TABLE OF CONTENTS

S.no. Particulars Page no.

1. Introduction to the Right to Education act (RTE), 2009 3

2. Case study- A Government run Primary School in Rudraram 4

3. Analysis 6

4. Right to Education in Rural India 8

5. Urban rural divide 11

6. Conclusion 14

7. Bibliography 15

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 Introduction to the right to education act, 2009

The Indian government passed the Right to Education (RTE) act in 2009. I made free and
compulsory education the right of every child aged 6-14. In addition, the act also set certain
standards for schools, such as pupil/teach ration, infrastructure etc.

Back in 1949, when the constitution of India was first passed, article 45 stated that “The state
shall endeavor to provide…free and compulsory education for all the children until they
complete the age of fourteen years”. However there was no legislation to back this up.

The RTE legislation states that:

 No child has to pay any school fee or expense (including books, uniform and writing
materials) during elementary schooling
 It is compulsory for students to attend elementary schooling
 Corporal punishment is forbidden
 Children should be admitted to their age-appropriate class (no matter their education
level)
 No child shall be failed
 There should be at least two toilets per school (one for boys and on or girls)
 The pupil teacher ratio should be 30-35:1
 Each classroom should hold one teacher and one class

Under the section 21 of the RTE act all schools are required to constitute a school management
committee (SMC). The role of SMCs is to manage, monitor, and support a school in its
functioning, and to ensure that it is meeting requirement an outlined under the RTE act. The
elected members of this committee should be made up of 75% parents and guardians and the
other 25% should be made up of teachers, student and members of local authority. There should
be socially unprivileged community represented in the community and women should be 50% in
the SMC. The functions and responsibility of SMC are:

 Monitoring the working of the school

 Preparing and recommending school development plan
 Monitoring the utilization of the grants received from the appropriate government or local
authority

Every SMC has to make an annual school development plan (SDP) as part of its school
monitoring and assessment. These plans cover the school access, coverage, physical
infrastructure, teachers and retention, promotion and learning. The resulting SDP should then
aim to address any issues that have been highlighted.

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 Case Study - a Government Run Private School, Rudraram

Rudraram is a small village Panchayat in Patancheru mandal in Hyderabad. The many industries
situated in and around Patancheru and the industry effluents they emanate are the reason for
critical pollution levels in Patancheru area. In Rudraram village, most of the villagers are
illiterate and they work in the surrounding Industries as unskilled labour for their living.
The children of these villagers generally enroll in Mandal Parishad Primary school as the parents
are unable to pay the fees of private schools. These students enroll in Zilla Parishad Primary
School in Vaddera colony, Rudraram. The students of these two primary schools are unaware of
the importance of education and do not get encouragement from their parents as the parents are
mostly illiterate. Some of the students are orphans and children brought up by single parents. The
parents of these students are beleaguered by problems like alcoholism, unemployment and/or
separation from their marital partners. The surrounding community ignores this state of affairs
and shakes off its responsibility to build a better society.

Hence, the students end up as victims of their parents‟ ignorance, apathy of the Government and
inconsiderate attitude of the society around them.

According to the Article 45 of the Directive Principles of State Policy in the Indian Constitution
all children are entitled to receive at least primary education. The responsibility of creating
awareness and promoting the growth of education was given to the individual states with specific
guidelines from the State Government.

Among the sustaining problems that are prevalent in the schools in Rudraram village, teachers
without specialized training to deal with students having specific problems is of great concern.
Majority of the teachers who teach in the schools in the Rudraram lack suitable training to meet
the challenges of educating students who come from rural and low economic backgrounds.
Infrastructure of these schools is in deplorable condition. School buildings and surroundings are
yet to be developed. Apart from these two problems, another major problem is the treatment
meted to school children who come from economically backward classes. Also in many cases the
students are not treated in an appropriate manner as there is a need to address the infrastructural
problems at the earliest.

