RTE ACT NEWS : RIGHT TO EDUCATION ACT IMPLEMENTATION FAILURE

RTE ACT NEWS : RIGHT TO EDUCATION ACT IMPLEMENTATION FAILURE

Various News of RTE Act and Its Implementation in India :-



जागरूकता के अभाव में परवान नहीं चढ़ा आरटीई
RTE did not go through due to lack of awareness
नागौर।जरूरतमंद एवं असहाय बच्चों को निजी स्कूलों में नि:शुल्क प्रवेश देकर अच्छी शिक्षा देने के लिए वर्ष 2010 में लागू किया गया शिक्षा का अधिकार अधिनियम उदासीनता के चलते परवान नहीं चढ़ पाया है। एक्ट को लागू किए हुए चार वर्ष पूरे हो रहे हैं, लेकिन आज भी इसकी स्थिति संतोषजनक नहीं है।


आरटीई के नियमों में पेचिदगियां इतनी है कि खुद अधिकारी भी समझ नहीं पाए हैं। आरटीई एक्ट को लेकर जागरूकता नहीं होने का परिणाम यह है कि जिले में 1600 से अधिक निजी स्कूलों के 10 हजार बच्चों को भी नि:शुल्क प्रवेश नहीं मिल रहा है, जबकि हर स्कूल को पहली कक्षा में 25 प्रतिशत बच्चों को नि:शुल्क प्रवेश देना अनिवार्य है। नियमानुसार कोई भी व्यक्ति, जिसकी मासिक आय 20 हजार 700 रूपए तक है, अपने बच्चे को क्षेत्र के निजी स्कूल में नि:शुल्क प्रवेश दिला सकता है। जहां उसके बच्चे को नि:शुल्क शिक्षण के साथ किताबें, स्कूल यूनिफॉर्म आदि भी फ्री दिए जाने हैं।

नियमावली स्पष्ट नहीं
आरटीई एक्ट की नियमावली खुद शिक्षा विभाग के अधिकारियों के लिए पहेली बनी हुई है। निजी स्कूल जरूरतमंद बच्चों को नि:शुल्क प्रवेश तो दे रहे हैं, लेकिन नियमों को लेकर गफलत होने से पुनर्भरण राशि नहीं मिल रही है। यह विडम्बना ही है कि आरटीई के एपीसी का पद साल भर से रिक्त है। जिले की स्थिति यह है कि निजी स्कूलों के संस्था प्रधानों को नियमों के मकड़जाल में फंसा रखा है। पुनर्भरण में भी अधिकारी अपनी मनमर्जी चला रहे हैं। - विनेश शर्मा, सचिव, निजी स्कूल एसोसिएशन, नागौर


नियमों की जटिलता बनी बाधक

एक्ट के नियमों की जटिलताओं का अंदाजा इसी से लगाया जा सकता है कि निजी स्कूलों द्वारा पुनर्भरण राशि के लिए पेश किए गए आवेदनों में से आधे तो ब्लॉक अधिकारियों के भौतिक सत्यापन में फर्जी घोषित हो रहे हैं।
एक्ट के अनुसार नि:शुल्क प्रवेश में वार्ड के बच्चे को वरियता दी जानी है। इसके बावजूद पूरे प्रवेश नहीं हो तो दूसरे वार्ड के बच्चों को प्रवेश दिया जाना चाहिए। इस वर्ष ऑनलाइन व्यवस्था होने से नि:शुल्क प्रवेश में स्कूल व बच्चे का वार्ड बदलते ही प्रवेश निरस्त मान लिया गया है। हाईकोर्ट के आदेश हैं कि किसी भी बच्चे को नि:शुल्क प्रवेश देकर बाहर नहीं निकाल सकते।


सरकार ने शिक्षण शुल्क, किताबें, यूनिफॉर्म व बस किराया मिलाकर पुनर्भरण की फीस 11 हजार 900 रूपए तय किए। इसके बाद शिक्षा विभाग ने निजी स्कूलों से शिक्षण शुल्क की जानकारी मांगी, स्कूलों ने भी केवल शिक्षण शुल्क की जानकारी दे दी। अब उन्हें पुनर्भरण का भुगतान भी मात्र शिक्षण शुल्क का ही हो रहा है, जबकि किताबें, यूनिफॉर्म व बस किराया भी देना चाहिए। इसी गफलत में बच्चों को बाकी का खर्चा उठाना पड़ रहा है

News Source / Sabhaar : rajasthanpatrika.patrika.com (26.04.2014/ Sat, 26 Apr 2014 01:48:06)
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PIL: Rajasthan failed to implement RTE properly

 RTE properly|Rajasthan|PIL|
RELATED
JAIPUR: The Rajasthan High Court has issued a notice to the state government on the tardy implementation of the Right of Children to Free and Compulsory Education (RTE) Act in the state.

A bench of Justice Ajay Rastogi and Justice J K Ranka issued the notice on a PIL filed by Prof Rajiv Gupta and others. The government was asked to respond within four weeks. According to petitioner's counsel Pratik Kasliwal, the RTE Act came into force in April 2010 and a three-year time was given to all schools to improve basic infrastructure. However, even after three years, most of the schools are lacking basic infrastructure.

Also, all the aided and unaided private schools are under obligation to provide 25% reservation to children belonging to weaker sections and disadvantaged groups by virtue of Section 12 of RTE Act, 2009. Here too the state government failed to fulfill its legal duties properly, it was pointed out. The petition claims that the state government had failed to give wide interpretation to the term "children belonging to disadvantaged groups" as it only includes children of SC/ST/group having less than Rs 2.5 lakh annual income.

"There are many others like street kids, migrants, children in conflict regions, children of manual scavengers, sex workers and even those girls of upper caste and majority religion(s) who are not allowed to undergo education due to conservatism, patriarchy and orthodox beliefs, who are facing serious disadvantages too."

The state government vide notification dated March 29, 2011 specified the category of "children belonging to disadvantaged groups" but did not include the above categories of children, which is essential if the spirit of inclusiveness embedded in the RTE Act has to be followed.

The petition pointed out that the state government had failed to provide free pre-school education which would create a strong foundation for the children belonging to weaker sections and disadvantaged groups in order to stand at par with other children of same age group.

It pleaded the court to ensure that schools which have pre-school education and are making fresh admission in pre-primary and Class 1 will have to conform to 25% reservation at all levels wherever fresh admissions are there. The admission process by lottery system should be conducted in front of all parents who have applied for such admission and in the presence of a functionary of the education department among others, it demanded.

