BARKATULLAH UNIVERSITY, BHOPAL

DEPARTMENT OF LEGAL STUDIES AND

RESEARCH

2020 - 2021

TOPIC: RIGHT TO EDUCATION

SUBJECT: ENGLISH

SUBMITTED TO: SUBMITTED BY:

DR. SWASTI CHATURVEDI
SHANKAR PRAJAPATI
1st YEAR (2nd SEM)
CONTACT INFO. 7987570931
EMAIL ID-
ENROLLMENT NO.

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 DECLARATION

I hereby declare that the project titled “RIGHT TO EDUCATION” has been prepared and
submitted by Shankar Prajapati, who is currently pursuing his B.A.LLB (Hons.) at Barkatullah
University, Bhopal in fulfillment of his project work. It is also certified that this is his original
work and this paper has not been submitted to another University.

Signature: SHANKAR PRAJAPATI

Date: 17 MAY 2021

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 ACKNOWLEDGEMENT
On completion of this project it is my privilege to acknowledge my profound gratitude and
indebtedness towards my teachers for their valuable suggestion and constructive criticism. Their
precious guidance and unrelenting support kept me on the right track throughout the project. I
gratefully acknowledge my deepest sense of gratitude to:

My teacher, Dr. Swasti Chaturvedi, who provided me this wonderful opportunity and guided
me throughout the project work.
Finally, I am thankful to my family members and friends for the affection and encouragement
with which doing this project became a pleasure.

SHANKAR PRAJAPATI

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 ABBREVIATIONS
 RTE – Right to Education

 FRs – Fundamental Rights

 FDs – Fundamental Duties

 DPSPs – Directive Principle of State Policies

 No. – Number

 Sect. – Section

 NEP – National Education Policy

 UNICEF – United Nations International Children’s Emergency Fund

 SCPCR – State Commission for Protection of Child Rights

 UNESCO - United Nations Educational, Scientific and Cultural Organization.

 NGOs – Non - Governmental Organization

 UDHR - Universal Declaration of Human Rights

 UN – United Nations

 US – United States

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 INDEX
S. NO. CONTENT PAGE NO.

1.
Introduction
2.
What is the Right to Education?

3.
International Legal Basis of Right to Education

4.
The Right of Children to Free and Compulsory Education
Act

5.
Origin And History
6.
Merits OF RTE
7.
Obstacles Faced By RTE

8.
Criticism

9.
Conclusion
10.
BIBLIOGRAPHY / WEBOGRAPHY

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 Introduction

It is said that ‘mother and that father are enemies, who do not give education to their children’.
Right to education means that these rights-holders can stand up and that something can be done.
Right to education for all is one of the biggest development challenges faced by the International
and National community today. Right to education is the most important part of the human
development. It is the foundation of free and fulfilled life. Education plays an important role in
building a good society; it also promotes good governance and transparency in a state. The
growth and development of a state is primarily dependent upon the quality of education given to
the people. Right to education has been universally recognised since the UDHR and has since
been enshrined in various international conventions, treaties, constitution and development plans.
In some cases, the right exists along with the assumption that the user should pay for this right,
undermining the very concept of a right. On the other hand, the right exists in theory, but there is
no capacity to implement this right in ground reality. Right to Education is facing various
hindrances like, teachers, buildings infrastructure, water and government support.

“Politics without principles, Education without character, Science without

humanity, and Commerce without morality are not only useless, but also positively
dangerous.” - Anonymous

More than 3300 years back a poet had said, “The parents who do not educate a child are his
enemies since he is humiliated in an assembly of learned men like a crane among swans. In the
recent past Nelson Mandela had proclaimed, “Education is the most powerful weapon which you
can use to change the world.”
Education is considered essential for a man to live with human dignity. Every human infant
comes into the world lacking of the facilities characteristic of fully-developed human beings.
This does not mean simply the ability to see clearly, to move around, to feed oneself, etc.; above
all, it means he is devoid of reasoning power the power that differ man from animals. But the
crucial difference between the baby and other animals is that these powers, in particular the
ability to reason, are potentially within him. The process of growing up is the process of the
development of the child’s facilities.

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 What is the Right to Education?

