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Quality education: a case study of Delhi/NCR schools (post right to education act, 2009)

Author Affiliations

  • 1Centre for Management Studies, Jamia Millia Islamia A Central University, New Delhi- 110025, India
  • 2Centre for Jawaharlal Nehru Studies, Jamia Millia Islamia A Central university, New Delhi-110025, India

Int. Res. J. Social Sci., Volume 6, Issue (7), Pages 17-25, July,14 (2017)

Abstract

Education is the backbone of the empowerment and freedom of a nation, which yields significant social development gains and makes an individual self-reliant. Right to Education (RTE), which implies right of children to free and compulsory education, is the major step towards this. The following study deals with the current status, challenges in implementation of Right to Education (RTE) Act, 2009, specifically in Delhi (both government as well as private schools), and its effects on overall quality of education. The data was collected through primary as well as secondary sources. A variety of techniques were used for primary data collection such as questionnaire survey, face to face interviews, focused group discussion, participant observation based on extensive field work to get information related to Elementary Education and to decipher specific issues. Semi-structured Questionnaire was prepared in the light of requirement for the Infrastructure, teacher-student ratio, Classroom management and School administration as laid down in the RTE Act and then the survey was conducted in four schools in Delhi/NCR. The study reveals that not much impact has been seen on the overall quality of education after implementation of the RTE Act. Given this quality of education, those students will not be able to cope up with the demand of secondary education. Major critical socio-economic factors have been highlighted in the study which hinder in imparting quality education. Hence, there is need to strengthen the operational aspects of the Act in Delhi/NCR.

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