Page 1 of 8
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 02
February 2019
Available online: https://ejbss.org/ P a g e | 529
Impact of RTE Act in Haryana
Sandeep Gulia
M.A. (Sociology) NET
ABSTRACT
The 86th Constitutional Amendment was first introduced in Parliament in 2002 and took more than
6 years to be passed and finally receive presidential assent in 2009 to be notified as an Act on April
1, 2010. Keeping the subject matter in view the present research papers is also an attempt in this
direction and examines the impact of RTE in society. State government is making all efforts to
implement the RTE Act and has definitely invested in Infrastructure, teachers, free entitlements etc. The
following is the impact of RTE Act, brought out by CRRID study, based on empirical and secondary
data and interactions held with representatives of Education department, DEO, DEEO, BEO,
Principals, Teachers, Panchayats Members, Parents and Children in Haryana. The paper is based on
secondary data collect from different sources. To conclude, it was found that there is still lack of
complete awareness of the Act. Although some are aware, but many still have only partial,
disintegrated knowledge.
Key words- Education, society, Government,
Introduction:
The Right of Children to free and compulsory education Act or Right to Education Act (RTE),
which was passed by the Indian Parliament on Aug. 4, 2009, made India one of 135 countries to
make education a fundamental right to every child. The 86th Constitutional Amendment was first
introduced in Parliament in 2002 and took more than 6 years to be passed and finally receive
presidential assent in 2009 to be notified as an Act on April 1, 2010. The Indian Constitution
included this intent rights since independence in the form of a Directive Principle (Article 45) that
aimed at guiding governance, meaning thereby that the country aspired to achieve universal
elementary education for all children up to the age of 14 years since Independence, and successive
Indian governments also adopted policies that could facilitate this aspiration. Free and compulsory
elementary education was made a fundamental right under Article 21A. The Right to Education
Page 2 of 8
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 02
February 2019
Available online: https://ejbss.org/ P a g e | 530
Act will benefit about 1 Crore out school children and a large number of dropouts. Presently, out of
22 Crore Children in the 6-14 years age group in India, 4.6% children have no enrollment in any
school.
Awareness about RTE Act:
Awareness among the people is one of the best regulator for successful functioning of any
scheme / programme.
Awareness among School Authorities about RTE:
All the Heads of 20 Educational Institutions were interviewed regarding the RTE Act.
Table 1 given below provides the detail as under:
Awareness of the School Authorities about RTE Act – 2009
Status Quite Knowledge
about RTE (%)
Partially Knowledge
about RTE (%)
Total (%)
Govt. 11 (68.75%) 5 (31.25%) 16 (100%)
Private 2 (50.00%) 2 (50.00%) 4 (100%)
Total 13 (65.00%) 7 (35.00%) 20 (100%)
It was found that all the school authorities (Principals/ Head Masters / Incharge) knew about
RTE Act but only 65% of schools authorities were aware and quite knowledgeable about RTE Act.
However, in 35% cases, although they knew about no exam, no failure, free education, no
corporal punishment etc. but ever knew it to be a part of some policy of RTE Act. They had
disintegrated the picture and could not co-relate the Act and features together. They had only
partial knowledge about RTE. In some Govt. Schools as there was no Principal / Head Master, the
knowledge of Incharge was limited. Further majority of the Principal’s, in private schools knew
about the Free Education is a part of 134A.
Awareness among Head Teachers, Parents / Children and Local Heads about RTE:
Awareness on RTE among Parents / Children of 120 households, 20 Head Teachers of School
and 20 Local Village, Town Heads were sought. The responses are as under:
Page 3 of 8
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 02
February 2019
Available online: https://ejbss.org/ P a g e | 531
Table 1.2 : Awareness about RTE ACT among Head Teachers, Parents / Children and PRI-
Local MC Head
Head Teachers Parents / Children PRI / Local Heads District RTE (%) s about awarenes RTE (%) Quite s about awarenes Partially Total
a
Quite
warenes
RTE (%)
s about
RTE (%)
s about
awarenes
Partially
RTE (%) Total
s about
awarenes
RTE (%) Quite
s about
awarenes
Partially
Total
Ambala 4 (80%) 1
(20%)
5
(100%)
9
(30%)
21
(70%)
30
(100%)
2
(40%)
3
(60%)
5
(100%)
Fatehabad 4 (80%) 1
(20%)
5
(100%)
5
(16.7%)
25
(83.3%)
30
(100%)
3
(60%)
2
(40%)
5
(100%)
Karnal 3 (60%) 2
(40%)
5
(100%)
4
(13.3%)
26
(86.7%)
30
(100%)
2
(40%)
3
(60%)
5
(100%)
Mewat 3 (60%) 2
(40%)
5
(100%)
1
(3.3%)
29
(96.7%)
30
(100%)
2
(40%)
3
(60%)
5
(100%)
Total 14
(70%)
6
(30%)
20
(100%)
19
(15.8%)
101
(84.2%)
120
(100%)
9
(45%)
11
(55%)
20
(100%)
The table clearly reveals that 70% of school head teachers knew about the RTE Act,
although only 25% of school teachers (all from Govt. Schools) claimed that they had undergone
some training although not necessarily specifically on the RTE Act but in other seminar /
courses attended by them, were RTE Act was always mentioned. No teachers from Private
school had undergone any training on RTE. Further, as many as 120 households were contacted
during the field survey to know whether they were aware of RTE or not? Out of these 120
respondents involving parents of the enrolled parents, a vast majority i.e 84% were not aware of
this Act, although they knew about free education and incentives. Only 16% were quite aware
about the features of RTE and majority of them gained knowledge about the RTE about the act
from school teachers and school staff. The remaining few got awareness from relatives or news
papers. Among the students enrolled in Govt. schools or their parents reporting that they were
aware about RTE, majority knew only about the free text books/ uniforms, no fees, MDM i.e.
they were only aware of free education or some also knew about no detention policy. There was
hardly any awareness on grievance redressal.
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