ALLIANCE UNIVERSITY

RIGHT TO EDUCATION

SUBMITTED BY:

1. MADHAV SINGH DHAKAD

Reg.no: - PROV/BBA.LLB/7-21/077
2. NISCHITH. BASHETTIYAVAR
Reg.no: - PROV/BBA.LLB/7-21/064
3. SHRUTI PATEL
Reg.no: - PROV/BBA.LLB/7-21/090
4. M.V.GEETHIKA REDDY
Reg.no: - PROV/BBA.LLB/7-21/057
5. JAMES ANTON WINSLOW
Reg.no: - PROV/BBA.LLB/7-21/056
6. ISHAK JP
Reg.no:- PROV/BBA.LLB/7-21/029

BATCH:- 2021-2026

B.B.A.L.L.B (Hons)
Professor. Shreshth Bhatnagar

1
 ALLIANCE UNIVERSITY,

SCHOOL OF LAW,

BANGALORE.

DATE OF SUBMISSION:- 24, November 2021

2
 DECLARATION

We declare that the paper entitled “RIGHT TO EDUCATION” has been

prepared by us and it is the original work carried out by us for the fulfillment of
the requirements of B.B.A. LL.B ( Hons ) degree programme of school of law,
Alliance university. We collected our information for this work from number of
resources as eBook, internet, books, journals, SCC, Field survey and so on. We
did a good effort for collecting resources and combining it together and
transform it in a form of this paperwork. No part of this seminar paper has
already formed the basis for any examination/evaluation requirement of any
degree.

Signature & name :- 1.Madhav Singh Dhakad

2. Nischith. Bashettiyavar

3. Shruti Patel

4. M.V.Geethika Reddy

5. James Anton Winslow

6. Ishak JP

Student reg.no:- 1. PROV/BBA.LLB/7-21/077

2. PROV/BBA.LLB/7-21/064

3. PROV/BBA.LLB/7-21/090

4. PROV/BBA.LLB/7-21/057

5. PROV/BBA.LLB/7-21/056

6. PROV/BBA.LLB/7-21/029

Batch:- 2021-2026

School of law

3
Alliance university,

Bangalore.

Date:- 24 November, 2021

4
 ABSTRACT

This research work talks about the present condition regarding right to
education laying inside India or more precisely in the state of Karnataka in rural
areas and also in some urban areas. This paperwork consisting of information
taken out from schools from different standards and from local streets about the
quality of education their child is acquiring in that particular area. Putting the
light on the situation of RTE students in schools and about the midday meal and
other factors for better results of education are being discussed in here below.
Interview with former education minister of Karnataka explaining the working
of government schools vs private schools. It was concluded to some extent who
is better implicitly but not explicitly that government schools are better than
many private schools in state of Karnataka.

5
 TABLE OF CONTENTS

CONTENTS

i. Declaration ------------------------------------------------------------------------i
ii. Abstract ----------------------------------------------------------------------------ii
iii. Table of Contents ----------------------------------------------------------------iii
iv. List of Abbreviations-------------------------------------------------------------iv
v. List of Tables (If any)------------------------------------------------------------v
vi. List of Figures (If any) ----------------------------------------------------------vi
vii. List of Appendices (If any) -----------------------------------------------------vii
viii. List of Cases -----------------------------------------------------------------------viii

1. Introduction

1.1 Introduction…………………………………………………8-10
1.2 Research problem…………………………………………..10-11
1.3 Existing legal situation……………………………………..11-12
1.4 Literature review…………………………………………...12-14
1.5 Scope and objectives……………………………………….14-15
1.6 Hypothesis………………………………………………….15
1.7 Research methodology……………………………………..15

