Implementation of Right of Children to Free and Compulsory Education Act 2009 In Tribal Areas of Odisha

Abstract

IMPLEMENTATION OF RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT-2009 IN TRIBAL AREAS OF ODISHA newline newlineABSTRACT newlineRationale of the study newlineSome of the research studies on the RTE Act-2009, which have been reviewed, shows that the status of implementation of RTE Act in tribal areas is not so encouraging. Although there has been some improvement in students access, there are still a large number of students out of school who need to be brought into the education system and also there is a lack of awareness about the Act at the community level (Sarvapalli, 2012). There is a marked difference in awareness between Govt. and private school teachers on the RTE Act (Vyas, 2011). Male teachers are more aware than female teachers towards RTE (Krishnarao and Mangesh, 2015; Kaur, 2015; Lal, 2014). Significant difference in awareness about RTE Act was found between rural-urban and science-arts stream teachers (Kaur, 2015). But there is no significant difference was found in awareness among the urban and rural teachers regarding the RTE Act (Kumari and Alam, 2014). Parents have low level of awareness about RTE Act (Manju, 2015). Teachers have more favorable attitude than that of the Headmasters about the various aspects enshrined in the Right to Education Act, 2009 (Mandal and Barman, 2014). newlineAs far as the pupil-teacher ratio is concerned, only 40% school follow RTE norms (Sharma and Saini, 2012). Some of the headmasters are not very clear about admission without age proof, admission after extended last date, etc. Around 30% of the schools are charging fees from the students up to the class VIII (Mishra, 2011). newlineThere are no boundary walls and drinking water facilities. Poor infrastructure, non-availability of appropriate furniture for children with disabilities, non-availability of special aids and appliances, poor quality of aids and appliances for children with locomotors disabilities are major challenges in fulfilment of RTE to these children. (Soni, 2013, Niranjanaradhya and Jha, 2013, JANVIKAS, 2012 ) newlineFrom the above studies it is