Module 3-Understanding RTE.pptx

Module: 3 Understanding Right to Education(Credit: 1, hours: 15, Marks: 25)
Objectives: After learning this module the student teacher will be able to-
- explain the nature of RTE.
- elaborate the objectives and features of RTE.
- elaborate the provisions of RTE.
- create teaching and evaluation strategies for RTE
- explain duties and responsibilities of school and teachers
- evaluate the role of stakeholder, parents, media and government organization in
implementation of RTE.
Content:
1. Nature, need and importance of RTE in India.(2)
2. History of RTE: Directive principles of state policy, laws and commission regarding
Indian education, UNO declaration about child‘s Rights, RTE ACT 2009.(3)
3. Objectives and Features of RTE Act2009.(2)
4. Provisions of RTE Act 2009(3)
5. Teaching learning and evaluation strategies in RTE (2)
6. Duties and responsibilities of school and teachers(2)
7. Role of stakeholder, parents, media (1)


Module no. 3 of optional paper Human Rights Education of S.Y.B.Ed. SNDT University.

1. (Credit: 1, Hours: 15, Marks: 25) Module: 3 Understanding Right to Education

2. After learning this module the student teacher will be able to - - explain the nature of RTE. - elaborate the objectives and features of RTE. - elaborate the provisions of RTE. - create teaching and evaluation strategies for RTE - explain duties and responsibilities of school and teachers - evaluate the role of stakeholder, parents, media and government organization in implementation of RTE. Objectives

3. 1. Nature, need and importance of RTE in India.(2) 2. History of RTE: Directive principles of state policy, laws and commission regarding Indian education, UNO declaration about child‘s Rights, RTE ACT 2009.(3) 3. Objectives and Features of RTE Act2009.(2) 4. Provisions of RTE Act 2009(3) 5. Teaching learning and evaluation strategies in RTE (2) 6. Duties and responsibilities of school and teachers(2) 7. Role of stakeholder, parents, media (1) Content

4. The passing of the Right of Children to Free and Compulsory Education (RTE) Act 2009 marks a historic moment for the children of India. This Act serves as a building block to ensure that every child has his or her right (as an entitlement) to get a quality elementary education, and that the State, with the help of families and communities, fulfils this obligation. Few countries in the world have such a national provision to ensure both free and child-centred, child-friendly education. significance of RTE for India

5. Nature, need and importance of RTE in India

6. The United Nations Declaration of the Rights of the Child, 1959 provided 10 principles to affirm the rights of the child and one among them is the right to receive education. India is a party to the Declaration. Accordingly, India adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period to ensure their full physical, mental and social development. The Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. The priority areas of the plan are health, nutrition, education, water, sanitation and environment. History of RTE: Directive principles of state policy, laws and commission regarding Indian education, UNO declaration about child‘s Rights, RTE ACT 2009

7. History of Article 21A of the Constitution

8. Schools -Norms and standards specified Infrastructure PTR School days; working days for teachers Facilities Community participation ensured through SMC comprising elected reps, teachers and parents ¾ members from among parents of children in the school; 50% women Proportionate representation to weaker and deprived sections SMC to plan, manage and monitor – in collaboration with the local authorities No capitation fees Penalty: fine upto 10 times the capitation No screening for admission Penalty: fine of Rs 25,000 for 1 st contravention and Rs 50000 for each subsequent contravention. No school without recognition -Penalty: Rs one lakh; in case of continuing contravention, penalty of Rs 10,000 for day All unaided schools to provide free education to at least 25% children from the neighbourhood – as a measure of ensuring common schooling Costs reimbursed @ per child expenditure incurred by the State or actual fee charged, whichever is less Laws for Education

9. The Directive Principles of State Policy are guidelines to the central and state governments of India, to be kept in mind while framing laws and policies. They aim at achieving social and economic democracy for establishing a welfare state. Directive Principles are classified under the following categories: Gandhian, economic and socialistic, political and administrative, justice and legal, environmental, protection of monuments and peace and security. Directive Principles of State Policy

10. A. Lord Macaulay’s Minute:1813 B. Wood’s Dispatch on Education, 1854: C. The Indian Education Commission 1882: D. The Indian University Act, 1904: E. The Government of India Resolution of 21 February 1913: F. The Calcutta University Commission, 1917-19: G. The Hartog Committee, 1929: H. Wardha Scheme of Basic Education:1937 I. Sargent Report, 1944: laws and commission regarding Indian education

11. At the dawn of freedom in August 15, 1947, our leaders had to face problems of gigantic nature, and educating millions of illiterates was one of the major problems. In 1950 a new constitution was adopted laying the foundations of a democratic republic, securing to all the citizens justice, liberty, equality and fraternity. respect of universalizing education, it has proclaimed equality of opportunity for all. University Education Commission 1948: Secondary Education Commission (1952): Education Commission (D.S. Kothari) 1964-66: Banaras Hindu University Inquiry Committee 1969: Draft National Policy on Education (1979): National Policy On Education - 1986. National Policy On Education - 1986 And 1992. SSA-2008 RTE-2009 RMSA-2009 Post Independence Efforts for Education

12. The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) , which was passed by the Indian parliament on 4 August 2009, describes the modalities of the provision of free and compulsory education for children between 6 and 14 in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010. What is RTE?