2. Eligibility
3. Survey
4. Interview with former education minister, Suresh Kumar
5. Conclusion

6
 LIST OF ABBREVIATIONS

1. Right to Education ………………………………………………. RTE

LIST OF CASES

1. JIGYA YADAV (MINOR) THROUGH FATHER HARI SINGH V/S C.B.S.E AND
ORS. DATED: - JUNE 3rd,2021.
2. STATE OF BIHAR AND ORS. V/S THE BIHAR SECONDARY TEACHERS,
STRUGGLE COMMITTEE, MUNGER AND ORS. DATED: - MAY 10TH,2019
3. STATE OF KARNATAKA AND ORS. V/S ASSOCIATED MANAGEMENT OF
PRIMARY AND SECONDARY SCHOOLS AND ORS. DATED: - MAY 6th, 2014

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 CHAPTER 1

INTRODUCTION

1.1. Preface

FUNDAMENTAL RIGHTS: -

In this part, unless the context otherwise requires,” State “includes the Government and
Parliament of India and the Government and the Legislature of each of the states and all
local authorities within the territory of India or under the control of the Government of India.

The development of fundamental rights was inspired by England’s of rights (1689) , United
States of Rights (1787-1791) & France’s declaration of the rights of man (1789).

A remarkable development took place on 10 December 1948 with Bhimrao Ramji Ambedkar
(Drafting committee chairperson), while Jawaharlal Nehru and Sardar Vallabhbhai Patel
(chairpersons committees and sub-committees responsible for different subjects), when the
United Nations General Assembly adopted these the Universal Declaration of Human Rights
and called upon all member nations to adopt these rights in their respective constitutions.

The fundamental rights were added in the first draft constitution (February1948), the second
draft constitution (17 October 1948) and final third constitution (26 November 1949), made
by the Drafting Committee.

1. Right to life.
2. Right to equality.
3. Right to freedom.
4. Right against exploitation.
5. Right to freedom of religion.
6. Cultural & Educational rights.
7. Right to constitutional remedies.
8. Right to privacy.12

1 P. ISWARA BHAT, FUNDAMENTAL RIGHTS (Law House)

2 HIGH COURT OF KARNATAKA, BOUND VOLUMES

8
RIGHT TO EDUCATION:-34

Article 21 speaks about “Right to education”. The Right to Education was initially not
included as a Fundamental Right in the constitution and was included as a Directive
Principle under Article 45, which required the state to endeavor to provide, within a period
of 10 years from the commencement of the constitution, for Free and Compulsory Education
for all children until they complete the age of 14 years. The Directive in Article 45 was not
confined merely to primary education; it extended to providing free education up to the age
of 14 years, whatever the stage of education it came to. Therefore, Education for children of
this age group should have been free, ideally speaking, at the latest by 1960. However, only
fitful efforts were made by some states to pass laws according to Article 45.

FREE AND COMPULSORY EDUCATION AS A DIRECTIVE PRINCIPLE:-

During this period the Supreme court implied the “Right to Education” from other Articles of
the constitution such as Articles 21, 24, 30(1), and 39(e) and (f).

The court had emphasized that “A child has a Fundamental Right to Free Education up to the
age of 14 years.” This does not mean that the Supreme court was seeking to transform a
Directive Principle ( Article 41 ) into a Fundamental right.

Article 45 was also construed as supplementary to Article 24 bars employment of a child

below the age of 14 years, for if the child is not to be employed below the age of 14, he must
be kept occupied in some educational institution. Article 45 also supplemented Articles 39(e)
and (f).

RIGHT TO EDUCATION UNDER ARTICLE 21:-

The supreme court has implied the “Right to Education” as a Fundamental right from Article
21. The word ‘Life’ has been held to include ‘Education’ because education promotes good
and dignified life.

The education empowers the people to overcome exploitations and traditional inequalities of
Caste, Class and Gender. There has been a paradigm shift from education just being
transcendental and metaphysical value.

Reasons for India having largest population of illiterates and highest drop outs in primary: 5

3 SUPREME COURT, BOUND VOLUMES

4 WIKIPEDIA, http://www.wikipedia.org
5 INVESTOPEDIA, http://www.investopedia.com

9
 a. Commodification of education.
b. Private sector’s domination in higher education.
c. Market driven education.