News Source : http://timesofindia.indiatimes.com (24.04.2014) / P J Joychen,TNN | Apr 24, 2014, 03.18 AM IST
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Only 4% EWS parents aware of reservation under RTE Act: Study

The report was released at a Delhi state-wide conference on the Right to Education Act by Indus Action — an NGO.


Only four per cent of parents from economically weaker sections (EWS) are aware about the availability of 25 per cent seats under EWS category in the capital’s private schools, under the RTE Act, a study has shown.
The study also found that only half of these four per cent parents have managed to navigate through bureaucratic and psychological barriers to apply.
The report was released at a Delhi state-wide conference on the Right to Education Act by Indus Action — an NGO working exclusively towards implementation of Section 12(1)(C) clause of the RTE Act — with support from Central Square Foundation.
“The Right to Education has opened up many opportunities for children from economically weaker sections. Yet, despite the best efforts to spread awareness, eligible families seem to have little knowledge about the policy. Section 12(1)(c) of RTE Act has the potential to put roughly 10 million children across India on a different path in the next five years, making it the single largest opportunity seat scheme in the world. But we need a better state-wide implementation plan for that to happen,” Tarun Cherukuri, founder, Indus Action, said.
The report details on-ground implementation of the mandatory 25 per cent reservation for EWS children and those who are socially disadvantaged. It is based on responses from 350-odd families in South, Southeast, Southwest, North, Northeast and Central Delhi.
Section 12(1)(c) of the RTE Act mandates that private unaided schools reserve 25 per cent of their seats in entry-level classes for EWS students and those from disadvantaged groups.
Even though awareness levels are low, the report states that eligible families were adequately equipped to apply.
“ 94.8 per cent people had at least one of the birth proof certificates. 96.85 per cent people had at least one of the accepted documents for address proof. And 82.8 per cent people had at least one of the accepted documents for proof of income,” the report states.
Yet, families chose not to apply, with the exception of four per cent families who did — high fees being a major concern discouraging them from applying to private schools.
The report notes that families did not approach government officials for information, relying instead on help from other families ( 29 per cent) and employers (28 per cent)
News Source : indianexpress.com (26.04.2014)
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RTE कोटे से ऑनलाइन ऐडमिशन का हुआ आगाज
Apr 11, 2014, 08.30AM IST
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मुंबई:ऑनलाइन ऐडमिशन के जरिए भले ही सरकार गरीब वर्ग के बच्चों को शिक्षण सुविधा मुफ्त में देने की बात कही है पर, व्यावहारिक तौर पर देखें तो मुंबई स्थित 304 स्कूलों में से पंजिकृत हुए 282 स्कूलों में बच्चों को ऐडमिशन मिलना किसी चुनौती से कम नहीं है। अभिभावकों का आरोप है कि राइट टू एजुकेशन (RTE) के तहत जब स्कूलों में आवेदन करते हैं, तो अधिकतर स्कूल्स द्वारा उनके बेवसाइट पर RTE के बारे में कुछ जानकारी ही उपलब्ध नहीं है। इसके चलते अभिभावकों में उलझन हैं। इसके चलते ऑनलाइन ऐडमिशन का पहला दिन ही अभिभावकों के लिए परेशानी भरा रहा। गौरतलब है कि RTE को लेकर बीएमसी और शिक्षण विभाग में अनबन चल रही है। इस वजह से RTE के मुद्दे पर दोनों विभाग एक दूसरे पर लापरवाही का आरोप लगाते हुए आधिकारिक बयान से देने से कन्नी काट रहे हैं। 8 हजार सीटें के लिए 30 अप्रैल तक आवेदन किया जा सकता है। इस बाबत अनुदानित शिक्षा बचाव समिति के अध्यक्ष एस. एम. परांजपे द्वारा बीएमसी शिक्षणाधिकारी शुभांगी जोग से मुलाकात करने की बात समिति ने कही है।
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पंजिकृत स्कूल: 282
हेल्प सेंटर्स:26
क्लास: नर्सरी, केजी, फर्स्ट क्लास

News Source / Sabhar : economictimes.indiatimes.com (11.04.2014)

SC seeks response of Centre, states on violation of Right to Education Act

RIGHT TO EDUCATION ACT / TEACHER ELIGIBILITY TEST INDIA / NCTE GUIDELINES
 

Petition asked the states and the UTs to recruit and train one lakh additional professionally trained teachers every month.
   
The PIL, filed by the National Coalition for Education — a network of organisations fighting for the RTE — said at least 1.5 lakh schools and 12 lakh trained teachers were required to fulfill the goals envisaged under the RTE.

 It sought a direction that "the states and UTs upgrade all deficient schools with appropriate physical infrastructure so as to be in compliance with the RTE Act within six months.

"The states and UTs regularise and make permanent all contract and para-teachers in the country," it said. The petition also said the states and UTs should disclose the number of students admitted under the Economically Weaker Section (EWS) quota in the state in accordance with the provisions of the Act. 

 
A bench headed by Chief Justice P Sathasivam issued notice and sought their response after summer vacation on a plea filed by an organisation, National Coalition for Education.
  
The plea said lack of resources and failure to implement provisions of the RTE Act has resulted in a significant decline in education performance.
  
Senior advocate Colin Gonsalves sought a direction to all the states to complete the required neighbourhood mapping within six months and new schools be constructed six months after completion of the process.
  
The petition asked the states and UTs to recruit and train one lakh additional professionally trained teachers to end the shortage of educators within a year.
  
It sought a direction that "the states and UTs upgrade all deficient schools with appropriate physical infrastructure so as to be in compliance with the RTE Act within six months.
  
"The states and UTs regularise and make permanent all contract and para-teachers in the country," it said.
  
The petition also said the states and UTs should disclose the number of students admitted under the Economically Weaker Section (EWS) quota in the state in accordance with the provisions of the Act.
  
"Based on the aforementioned facts, it is clear that the Right to Education is being violated across the country. These violations have persisted for years and remain today in face of the RTE Act's requirement that they be remedied within three years of it coming into force.
  
