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Home , Dehradun, Education in Uttarakhand

Research Journal of Educational Sciences ______E-ISSN 2321-0508 Vol. 4(5), 1-4, May (2016) Res. J. Educational Sci.

Prospects, Challenges and Achievements of Right to Education in , Anamika Chauhan* and Anita Sati H.N.B. University, , Garhwal, Uttarakhand, India [email protected] Available online at: www.isca.in, www.isca.me Received 11th December 2015, revised 5th April 2016, accepted 25th April 2016

Abstract This study was carried out to know about the status of RTE in Uttarakhand after such long period of its implementation. This study concluded that at present education level is not at satisfactory level in India. The most of studies indicates the poor condition of elementary education and concluded that this condition is the creation of poor condition of infrastructure, teachers, condition, parent’s illiteracy, social and economic discrimination. Overall condition of primary as well in other states of India is alarming and need to reconsider the whole education system. There is a need to monitor the programs running for school going children. The successful implementation of programs, the serious monitoring and an effective information system is required.

Keywords: Prospects, Challenges, Achievements, Right, Education.

Introduction one third of population is below the age of 18 years. Besides the population, India also has one third of world’s illiteracy. The education is the key for gaining knowledge, power of reasoning and judgment and preparing oneself or others To ensure education for all, by the year 2000, the world intellectually for better life. It act as powerful tool to shape the conference was held (1990) in Jomtein, Thailand, 155 countries destiny of a person and the whole nation also and it also including India have participated. In this conference following differentiates a man from the beast. The education is also key aims were decided: i. Care for development and early education formula to create equality of gender, community and society at of children in the age group 0-6 years. ii. Spreading awareness large. In the ‘Neethishatakam’ by Bhartruhari (First Century about primary education. iii. Motivating youngsters to learn B.C.) the importance has been emphasized as in following more. iv. Bringing down the illiteracy rate with a special focus words: “Education is the special manifestation of man; on female literacy. v. Educate to improve over al quality of life. Education is the treasure which can be preserved without the fear of loss; Education secures material pleasure, happiness and Keeping in mind the status of basic education, Govt. of India fame; Education is the teacher of the teacher; Education is God has enacted the RTE (right of children to free and compulsory incarnate; Education secures honour at the hands of the State, education Act, 2009). This act (RTE ACT 2009) for free and 1 not money. A man without education is equal to animal” . It is compulsory education of children inserted in Article 21-A in the fact that in ancient period the education was not common for all (86thAmendment) to ensures the peoples belonged to different categories and economically fundamental right of children (6 to 14 years) for satisfactory and different groups. In this period the education is based on totally equitable quality education. This provision was enacted for cast system and religion system. Most of educationally deprived children from disadvantaged group and weaker sections who children are particularly belongs to scheduled castes students, have been denied or voluntary under various circumstances not scheduled tribes, Muslim minorities, children with special been able or have admitted in the school to a class suitable to needs, urban deprived children, working children and children his/her age, to reduce the gap of learning and help him come par 2 from displaced families . Since ancient period condition of with other students of class. 3 women was not good and deprives socially and educationally . This unequal educational status of women, particular group, and Uttarakhand is known as the DevBhumi or Land of God and religion is the main cause of unequal level of society. house of various religious places and of worships. A number of districts from the northwestern part of and a In India education is seems as a tradition and country other than portion of the Himalayan Mountain Range joined together form India have such love of learning and early origin. In fact, the state Uttarakhand. It is the 27th state of the country. 4 education was no exotic to India . India is the home of 19% Uttarakhand is the state of 13 districts namely, , world children and most of population lives in rural areas, about , , , , Uttar Kashi, Udham