The above reasons has made higher education in India unaffordable to

access the education by the people who are below poverty line.

The Constitution Act 2002 (86th Amendment) introduced Article 21A which makes the Right
to Education a Fundamental Right to the children of age 6 – 14. There is no illegality in the
Government permitting new schools to be established on permanent basis without any
financial commitment on its part subject to such schools following the parameters and
conditions prescribed by the Education code. Article 21A has been described as the most
important Fundamental right. To promote the Educational advancement of the socially and
educationally backward classes of citizens that is OBC/ SC & ST in the matters of admission.
The parliament introduced article 15 (5) by the Constitution (93rd Amendment) Act, 2005.
Parliament then passed the central education institutions Act, 2006 (5 of 2007) to provide
greater access to higher education.

Article 21A has construed as the fundamental right of each and every child to receive
education free from fear of security and safety, so that children have a right to receive
education in a sound and safe building.

The Right Of Children To Free And Compulsory Education Act, 2009 as been enacted by the
parliament. The act provides among other things for the right of every child who has attained
the age of 6 years to be admitted in a neighborhood school and to be provided free and
compulsory education in such school. Every state is responsible for making such
neighborhood school available. All schools whether state schools, aided or un-aided private
schools will now have to provide free and compulsory education up to specified percentages
of the total number of children admitted. Charging of capitation fees is prohibited nor can a
child or her family be subjected to any screening procedure by the school.

In Article 51A, the act casts a duty on every parents/ guardian to admit or caused to be
admitted his/ her child or ward as the case may be to an elementary education in the
neighborhood school.

1.2. Research Problem6

6 HARVARD LAW UNIVERSITY, http://www.law.harvard.edu

10
 1. Is education affordable for all including indirect costs such as text books and
uniform?
2. Are there sufficient teachers?
3. Are teachers trained to an appropriate standard?
4. Are teachers properly supported and supervised?
5. Are school buildings safe, is safe drinking water available, a library, information and
communication technology?
6. Is the education relevant and culturally appropriate?
7. Does the government or local authorities provide children with disabilities free
education or not?

1.3. Legal Existing Situation

The recent number of out- of- school children has reduced from 25 million to 8.1 million. The
most remarkable significant improvements have been seen in Bihar, Jharkhand, Manipur and
Chhattisgarh. The percentage ratio of children without schooling in highly populated states
like Uttar Pradesh, West Bengal, Orissa and Bihar remains a cause of concern.

Although there is notable improvisation in the proportion of children from socially

disadvantaged groups in school, the gaps are persistent.

Girls are still less to enroll in schools than boys. School (grades 6-8 ) girls’ enrollment is still
8.8 lower than compared to boys, the gender gap was 12.6 and 10.6 for ST and SC
respectively.

ST and SC are less to access their 8 years of schooling right; The drop-out rate of ST is
62.9%, whereas 55.2% for SC as compared to National average of 48.8% leaving schools
before finishing grade 8.

As of now talking about children, the topic of teachers is a concern too. Children have the
right to have at least qualified and trained teachers for every 30 pupils. As per national

11
average is around 1 teacher to 34 students, but in states such as Jharkhand, Madhya Pradesh
and West Bengal has 1 teacher for more than 60 students. 7

As per this study, it is recorded that approximately 1.2 million additional teachers need to be
recruited to fill this trench at the all-India level. Presently around one to five primary school
teachers do not have the requisite minimum academic qualification to ensure children’s right
to education and quality learning.

About 84 out of 100 schools have drinking under facilities across the country. But nearly half
of the schools in Arunachal Pradesh, Assam and Meghalaya don’t have this facility.
65 out of 100 schools have common toilets in India, though only one out of four schools in
Arunachal Pradesh, Assam, Chandigarh, Delhi, Jammu and Kashmir, Jharkhand, Orissa and
Rajasthan have this facility.

