Understanding Global RTE

structures
(Special focus India's RTE)
 TODAY'S AGENDA
Definitions from the UN and the terminologies How does it
01 Definition 06 The legal document and its structure
associaed with it look like

The
The 4'As of Availability, Accessibility, Adaptability School closures, number and
02 07 unintended
RTE and Acceptability media stories
consequences

Global We look at the heat maps around the world and

03 08 Research - my PhD and a collaborative paper
Sceanario how is the RTE structured in different countries

How the RTE grapples with financing, How the RTE grapples with financing,
04 RTE Tale 09 Challenges
marginalised groups and quality education marginalised groups and quality education

Thinking
Some closing thoughts on what could be done to Room for Some closing thoughts on what could be do
05 behind the 10
improve the situation improvment improve the situation
Act
 EDUCATION SHOULD BE FREE
AND EQUALLY ACCESSIBLE
Elementry education should be free.
Technical and professional education
should be equally accessible to all based
on merit
The boring PROMOTES UNDERSTANDING
AND TOLERANCE
part Develops human personality and
promotes understanding, tolerance and
DEFINITION BY THE UN AS friendship amongst member nations
PER ARTICLE 26 PROMOTES CHOICE
Promotes choice of schooling for parents
and allows encourages parents to decide
the kind of education that they want for
the children.
 Dissecting the defintion

NO OBLIGATION FREE NO PROMOTING

DISCRIMINATION BY THE STATE State will ensure that the DISCRIMINATION HARMONY AND
Education needs to be State is responsible for elementatry education is Education needs to be
free at the point of CHOICE
provided without any providing education for provided without any Promotes harmony and
discrimination of caste, children and its provision and higher discrimination of caste, freidnship amongst the
creed, caste and reiligion responsible for the education will be provided creed, caste and reiligion member states and choice
violations on the basis of merit for the members of the
society
ZIMCORE HUBS | DESIGN THINKING
 RIGHT TO QUALITY EDUCAT ION
IN BOTH PRIVAT E AND PUBLIC
SCHOOLS
GLOBAL FREEDOM TO CHOOSE
POSSIBLE SCHOOLS IN CONFORMITY
MOTIVES BEHIND WITH MORAL AND RELIGIOU S
CONVICTIONS
THE RTE ACTS
PROVIDE EDUCAT ION T O T HOSE
WHO HAVE NOT RECEIVED
EDUCATION

Use the below link and find out how many children
are out of school in your country - https://bit.ly/31Jsfry
 THE 4A'S OF RTE

AVAILABILITY ACCESSIBILITY
adequate infrastructure and trained teachers non-discriminatory and accessible to all,
able to support the delivery of education includes the most marginalised

ADAPTABILITY ACCEPTABILITY
education should evolve with the changing needs of content is relevant, non-discriminatory and
society and challenges inequalities like gender culturally appropriate, and of quality;
discrimination; it should adapt to suit locally specific schools are safe and teachers are
needs and professional
contexts
GLOBAL HEAT MAP OF RIGHT TO EDUCATION
 AFRICA CURRENT SITUATION

ACT
Off the 144 mn children out of school close
African Charter on the Rights and Welfare of the Child
to 1/2 of them live in SSA and 11 mn in
Nigeria alone
ADOPTION AND ENACTED ON Declining public expenditures across the
states
11th July - 29 November 1999
Insufficient resources to make the RTE
happen - Burkina Faso and other parts of
WHAT DOES IT SAY North Africa
Every child shall have the right to education and the states Silver lining in the cloud - Ethiopia, Ghana,
must undertake as a part of their efforts to achieve the full Kenya and Tanazania
realisation of the right
 MIDDLE EAST CURRENT SITUATION
ACT
Education fails to meet the demands of the
Arab Charter on Human Rights
rising changing world
Failure to understand the changing needs has
ADOPTION lead to Arab springs
In egalitarian and patches of development are
11th July - 29 November 1999
visible
Increased spending however, low returns on
WHAT DOES IT SAY investment. (Poor learning outcomes,
Obliges state to provide education and eradicate illiteracy. It
irrelevancy and inequity)
also guarantees on-going education and adult education.
SOUTH ASIA CURRENT SITUATION

ACT
Children from lower income groups are less
South Asian countires are singatory to a ratified CRC likely to enter and compete higher
educaiton
Good progress in the area of women's
ADOPTION
education
11th July - 29 November 1999 Little is spent on technical and vocational
educaiton to imrpove the quality - Just 2.6%
WHAT DOES IT SAY of the GDP in Bangladesh and 0.4% in
Srilanka
The CRC (convention on the rights of child) states that the
South Asian states shall not resort to discrimination based on
race, ethinicity, religion, gender, disability, social or any other
group.
The RTE India Story
 Motivation behind India's RTE