Education is a dynamic process that starts from birth. It is the most important element for growth
and prosperity of a nation. Education in its real sense is the pursuit of truth. It is an endless
journey through knowledge and enlightenment. Such a journey opens up new vistas of
development of humanism. Education is the manifestation of perfection already in man. It is the
one that lends dignity to a man. Education is keystone for self-sustaining livelihood and the
education is life insurance for all children. Education is essential for the development of human
potential, the enjoyment of full range of human rights and respect for the rights of others.

The right to education is a human right. A right is something, which one is entitled to and which
one can claim. Having a right means that someone else has an obligation. If someone has the
right to free education, then the government or school cannot demand one to pay to access
education. As well as, being a right in itself, the right to education is also an enabling right.
Education “creates the ‘voice’ through which right can be claimed and protected”, and without
education people lack the capacity to “achieve valuable functioning as part of the living”. If
people have access to education they can develops the skills, capacity and confidence to secure
other rights. Education gives people the ability to access information detailing the range of right
that they hold, and government’s obligations. It supports people to develop the communication
skills to demand these rights, the confidence to speak in a variety of forum, and the ability to
negotiate with a wide range of government officials and power holders.
The right to education obligates governments to ensure the satisfaction of basic learning needs
for all. The World Declaration on Education for All 1990 finds that: “These needs comprise both
essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and
the basic learning content (such as knowledge, skills, values, and attitudes) required by human
beings to be able to survive, to develop their full capacities, to live and work in dignity, to
participate fully in development, to improve the quality of their lives, to make informed
decisions and continue learning.”

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Rights
The Oxford English Dictionary defines a ‘right’ as a justifiable claim on legal or moral grounds
to have or to obtain something, to act in a certain way. Rights are of essential importance in such
disciplines as law and ethics, especially theories of justice and deontology. ‘Ubi jus ibi
rernedium’ an ancient legal maxim says that where is right there is remedy. Lawyers have not
pronounced the reason why this correlativity is so significant. Perhaps to them, it has been
apparent. There are various rights and at the same time moral and values that need not be stated
in terms of rights. Jurisprudence is concerned only with such rights are enforced by law.
Right is an interest recognized and protected by law. ‘Rights’ are legal, social, or ethical
principles of freedom or entitlement; that is, rights are the fundamental normative rules about
what is allowed of people or owed to people, according to some legal system, social convention,
or ethical theory. Rights are often considered fundamental to civilization, being regarded as
established pillars of society and culture and the history of social conflicts can be found in the
history of each right and its development. The specific enumeration of rights has differed greatly
in different periods of history. In many cases, the system of rights promulgated by one group has
come into sharp and bitter conflict with that of other groups.

Education
‘Education’ narrowly refers to formal institutional instructions. Generally, international
instruments use the term education in a narrow sense. Education has defined the term
“education” to mean “all types and levels of formal education, including access to education, the
standard and quality of education, and the conditions under which it is given.”
In a broader sense, education may describe “all activities by which a human group transmits to
its descendants a body of knowledge and skills and a moral code which enable the group to
subsist.” The wider meaning of education has been recognized in Article1(a) of UNESCO’s 1974
Recommendation concerning Education for International Understanding, Co-operation and
Peace and Education relating to Human Rights and Fundamental Freedoms.
The Article states that education implies: “the entire process of social life by means of which
individuals and social groups learn to develop consciously within, and for the benefit of, the
national and international communities, the whole of their personal capabilities, attitudes,

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aptitudes and knowledge.” There is no absolute agreement as to how to define the right to
education, but the aims and objectives of education, as defined in the international covenants,
treaties and Supreme Court decisions, includes as below following:
• Education is special manifestation of man;
• The development of human personality, a sense of dignity of individual talent, mental and
physical ability;
• Education is the treasure which can be preserved without the fear of loss;
• Enable people to participate effectively in a free society;
• The promotion of understanding, tolerance, friendship among all groups, and to maintain
peace;
• Education secures honour at the hands of the State, not money.

Importance of Education
The importance of education has come to be recognised by various thinkers and in judicial
decisions. The significant of education was very well explained by Chief Justice ‘Earl Warren’
of U.S. Supreme Court in following words: “Education is perhaps the most important function of
state and local governments. It is the very foundation of good citizenship. It is a principal
instrument in awakening the child to cultural values, in preparing him for later professional
training, and in helping him to adjust normally to his environment. In these days, it is doubtful
that any child may reasonably be expected to succeed in life if he is denied the opportunity of an
education. Such an opportunity, where the state has undertaken to provide it, is a right which
must be made available to all on equal terms”.
After that the importance of education was emphasized by Supreme Court of India in the
following words: “Education is the special manifestation of man; Education is the treasure which
can be preserved without the fear of loss; Education secures material pleasure, happiness and
fame; Education is the teacher of the teacher; Education is God incarnate; Education secures
honour at the hands of the State, not money; A man without education is equal to animal”.