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Singh Nagar, Chamoli, , Garhwal, Tehri 2300 school buildings damaged during 2010 . About Garhwal, , and . The Population of 14000 km, motor roads and 1000 km bridle path damaged. Uttarakhand as per the census of 2011 is 10,116,752 (males Disaster has thus put the state’s development clock back many 5,154,178 and females 4,962,574). Most of the population years”5. (69.45%) of Uttarakhand resides in the rural areas, while rest of the 30.55% resides in urban areas. The literacy Rate of this state Many studies in Uttarakhand have been carried out to know the is 79.63 % (6,997,433) with male 88.33 % and female literacy at growth of RTE and status of elementary education. The social 70.70 %. and geographical conditions of the state have major implications for education in general and more specifically. To prevent This state is a relatively new state of India, marked with special dropping out of schools by children, quality education is geographical and social diversity and has its own challenges for necessary6. implementation of different policies. A number of barriers prevent children from getting access to education in the Seema S.7 through her study provides an insight into the status Uttarakhand state. “State is prone to natural calamities, about of implementation of RTE Act, in schools of rural area, 2300 school buildings damaged during 2010 monsoon. About awareness and understanding of the RTE Act amongst the 14000 km, motor roads and 1000 km bridle path damaged. teachers, parents, and students studying in Government Schools. Disaster has thus put the state’s development clock back many In her study, it has been concluded that the public schools are up years”5. The social and geographical conditions of the state have to the mark only in terms of enrollment and basic structure, major implications for education in general and more maintenance was not well and quality of teaching was very specifically. To prevent dropping out of schools by children, minimal. The framed laws are not implemented with the true quality education is necessary6. Many studies have shown that spirit in India. This study will try to analyze the status of women education is the key to reduce the women’s educational level of children groups viz. child girls, sc, sc discrimination and infant mortality rate can be reduced by students and minority students after six years implementation of women as well as child girl’s education. RTE.

Uttarakhand is known as the DevBhumi or Land of God because In Vishwas Kumar and Another v. State of Uttarakhand8, it is the house various religious places and places of worships. Honorable Sudhanshu Dhulia, observed the importance of the Uttarakhand is the most recent state of India (November 2000) right to Education Act in the following words: “This is so and on the basis of its geographic, it has been listed in ‘Special because now under Article 21A of the constitution and the right Category Status’ by Union of India. It is the 27th state of the to Education Act, it is not just a fundamental right of children to country. The topography of this state is characterized by hilly get elementary education but this right has now become a terrain, deep valleys, high peaks, Rocky Mountains, sharp meaningful right for various reasons and more particularly stream, and frequent landslides. The temperature ranges from because children will be imparted elementary education by 16°C to 40°C but sometimes it go down below freezing point in qualified and trained teachers”. many parts of high mountain areas of the region during winter (Census 2001, Uttarakhand). The high Himalayan ranges and A study was made by Anup Kumar9 in district of glaciers form mostof the northern parts of the state while the Uttarakhand state and reported relatively low rates of enrolment lower reaches are densely forested with rich habitat of wild in school and alarming dropout and failure rates. The children of animals. The state comprises of 13 districts namely, Almora, educated parents have capability to take formal education but no Bageshwar, Chamoli, Champawat, Dehradun, Haridwar, doubt, uneducated parents are unable to do this. In many Nainital, Pauri Garhwal, Pithoragarh, Rudraprayag, Tehri countries, like the UK, educational policy is subject to Garhwal, Udham Singh Nagar and Uttarkashi. The state has a continuous change but unfortunately not in India. total of 16,826villages, of which 15,761 are inhabited (excluding forest settlements), as per the 2001 census. The rate Barthwal R.10 has made study and concluded that more than 13 of literacy of this state is 72 % (Census 2001), which is higher % (2044) primary schools in Uttarakhand are going to close than the all-India level of literacy rate and the literacy rate of because number of enrolled students is below 10 and more than female is 60 %. The district Dehradun has the highest literacy 60 primary schools have zero enrolment. Out of 2044 schools, rate, while district Haridwar has the lowest literacy rates at 64, the maximum number of schools are in Pauri (380) followed by these differences in literacy rates in different districts shown the Pithoragarh (330), Almora (280), Tihri (170), 165 in Chamoli differences in the infrastructure across regions. (165), Dehradun (122), Uttarkashi (105), Rudraprayag (90), Bageswar (75), Champwat (60), Nainital (45)and the minimum This state is a relatively new state of India, marked with special number of such condition’s primary schools in Udham geographical and social diversity and has its own challenges for singhnagar (4) present. implementation of different policies. A number of barriers prevent children from getting access to education in the Another study carried out by Bora B. S.11, in this study it has Uttarakhand state. “State is prone to natural calamities, about been found that morethan five thousand government primary