"And more troubling, they persist despite widespread awareness of their existence by various responsible governments and authorities and in the face of previous orders from this court on October 3, 2012 to remedy them," it said

RTE : शिक्षकों की कमी पर केंद्र व राज्यों को नोटिस

RTE : शिक्षकों की कमी पर केंद्र व राज्यों को नोटिस

Tags :
UPTET  / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment News/  RTE  / RIGHT TO EDUCATION ACT


याचिकाकर्ता ने लगाया है शिक्षा का अधिकार कानून के उल्लंघन का आरोप 

नई दिल्ली (ब्यूरो)। देशभर के स्कूलों में शिक्षकों और संसाधनों की कमी के चलते शिक्षा के अधिकार कानून (आरटीई) के उल्लंघन के आरोप पर सुप्रीम कोर्ट ने शुक्रवार को केंद्र व सभी राज्य सरकारों से जवाब तलब किया। सर्वोच्च अदालत में दायर याचिका में इस कानून पर सही तरीके से अमल कराने के लिए सरकारों को निर्देश जारी करने की मांग की गई है।
चीफ जस्टिस पी. सदाशिवम की अध्यक्षता वाली पीठ ने केंद्र, राज्य व केंद्र शासित प्रदेशों को नोटिस जारी कर ग्रीष्मावकाश के बाद जवाब दाखिल करने को कहा है। याचिका नेशनल कोलीशन फॉर एजुकेशन संगठन ने दायर की है। याचिका में कहा गया है कि संसाधनों की कमी और आरटीई के प्रावधानों को लागू करने में विफलता के कारण शिक्षा के क्षेत्र में काफी गिरावट आई है। पीठ के समक्ष वरिष्ठ अधिवक्ता कोलिन गोंसाविस ने सभी राज्यों को छह महीने के भीतर दूर-दराज के इलाकों का अध्ययन करने का निर्देश जारी करने का आग्रह किया। साथ ही कहा कि यह प्रक्रि या पूरी होने के बाद छह महीने के लिए नये स्कूलों का निर्माण होना चाहिए।


News Source / Sabhaar : Amar Ujala (12.04.2014)

RTE : शिक्षकों के लिए बेहतरीन लेख

RTE : शिक्षकों के लिए  बेहतरीन लेख 

बस स्टॉप पर एक बच्चा रो-रो कर कह रहा था, ममी मुझे स्कूल नहीं जाना। रोते-रोते वह उलटी करने लगा। मैंने उसकी मां से पूछा, इतना क्यों रो रहा है? 
उनका जवाब था, यह इसका रोज का नाटक है। स्कूल नहीं जाएगा तो कब तक मेरे पास रहेगा? 

मैंने सुझाया, नहीं, आप इससे धीरे-धीरे बहला-फुसला कर कारण पूछिए।
दो-चार दिनों के बाद जब वह महिला मिली, तो जो सुनाया, वह चौंकाने वाला था। बच्चे ने उन्हें बताया था कि उसकी मैडम होमवर्क नहीं करके लाने पर धमकी देती थीं कि मैं तुम्हें चूहा बना दूंगी। फिर एक अलमारी के पास ले जाकर रूई भरे चूहे दिखातीं और कहतीं, देखो काम न करने वाले बच्चों को मैंने चूहा बना कर रखा हुआ है। कभी-कभी शोर मचाने पर बच्चों के मुंह के पास स्टैप्लर ले जाकर उनके होंठ स्टेपल कर देने की धमकी भी देतीं।
उनींदी आंखों वाले, भूखे पेट, शिशुओं को किसी तरह ठेल-ठाल कर, बस न मिस हो जाए - इस भागमभाग में मां-बाप की हर सुबह बीतती है। उनके किसी खासव्यवहार के पीछे क्या कारण होसकता है, इस पर गौर करने की फुर्सत ही नहीं मिलती। सहमे हुए बच्चे अक्सर घर पर भी कुछ नहीं बता पाते हैं और स्कूल जाने का विरोध करने के लिए वे जो कुछ करते हैं, उन्हें हम बहानेबाजी समझते हैं।
मासूम बच्चों के प्रति कुछ अध्यापकों का व्यवहार बाल-मनोविज्ञान के एकदम विपरीत होता है। बच्चों का आत्म-सम्मान कम तीखा नहीं होता। शारीरिक सजा की आज के एजुकेशनसिस्टम में कोई जगह नहीं है। पर दंड देने के दूसरे तरीके कितने अपमानजनक और हीनभावना पैदा करने वाले हैं। कहीं पर होमवर्क न करने पर पूरी क्लासके बीच बच्चे की निकर उतारने की धमकी ही नहीं दी जाती, कपड़ा नीचे कर दिया जाता है। रोज का यह ड्रामा हेडमास्टर तक पहुंचाया जाए तो बच्चे को टी.सी. यानी स्कूल छोड़ने का तोहफा मिल जाता है।
आज स्कूल में सिर पर कूड़ादानरख कर कोने में खड़ा करना आम बात है। बच्चों की बुद्धि, रूप आकार को केंद्र बनाकर गैंडे की खाल, कुत्ते की दुम, डफर और कछुए का खिताब बच्चों की बुद्धि को सचमुच कुंद कर देता है। बड़े होकर वे या तो विदोही बन जाते हैं या अपने में सिमट कर रह जाते हैं।
वयस्क होने पर भी कई बार लोग चूहा, बिल्ली, छिपकली, कॉकरोच आदि को देखते ही चीखने लगते हैं। वे यह भूल जाते हैं कि ये जीव तो स्वयं मनुष्य से डरते हैं और उनका आकार हमारे आकार से कितना छोटा है।
ऐसे लोगों से बारीकी से पूछा जाए तो इस डर का छोर सुदूर अतीत में बचपन तक जाता है। एक बच्चे के दादा अपनी बात मनवाने के लिए प्राय: उसके मुंह में कॉकरोच डालने के लिए उसके पीछे भागा करते थे। इसी तरह हर भय के पीछे छुटपन की कहानी है। एक महिला अपने ही घर में अपनी अलमारी खोलने से डरती थी। उसका विश्लेषण किया गया तो पता लगा कि बचपन में उसे डराने के लिए अलमारी में कोई भयानक पुतला रखा जाता था।
बच्चों को सुलाने के लिए मांएं अक्सर बंदर, भालू, शेर की आवाजें निकालती हैं। भूत का डर दिखाती हैं। अंधेरे में अकेला छोड़ देने का डर दिखातीहैं। ऐसे बच्चे जिंदगी भर अंधेरे से डरते हैं। भूतों की दुनिया में विश्वास करने लगते हैं। कुछ अध्यापक और मां-बाप बच्चों में हीन भावना पैदा करने के दोषी होते हैं। यदि दो भाई बहन (छोटे-बड़े) एकही स्कूल में पढ़ते हों और संयोग से एक पढ़ाई में तेज हो तो उनके टीचर कमजोर बच्चे को ताना देते हैं, 'तुम बड़े से कुछ सीखो। निकम्मे हो तुम।' घर में भी यही दोहराया जाता है।
ऐसा बच्चा अपने को नाकारा समझने लगता हैं। दूसरे, भाई से नफरत करने लगता है। तीसरे, पढ़ाई से उसका मन हट जाता है।
बी.एड. में बाल मनोविज्ञान पढ़ाया जाता है. कार्यशालाएं करवा कर बच्चों के उज्ज्वल भविष्य के लिए अध्यापक समुदाय को जागरूक बनाने की जरूरत है।
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RTE : शिक्षकों के लिए बेहतरीन लेख

RTE : शिक्षकों के लिए  बेहतरीन लेख 

बस स्टॉप पर एक बच्चा रो-रो कर कह रहा था, ममी मुझे स्कूल नहीं जाना। रोते-रोते वह उलटी करने लगा। मैंने उसकी मां से पूछा, इतना क्यों रो रहा है? 
उनका जवाब था, यह इसका रोज का नाटक है। स्कूल नहीं जाएगा तो कब तक मेरे पास रहेगा? 