The performance of students from Zilla and Mandal Parishad Primary schools is noticed to be
well below the average performance of students from schools run by Central Government and
private sector. It has also been observed that all the students who enroll in these Primary schools
do not complete high school. Teaching techniques and approaches used by the Zilla and Mandal
Parishad Primary school teachers were examined. Creative teaching aids are extensively
prepared by the teachers of the concerned classes but readymade teaching aids by authentic
publishers and material suppliers would generate remarkable interest in the students. Moreover,
the school buildings and the surrounding infrastructure appall any right-minded citizen of India.
The Rudraram Mandal Parishad Primary school is functioning without a facility for toilets for the
past several months as the washrooms are not functioning. The students in these two schools
squat on the floors of their classrooms. Protected drinking water is not provided for the students
or the faculty.
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The students do have a sports period but no equipment. They do not have note books as their
parents are not in a position to purchase them or simply neglect to buy as they have their own
problems to sort out. Other reasons that were identified for the no. of dropouts in/after high
school are financial problems, lack of motivation, inadequate basic facilities in the schools, and
distance from their homes to the schools. Unfortunately, the measures taken by the government
are not sufficient to provide proper education in appropriate surroundings.

Here, it is also important to note the fact that the Government is providing for these schools.
Midday meals are supplied to the schools through a programme called “Akshaya Patra.” The
meals generally consist of rice and dal/pickle/banana. This scheme popularly known as Mid-Day
Meal Scheme was first launched in 1995 with the intention to support Universalization of
Primary Education.

NDNS was universalized to all primary school children and it is observed that attendance,
retention and nutritional status of the primary school children enhanced after the Universalization
of this scheme. The government also provides a budget of Rs.15,000/- per annum for these
schools. Text books are provided by the government. It is mandatory for the teachers to check
personally on the absentees. The teachers see that the students complete their primary education
and hand them over to the Zilla Parishad High school in Rudraram.

In spite of the above measures by the government, there are several issues that deter the students
from completing their primary education. Out of these, the main reason is discouragement by the
parents due to poverty and lack of awareness regarding government measures which provide
scholarship for higher education. There are very few genuine cases of economically weak
students who avail of this facility whereas the educated people who are aware of this scheme are
misusing it.

Some of the issues identified are:

• Infrastructure and ambience of ZPP schools are not on par with private and central schools.
• Lack of support from teachers.
• Lack of motivation or support from parents. Due to parents‟ educational levels and jobs which
the parents hold (mostly, IV class employees), they generally do not have the desire nor the time
to invest in their wards „education.
• Parents are generally troubled due to various reasons and it affects the students in a negative
way.
• No clear-cut government G.O.s regarding the responsibilities of the village panchayat and
District Education Office.

The scenario is not so hopeless throughout India. The state governments along with the gram
panchayats of the states are responsible to a certain extent for the educational reforms of the
schools in the rural area.
Moreover, the fund passed by the Government of India for the concern should be spend correctly
by correctly identifying measures and needs of the hour

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 Analysis

The practical implications of the education system on the students who study in Zilla and Mandal
Parishad Primary schools are unproductive. When these students go for higher education, lack of
self-confidence and interpersonal skills will affect their performance due to their inadequacy in
English language skills. This could also be the main cause for them to drop out of college.
White collar job opportunities are negligible for these students. This in turn has a negative
influence on their lifestyle. They are embroiled in a vicious circle where they will not be able to
provide promising educational opportunities for their children.
Further, the education that the Government is providing at Zilla and Mandal Parishad schools in
the present has a direct impact on the country‟s economy as the percentage of below poverty line
has not minimized due to lack of job opportunities.

Low economic background and illiteracy of the parents are the reason for the students to opt for
Zilla and Mandal Parishad Primary Schools as the fee structure in English medium schools is
beyond their means. In some villages there is no access to schools, and teacher – student ratio is
alarmingly disproportionate although many schools have been constructed by the government.
Even if the students have access to school, the quality of education is such that some children
remain almost illiterate in spite of completion of primary level education,

Consecutively, this hampers the growth and progress of the rate of national literacy as these
schools cannot complete with Central or International schools in terms of syllabus and
infrastructure. The government should take up necessary measures to ensure that government-run
primary schools should be given a fair chance to compete with the private schools before
classifying them as outmoded. Coming to the present case study, both the primary schools lack
proper infrastructure and it is difficult to procure funds from the Government or private
organizations for providing basic amenities. Apathy on the part of Government to immediately
deal with the problems impedes the resolution of the issues.

