Author – Vanshdeep Singh, Student at Amity University, Lucknow
Co-Author – Ms. Aradhana Yadav, Assistant Professor at Amity University, Lucknow
ABSTRACT
The Right to Education Act, 2009 (RTE Act) was enacted to provide free and compulsory education to children between six and fourteen in India, ensuring universal access to primary education. This legislation marked a significant step toward fulfilling the constitutional mandate under Article 21A. The Act lays down norms and standards for school infrastructure, teacher qualifications, and student-teacher ratios while emphasizing inclusive education for marginalized and disadvantaged groups. However, despite its noble intent and comprehensive framework, implementing the RTE Act has encountered numerous challenges that hinder its effectiveness.
One of the key issues in implementing the Act is the lack of adequate infrastructure, particularly in rural and economically weaker areas. Many government schools continue to suffer from inadequate facilities, a shortage of trained teachers, and poor learning outcomes. The financial constraints faced by both central and state governments further limit the successful execution of RTE provisions. Additionally, the integration of marginalized communities, including children from Scheduled Castes, Scheduled Tribes, and economically weaker sections, remains a concern due to socio-economic disparities and resistance from private institutions. The regulation of private schools, which are mandated to reserve 25% of their seats for children from disadvantaged backgrounds, has also been met with resistance, leading to legal and administrative challenges.
Judicial interventions have played a crucial role in interpreting and reinforcing the provisions of the RTE Act, with several landmark judgments addressing issues related to reservation policies, infrastructure standards, and the rights of children with disabilities. While the Act has made significant progress in increasing enrollment rates, concerns regarding the quality of education, dropout rates, and teacher accountability persist. The need for policy reforms, better monitoring mechanisms, and enhanced public-private partnerships is critical to ensuring that the objectives of the RTE Act are fully realized. This research paper examines the legal framework, implementation challenges, and judicial interpretations of the RTE Act while suggesting measures to strengthen its execution. By addressing these gaps, India can move closer to achieving the goal of universal, equitable, and quality education for all children.
Keywords: Education, Children, Teachers, Institutions, Reservation.