मैंने सुझाया, नहीं, आप इससे धीरे-धीरे बहला-फुसला कर कारण पूछिए।
दो-चार दिनों के बाद जब वह महिला मिली, तो जो सुनाया, वह चौंकाने वाला था। बच्चे ने उन्हें बताया था कि उसकी मैडम होमवर्क नहीं करके लाने पर धमकी देती थीं कि मैं तुम्हें चूहा बना दूंगी। फिर एक अलमारी के पास ले जाकर रूई भरे चूहे दिखातीं और कहतीं, देखो काम न करने वाले बच्चों को मैंने चूहा बना कर रखा हुआ है। कभी-कभी शोर मचाने पर बच्चों के मुंह के पास स्टैप्लर ले जाकर उनके होंठ स्टेपल कर देने की धमकी भी देतीं।
उनींदी आंखों वाले, भूखे पेट, शिशुओं को किसी तरह ठेल-ठाल कर, बस न मिस हो जाए - इस भागमभाग में मां-बाप की हर सुबह बीतती है। उनके किसी खासव्यवहार के पीछे क्या कारण होसकता है, इस पर गौर करने की फुर्सत ही नहीं मिलती। सहमे हुए बच्चे अक्सर घर पर भी कुछ नहीं बता पाते हैं और स्कूल जाने का विरोध करने के लिए वे जो कुछ करते हैं, उन्हें हम बहानेबाजी समझते हैं।
मासूम बच्चों के प्रति कुछ अध्यापकों का व्यवहार बाल-मनोविज्ञान के एकदम विपरीत होता है। बच्चों का आत्म-सम्मान कम तीखा नहीं होता। शारीरिक सजा की आज के एजुकेशनसिस्टम में कोई जगह नहीं है। पर दंड देने के दूसरे तरीके कितने अपमानजनक और हीनभावना पैदा करने वाले हैं। कहीं पर होमवर्क न करने पर पूरी क्लासके बीच बच्चे की निकर उतारने की धमकी ही नहीं दी जाती, कपड़ा नीचे कर दिया जाता है। रोज का यह ड्रामा हेडमास्टर तक पहुंचाया जाए तो बच्चे को टी.सी. यानी स्कूल छोड़ने का तोहफा मिल जाता है।
आज स्कूल में सिर पर कूड़ादानरख कर कोने में खड़ा करना आम बात है। बच्चों की बुद्धि, रूप आकार को केंद्र बनाकर गैंडे की खाल, कुत्ते की दुम, डफर और कछुए का खिताब बच्चों की बुद्धि को सचमुच कुंद कर देता है। बड़े होकर वे या तो विदोही बन जाते हैं या अपने में सिमट कर रह जाते हैं।
वयस्क होने पर भी कई बार लोग चूहा, बिल्ली, छिपकली, कॉकरोच आदि को देखते ही चीखने लगते हैं। वे यह भूल जाते हैं कि ये जीव तो स्वयं मनुष्य से डरते हैं और उनका आकार हमारे आकार से कितना छोटा है।
ऐसे लोगों से बारीकी से पूछा जाए तो इस डर का छोर सुदूर अतीत में बचपन तक जाता है। एक बच्चे के दादा अपनी बात मनवाने के लिए प्राय: उसके मुंह में कॉकरोच डालने के लिए उसके पीछे भागा करते थे। इसी तरह हर भय के पीछे छुटपन की कहानी है। एक महिला अपने ही घर में अपनी अलमारी खोलने से डरती थी। उसका विश्लेषण किया गया तो पता लगा कि बचपन में उसे डराने के लिए अलमारी में कोई भयानक पुतला रखा जाता था।
बच्चों को सुलाने के लिए मांएं अक्सर बंदर, भालू, शेर की आवाजें निकालती हैं। भूत का डर दिखाती हैं। अंधेरे में अकेला छोड़ देने का डर दिखातीहैं। ऐसे बच्चे जिंदगी भर अंधेरे से डरते हैं। भूतों की दुनिया में विश्वास करने लगते हैं। कुछ अध्यापक और मां-बाप बच्चों में हीन भावना पैदा करने के दोषी होते हैं। यदि दो भाई बहन (छोटे-बड़े) एकही स्कूल में पढ़ते हों और संयोग से एक पढ़ाई में तेज हो तो उनके टीचर कमजोर बच्चे को ताना देते हैं, 'तुम बड़े से कुछ सीखो। निकम्मे हो तुम।' घर में भी यही दोहराया जाता है।
ऐसा बच्चा अपने को नाकारा समझने लगता हैं। दूसरे, भाई से नफरत करने लगता है। तीसरे, पढ़ाई से उसका मन हट जाता है।
बी.एड. में बाल मनोविज्ञान पढ़ाया जाता है. कार्यशालाएं करवा कर बच्चों के उज्ज्वल भविष्य के लिए अध्यापक समुदाय को जागरूक बनाने की जरूरत है।
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Infrastructure Facilities in Schools

CTET / NCTE / RTE : Infrastructure Facilities in Schools Teacher Eligibility Test News  / Information  Infrastructure Facilities in Schools

