a study across
71 districts in 13 states by CRY’s
project partners and CRY
volunteers, tracks the infrastructural gaps in the implementation of the
provisions laid out under the RTE Act.  

The findings showed significant gaps in
compliance three years after the Right to Education Act, 2009 ensured every
child the fundamental right to free,

quality elementary education .

It revealed
that necessary
provisions like school infrastructure, all-weather buildings, toilets and drinking
water facilities, fencing or boundary walls, Pupil Teacher Ratio and the
One-Classroom-One-Teacher practice are not at 100 per cent compliance.

Marwaha, CEO CRY
– Child Rights and You says, “One cannot expect children to stay in school without
basic infrastructure like safe classrooms, electricity, clean drinking water
and functioning toilets.  CRY’s experience on-ground 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.”

In its 34 years of working
with children, their families and communities, CRY
has learnt that issues affecting children are always linked. The lack of
quality education is directly linked to child labour. Parents often do not
perceive any value in sending their children to school, given the dismal
education they receive. Instead, they prefer their children learn some skills
at an early age so as to help them earn a living.

Although qualifying elementary education as a
fundamental right is a welcome step, the Act itself comes with certain
limitations.  It is an attempt to ensure
universal enrollment, with prescribed norms for elementary education.  The onus of enrollment, attendance and
retention of children until they complete their elementary education rests with
the State.  The Act crucially leaves
children between 3 and 6 years of age – the most formative years of child’s
life – out of its purview. 15 to 18 year olds find themselves in a similar
situation, with little chance of completing their education if they cannot pay
for it.  The Act does not offer much to
ensure learning outcomes for children, which is fundamental for any education
system to be meaningful.

Therefore, CRY
not only demands that the act be effectively implemented, but also urges 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 .

Read more about the findings of Learning Blocks – http://www.cry.org/resources/pdf/CRY_Report_on_RTE_2013.pdf

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