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 International Legal Basis of Right to Education

Right to education is codified in the Universal Declaration of Human Rights, Article 26 of the
UDHR in the following terms:
Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible to
all on the basis of merit. Education shall be directed to the full development of the human
personality and to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for maintenance of peace. Parents
have prior right to choose the kind of education that shall be given to their children. International
Covenant on Civil and Political Rights1966, International Covenant on Economic, Social and
Cultural Rights 1966, the Convention on the Elimination of All Forms of Discrimination against
Women 1979 and convention on the rights of the child 1989. The International community
reaffirmed the right to education at the World Education Forum in 2000. The UNESCO has,
therefore, place the right to education at the forefront of its activities and the Education for All
1990 is high on its agenda. The Dakar Forum agreed on six goals, which were considered to be
essential, attainable and affordable, given strong international commitment and resolved. The six
goals are as follows:

(1) Expanding and improving comprehensive early childhood care and education, especially for
the most vulnerable and disadvantaged children;
(2) Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and
those belonging to ethnic minorities, have access to and complete free and compulsory primary
education of good quality;
(3) Ensuring that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life skills programs;
(4) Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for
women, and equitable access to basic and continuing education for all adults;

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(5) eliminating gender disparities in primary and secondary education by 2005, and achieving
gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and
achievement in basic education of good quality;
(6) Improving all aspects of the quality of education and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills.
The Constitution of UNESCO expresses the belief of its founders in “full and equal educational
opportunities for all”. The Dakar Framework for Action committed governments to
strengthening national and regional mechanisms to ensure that Education for All was on the,
inter alia, of every national legislature. It also emphasized that at the national level concrete
measures are to be taken so that legal foundations of the right to education are strengthened in
national systems. To make poverty history the international community realized that there is a
need to provide financial support to develop poverty stricken states for complete removal of
poverty. A target has been fixed to achieve this goal by the UN General Assembly and the UN
Millennium Declaration was adopted in September 2000 in which states agreed to endeavor their
best to eradicate poverty, promote human dignity and equality and, thereby, achieve peace,
democracy and environmental sustainability. In particular, the international community
committed, in the Millennium Development Goals, to cut extreme poverty by half by 2015 and
to banish extreme poverty by 2025. The international community has set a target that by 2015
children everywhere, both boys and girls, will be able to complete a full course of primary
schooling.

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 The Right of Children to Free and Compulsory Education Act

Right To Education formally known as The Right of Children to Free and Compulsory
Education Act, 2009, no. 35 of 2009. It is a fundamental human right affirmed by the United
Nations and recognized in regional treaties and numerous national constitutions.
RTE is an Indian legislation enacted by the Parliament of India on 4 August 2009, received
President’s assent on 26 August 2009 and became an act. It describes the modalities of the
importance of free and compulsory education for children between 6 and 14 in India under
Article 21a of the Indian Constitution. India became one of 135 countries to make education a
fundamental right of every child when the act came into force on 1 April 2010.
RTE presently consists of One schedule, VII chapters and 38 Section and various Clauses and
sub clauses which describes in details the rules and regulations for admission of children in
school. This act shall extend to whole of India except the state Jammu and Kashmir.

Key Features of Right of Children for Free and compulsory Education Act are:-
Free and Compulsory education to all children of India in the 6 to 14 age group in
neighborhood school till elementary education.
No Child shall be held back, expelled, or required to pass a board examination until
completion of elementary education.
A child above six years of age has not been admitted in any school or though admitted,
could not complete his or her elementary education, then, he or she shall be admitted in
a class appropriate to his or her age, Provided that where a child is directly admitted
in a class appropriate to his or her age, then, he or she shall, in order to be at par with
others, have a right to receive special training, in such manner, and within such time
limits, as may be prescribed. Provided further that a child so admitted to elementary
education shall be entitled to free Education till completion of elementary education
even after fourteen years.
For the purposes of admission to elementary education, the age of a child shall be
determined on the basis of the birth certificate issued in accordance with the
provisions of the Births, Deaths and Marriages Registration Act, 1856 or on the basis of