13. The main objective of the RTE Act is to ensure that each child in India receives quality elementary education irrespective of their economic or caste background; this includes children who are forced to drop out of school.04-Dec-2018 Main Features of Right to Education (RTE) Act, 2009 Free and compulsory education to all children of India in the 6 to 14 age group. No child shall be held back, expelled or required to pass a board examination until the completion of elementary education. OBJECTIVES and Features of RTE

14. 1. Compulsory and free education for all. 2. The benchmark mandate 3. Special provisions for special cases 4. Quantity and quality of teachers 5. Zero tolerance against discrimination and harassment 6. Ensuring all round development of children 7. Improving learning outcomes to minimise detention 8. Monitoring compliance of RTE norms 9. Right to Education Act is justiciable 10. Creating inclusive spaces for all Provisions of RTE

15. The Right to Education Act mandates that no child can be held back or expelled from school till Class 8. On completion of class 8 a child is to be given a certificate stating that s/he has completed the course. To improve performances of children in schools, the Right to Education Act introduced the Continuous Comprehensive Evaluation (CCE) system in 2009 to ensure grade appropriate learning outcomes in schools. No physical punishment or mental harassment of the child while in school. (“Spare the rod and spoil the child” ?) No disciplinary action ; no expulsion of students is possible. Teaching, learning and evaluation strategies in RTE

16. Section 29 and 30 Lay the Clauses- The curriculum and the evaluation procedure for elementary education shall be laid down by an academic authority a) conformity with the values enshrined in the Constitution; b) all round development of the child‘ c) building up child's knowledge, potentiality and talent; d) development of physical and mental abilities to the fullest extent; e) learning through activities, discovery and exploration in a child friendly and child- centered manner; f) medium of instructions shall, as far as practicable, be in child's mother tongue; g) making the child free of fear, trauma and anxiety and helping the child to express views freely; h) comprehensive and continuous evaluation of child's understanding of knowledge and his or her ability to apply the same. The Right to Education Act mandates that no child can be held back or expelled from school till Class 8. No child shall be required to pass any Board examination till completion of elementary education. Every child completing his elementary education shall be awarded a certificate, in such form and in such manner, as may be prescribed. T-L and E

17. Section 24 of the Act “Duties of Teachers” envisages that : (a) maintain regularity and punctuality in attending school: (b) conduct and complete the curriculum (c) the complete entire curriculum within the specified time; (d) assess the learning ability of each child and accordingly supplement additional instructions, if any, as required; (e) hold regular meetings with parents and guardians and apprise them about the regularity in attendance, ability to learn, progress made in learning and any other relevant information about the child; and (f) perform such other duties as may be prescribed. Qualification is mandatory. Prohibits private tuitions Prohibits deployment of teachers for non academic work- except-Disaster Relief, Census and Elections Duties and responsibilities of teachers

18. All Government schools shall provide free and compulsory education to all children Government aided institutions shall provide free and compulsory education to such percentage of students in elementary classes which equals the percentage of recurring aid received by it from the Government to the annual recurring expenditure incurred by the school, subject to a minimum of 25% Private unaided institutions and special category schools shall provide free and compulsory education to at least 25% children belonging to disadvantaged groups and weaker sections admitted to class I RTE Provides that no school or person shall collect capitation fee or subject a child to any screening procedure, ensure that schools adopt an admission procedure that is non-discriminatory, rational and transparent. No Student & Parent Interview. Prohibition of schools from denial of admission to a child, irrespective of the time in the academic year in which admission is sought. Holding back and expulsion of a child from school till the attainment of elementary education is prohibited. Prohibition of any child being subjected to physical punishment or mental harassment. Duties and responsibilities of school

19. School buildings cannot be used for non-educational purpose. Every school, other than an unaided school, must have a School Managing Committee. 75% of the members must be parents/guardians of the children. No school can be established without obtaining certificate of registration. Teacher-Pupil Ratio:–For Classes I-V –1:30 and For Classes VI-VIII – 1:35 Full Time – Science and Mathematics, Social Studies, Language Part Time – Art Education, Health & Physical Education, Work Education Building :all weather building : separate toilets for boys & girls : safe and adequate drinking water: kitchen for MDM : playground: secured by boundary wall: Minimum working Days –For Classes I-V = 200 and for classes VI-VIII = 220 Minimum Working Hours per week for teachers –– 45 (including preparation hours). Provide – Teaching-Learning Equipment - Library- Games & Sports and other play materials. Rules for Schools

20. The rules have a role for every stakeholder. The composition and functions of the School Management Committee (SMC) have been given more strength. The rules mandate that every school, other than an unaided school, should have not less than nine members within its jurisdiction on the committee, with 75 per cent of the strength comprising parents or guardians of children. Such community participation will be crucial to ensuring a child friendly “whole school” environment through separate toilet facilities for girls and boys and adequate attention to health, water, sanitation and hygiene issues. Regular Parent-Teacher Met to be arranged by the schools Role of stakeholder, parents in RTE

21. Media & Community Mobilization Telling the society about Functions of SMC members School Development Plan Substance Abuse Community Participation Role of SMC members in various activities in schools Role of Media in RTE

22. UNESCO welcomed the historic Right. Children Benefited Approx. 22 crore children fall under the age group 6-14. It provides for the development of curriculum in consonance with the values enshrined in the Constitution Ensure the all-round development of the child, building on the child's knowledge, potentiality and talent and making the child free of fear, trauma and anxiety through a system of child-friendly education. Improved literacy rate. Benefits of RTe

23. http://egyankosh.ac.in/bitstream/123456789/9902/1/Unit-8.pdf https://www.academia.edu/6483737/Right_to_Education_Act http://egyankosh.ac.in/bitstream/123456789/9902/1/Unit-8.pdf https://www.oxfamindia.org/blog/10-things-rte https://www.slideshare.net/rbharmouri/right-to-education-46920332 References