For example, in the Mandala Parishad Primary School, the students are unable to utilize the
washrooms. Many applications were submitted to the Government of Andhra Pradesh for
sanctioning of Rs.11,000 towards repairs to no avail. The students are forced to go outdoors to
attend nature calls.

Keeping in view the negative implications of the existing primary education system provided by
the Government, it can be concluded that extensive modifications should be brought in the
Government Orders regarding primary level education in rural areas. Taking an example from
the neighboring states, progressive decisions can be reached and implemented by the school
authorities and Village heads. Resourceful individuals and affluent organizations in the
immediate society should take an active role to promote a healthy educational environment for
the future generation.
Faculty Development programs, faculty training workshops, guidance to parents should be
conducted to promote quality education. The State Government should give clear-cut
responsibilities to the Gram Panchayats with regard to planning and implementing primary
education programs.

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Teachers who work in rural and tribal areas should be given special allowances and promotions
to encourage teachers take up rural posts. Regular inspections should be conducted to check
maintenance of infrastructure and progress of the students. Conducting awareness campaigns and
development programs for the benefit of the teachers and parents may result in the required
change. The responsibilities are not clearly mentioned in the GO. Hence, adequate staff should
be provided to the Panchayats and their roles clearly defined so that they are accountable to the
Panchayat.

Measures should be taken to transfer funds immediately for the village level plans implemented
by the Panchayat. Indian Government needs a systematic and organized system of building
capacities at both Panchayat and Gram Sabha so that the members can carry out their new
responsibilities effectively. Society should come forward to play an important role to improve
Zilla and Mandal Parishad Primary education. Industries, organizations and individuals should
take moral and social responsibility to improve the education of our future citizens. To sum up,
in the modern world, where rapid changes are taking place in technology and economy, it is
essential for the Government and the society to take necessary steps to reinforce the government-
run schools to be on par with private schools. To envisage a future India of global standards in
education, employment and lifestyle, it is imperative to include the vernacular student
community in the mainstream education.

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 Right to education in rural area

India is a country of 1.3 billion people, where approximately we have 196 million elementary
school going children, out of that 146 children are enrolled in rural schools. The school
education in rural India is mostly dependent on government and government aided schools. For
rural India journey of education is not easy, children from rural areas face many challenges till
they finish their education. India has a positive demographic opportunity with half of its
population in the working age group. Needless to say, education is tool required to realize the
demographic potential. Along with the childhood nutrition, healthcare, and good mentoring,
quality schooling forms the basis of all-round development of a person. The density of schools in
rural india and teacher student ratio has shown a largely upward trend. This, coupled with
sustained increase in education expenditure as a percentage of GDP, paints a positive picture for
schooling. However, at the grass root level, the quality of rural education in India leaves much to
be desired.

CHALLENGES IN ITS IMPLEMENTATION IN RURAL AREAS

According to latest figures from the Human Resource Development Ministry approximately
more than 80 lakh children are out of school. These children can be classified in to 3 categories:\

a.) Victims of trafficking- According to the National Crime Records Bureau, every year around
65,000 children fall victim to trafficking. Only 10% of such cases are registered with the police.
Trafficking in female children is for the purpose of begging and prostitution and male children
used for begging as well as laborers.

b.) Not enrolled in the schools- These children have never been enrolled in school for several
reasons like religion, poverty, social and gender discrimination. The parents also not show much
interest in enrolling the children.
c.) Dropped out from schools- Though these children are enrolled in the school, they may not
complete their free and compulsory education level. After completing primary level education,
they may be able to read and write. So the children and parents will think about earning money
through work and not about their study.

Causes of the inefficient rural education system:

Gender discrimination
Discrimination between boys and girls are found even today in India. Many parents think that
education is not important for the girl that is why fewer girls are enrolled in the schools. Even if
they are enrolled before completing 14 years they are dropped out from the school for many
reasons.

