pre-primary education in any scheme for providing free and compulsory education. </li></ul><ul><li>The ICDS under which pre-primary education is supposed to be covered is utterly inadequate for the purpose. </li></ul><ul><li>There is enough justification to universalise free and compulsory  education at least for  the age group 3-6 as a part of ensuring right to education. </li></ul>
  10. 10. Over-all surveillance of school education <ul><li>The provision in the Bill on overall surveillance of school education (Section 33) is inadequate. </li></ul><ul><li>It  provides for the constitution of only “ a National Advisory Council”. </li></ul><ul><li>What is needed is a separate statutory commission both at the central and State levels,  vested with the power for the  over-all monitoring of the implementation of the Bill, reviewing the norms and standards on a periodical basis with a view to improving them. </li></ul>
  11. 11. Teachers: Service terms and conditions <ul><li>The Bill has hardly any provision on the service terms and conditions of teachers. </li></ul><ul><li>Without motivated qualified teachers, it is not possible to deliver quality education. </li></ul>
  12. 12. Teachers: Minimum Qualifications <ul><li>The provision in the Bill on teachers minimum qualifications (Section 23) is  inadequate and non-committal. </li></ul><ul><li>It leaves the qualifications of teachers to be laid down by the appropriate authority. </li></ul><ul><li>These authorities may very well perpetuate the present system of para-teachers, teachers without training etc. </li></ul>
  13. 13. Prohibition of deployment of Teachers for Non-educational purposes <ul><li>Teaches would continue to be deployed for “decennial  population census, disaster relief duties or duties relating to elections to the local authority or the State Legislature or Parliament, as the case may be”. </li></ul>
  14. 14. Maintenance of Pupil:Teacher Ratio <ul><li>According to Article 25 of the Bill, the pupil:teacher ratio as specified in the Schedule would be established in each school within six months from the date of commencement of the Act. </li></ul>
  15. 15. Ensuring of Right <ul><li>There is no specific provision in theBill that penalises any violations of this right. </li></ul><ul><li>The Bill places the onus on the government to ensure enrolment of all children, but does not identify which government agency will be responsible for this task. </li></ul><ul><li>It is unclear how the appropriate authority will ensure and monitor that working children and children living on the streets without a parent or guardian will be enrolled in school. </li></ul>
  16. 16. Learning Outcomes <ul><li>The Bill does not guarantee the quality of education. </li></ul><ul><li>Even the teacher’s duties are only related to punctuality, attendance, etc, and not to learning achievements of their students </li></ul>
  17. 17. Norms for Schools Government Schools <ul><li>Government schools do not need to meet any norms except the pupil-teacher ratio, and there are no consequences for failing to meet this basic norm. </li></ul>
  18. 18. Multi-Grade Teaching <ul><li>The Bill legitimises the practice of multi-grade teaching. The number of teachers shall be based on the number of students rather than by grade. </li></ul>
  19. 19. Teacher Training <ul><li>There could be a shortage of trained teachers. Approximately 45% of all elementary schools teachers do not have even a Bachelors degree. </li></ul><ul><li>The Planning Commission states that the District Institutes of Education and Training (DIETs) “have not justified their existence in terms of outcomes in spite of their existence for over two decades.” </li></ul>