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such other document, as may be prescribed. No child shall be denied admission in a
school for lack of age proof.
A child who completes elementary education shall be awarded a certificate.
There should be a fixed student-teacher ratio.
Provides for 25 percent reservation for economically disadvantaged communities in
admission to Class One in all private schools.
Mandates improvement in quality of education.
All schools except private unaided schools are to be managed by School Management
Committees with 75 percent parents and guardians as members.
School teachers will need adequate professional degree within five years or else will
lose job.
School infrastructure to be improved in three years, else recognition will be cancelled.
Financial burden will be shared between State and Central Governments.
Each privately run school, however small it may be, would be required to obtain a
certificate of recognition from a certifying authority of State Government. “Such
schools would have to meet the minimum infrastructure and teacher-student ratio
specified in the RTE Act, and the teacher qualification requirements, in order to be
considered for recognition by the certifying authority.
No child should be denied admission on the basis of absence of transfer certificate.
No child shall be subjected to physical punishment and mental harassment.
No donation or capitation fees and No interview of the child or parent for admission is
required.4

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Origin and History

Although RTE‟s content and practice have been a source of controversy for as long as anybody
can remember and have evolved (or adapted themselves) in function of time and place, education
for everybody is unanimously accepted as a necessity. The same can be said for the school,
which has become the norm in our contemporary world even if one does not learn only in school
(there is also, for example, the family and work, and even prison can furnish a framework for
learning) and even if, at times, there have been those who have dreamed of a world without
schools.

“A nation is said to be strong and united when divisive forces causing

disintegration are totally absent in it.”

In India there is always a concern of creating a good literate environment, there has been always
a need of such law which should provide a quality and purposeful education to all citizens
especially the children who are the future developer of the country. For this very purpose the
thinkers started working on this project immediately after the Independence of India, but the real
result arrived in mid 1960s with the introduction of National Education Policy.
The attainment of social and national integration as one of the objectives of the national system
of education is challenging problem. Education is promoting divisive tendencies. The schools for
the rich and the poor are segregated. There is a lack of national consciousness everywhere.
Communal riots, corruption, strikes, lawlessness, disregard for public property is some of the
symptoms of social disintegration.

The Education Commission (1964-66) suggested certain steps to create a strong and united
country to make people conscious of what „India‟ is and to create an integrated society. This is
the 1st step for introduction of RTE in India. The suggested steps include:-
1. The common School System - The common school system of public education has been
suggested by the Commission as a powerful instrument for achieving social and national
integration, because the schools under this system would be open to all „children, irrespective of
caste, creed, community, religion, economic conditions or social status‟.

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2. Social and National Service as an integral Part of Education - The commission suggested
that programmers of social and national service should be incorporated in the education of
children at all stages. Social and national service so organized and made
obligatory for all students at all stages would certainly lead to a decrease in the social distance
between the educated and the uneducated, the intelligentsia and the masses.

3. Evolving a Language Policy for National and Social Integration - The Emotional
Integration Committee regarded the use of regional languages from the primary to the college
level as media of education, „a matter of profound importance for national integration‟.

4. Promoting National Consciousness - The schools under the English regime taught loyalty to
the English people by giving instruction to our students in their literature, history and culture.
Love for the motherland was never developed before 1937. It was struggle for Independence
between 1900 and 1947 that made people nationally conscious. The development of national
consciousness was effected outside the school wall.
Through NEP , 1964 India carved its 1st snitch towards success in field of education.
Following are the reasons why there is need of Education Committee at that time and these very
reasons are the same reasons for Introduction of RTE in present time.
 A need for Social change.

 A need for improving the quality of education.

 A need for protecting children against harassment (physically or mentally) at schools.

The 2nd big achievement in the process occurred in the year 1986 with the Introduction of
National Education Policy, 1986. Its main objectives were :-
1. Vocationalization of Education.