Availability of Infrastructure Facilities

In rural area even though school facilities are provide other infrastructure facilities are not
provided. Insufficient fund is the common reason given by the government for not providing all
these facilities. The district information system for education (DISE) data shows only 53% of the

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total government schools, which forms majority of schools in rural India, have electricity
connection. Only 28% of schools (18% government schools) have a computer and 9 % (4%
government school) have internet connection. With the digital revolution beginning to be seen in
urban schools, including urban government schools, it is likely that rural school will miss riding
the digital wave due to insufficient infrastructure.
Access to sanitation facilities poses a major impediment to student attendance, especially girls
and lead to drop-outs. The annual status of education report (ASER) data found that only 68%
toilets in government schools are usable despite the fillip provide by the swachh bharat swachh
vidhayalya campaign, which has increased the number of toilets across schools, the usability of
these structures remains questionable. Lacks of water, lack of lightning and electricity, poor
drainage system and paucity of funds of maintenance and cleanliness have failed to feature on
the agenda of sound WaSH (water, sanitation and hygiene) management in schools, thus the
limiting usability of WaSH facilities in schools

Poverty
In rural areas, education is not prioritized. In this agricultural society, most families are farmers
and their children serve as manpower. A family that needs to feed itself with meagre profits from
their harvest cannot afford to free their child to go to school.
A hungry man thinks about earning food and not about education. The government provides with
free education, mid-day meal and other nutrients to the children. But the Poverty faced by the
family members compels the children to go for work. If they go to the school they alone be
supported and if they go for earning jobs along with them their family is supported

Lack of Required Pupil-Teacher Ratio

According to the RTE Act, the pupil – teacher ratio in the primary level I 30:1.But in many
places there is very less number of teachers

Quality of education and teachers

The number of teachers admitted to schools has risen and the percentage of vacant posts has been
decreasing. But the competencies of the teaching staff are below par- according to DISE data,
18% teachers in India, in 2016-17, had no professional qualification in teaching. Even when the
teachers are on-roll, high rates of absenteeism have been recorded. A World Bank study found
that one in four teachers are absent at a typical government-run primary school.
Even though qualified teachers are appointed they may not be ready to work in the rural area. In
some of the, Schools in the rural area consists single teacher to the whole school. Lack of proper
infrastructure facility is another reason for the teachers to refuse rural areas. Teachers, especially
in rural India, often take on auxiliary tasks such as attend to the maintenance of the school
infrastructure, mobilize students and sensitize community on the importance of education; ensure
implementation of social schemes at the school level, etc. all of this takes away from teaching
time, and takes a toll on the quality of learning delivered. As per ASER 2017, a large portion of
students surveyed had trouble with foundation skills of reading and arithmetic, fared poorly in
abilities of calculating and telling time could not use unitary method properly and were unable to
solve complex mathematical problems.

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Lack of proper punishment for violation of RTE
If there is no punishment then laws may not be useful. There is no severe punishment under RTE
for some of the violation. For example: physical punishment to the children is prohibited under
RTE. But even today in many schools physical punishments are given. The teacher who uses
such physical punishment may not be punished. Just a Disciplinary Action may be initiated
according to the service rules and finally if it is proved, then teacher may be transferred to
another school.

25% reservation in the private School

According to RTE, it is compulsory for every private unaided school to admit at least 25% of its
entry level class from children belonging to weaker and disadvantaged groups. For this category
of students the state government shall reimburse schools an amount equal to either the fees
charged by the school or the per child expenditure in state schools, whichever is lower.
The per-child expenditure for the purpose of reimbursement with respect to the 25% quota has
been defined as the total annual recurring expenditure of the government on its own schools
divided by the number of students enrolled in such schools. This amount may not be enough to
cover the cost that the private schools actually incur. Apart from this, a higher reimbursement
amount would probably engender less resistance to the 25% quota from the private unaided
schools. In the current scenario, schools may have to raise their fees to cover the increased
expenses. This in turn would impose an inequitable burden on the parents of the non-quota
students. Normally in rural areas there will be relatively less number of and poor quality of
private schools. In other words the private schools are not encouraged. So 25% reservation
may not be useful for such people.

Financial constraints
Families in rural India are always in financial burden due to various reasons. For them education
for their children becomes the second priority, that‟s why they are forced for income generation
activity for their survival. As per the educational statistics by MHRD report only 43.1% of
students‟ enrollment in senior secondary and 14.2% in higher education in India.