54 out of 100 schools have separate toilets for girls. On average, only one in nine schools in
Assam, Meghalaya, Manipur have separate toilets and one in four schools in Bihar,
Chhattisgarh, Jammu and Kashmir, Jharkhand, Orissa.

The Right to Education is in force from 1st April,2010. Right to Education provides a
platform to reach with specific provisions for disadvantaged groups, such as child labourers,
migrant children’s, children with special needs, those who have a disadvantage owing to
social, cultural, geographical or such other factors.
Right to Education focuses on the quality of teaching and learning followed by accelerated
efforts and persistent reforms.

1.4. Literature Review

1.4.1. THE RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT

(2009):

The year 2010 was a landmark for education in India as Right of Children to Free and
Compulsory Education (RTE), Act,2009. In this year RTE was enforced with effect from
April 1, 2010. This act came to known as Constitution Act, secures the right of children in a

7 , Planning Commission,, Tamil Nadu, Problems And ConstraintsS in implementation of Right of Children to
Free and Compulsory Education Act, 2009, 1/2012, 8 (2012)

12
neighborhood school. The landmark passing of the Right to Education Act 2009 took a
historic appreciable moment for Indian children. It was the first time in history of India, that
children were guaranteed their right to premium elementary education by the state with the
assistance of families and societies. (The act was enacted under the 86th constitutional
amendment of Article 21 in Decmeber,2002 and inserted a new article-21A which states,
“The state shall provide free and compulsory education to all children of age of 6-14 years
in such manner as the state may, by law, determine.”)

1.4.2. JIGYA YADAV (MINOR) THROUGH FATHER HARI SINGH V/S C.B.S.E AND
ORS.

DATED: - JUNE 3rd,2021.

The C.B.S.E examinations byelaws restrict, both qualitatively and quantitatively, the
corrections/changes that can be carried out in the certificate received from the board. The
present involves of batch of 22 petitions wherein, questions regarding corrections/change in
name/surname/date of birth of student or their parents in the certificates received by board
have been challenged.

1.4.3. STATE OF BIHAR AND ORS. V/S THE BIHAR SECONDARY TEACHERS,
STRUGGLE COMMITTEE, MUNGER AND ORS.

DATED: - MAY 10TH,2019

Introduction of Article 21A in the constitutional and enforcing the Right of Children to Free
and Compulsory Education Act,2009, the state was required to induct large number of
teachers in order to meet the requirements and obligations. The teachers at Panchayat, Nagar
Panchayat and Municipal levels were not paid same as government scales. Niyojit teachers
are regular teachers, teaching in the nationalized school under the state government. The
government has taken two different pay-scales, one for Nijoyit Shikshak & the others
teachers have been appointed prior to framing of 2006 rules. Such discrimination in the salary
on basis of artificial distinction is unreasonable.

1.4.4. STATE OF KARNATAKA AND ORS. V/S ASSOCIATED MANAGEMENT OF

PRIMARY AND SECONDARY SCHOOLS AND ORS.

13
DATED: - MAY 6th, 20148910

As per constitution of India- Article 19(1) (a)- Right to choose a medium of instruction at the
primary school stage. Held, the word ‘freedom’ in Article 19 of the constitution means
absence of control by the state except those specified in clauses 2-6 of article 19.

A child, and on his behalf his parent/guardian or anyone has the right to choose the medium
of instruction at the primary school stage under Article 19(1) (a) and not under Article 21 or
Article 21A of the constitution that is Right to education.

1.5. Scope and Objectives

1.5.1. Objectives

1. To provide rational deployment of teachers by ensuring that the specified pupil

teacher ratio is maintained for each school.
2. To prohibit (a). physical punishment and mental harassment; (b). capitation fee; (c).
private tuition by teachers; (d). running of schools without recognition.
3. To ensure the all-round development of the child, building on the child’s knowledge.
4. Making the child free of fear, trauma and anxiety through a system of child friendly
and child focused learning.
5. To specific the duties and responsibilities of governments, local authorities and
parents in providing free and compulsory education.