International Science Community Association 2 Research Journal of Educational Sciences ______E-ISSN 2321-0508 Vol. 4(5), 1-4, May (2016) Res. J. Educational Sci. schools are going to close in Uttarakhand. This study confirmed changes in the attitudes and approach towards dealing with that during 2013-2014 more than 178 primary schools have children with special needs. been closed due to Zero enrolment and more than 5,645 primary schools are going to close. This study also concluded that, 800 In another study conducted by Saroj Vyas17 amongst the 160 primary schools have below 5 students in each school, while elementary schools in , using 20 multiple choice questions, remaining schools have below 20 students in each school. the level of school teachers was studied after a year of implementation of the study which also showed that the A study was made to analyze the development of primary Government teachers are more aware compared to private education in of Uttarakhand from 2000 to schools. 2011, and it has been found that enrolments in government primary schools are consistently declining and enrolment A survey has been conducted by Bhatnagar and Das18 in about growth rate was reported in most of years, while this rate was 470 regular schools of Delhi and found that the teachers had a positive in district Dehradun in last decades. This study was also moderate interest for implementation of inclusive education in reported the enrolment shifting from government primary their schools; the level of concern was not good due to the schools towards private primary schools. This shifting is may be excessive workload and improper training of teachers. A due to migration of the people from rural to urban areas, number of studies have been made to show the status of RTE negative teacher’s growth rate, and lack of basic facilities like Act in schools, but all the studies show discrepancy in of toilets, electricity, playground, libraries, furniture and even support for the fulfillment of the provisions of the Act. school buildings. Bhatnagar and Das19 in their study to know the concern barriers Raju Pushola13 visited government primary schools, Challang in for implementing inclusive education have undertaken 20 Dehradun, which is just 10 Km. from secretariat.In this study teachers from schools, which have implemented education for also found that school building in very poor condition which can needy children, for this teachers selected randomly from four be dangerous for students any time and students were forced to administrative zones. The barriers and concerns were identified study in verandah. This study concluded that lack of basic like poor infrastructure facilities, financial limitations and facilities like toilets, electricity, playground, libraries, furniture disproportion of pupil-teacher ratio. The quality of training and even school building are the main reason for low rate of provided to the teachers was not upto the mark, which resulted enrolments. in low quality education.

Besides studies in Uttarakhand, many workers have made Conclusion studies in another states to find out the status of RTE for free and compulsory education. Adhikari, Tejaswini14 in his study From all above studies it is concluded that RTE at present is not under Navi Municipal Corporation revealed that the at satisfactory level after such long period of implementation. number of classrooms, teachers, tables, and chairs were The most of studies indicates the poor condition of elementary inadequate and infrastructure was in a very poor condition. It education and concluded that this condition is the creation of has been reported that only three classrooms and only two poor condition of infrastructure, teachers, condition, parent’s teachers looked after the entire school. Due to this poor illiteracy, social and economic discrimination. condition of education, there is a need to strengthen teachers on aspects of motivation, pro-children attitudes, and creative Overall condition of primary education in Uttarakhand as well teaching learning process. Appointment of suitable staff is also in other states of India is alarming and need to reconsider the recommended in order to lessen the burden on teachers. whole education system. There is a need to monitor the programs running for school going children. A serious Banerjee, Rukmini15 reported the influences of poverty for monitoring is required for implementation and progress of any primary schooling in Mumbai and Delhi. In this study he programs. The present study will be carried out to find out concluded that school system is responsible for attracting and actual reasons for such condition of education. keeping children in school than economic conditions. The number of student’s enrolments in schools has risen day by day Significance of Study: The present study was carried out to in cities and villages, but quality of education is very poor and highlight the status of RTE after six years of implementation less impressive. and have many following significances to improve the quality education and enrollments in government schools of Mondal and Mete16 in their study of policy perspective for Uttarakhand. i. Status of growth rate of enrolled students was education of children with special needs has focused on the reported. ii. This study is helpful to know the reasons for efforts that has been made for their education post- decrease in a number of new enrolments. iii. This is also helpful independence. They recommended a comprehensive change in to know the Literacy rate. iv. Status of literacy rate of child the institutional arrangements and legal provisions as well girls, Sc, St and minority students was reported in this study. v.