POOR INDIA'S
OUT OF RANKING AND
EDUCATION IMPROVE
SCHOOL ACADEMIC
IMAGE ECONOMY
CHILDREN OUTCOMES
GLOBALLY With the economy being

PGlobally 61 million Globally india stood the fastest growing in

India's rank in
children are out of 72nd in PISA tests and the world the idea was

literacy is absymal to improve literacy levels,

primary school and educaitonal outcomes

and the country is even after more than generate employment

India, has around 2.9
and set the growth
ranked 117 in the 70 years educaitonal
mn kids in the OOS
cycles on trajectory
literacy index. outcomes are very
category (ref- UN
poor
Stat)
Noble intentions and thinking behind the act
Welfare legislation act to helps out of school children

Sharing of the financial burden with the states in the

ratio 55:45

Bring down the pupil – teacher ratio to 30:1

Assistance to children from economically weaker

section of the society / children with disabilities.

Improve government schools and make them competitive

and provide choice to the poor

The west has done it so let's do it

 THE ACT SIMPLIFIED
It is responsibility of the State to provide free and compulsory elementary

education to children

Only children aged between 6 and 14 will be covered by this Act

No child can be expelled from school.

No child to be denied admission.

Quality teachers should be recruited.

25 % seats in all private schools should be reserved for disadvantaged sections.

Parents must constitute 75% of the members in management committees.

School management committee should have 50% women members.

No capitation fee can be charged by schools.

Collection of capitation fee will attract a fine of upto 10 times the amount

collected.

National and State Commissions for Protection of Child Rights monitor the

effective implementation of the measures

 SEC. 12 OF THE ACT AND - EXTENT OF SCHOOL’S
RESPONSIBILITY:
What does (1) to admit children belonging to weaker sections and disadvantaged group in the

the Act say ‘neighbourhood’ in Class I at least upto 25% of the strength of the class.

with (2) an unaided school will be reimbursed expenditure incurred by it to the extent of per
child expenditure incurred by the State or the actual amount charged from the child,

reference to whichever is less.

private (3) every school shall provide such information as may be required by the govt. or local
authority

schools ? SECTION 18 SECTION 19

No school to be established
without obtaining certificate of
recognition.
Schools to fulfill all the norms
and standards specified in the
schedule. Infrastructure rules,
teacher payments and school
classroom ratios are fixed.
OUR RESEARCH ON INDIA'S
RTE
Our work shows that schools are under threat
of closure following the introduction of the
RTE Act, as it mandates schools to comply
with several input-related requirements,

We developed a compliance index based

which analysed the government and private
schools and the results show that in some
states, which have government schools
failing to meet the required criteria and
closing private schools rampantly.

We also discuss the failure of the RTE in

India and pinpoint that how the Act failed to
achieve its objective of quality of education
for all.
NUMBER STORY
MEDIA TALES
Challenges ahead
 FINANCING

Implementation at a scale needs loads

01
of money.
National budgets need to be manged
adequately to ensure
egalitarian educational development
Needs to borne in mind that mere
spending won't help. Money needs to
be spent efficiently and effectively
At least 6% of the GDP must be spent
on education to achieve good
standards
 WAR PRONE STATES

02 Armed conflict situations including

military occuaptions, post conflict
situations and all types of natural
disasters that affect the RTE
Lawless that entails the destruction of
infrastructure
Relevant associated stakeholders need
to ensure that human right of education
is protect during all such times.
 MARGINALISED COMMUNITIES
Marginalised groups are often left

03 behind stakehodlers need to ensure that

they benefit by the national education
policies
Marginalised groups would include -
Migrants, Refugees, Displaced people,
indigenous people with disability
Finally the challenge is not only to
provide EFA to all but also ensure that it
is goes beyond the acquisition of
literacy and numeracy skills.
 CLOSING THOUGHTS
States must ensure that Right to
education is implemented through
periodic monitoring
Monitoring can reflect on the gaps as
well as the progress prevailing in the
system
It can pin point the challenges and
obstacles in the effective realization of
RTE
Finally violations to the RTE as well
measures to address can be identified
through monitoring
Regional, National and International
bodies not only monitor but also report
aberrations
Violation of RTE can be reported to (UN
Treaty Bodies, Human Rights Council,
UN Special Rapporteur, UNESCO
Committee on Conventions and
Recommendations)
EG - The UN Special Rapporteur on the
Right to Education has the mandate to
assess the state of the right to
education worldwide. Prepares thematic
and country reports, on the
implementation of RTE across the
Globe.