The active presence of these issues is very important. All the above stated factors if not
maintained cause a clear harm to the education system of rural india and the nation as a whole.

Outcomes for India

Poor employability is a direct outcome of poor education. With 70% of India‟s workforce
residing in rural areas, it is rural India that will form the majority of tomorrow‟s workforce- half
of the total population is expected to be in rural India by 2050(according to the niti aayog).
Major causes for rural to urban is about 20 lakh per annum, of which 10 lakh are expected to be
job-seekers (MSS research). The poor quality of education in rural schools will surely affect the
employability of the rural youth. Handicapped with low employability skills and poor
educational foundation and resultant low productivity, their struggle to find better-paying
opportunities will likely follow hem whenever they go. Against this background, India‟s
positioning to convert the benefits of the demographic dividend into increased national income is
weak.

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 Urban rural divide

As per the annual status of education report of 2017, about 25 percent of students in the age
group of 14-18 years cannot read basic text fluently in their native language. Further the number
of students attending schools is increasing, more than half of the students in fifth standard are not
able to read a second standard textbook and solve simple mathematical problems. When it comes
to shaping the bright minds of our nation, only making education accessible to all is not enough.
Quality education becomes a crucial factor in improving the overall quality in life-the first steps
in bringing positive reforms in the society. Primary education are where the children

Education in urban and rural areas

Several educational researchers across the globe have examined the contrast between rural and
urban life scenarios. These studies also point out an academic edge that urban students have over
their rural counterparts. They have revealed that urban students often secure better grades than
those students from rural regions. The factors that affect performance among rural students are
lack of resources and limited opportunities available to them. On the other hand, the outstanding
performance of urban students can be associated with better academic infrastructure and access
to a wider range of information available across digital platforms.
Several challenges such as poor road connectivity, power shortage, poor internet connectivity,
etc. in rural areas of India have amounted to students lagging behind, and are left with limited
exposure from the world outside, hurting their knowledge on current affairs as well.

Urban education vs. rural education

 Basic amenities like no drinking water in provided in some of the schools in villages.
 Computer education is given high importance in urban areas where as very few schools in
villages give computer training.
 School education in urban areas is more advanced especially since there is a lot of
computer aided teaching.
 Level of education in urban schools is far advanced as compared to the basic level taught
in rural schools.
 Apart from the course curriculum rural schools are not able to involve children in other
activities like sports, co-curricular activities and competitions.
 Computer education is given high importance in urban areas where as very few schools in
villages give computer training.
 School education in urban areas is more advanced especially since there is a lot of
computer aided teaching.
 Basic amenities like no drinking water in provided in some of the schools in villages.
 Apart from the course curriculum rural schools are not able to involve children in other
activities like sports, co-curricular activities and competitions.
 Level of education in urban schools is far advanced as compared to the basic level taught
in rural schools.

Such events and activities tend help in the overall development of the children.

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Addressing the education gaps between rural and urban areas
The differences between urban and rural students are not in terms of intellect, but due to their
surrounding environment, learning ability, availability of infrastructure, skills, and access to
different facilities. Considering these factors, the curriculum for rural students must be curated.
But it is also equally important to ensure that students are taught in a manner that is easily
comprehensible in their given capacity.
Currently, the dominant task of primary education in India is to universalize compulsory
education, especially in rural areas.

Access and quality of education must go hand in hand

Quality of education rests upon its infrastructural facilities such as classrooms, water and
sanitation facilities, availability of electricity, provision for digital learning, sports equipment and
facilities, availability of chairs and desks, access to books and learning materials, among others.
For this the government needs to come up with measure that initiate to decentralize resources in
a transparent and targeted manner such as by providing furniture, electricity wiring, solar
invertors and generators, laboratory equipment, library purchases and sport equipment.

Maintaining infrastructure
The current initiatives of having smart classrooms in public schools could go a long way in
addressing this need with features and facilities like digital content, broadcasting classes
conducted by experienced teachers, interactive classes through video conferencing, etc.
The government should start establishing model residential schools in each district by upgrading
the facility of existing secondary/higher secondary schools.

