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Right To Education

What is Right To Education

  • In 2002, education as ‘fundamental right’ of children was included in Article 21-A of the Indian Constitution. Seven years later, legislation in the form of Act of the Parliament, the Right of Children to Free and Compulsory Education Act, was enacted on August 4, 2009. The commonly known as RTE got effective on April 1, 2010 in all Indian states, excluding Jammu and Kashmir.
  • Providing elementary education for free to children under appropriate age bracket is compulsory for government.
  • Tuition fee and several other expense including books, uniforms and writing materials during elementary school tenure also treated as free items.
  • With view to expand enrollment, Section 12.1.C of RTE Act, has placed obligation on all private unaided schools to reserve 25% seats in their entry-level class for children from socially disadvantaged and economically weaker groups.
  • RTE seat allotment take place through lottery method. Enrolled students have to be treated at par with other classmates.
  • The provision prohibits student expulsion until the completion of elementary education, i.e, from entry level to class eight.

Why Right To Education

  • Poverty is not the major cause for a nation lagging on prosperity track. Lack of education facilitated with equality in classroom can be considered as a core problem. Especially in our developing India, providing primary education balanced with equity, to underprivileged children through a policy is equivalent to a privilege. The Right of Children to Free and Compulsory Education Act and its clause 12.1.C envisions to raise a new generation with upgraded outlook towards poor section of society.
  • A classroom with good mix of elite and poor toddlers, learning and growing together for 8-10 consecutive classes, is conducive to pro-social behavior cultivation. The feasible enough model aims at breaking social and economic barriers in education system.
  • Samina Bano, RightWalk Foundation head, with strong achievements in the domain, believes that RTE should not be seen as reservation of poor kids for education. Debarring the old stance and a welcoming flip “RTE as de-reservation of rich in private schools” at stance will place perspective in right direction.

Status in Uttar Pradesh

  • LEAN PHASE: 2011-2015
  • Admission enrollment under RTE quota was not existent in private schools located across Uttar Pradesh. Not a single admission was allotted on RTE seat for span of two years. Further performance for the next two academic cycles showed not much improvement, as 108 seats were allotted against 6 lakhs annual RTE quota. The huge disparity between filled and vacant seat during the initial years was alarming and can be considered as the state’s lean phase in terms of the RTE Act implementation.
  • Lean Years Seat Allotment
    2011-2012 NIL
    2012-2013 NIL
    2013-2014 54
    2014-2015 54

  • As per DISE data – since DISE is the most comprehensive education data set currently available – the implementation of the provision in Uttar Pradesh had a seat fill rate of less than 1% by the year 2012, with the lowest school participation rate of 2.43%.
  • The lean phase affected enrollment of nearly 48 lakhs beneficiaries, who were supposed to be educated through the RTE Act, by missing on the admission target. The major implementation bottlenecks were ambiguous nature of policy lacking clarity on administration roles and responsibilities, besides, RTE non-compliance from private schools. The whole process was also impeded drastically due to the absence of RTE awareness among public. Potential underprivileged candidates were clueless about government sponsored free primary education belonging from EWS and disadvantaged group.

RightWalk’s Intervention

  • RightWalk Foundation diagnosed the RTE ailing condition and committed itself towards recovery path with policy level intervention. For ensuring effective implementation, we conceptualised strategy based value chain, focusing on advocacy, system design, service delivery, and institutionalization. The sub parts of the adopted approach aimed at speeding the RTE machinery. Detailed activities of the value chain are below listed-
  • Advocacy System Design Service Delivery Institutionalisation
    Policy Intervention Drafted pilot policy with suggestions and recommendations Organised media engaged mass awareness campaigns – radio, hoardings, pamphlet distribution at pulse polio centers, nukkad natak, etc Presented RTE Issues-Recommendations Report’ to CMO
    First RTE Round Table was conducted. Consultation from education stakeholders was gathered Conducted RTE info sessions and training Suggested remedial steps were accepted by UP govt. Formulation of State Commission for Protection of Child Right (SCPCR)
    Launched online platform for RTE monitoring process. Instrumental to Issue GO with RTE Admission Timelines 2015-16

  • The fragmented admission process including RTE application filling, activity timelines, and seat-school allocation, by now was deliberately shaped. Existing gaps were closed and by the year end RTE recovery was visible.


  • The recovery brought fast paced growth in RTE admission across districts of the Uttar Pradesh. The increment in enrolment figure by 4, 400 seats was a laudable record measured for 2015-16 academic session. In comparison to 2014-15 with just admission on 54 RTE seat, the year 2016 showed super-efficient 80 times seat conversion improvement. Now onwards, growth trajectory was set for upward movement making the RTE implementation model replicable and sustainable.
  • For 2016, the enrolment stood at 17,209 admissions in 49 districts of Uttar Pradesh. RTE prospered in the year 2017 too with 27,620 underprivileged kids were admitted in english medium private schools. Approximately were 90,000 applications received RTE portal, the same year.
  • Till date over 54,000 children have been impacted and enrolled at RTE compliant schools.
  • Monetary benefits amounting to Rs 5000 to RTE parents was too implemented. The mandatory practice of choosing government schools was converted to ’choice’ of parents. For capacity building we have organized and trained BSA level meeting. More than 1700 teachers are trained.