1.5.2. Scope

1. A certificate will be awarded to a child who will complete his/her elementary

education.
2. Schools’ infrastructure must be improved every three years else recognition will be
cancelled.
3. School teachers will need adequate qualified professional degree or else will lose job.
4. Most important will be to improve the quality of education.

8 MANUPATRA, http://www.manupatra.com
9 JGATE, http://www.jgateplus.com
10 OPAC, http://www.library.alliance.edu.in

14
 5. A child will have to receive special training within such time limits as may be
prescribed in case of direct admission to a particular class.

1.6. Hypothesis

1. The children are not getting proper education because many parents are not willing &
few can’t afford to send their children due to financial issues.
2. In many rural areas, they are engaging children to work in industries, hotels, and also
in some illegal works such as delivery of drugs and other intoxicants.
3. According to the current situation, the government schemes and acts are not
implemented properly and right to education, 2009 is not sufficient in realization of
educational rights of children in India.
4. The awareness of right to education, 2009 among student-teachers is below average.
The attitude towards right to education act of higher secondary school students is at
moderate level.
5. There are no significant differences regarding right to education on the basis of
gender, age, caste.
6. There are no significant differences in right to education awareness among elementary
teachers belonging government and non-government schools.
7. Every 6th person in the world is an Indian and our population mainly consists of youth
and 19% of world’s children population and nearly half of them are not getting
enough education and living their childhood at the fullest.
8. Right the education, 2009 issues children with special needs left out of the right to
education bill. There are no enough trained teachers in government schools.

1.7. Research Methodology

We have done both doctrinal and non-doctrinal research based on books, case laws and
survey and questionnaire respectively. We also referred certain number of legal websites.
Examples: - {bar and bench, Wikipedia, advocatekikhoj, etc}, local journals, magazines,
newspapers and bound volumes along with All India reports consisting of both supreme court
and high court.

15
 CHAPTER 2
EGILIBILITY

To attain the condition to acquire Right to Education, one must meet some criteria for RTE
Admission.
Those eligibility criteria for RTE admission is as follows:-
● The age eligibility criteria for students according to age is in between 6 years to 14
years to age.
● 25% of seats in this policy will reserve for poor sections of the society.
● For applying the students must be a domicile of India.
● In the case of state-specific application, the student must be a domicile of that state.
● The income category for the RTE (Right to Education) is – only for weaker section –
3.5 lakhs.

2.1. RTE Admission Documents Required

● Income proof should submit by the parents who do not belong to the SC/ST category
1 of the act.
● State-specific residential proof.
● Age proof of the candidate.
● Caste certificate of SC/ST candidate.
2.2. RTE Admission Applying Method

The registration regarding the RTE (Right to Education) do on a state-specific basis.

Therefore the admission in the RTE (Right to Education) category can do on the official sites
of the respective state of the student.

Candidates who are willing to fill up RTE admission online form, they can register for the
same at the time of the registration session.

2.3. RTE Admission Selections

Selection in the RTE (Right to Education) is based upon the lottery system set up by the state
government and the result declared on their official websites.1112

11 RIGHT TO EDUCATION, http://www.repository.law-umich.edu

12 MICHIGAN LAW, UNIVERSITY OF MICHIGAN, http://www.corporatefinanceinstitute.com

16
 CHAPTER 3

SURVEY

As per the survey done by our team, we got to collect a good amount of information
regarding reality of RTE (Right to Education) based on all private, government school and
street questionnaire.

We took the sample size of approximately 250-300 (including both school and streets).

3.1. Schools’ Survey

On taking out the survey in practical fields Of Anekal and Chandapura by going to the local
schools of these areas, important points came in the viewpoint on oneself. On carrying out
questionnaire sessions in the schools directly from teachers and students, we got to know the
true story behind the RTE (Right to Education).