As per the District Information System for Education(DISE) 2011-12 (provisional), some States do reflect a gap in school infrastructure as 94.3% government elementary schools have drinking water, 87.9% schools have toilets and 61.7% schools have ramps.7 States / UTs have Pupil Teacher Ratio (PTR) above the National average of 1:31 at primary level and 8 States / UTs are above the national level of 1:29 at upper primary stage. The Sarva Shiksha Abhiyan (SSA) seeks to augment school infrastructure with the objective of meeting the Right of Children to Free and Compulsory Education (RTE) Act, 2009 requirements, for which so far 3.04 lakh school buildings, 17.92 lakh additional classrooms, 8.53 lakh toilets,2.29 lakh drinking water facilitiesand 5.01 lakh ramps have been sanctioned across the States/Union Territories. Under the SSA, efforts to improve quality in schools have been undertaken through improved textbooks based on the National Curriculum Framework 2005, the distribution of free textbooks, annual in-service training of all teachers, setting-up of academic supervision and support structures at block and cluster level and the introduction of comprehensive and continuous evaluation.For improving the Pupil-Teacher Ratio (PTR), more than 19 lakh posts of teachers have been sanctioned. Furthermore, under the RTE Act, 2009, the National Council of Teacher Education (NCTE) has notified the minimum qualifications and also made the holding of the Teacher Eligibility Test (TET) mandatory to improve the quality of teachers. This information was given by the Minister of State for Human Resource Development, Dr. Shashi Tharoor in Lok Sabha today. Source: http://pib.nic.in/newsite/erelease.aspx?relid=90514

CTET / NCTE / RTE : Speech Delivered by DR. M. M. Pallam Raju

CTET / NCTE / RTE : Speech Delivered by DR. M. M. Pallam Raju

Given below is the Speech Delivered by DR. M. M. Pallam Raju, Minister for Human Resource Development at the 60th Meeting of Central Advisory Board of Education (CABE) held on 

8th November, 2012 at New Delhi 

“I have immense pleasure in welcoming you all to the 60th Meeting of the Central Advisory Board of Education (CABE). Let me also introduce my colleague in the Ministry and Vice Chairperson of the Committee Dr. Shashi Tharoor. I also take this opportunity to thank my predecessor Chairman Shri Kapil Sibal ji and also Vice Chairpersons E. Ahamed and Dr. D. Purandeswari. I thank the Hon’ble Ministers and distinguished members of CABE for coming to the meeting at such a short notice.

As you are aware, the meeting was earlier scheduled on 1st November, which had to be postponed due to unavoidable reasons. I thought that prolonged postponement of CABE may not be proper and have therefore called this meeting before the winter session of Parliament.

2. In a country as diverse and as large as ours, the task of developing national policies while at the same time respecting and incorporating regional aspirations and an inclusive agenda of growth is indeed really challenging. It is in this context that I have always emphasized on a participatory approach in which all of us, be it Central Government of State Governments, academics, autonomous institutions, private sector and all other stakeholders, work together towards a common goal which is empowering the children and youth of India through education and knowledge.

3. As all of us are aware, CABE is the highest advisory body to advise Central Government and State Governments in the field of Education. I would like to continue the tradition of having regular meetings of CABE which has served as a forum of wide ranging consultations and has helped in developing consensus on various issues within all the sub-sectors of education ranging from elementary, adult, secondary, higher, technical, vocational and open and distance education. I would also like to mention that Planning Commission in its Approach Paper to the XII Five Year Plan has recognised Education as the single most important instrument for social and economic transformation. The Approach Paper mentions that a well educated population, adequately equipped with knowledge and skill is not only essential to support economic growth, but is also a precondition for growth to be inclusive since it is the educated and skilled person who can stand to benefit most from the employment opportunities which growth will provide. Thus, collectively we have to decide policies and programmes for realizing India’s human resource potential to its fullest in the education sector, with equity and excellence.

6. I am also glad to inform that the Committees which we were formed during the 58th Meeting of CABE have submitted their reports which are before us for consideration. The Report of the CABE Committee on curbing unfair practices in school education sector along with draft legislation is before us today. The proposed legislation defines the various practices in the school education sector which will be treated as ‘unfair’ including charging excessive fee, lack of transparency in conducting the admission test for the standard XI, recruiting teachers without qualification, giving teachers and other administrative staff lesser salary than shown in the school records, recruiting teachers with low salary, exploitation of teachers through various means, not admitting special children, and discrimination of students, especially those belonging to SC/ST/OBC and weaker sections of society. The draft provides for mechanism of redress of complaints while prescribing the quantum of punishments for acts that violate the provisions of the proposed legislation.

7. Another CABE Committee on University Reforms has also submitted its report which emphasizes on the launch of a Rashtriya Uchchatar Shiksha Abhiyan which would have a special focus on incentivising state governments and state institutions.

8. The Committee on “Extension of the Right of Children to Free and Compulsory Education Act 2009 to Pre-school Education and Secondary Education” has also submitted its status report. The major issues that were identified by the Committee for further discussion are: (1) the entry age for pre-school under the extended framework; (2) qualifications and capacity building of teachers for preschool; (3) ensuring focus on child-centered pedagogy, play-way method and holistic development as critical elements of pre-school education: and (4) need for effective coordination with ICDS. As regards extending RtE to secondary levels, assessment of existing infrastructure, (i) age of children in the secondary education (15-16 or 15-18 years) and duration of secondary education (IX-X or IX-XII). (ii) appointment of additional teachers as per new PTR norm which would be fixed if RTE is extended,

(iii) consultation with all partners like state governments (on various issues like the norms of opening school, school infrastructure, teacher recruitment etc.), NCERT on curriculum and NCTE for qualification of teacher appointment, Teacher eligibility test, Teacher training institute, role and regulatory mechanism of the private sector (iv) sharing of financial responsibility between the Center and the states, are some of the key issues. As you would all appreciate, these issues need to be discussed comprehensively before we decide to extend RtE to pre-school and secondary level.

9. Since the coming into effect of Right to Children to Free and Compulsory Education (RTE) Act, 2009, all States/UTs have notified RTE Rules and 24 States/UTs have constituted SCPCR/REPA. However, we need to take a number of measures for filling up the vacancies of teachers as also provision of infrastructure. In this context, some of the State Education Ministers have also been requesting extending the time period prescribed for implementation of the Act. We would consider the same along with review of the progress of RtE.

10. As regards Teachers’ Education, Justice J. S. Verma Committee has given its report which was sent to all the State Governments. We will be having a detailed presentation on the measures to be taken by Central and State Governments in this regard. 

11. Skill Development and vocational education has been a key intervention in the education sector. In this context, we would be discussing reform measures in polytechnic sector. There are four strands of reform that have been identified in the process of consultations relating to:

 Content and curriculum reform.

 Faculty development and enrichment.

 Reforms in assessment and certification methods.

 Reforms in regulatory measures and institutional incentives.

12. As regards higher education, I feel the Consolidation of the Initiatives undertaken during XI Plan period, strengthening of the State Institutions, Faculty Development, Strengthening Research and Innovation in Basic Sciences and Social Sciences, Skill Building, Vocational Education and strengthening academia – industry linkages should be the critical focus areas.

13. Before I conclude, I would also like to mention that education should lead to building of an inclusive, just and fair society and it is in this context that I have been emphasizing on value education. Education in my view should lead to character building of our youth and also inspire them to work towards the task of nation building in addition to their work for employment or self-employment.