2. To encourage the governmental and non-governmental efforts for wiping out illiteracy.

3. To emphasize the necessity of adult education, formal education, farmers education and open
schools.

4. To awaken the people about the various scientific and technological developments.

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Presently what we see in RTE is the modern form of education policy which was a rough
draft of education bill composed in year 2005. It received much opposition due to its
mandatory provision to provide 25% reservation for disadvantaged children in private schools.
The sub-committee of the Central Advisory Board of Education which prepared the draft Bill
held this provision as a significant prerequisite for creating a democratic and egalitarian society.
Indian Law commission had initially proposed 50% reservation for disadvantaged students in
private schools.
The bill was approved by the cabinet of India on 2 July 2009. Rajya Sabha passed the bill on 20
July 2009 and the Lok Sabha on 4 August 2009. It received Presidential assent and was
notified as law on 26 August 2009 as The Children's Right to Free and Compulsory Education
Act. The law came into effect in the whole of India except the state of Jammu and Kashmir from
1 April 2010, the first time in the history of India a law was brought into force by a speech by the
Prime Minister. In his speech, Manmohan Singh, Prime Minister of India stated that,

"We are committed to ensuring that all children, irrespective of gender and social
category, have access to education. An education that enables them to acquire the
skills, knowledge, values and attitudes necessary to become responsible and active
citizens of India.

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Merits OF RTE

Passing of RTE bill has given India a new era of Development in Education field. Some of the
Merits that India has got from RTE directly or indirectly include:

 Created Emphasis on Learning

 Provided Education for the Weaker Section of the Society

 Emphasis on Reforms in Examination System

 Provided Importance to Moral Values

 Modernization of Education

 Establishment of Open University and Navodaya Vidyalaya

 Adult and Women education

 Prevent physical and mental harassment of Student

 Invention of programs like Mid-Day Meal, Sarva Siksha Abhiyan, etc.

All these merits and advantages, directly or indirectly is provided by RTE and are proved as to
be very beneficial for balancing, developing and for growth of country.

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Obstacles Faced By RTE

The obstacles to the realization of the right to education are numerous. Among the greatest one
includes:
 Inequality/Poverty - All objective studies undertaken indicate that during the past three
decades inequality and poverty between countries and within countries has increased in an
alarming way. The rise in unemployment, the reduction of aid and investment, the risk of large-
scale malnutrition, the risk of civil turmoil and riots, the rise in prices and the cost of living, lead
to de-schooling of children in order to work and earn their as well as their family living.

 Lack of Means - Many Schools lack the means and the ability (infrastructure, school
material, qualified persons and finances, in particular) to realize the right to education for all. In
this regard, there is also the brain drain. Qualified persons, including teachers, trained in the
country or not, are very often seduced by the attractive offers of the countries of the West.

 Discrimination/Segregation - Discrimination in education can take the form of ethnic,

religious or linguistic discrimination, but it can also be involve gender (against women and girls,
especially), social classes (the poor) and migrant workers. Currently, out of 77 million children
who don’t go to school, 55% are girls and two-thirds of 781 million illiterate adults are women.

 Privatization - As is the case in other sectors, neo-liberal policies promoted by the

international financial and trade institutions commodify the education sector. These institutions
would “transform education and research into sources of immediate profit”.

These were some of the common problem that RTE is facing for its implementation. For proper
and effective working of the act it is important for us to get these problems out from our path
permanently as soon as possible.

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Criticism

The act has been criticized for being hastily-drafted, not consulting many groups active in
education, not considering the quality of education, infringing on the rights of private and
religious minority schools to administer their system, and for excluding children under six
years of age. Many of the ideas are seen as continuing the policies of Sarva Shiksha Abhiyan of
the last decade, and the World Bank funded District Primary Education Programme of the '90s,
both of which, while having set up a number of schools in rural areas, have been criticized for
being ineffective16 and corruption-ridden.17

Quality of education
The quality of education provided by the government system remains in question. While it
remains the largest provider of elementary education in the country forming 80% of all
recognized schools, it suffers from shortages of teachers, infrastructural gaps and several
habitations continue to lack schools altogether. There are also frequent allegations of government
schools being riddled with absenteeism and mismanagement and appointments are based on
political convenience.

Public-private partnership
In order to address these quality issues, the Act has provisions for compensating private schools
for admission of children under the 25% quota which has been compared to school vouchers
whereby parents may "send" their children in any school, private or public. This measure, along
with the increase in PPP (Public Private Partnership) has been viewed by some organizations
such as the All-India Forum for Right to Education (AIF-RTE), as the state abdicating its
"constitutional obligation towards providing elementary education"

Barrier for orphans

The Act provides for admission of children without any certification. However, several states
have continued pre-existing procedures insisting that children produce income and caste
certificates, BPL cards and birth certificates. Orphan children are often unable to produce such

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documents, even though they are willing to do so. As a result, schools are not admitting them, as
they require the documents as a condition to admission.