Education if in a correct manner is always meaningful. RTE (Right to Education) has four
components to give it a meaningful right – Available, Accessible, Acceptable and Adaptable.

Availability: That education is free and government-funded and that there is adequate
infrastructure and trained teachers able to support education delivery.

Accessibility: That the system is non-discriminatory are accessible to all, and that positive
steps are taken to include the most marginalized.

Acceptability: That the content of education is relevant, non-discriminatory, culturally

appropriate, and of quality, that the school itself is safe and teachers are professional.

Adaptability: That education can evolve with the changing needs of society and contribute
to challenging inequalities, such as gender discrimination, and that it can be adaptable locally
to suit specific contexts.

Without any further delay, let’s move forward in a systematic manner.

So as collecting information from schools, we choose some schools to carry out this research.
Some of these schools and their information is being discussed in detail as follows:13

13 Planning Commission,Tamil Nadu, Problems And ConstraintsS in implementation of Right of Children to

Free and Compulsory Education Act, 2009, 1/2012, 14 (2012)

17
3.1.1. Swami Vivekananda Rural School, Chandapura

In the school of Swami Vivekananda, it is a ICSE board affiliated school. The school is
consisting of classes from 1st standard to 10th standard. Nevertheless of these classes, the
sample size is being taken from only 6th-8th standard only as per based of age range provided
under RTE (Right to Education).

3.1.1.1. Sixth Standard

So starting from 6th, there were total of average 46 students in each of four sections of sixth
standard. In each class there were approximately 8-10 students who comes under category of
RTE (Right to Education). All those RTE students were in good condition in the class. There
was no discrimination on the grounds of any sex, below poverty line or regarding weaker
section.

18
The education provided to the students is free and the books provided to them is also free of
cost along with the uniform provided to them. There are total of only 6 subjects in this
standard but not very good amount of furniture as 3-4 students were sitting on a single bench
even during the time of pandemic. There are usually 8 periods of 45 minutes each during the
normal school hours but, there are only 6 periods but each of 1 hour during the times of
COVID-19 pandemic. Although there are daily mid-day meals but again during the hard time
in pandemic and as precautional measures to avoid any risk and with set protocols, mid-day
meals are not allowed or given to students to minimize the danger of COVID-19 and
following the set guidelines set up by the government.

Teachers are being given the job, only who have a qualified B.Ed degree from any place the
world. Teachers are also almost paid enough to do a worthy job in the school and they are
also quiet satisfied with how much they are paid.

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3.1.1.2. Seventh Standard

In 7th standard, there were 9-10 students attaining the RTE category in each of four sections.
Education is again free as obvious along with the books but there is no free uniform as they
need to buy it from the outside stores.

Teachers in 7th standards are almost with Qualifications of MBA, MSc. B.Ed or with any
other undergraduate and postgraduate degree.

20
3.1.1.3. Eight Standard

In 8th standard, there are average of 43 students in each of four sections but there is not a
single child coming or able to get RTE even with the age group of 13-14 covering the age
range under the Right to Education.

3.1.2. Anekal Government Urdu School

21
In school situated in Anekal, the students in 6th are only upto 24-28, in 7th upto 26 and in 8th
29-30. Providing them with 7 seven subjects including Kannada, Hindi and English. English
is being taught to them from 1st standard but they all have revision classes of alphabets and
basics of English which is not really needed if they were being taught English basics well in
beginning only and utilize time.

3.2. Street Survey

3.2.1. Chandapura Streets

In the local streets of Chandapura, this survey was being carried out where localities were
asked with their kids about their education and if they are not getting education then the
question arises - ‘Why?’. On asking them, it was found that those were not given admission
in school on the basis of RTE either because of no seat vacancy or because of some illegal
source capturing the rights of these below poverty line people.