14. I would like meaningful exchange of views on all the agenda items and each one of you must contribute to making this a fruitful deliberation. I would request each one of you to express your views and pro-actively engage in the deliberations. These issues concern the future of the children and youth of our country and we should work together to improve access to education with equity and quality. With these words, I wish the proceedings all success and eagerly look forward to having a very engaging discussion.’’

Source : http://pib.nic.in/newsite/erelease.aspx?relid=88935

RTE / NCTE / TET : Union HRD Minister Reviews Implementation of RTE

RTE / NCTE / TET : Union HRD Minister Reviews Implementation of RTE

Teacher Eligibility Test News  / Information 

Union HRD Minister Reviews Implementation of RTE

Shri Kapil Sibal, Union Minister for Human Resource Development reviewed the implementation of the RTE Act, 2009 at a meeting with State Education Secretaries here today. Also present in the meeting were Dr. D Purendeswari, MoS for HRD, Smt. Anshu Vaish, Secretary, Dept. of School Education and Literacy and other senior officials. During the meeting among the matters discussed was the need for a grievance redressal mechanism for the RTE. It was pointed out that the RTE Act makes local authorities the grievance redressal agencies and the SCPCRs the appellate bodies at the State level. In this context it is necessary to establish the modalities through which child rights under the RTE Act are protected and violations can be dealt with. 

On the subject of Rationalizing Teacher Deployment, it was stated that a computerized software has been developed to facilitate states to undertake redeployment of teachers. The software uses the DISE database and can be customized to specific needs of the States. It has the potential to: 

• Generate a list of under-served and over-served schools.

• Create a vacancy database. 

• Generate a list of vacancies subjects-wise. 

• Be sensitive to the needs of physically handicapped teachers, women teachers and other categories as prioritized by the State. 

• Correct existing imbalances in teacher deployment. 

Some of the other issues that were addressed during the meeting include a review of the status of notification of State rules under RTE Act, 2009 . A Review of status of constitution of SCPCR/REPA for protection of rights of children under the RTE Act was also done. The subject of Community Mobilisation and awareness creation of RTE was also underlined. Teacher related issues, including, Teacher Vacancies in State sector and SSA, Additional teachers to fulfill RTE Mandate, Teacher Qualifications and Revision of Recruitments Rules, Relaxation of Teacher Qualifications, Teacher Eligibility Test, Training of Untrained Teachers came up for discussion during the review. Also discussed was reimbursement for admission of 25 per cent children from disadvantaged groups and weaker sections in unaided schools 

Source : http://pib.nic.in/newsite/erelease.aspx?relid=71794

RTE : Supreme Court's Post Popular Decision of This Week - Contract Teachers are Enemy of Educatio

RTE : Supreme Court's Post Popular Decision of This Week - Contract Teachers are Enemy of Education

Only Trained Teachers Are Eligible To Become Teachers in Schools

Bihar / BETET News : Central Government Puts Break on RTE (Sarva Shiksha Abhiyan ) in Bihar, Big Shock to RTE in Bihar

Bihar / BETET News : Central Government Puts Break on RTE (Sarva Shiksha Abhiyan ) in Bihar, Big Shock to RTE in Bihar

According to news -3700 Rupees is deducted 

1100 crore rupees deducted from Teachers Salary System

CAT - Central Administrative Tribunal : Teachers Salary Should Not Less Than Peon

CAT - Central Administrative Tribunal : Teachers Salary Should Not Less Than Peon

BETET Bihar : टीईटी अभ्यार्थियों के पक्ष में उतरा आइसा

BETET  Bihar : टीईटी अभ्यार्थियों के पक्ष में उतरा आइसा

TET/STET Pass Candidates facing problems for their recruitment -

बेतिया, निज संवाददाता : 30 नवंबर टीईटी और एसटीईटी के अभ्यर्थियों की मांगों को लेकर समाहरणालय पर आयोजित धरना-प्रदर्शन के समर्थन में आइसा भी उतर आया है। जिला आइसा के अध्यक्ष अभिमन्यु कुमार राव ने इसकी जानकारी देते हुए बताया कि नीतीश सरकार परीक्षा उत्तीर्ण करने के बाद भी विषयवार शिक्षकों की नियुक्ति की बात कह रही है। जिससे अभ्यर्थी मानसिक रुप से प्रताड़ित हो रहे हैं। इतना हीं नहीं नियुक्ति की प्रक्रिया जटिल बनाकर टीइटी और एसटीईटी पास अभ्यार्थियों का आर्थिक शोषण भी किया जा रहा है।

News Source : http://www.jagran.com/bihar/west-champaran-9886887.html / Jagran (27.11.12)

RTE : बालिका प्रारंभिक शिक्षा में धरी रह गई 68 फीसद राशि

RTE : बालिका प्रारंभिक शिक्षा में धरी रह गई 68 फीसद राशि

रांची : बालिका शिक्षा को बढ़ावा देने के लिए केंद्र सरकार के सहयोग से संचालित राष्ट्रीय बालिका प्रारंभिक शिक्षा कार्यक्रम (एनपीईजीईएल) में पिछले वित्तीय वर्ष (2011-12) में मात्र 32.39 फीसद राशि खर्च हुई। 67.61 प्रतिशत राशि राज्य सरकार खर्च नहीं कर पाई। 2011-12 में सर्व शिक्षा अभियान के तहत केंद्र सरकार ने इस कार्यक्रम के लिए 17 करोड़ 80 लाख 98 हजार रुपये के बजट की स्वीकृति दी थी। इनमें से 64.45 लाख रुपये पिछले वित्तीय वर्ष (2010-11) के स्पिल ओवर के रूप में मिले, जबकि चालू वित्तीय वर्ष में 17 करोड़ 16 लाख 53 हजार रुपये मिले थे। कुल 17 करोड़ 80 लाख 98 हजार रुपये में से 12 करोड़ 04 लाख रुपये राज्य सरकार खर्च नहीं कर सकी। इस राशि में से 2012-13 में मात्र 57 लाख 01 हजार रुपये स्पिल ओवर के रूप में मिले। शेष राशि केंद्र सरकार के पास धरी रह गई। उल्लेखनीय है कि इस कार्यक्रम के तहत 2012-13 में 16 करोड़ 32 लाख 10 हजार रुपये का अलग से बजट स्वीकृत हुआ है।