Impractical in Nature
There has been lots of question that are faced by RTE regarding its practical implementation.
There is clause which said that that there should be proper infrastructure of each and every
school, also all the teacher’s should have a proper degree and qualification for teaching and for
this very purpose a time period of just 3 years is provided which almost has ended. There is no
significant changes that are being made in this area and this situation was predictable because in
country like India where there is still lots of poverty, mismanagement and corruption is spreaded
it is almost impossible to create such a mentioned situation and that also to such a large
population.

Other Issues
Other Issues like what should be done if any student has taken the admission but is not attending
the school, what about the dress code which is needed to be followed in private schools, etc are
not mentioned in the act. These issues create lots of obstacles in the implementation and working
of RTE.

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Conclusion

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 BIBLIOGRAPHY/WEBOGRAPHY

 Baddena, Neeti Saara or Neeti Sastra, Baddena a Telugu poet (1220-1280 AD) was the composer
of the most famous “Sumathi Satakam” as well as “Niti Sastra”, available at:
https://en.wikipedia.org/wiki/Neeti_Sastra
 South African Statesman First Democratically Elected State President of South Africa (1994),
available at: https://en.wikiquote.org/wiki/Talk:Nelson_Mandela
 Murray N. Rothbard, “Education: Free & Compulsory” (Ludwig Von Mises Institute, Auburn,
Alabama, 1999, p.1)
 A.P.J. Abdul Kalam, ‘The Pursuit Of Truth’ - President A.P.J. Abdul Kalam's address to the
nation on the eve of 58th Independence Day In NCMP-DMPR - Facilities (MPISG. New Delhi,
Archi texturez Imprints, 2004), available at: http://architexturez.net/doc/az-cf-21863_
 A.P.J. Abdul Kalam and Y.S. Rajan, “Beyond 2020: A Vision for Tomorrows India” (Penguin
Books Ltd, 2014)., and S. Vijay Kumar
 “Dr. A.P.J. Abdul Kalam's Vision For The Nation” The Hindu, Sep. 5, 2013, available at:
http://www.thehindu.com_
 Kelvin Watkins, “The Oxfem Education Education Report” (Oxfem GB In Association With
Oxfem International In 2000, 1st edn., 2000).
 Amartya Sen, “Capability and Well-Being” in Martha Nussbaum and Amarty Sen (eds.), “The
Quality of life” (Oxford University Press, 1993).
 Amartya Sen, “Capability and Well-Being” in Daniel M. Hausman (eds.), The Philosophy of
Economics An Anthology 370 (Cambridge University Press, 3 rd edn., 2008).
 World Declaration on Education for All Meeting Basic Learning Needs: A Vision For The
1990’s, Jomtein Thailand, 5-9 March 1990
 Naushad Husain, “The Right To Education – A Conceptual Framework” in Naushad Husain
(ed.), Right To Education – Retrospect And Prospects (Shipra Publications, Delhi, 2014, p.58).
 Sir Thomas Erskine, The Elements of Jurisprudence, (Universal Law Publishing Co. Pvt. Ltd.,
Delhi, 2001, p.83)
 Article 1(2) of the UNESCO’s Convention against Discrimination in Education (1960)
 Brown v. Board of Education of Topeka, US Supreme Court Report 98 Law., Ed. 347 U.S. 483,
873 (1954), available at: http://www.legalcrystal.com

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 The right to education is one of the fundamental rights proclaimed in the Universal Declaration
of Human Rights 1948 under Article 26.
 The Dakar Framework for Action, Education for All: meeting our Collective Commitments,
adopted by the World Education Forum (Dakar, Senegal, 26-28 April 2000), available at:
http://www.unesco.org_
 189 States adopted the UN Millennium Declaration 2000, General Assembly resolution,
A/RES/55/2, 55th session, 18 September 2000. available at: http://www.undp.org_
 Newspapers - Indian express, The Times of India , The Hindu

 India UNICEF

 http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI1.pdf (official Website of Ministry of

Human Resource Development of India)

 The Gazette Of India, August 2009

 "The Right of Children to Free and Compulsory Education Act, 2009 notified". Press Information
Bureau September 3, 2009
 "Prime Minister's Address to the Nation on The Fundamental Right of Children to Elementary
Education". Pib.nic.in.

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