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What key issues about inclusion in education appear to have been forgotten in the RTE? 1.

UN states that children of 3-16 years have a right to free education. But the RTE(India) only applies to children of 6-14 years. This is a clear violation of the Child Rights set by the UN. [4] Clearly, there is a need to review the RTE Act, since it violates the rules as set by the UN in the Child Rights Convention in 1989. RTE does not include the children below 6 years and above 14 years. This could have major implications in a country like India, where half the population belongs to the age group of 2-10 years and most of them lead underprivileged lives. 2. RTE does not include Adult illiterates. [3] This is a very serious issue, as these individuals shape the future of our country. Most of these haven’t had proper means of education since their childhood. Adult Illiteracy is a double violation of the human right to education. Firstly, the lack of accessible and adaptable education when they were children. Secondly, the failure of the Act of including this is a violation of the ongoing RTE. 3. The Act attempts to analyze our social inequalities based on caste and other various identities and bring children from all sections into our school system. But, it has not been implemented properly. Fees and the admission process is different for these students even though it is claimed to be the same on paper. Large numbers of children, especially from disadvantaged communities, are deprived of quality education, which has thwarted the equitable access to basic education. 4. Even though many institutions claim to give equal education to everyone, once the students are accepted, they are not treated at par with others, as is the case with handicapped students/specially challenged students. Most private institutions have incorporated rte into their curriculum. But they have segregated the students into two categories by placing the handicapped/disabled children in different sections, or in some cases different buildings altogether. This creates a lot of differences and thus excludes the 5. No method is prescribed for selecting the 25 per cent poor students for admission into unaided private schools. [1] After the government put into effect the RTE, the private institutions had to set aside 25% seats for the needy and poor students. The private institutions instead of taking it as an issue of lowering of their prestige, should allow students from all financial backgrounds to get their fair chance of equaling and mixing up with the society. But that’s not the case. Most private institutions want children from rich family backgrounds to 6. Norms for buildings, the number of working days, teacher workload, equipment, library and extra-curricular activities are prescribed only for unaided schools, and not for other schools including government schools.[1] 7. The Act is excessively input-focused rather than outcomes-oriented. [2] Though it talks about the norms that unaided schools should provide and the teacher-pupil ratio, it does not tackle these issues realistically. For example, The teacher-pupil ratio as set by RTE is 1:6, does this mean that if in a government school there are only 12 children from class Ist to Vth, then the number of teachers in the school will only be two? This shows that the Act has been made ideally and not realistically. 8. Quotas*: Will not attack the best talents. Reservation makes people complacent about their position. It can segregate people into different groups. http://www.html www.apc.blogspot.thehindu.ece http://ajayshahblog.pdf .com/opinion/editorial/ : 1.pdf