चौथाई राशि खर्च करने में भी छूटा पसीना

रांची : राष्ट्रीय बालिका प्रारंभिक शिक्षा कार्यक्रम (एनपीईजीईएल) में आठ जिलों का प्रदर्शन सबसे खराब रहा है। इनमें देवघर, सिमडेगा, रामगढ़, लोहरदगा, गोड्डा, पलामू, गढ़वा व कोडरमा शामिल हैं। इन जिलों ने 2011-12 वित्तीय वर्ष में तो बीस फीसद भी राशि खर्च नहीं की है। तीन जिलों में तो दस फीसद भी राशि खर्च नहीं हुई। सबसे खराब प्रदर्शन कोडरमा का रहा। मात्र दो जिले दुमका व गुमला में ही 50 फीसद से अधिक राशि खर्च हुई। आठ जिलों में बीस से 40 फीसद राशि खर्च हुई थी। वित्तीय सत्र के बाद दिनों में भी कोई खास खर्च नहीं हो पाया।

किस कारण यह स्थिति

-अधिकांश जिलों में प्रखंड स्तर के पदाधिकारी तथा जिला स्तर के पदाधिकारियों के बीच समन्वय नहीं।

-मूल्यांकन व रिपोर्टिग की सही प्रक्रिया नहीं अपनाई जाती है।

क्या है एनपीईजीईएल

सर्व शिक्षा अभियान के अंतर्गत इस कार्यक्रम के तहत स्कूल से बाहर की बालिकाओं की पहचान कर विभिन्न माध्यमों से न केवल उन्हें शिक्षित किया जाता है, बल्कि छोटे-छोटे व्यावसायिक पाठ्यक्रमों से भी जोड़ा जाता है। बालिकाओं को मशरुम उत्पादन, प्राकृतिक खाद निर्माण, पेंटिंग, सिलाई, कढ़ाई आदि का प्रशिक्षण दिया जाता है। बालिकाओं को शैक्षणिक भ्रमण भी कराया जाता है।

News : Jagran (20.5.12)

NCTE (Authorized By Central Government ) notified the Teacher Qualifications to implement RTE

NCTE (Authorized By Central Government ) notified the Teacher Qualifications to implement RTE

The RTE Act lays emphasis on the quality of teachers. Section 23 of the  RTE Act provides that the Central Government shall authorise an  academic authority to lay down Teachers Qualifications. The Central
Government has authorised the National Council of Teacher Education (NCTE) as such academic authority, and NCTE has notified the Teacher Qualifications on 23.8.2010.
The Framework for Implementation of SSA has also been revised in  keeping with the spirit of the RTE. The revised Framework has been circulated to States/UTs, and is also on the website: www.ssa.nic.in
As regards pre-primary education,  section 11 of the RTE Act provides  that the appropriate Government  may make arrangements to provide pre-primary education in order to prepare children for elementary education.


********************

Guidelines for conducting Teacher Eligibility Test (TET)

Background and Rationale
The implementation of the Right of Children to Free and Compulsory Education (RTE) Act, 2009 requires the recruitment of a large number of teachers across the country in a time bound manner. Inspite of the enormity of the task, it is desirable to ensure that quality requirement for recruitment of teachers are not diluted at any cost. It is therefore necessary to ensure that persons recruited as teachers possess the essential aptitude
and ability to meet the challenges of teaching at the primary and upper primary level.

2 In accordance with the provisions of sub-section (1) of section 23 of the Right of Children to Free and Compulsory Education (RTE) Act, 2009, the National Council for Teacher Education (NCTE) has laid down the minimum qualifications for a person to be eligible for appointment as a teacher in class I to VIII, vide its Notification dated August 23, 2010.

 A copy of the Notification is  attached at  Annexure 1.  One of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government.

3 The rationale for including the TET as a minimum qualification for a person to be eligible for appointment as a teacher is as under:
i. It would bring  national standards and benchmark of teacher quality in the recruitment process;
ii. It would induce teacher education institutions and students from these institutions to further improve their performance standards;
iii. It would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality
     
4 The TET  examination may be conducted by a suitable professional body designated  by the  appropriate Government for the purpose. It will be conducted in accordance with the Guidelines hereunder.

Eligibility
5 The following persons shall be eligible for appearing in the TET:
i. A person who  has acquired the  academic and  professional qualifications specified in the NCTE Notification dated 23rd August 2010.
ii. A person who is pursuing any of the teacher education courses (recognized by the NCTE or the RCI, as the case may be)  specified in the NCTE Notification dated 23rd August 2010.
iii. The eligibility condition for appearing in TET may be relaxed  in respect of a  State/UT which has been granted relaxation under sub-section (2) of section 23 of the RTE Act. The relaxation will be specified in the Notification issued by the Central Government under that sub-section.

Structure and Content of TET
6 The structure  and content  of the TET  is given in  the following paragraphs. All questions will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which one answer will be correct.
There will be no negative marking.
The examining body should strictly adhere to the structure and content of the TET specified below.

7 There will be two papers of the TET. Paper I will be for a person who intends to be a teacher for classes I to V. Paper II will be for a person who intends to be a teacher for classes VI to VIII. A person who intends to be  a teacher either for classes I to V or for classes VI to VIII will have to appear in both papers (Paper I and Paper II).
Paper I (for classes I to V); No. of MCQs – 150;

Duration of examination: one-and-a-half hours
Structure and Content (All Compulsory)
(i) Child Development and Pedagogy  30 MCQs  30 Marks
(ii) Language I 30     “ 30    “
(iii) Language II 30     “ 30    “
(iv) Mathematics  30     “ 30    “
(v) Environmental Studies 30     “ 30     “

Nature and standard of questions
While designing and preparing the questions for Paper I, the examining body shall take the following factors into consideration:
 The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to  the age group of 6-11 years.

They will focus  on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
 The Test items for Language I will focus on the proficiencies related to the medium of instruction, (as chosen from list of prescribed language options in the application form).
 The Language II will be  from among the prescribed options  other than Language I.   A candidate may choose any one language from the available language  options and  will be required to specify the same  in the application form. The test items in Language II will also focus on the elements of language,
communication and comprehension abilities.

4 The  test items in  Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and  pedagogical understanding of the subjects.  In all these subject areas, the test items shall be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I–V
by the appropriate Government.

 The questions  in the tests  for  Paper I will be based on the topics of the prescribed syllabus of the State for classes I–V, but their difficulty standard, as well as linkages, could be upto the secondary stage.