Quality of teaching and teachers

An efficient teacher brings about all the difference to a child‟s education. Teachers are the key to
ensure that students get the required readings that keep their minds kindled for seeking
proficiency. In fact, students‟ like or dislike attending classes or interests in a particular subject
can be developed because of their teacher and his/her quality of teaching.

Because teachers play such a crucial role in influencing the quality of education absorbed by a
student, experienced visiting faculties are to be hired from private institutions, to fill the need of
quality teachers, especially for subjects such as Science and Mathematics.

Digital aid
The introduction of technology to the classroom offers vast opportunities to enhance learning
and improve data collection. Digital learning can also help develop critical thinking skills. For
this, the central and the state government should come up with measures that will ensure the
installation of smart classroom programs in schools with the provision of high-tech computer
laboratories, laptops and free Wi-Fi for quality education at the primary level.

Government initiatives
At the end of the day, it is imperative that the government plays an important role in improving
educational outcomes for both urban and rural students. Over the past years, we have seen
priorities being set for empowering education to females all over the world, for the simple reason
that girls deserve education no less than boys.

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Unique Learning
Last but not least, academic curriculums must also adapt to the needs of the learner, so that
students are able to become the best version of them. On this note, academic textbooks and
learning methodologies must be made interesting. For rural students, information related to their
culture, traditions, and values can be incorporated into their textbooks to maintain their interest
in studies.

To widen access to education, three pathways to learning should be considered, including formal,
non-formal, and informal approaches. Also, career counseling should be provided to help
students choose a field that is in sync with their skills and job expectations.

In conclusion, “Rural and urban schools are much the same when it comes to resources and
learning environments”. But there are various variables that can affect individual students‟
achievement. Enhancing the quality of education with career decision-making variables in both
rural and urban sectors can considerably impact an individual‟s ability to efficiently enhance
individual well-being, become economically productive, develop sustainable livelihoods,
contribute to peaceful, democratic societies and growth of employment opportunities.

“Quality without access will lead to inequality and exclusion; access without quality will limit
the potential and would not bring about the desired results,” – Matthew Opoku Prempeh

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 Conclusion
Rural education condition in India has been still improving however; the rural schools have to
face a lot of suffering. The schools in rural regions are very few at different for off places and
children residing in one don‟t prefer traveling, considering it as a waste of their time and money.
And also education in rural India is plagued by many problems like poor infrastructure, access
difficulties, lack of financial support and poor quality of educators are a few of the most pressing
of problems.

The big question, however, is whether enrollment and attendance is the right barometer for
evaluating the progress of rural India education. “In the mad search for numbers, has quality
been ignored?” Secondly, families in rural India struggle to make ends meet. Their low income is
hardly enough to cover daily supplies of food and shelter last alone education. Children are
needed to work in fields, which eventually mean that they drop out of school, usually after their
primary education. A report by UNICEF estimates that there is a 40 percentage point difference
in attendance rate between primary (69.4%) and secondary (39.1%) students whose coming from
rural area.

India has the second largest education system in the world after china. The scale of operation
involved to ensure quality of Education for all in the country is unique and challenging. At the
same time, the nature of problems affecting the education system are so diverse and often deep
rooted that the solution cannot lie in the alternation of any one single factors –it is not about just
shortage of money or just shortage of trained teachers or lock of political will; all these
undeniably contribute to the problems, affecting the country‟s systems.

Every village is not provided with school which means that students have to go to other villages
to get education. Owing to this parents usually do not send their daughters to school, leading to a
failure in achieving rural education in India. Poverty is another setback, Government schools are
not as good and private schools are expensive. Drop-out –rate of the secondary level is extremely
high in Villages .Quality related issues are far powerful than poverty Education and text books
should be made interesting. For rural students textbooks related this culture, this traditions and
values should also be there so as to create their interest in studies. There is a different between
city and village student not in terms of brain or development but their initial environment, skills,
learning ability availability of infrastructure and access to different but how it is going to be
taught would make the difference.

However, there is a need to look at the entire self of problems and deal with the issue holistically
taking into consideration, the specific contest of different sections of the society.
It will also require a constant and strong central support for policy, Strategy, technical assistance,
and monitoring and evaluation combined with increased decentralization with in government,
stronger public-private partnership, and improved accountability relationship between the service
providers, policy makers, and the target population.

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