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Literacy rate of urban student was reported. vi. The real 10. Barthwal R. (2014). More than 2044 primary schools are challenges for implementation of RTE determined. going to close. , Dehradun.

11. Bora B.S. (2014). More than five thousand government References primary schools are going to close in Uttarakhand. Amar 1. Sharma L. (1993). Unni Krishana J. P. vs State of A.P. Ujala, Dehradun. and Orissa, 1 SCC 645. indiankanoon.org/doc/1775396/. 12. Anup Kumar and Anoj Raj (2015). A study of the 2. http://www.indg.in/primary-ducation/ development of primary education in Dehradun district policiesandschemes/rte_ssa_final_report. pdf [Last (Uttarakhand) from 2000 to 2011. Int. J. Res. Eng., IT accessed on October 23, 2013]. and Social Sciences, 5(5), 28-42. 3. National Commission for Women (2016). Study on 13. Pushola R. (2015). Lack of infrastructure facilities in “Discrimination of the girl child in Uttar Pradesh” Government primary schools in Dehradun district. Dainik conducted by Social Action forum for Manav Adhikar, Jagran Dehradun. . (2016) 14. Adhikari Tejaswini (2001). Case study of five NMMC 4. Thomas F.W. (1891). History and Prospects of British schools in Navi Mumbai. Mumbai: Tata Ins of Social , George Bell and Sons, 1891. P. 1. Sciences. 5. Sharma NK, Tiwari PK and Sood YR (2013). Renewable 15. Banerji Rukmini (2000). Poverty and primary schooling- and Sustainable Energy. Uttarakhand annual plan. 2012- field studies from Mumbai and Delhi. Economic and 2013. Political Weekly, Mumbai, 35(10), 79. 6. Sheela Rajeshwari and Vandana Saxena (2014). 16. Ajit Mondal and Jayanta Mete (2013). Continuous and Travelling Through the Hills: Exploring the Educational Comprehensive Evaluation-An Appraisal. Issues and Journey of Children with Special Needs. Educationia Ideas in Education, 1(2) 121–138. Confab. 3(1). 17. Vyas S. (2011). A study on the awareness among 7. Ojha Seema S. (2013). Implementing Right to Education: elementary school teachers in the national capital region Issues and challenges. Res. J. Edu. Sci. 1(2), 1-7. on the right of children to free and compulsory education act-2009. Available online at www.sarojvyasblogspot.in. 8. Vishwas Kumar and Another Vs. State of Uttarakhand and Others (2011). In The High Court of Uttarakhand at 18. Bhatnagar N. and Das A.K. (2013). Newly two decades Nainital, Writ Petition No. 1246 (Ss) of 2011, Decided after the implementation of persons with disabilities act: On: 20.09.2011. Concerns of Indian teachers to implement inclusive education. Int. J. Spec. Edu., 28(2), 104-113. 9. Anup Kumar (2014). A Study of the Development of Primary Education in (Uttarakhand) 19. Bhatnagar N. and Das A. (2014). Regular School From 2001 to 2014. Int. Jour. Humanit. Soc. l Scie. Teachers’ Concerns and Perceived Barriers to Implement Inven. , 3(8), 16-24. Inclusive Education in New Delhi, India. Int. J. Inst., 7(2), 89-102.

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