Paper II (for classes VI to VIII); No. of MCQs – 150;
Duration of examination : one-and-a-half hours
Structure and Content
(i) Child Development & Pedagogy (compulsory) 30 MCQs 30 Marks
(ii) Language I (compulsory) 30     “ 30    “
(iii) Language II (compulsory) 30     “ 30    “
(iv) (a) For Mathematics and Science teacher : Mathematics and Science – 60 MCQs
of 1 mark each
(b) For Social studies teacher : Social Studies - 60 MCQs of 1 mark each
(c) for any other teacher – either 4(a) or 4(b)

While designing and preparing the questions for Paper II, the examining body shall take the following factors into consideration:
 The test items on  Child Development and Pedagogy  will focus on educational psychology of teaching and learning, relevant to the age group 11-14 years. They will focus on understanding the characteristics,
needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
 The test items for Language I will focus on the proficiency related to the medium of instruction, as chosen from list of prescribed options in the application form.

 The Language II will be a language other than Language I.  The person may choose any one language from among the available options and as in the specified list in the application form and attempt questions in the
one indicated by the candidate in the application form by him. The Test items in Language II will also focus on the elements of language, communication and comprehension abilities.

 The test items in Mathematics and Science, and Social Studies will focus on the concepts, problem solving abilities and pedagogical understanding of these subjects. The test items of Mathematics and Science will be of 5
30 marks each. The test items shall be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI-VIII by the appropriate government.
 The questions in the tests for Paper II will be based on the topics of the prescribed syllabus of the State for classes VI-VIII but their difficulty standard as well as linkages could be upto the senior secondary stage.

8 The question paper  shall be  bilingual  – (i)  in  language(s) as decided by the appropriate Government; and (ii) English language.

Qualifying marks
9 A person who scores  60% or more in the TET exam will be considered as TET pass. School managements (Government, local bodies, government aided and unaided)
(a) may consider  giving concessions to persons belonging to SC/ST, OBC, differently abled persons, etc., in accordance with  their extant reservation policy;

(b) should give weightage to the TET scores in the recruitment process; however, qualifying  the  TET would  not confer a right on any  person for recruitment/employment  as it is only one of the eligibility criteria for
appointment.

Applicability
10 (a) TET conducted by the Central Government shall apply to all schools referred to in sub-clause (i) of clause (a) of section 2 of the RTE Act.
(b) TET conducted by a State Government/UT with legislature shall apply to :
(i) a school of the State Government/UT with legislature and local authority referred to in sub-clause (i) of clause (n) of section 2 of the RTE Act; and
(ii) a school referred to in sub-clause (ii) of clause (n) of section 2 of the RTE Act in that State/UT.
A school at (i) and (ii) may also consider eligibility of a candidate who has obtained TET Certificate awarded by another State/UT with legislature.

In case a State Government/UT with legislature decides not to conduct a TET, a school at (i) and
(ii) in that State/UT would consider the TET conducted by the Central Government.
(c) A school referred to in sub-clause (iv) of clause (n) of section 2 of the RTE Act may exercise the option of  considering  either  the TET conducted by the Central Government or the TET conducted by the State Government/UT with legislature.

6 Frequency of conduct of TET and validity period of TET certificate :
11 The appropriate Government should conduct a TET at least once every year. The Validity  Period of  TET qualifying certificate for appointment will be  decided by the appropriate Government subject to a maximum of seven years for all categories. But there will  be  no restriction on the number of attempts  a person can  take for acquiring a TET Certificate. A person who has qualified TET may also appear again for improving his/her score.

Procedure for conduct of the Test
12 The examining body shall formulate a detailed procedure and lay down instructions for conduct of the TET.  Candidates should be informed that a very serious view will be taken of any malpractice or impersonation.
Legal Disputes
13 All legal disputes with regard to conduct of TET shall be subject to the jurisdiction of the appropriate Government.
Award of TET Certificate
14 The appropriate Government conducting the Test shall award a TET Certificate to all successful candidates.

The certificate should contain the name and address of the candidate, date of birth, Registration  No. year/month of award of  Certificate, marks obtained in each Paper, class level of its validity (Class I to V, class VI to VIII or both), and, in case of classes VI to VIII,  the subject area  (Science and Mathematics,  Social Studies, etc.). The certificate may be electronically generated with adequate security features. Appropriate may consider utilizing the services of specialized agencies for issuing de-materialized (demat) TET certificates as a security feature to avoid any kind of malpractice.

Right to Education Act (RTE)

Right to Education

The Right of Children to Free and Compulsory Education Act, 2009 considers “compulsory education” as an obligation of the government. This Act provides for free elementary education and ensures compulsory admission, attendance and completion of elementary education to every child in the 6-14 age group in a neighborhood school.

This Act:
Specifies duties and responsibilities of appropriate Governments, local authorities and parents;
Lays down the norms and standards relating inter alia to Pupil Teacher Ratios and infrastructure;
Prohibits physical punishment and mental harassment;

Related Links:

• The Right of Children to Free And Compulsory Education Act, 2009. (1,389 KB) 
• The Right of Children to Free and Compulsory Education Rules , 2010. (4,595 KB) 
• Article 21A of the Constitution - Constitution (Eighty - Sixth Amendment) Act , 2002. (169 KB) 
• Notification of the Constitution (Eighty-Sixth Amendment) Act , 2002 and Right of Children to Free and Compulsory Education Act , 2009. (169 KB) 
• Model Rules under the Right of Children to Free and Compulsory Education Act , 2009. (144 KB) 
• Notification for appointment of NCTE as academic authority u/s 23 of the RTE Act and of NCERT as the academic authority u/s 29 of the RTE Act (123 KB) 
• Guidelines under Section 35(1) of the RTE Act regarding implementation of Section 25( 1 ) (89 KB) 
• Corrigendum in respect of section 19(1) of the Right of Children to Free and Compulsory Education Act , 2009 (277 KB) 
• Notification of Constitution of National Advisory Council ( NAC ) u/s 33(1) of the RTE Act. (724 KB) 
• Development of framework of national curriculum u/s 7 of the RTE Act. (261 KB) 
• Guidelines u/s 35(1) regarding deployment of teachers for elections u/s 27 of the RTE Act. (576 KB) 
• Notification of NCTE laying down the minimum qualification for a person to be eligible for appointment as a School teacher u/s 23 (1) of the RTE Act. (2,184 KB) 
• Minutes of the Meeting on the Right of Children to Free and Compulsory Education Act, 2009 held on 14th August, 2010 (2,184 KB) 
• Guidelines for Relaxation U/s 23 (2) of the RTE Act, 2009. (1,418 KB) 
• Guidelines Regarding applicability of RTE Act on Minority Institutions. (321 KB) 
• Guidelines Regarding Procedure for School Admission Under RTE Act, (793 KB) 
• Guidelines for conducting Teacher Eligibility Test (TET) under RTE Act., (172 KB)