On keep moving with questionnaire, some talked about their unawareness about RTE or they
don’t know how to apply for RTE or they don’t have enough source to apply or to find about
the information relating to the RTE. Some of the children were themselves not willing to
study as their siblings were studying but they themselves were not interested, which shows
how less importance they lay for education as they themselves are not going schools and as
well as their parents were paying much on the education of their offspring. It can be the result
of less education in the mind of parents about importance of education or can be result of
illiteracy. It can be the result of implementing education policies in an unorganized manner or
with less care and attention.

The monthly income of these individuals was around Rs.13000-15000 with a family
consisting of 4-5 members in a family. Some has monthly income of Rs.10000. The books for
their kids are not free even being an RTE student also have to pay for uniform also. They are
supposed to pay Rs.5000-6000 for books and Rs.500-800 for uniform only,Rs.15000 for
study materials and Rs.2400 for books for a family of 2-3 kids.

3.2.2 VBHC Streets

In the streets of VBHC, the people are even less educated and the students or children are
indiscipline to talk to. On carry out the survey, it was concluded even though the children are
going to schools, they are not that serious about their studies as compared to the students of
that of Chandapura. The financial condition of the residents is not so good, if they are made

22
to pay for education. But Some of the residents were also enjoying the privilege of RTE. In
total, people first of all really doesn’t know about the importance of the education because of
illiteracy and less educated individuals in the older generation of the families.

23
 CHAPTER 4

INTERVIEW WITH FORMER EDUCATION MINISTER,

SURESH KUMAR

For our further research work, we got a appointment to meet Karnataka’s Former Education
Minister, Suresh Kumar. We interviewed and asked him few questions relating to this RTE
and government schemes. The questions asked were as follows;

1. Is the right to education policy is correctly implemented or not?

There is every effort from the government, NGO’s to get it implemented. They
look through every child that they get proper education.

2. What about the child labour? They are not getting any kind of education?

24
 The child labour issue is more in rural areas, district level. Due to this current
COVID-19, we could not run schools properly in any rural and district sides.
Though child labour is banned, many parents take their children to work in
agriculture or send somewhere else to work, thinking that they will get extra
income.
More than this, there is one more issue which is bothering the government, i.e.,
child marriage. Many girls after completing their 10th, they are been forced by
their parents to get married. This is often in many villages of India. Therefore,
high court appointed a committee, where this committee finds out the children
who are working and etc, and giving them proper education.

3. Are the teachers well trained? Are they getting proper salary?

All the teachers in government schools are been well trained because the selection
process of appointing teachers is very strict. Due to this current COVID-19
situation, many of the teachers teach the students without salary because many
parents and others lost their job and didn’t have any kind of income. So, the
government launched a scheme/package for teachers paying Rs.5000/- each.
Therefore, this is issue is not completely solved, and government is taking all
measures to solve it.

4. Are the children with disabilities provide free education?

Yes, though private schools are taking money for children with disabilities,
government schools are providing these children with free education, free uniform
and free books. Government has implemented/launched many schemes which are
helpful to these children with disabilities.

5. Can we concluded that the government is providing proper education and

infrastructure?

Yes, you concluded that government is providing proper education in government

schools but there is lack of infrastructure.

25
 CHAPTER 5
CONCLUSION

The human rights education is the deepest foundation of the modern human rights and the human
rights education for all. The right to human rights education is commonly influences on economic
social and cultural rights. The concept of the right to education has defined by the initiatives of the
international human rights organizations. The fulfilment of the right to education of the four “A’s”
( availability, accessibility, acceptability and adaptability) the method of the 4 As have to be fulfil.
The school teacher and teaching materials should be available and there must be equitable access for
all also the education should be adaptable and flexible to the people. The right to education and
human rights education is collaborately related to with an Economic, Social and Cultural rights for
that the States have to be good relations with others State. In the human rights education the
government have some obligations as respect their human right. The right to human rights education
has empowers best understanding for the human rights. For the better upliftment of the society, the
better education must be provided. As India being a country of most number of youths, it becomes
inevitably important to provide education to every youth of India.

26