presentation krp training 28th jan
TRANSCRIPT
State Level Training of Key Resource PersonFor
Cluster Level Training of
Mothers Group Member on RTE & Equity Issues
Objective
•To develop a key resource
persons’ for conducting ToT at
district level on RTE Act 2009
and equity
Ground Rules
•Punctual
•Participating in the sessions
•No mobile ringing
•No cross talking
•Respecting others views
•Agree to disagree
•Maintaining a learning environment
Ensure Two-way Communication
Method Over Content
Understanding The Audience
How one can learn
Lecture
Reading
Audio visual
Demonstration
Discussion in
Group
Participation in
group
Teach other / immediate
use of learning
Salient features of RTE
The Indian Parliament enacted the Right to Education Act in 2009
•Education is a fundamental right of every human being. It
lays the foundation for the development of society.
•In 1950, India made a Constitutional commitment to
provide free and compulsory education to all children up to
the age of 14, by adding this provision in article 45 of the
Directive Principles of State Policy.
•With the Constitution (86th ) Amendment on 12th
December 2002, Article 21A was amended in order to
introduce Right to Education as a fundamental right.
•The Right to Education Bill,2005was introduced to give effect
to the Constitution (Eighty-Sixth) Amendment Act.
•The Indian Parliament enacted the Right to Education Act in
2009, to provide free and compulsory education to all children
in the age group of six to fourteen years. The Act notifies that
it is a legally enforceable duty of the Centre and the States to
provide free and compulsory education.
•The Right of Children to Free and Compulsory Education Act
finally came into force on 1st April 2010.
•With the implementation of this Act, it is expected that issues
of school dropout, out-of-school children, quality of education
and availability of trained teachers will be addressed in the
short to medium term plans.
•As per the provision of the Act, the Central Government has
authorized the NCERT as the academic authority to lay
down the curriculum and evaluation procedure for
elementary education and develop a framework of national
curriculum.
•This Act is an essential step towards improving each child's
accessibility to secondary and higher education
With the implementation of this Act, it is
expected that issues of school dropout, out-of-
school children, quality of education and
availability of trained teachers will be
addressed in the short to medium term plans.
Expectation from the Act
The Bill: Child rights
Right of Children to free and compulsory admission, attendance andcompletion of EE.
◦ Defines ‘free’ as removal of any financial barrier by the state thatprevents a child from completing eight years of schooling
◦ And defines ‘compulsion’ as compulsion on the state, rather thantargeting parents.
◦ Not enrolled/dropout children be admitted to age appropriate class
Special training to enable such children to be at par with others
Child so admitted entitled to completion of EE even after age 14
◦ Softens barriers like birth certificate, transfer certificate, etc
◦ No child shall be psychologically abused by calling him/her ‘failed’ inany class upto class 8, or expelling him/her from school
◦ Bars corporal punishment, mental harassment
Teachers
Qualification for appointment of teachers to be laid down by
academic authority authorised by Central Government
◦ To address the problem of untrained teachers
Lays down academic responsibilities of teachers
Prohibits private tuition by teachers
Prohibits deployment of teachers for non-education purpose,
except decennial census, disaster relief and elections
Schools
Norms and standards specified
◦ Infrastructure
◦ PTR
◦ School days; working days for teachers
◦ Facilities
Community participation ensured through SMC
comprising elected reps, teachers and parents
◦ ¾ members from among parents of children in the school; 50% women
◦ Proportionate representation to weaker and deprived sections
◦ SMC to plan, manage and monitor – in collaboration with the local
authority
Appropriate Government, Local Authority
Ensure free and compulsory education
Provide schools in neighbourhood within 3 years
Children belonging to weaker sections and disadvantaged groups not to be
discriminated against
Infrastructure, school building, teaching staff, learning equipment
Special training for previously not enrolled or drop out children to enable
them to be en par with others
Monitoring of admission, attendance, completion of EE
Good quality EE conforming to specified norms and standards
Timely prescription of curriculum, courses of study, teachers’ training
Protection of Right
Bill assigns NCPCR/SCPCR additional functions
◦ Examine and review safeguards for rights under this Act,
recommend measures for effective implementation
◦ Inquire into complaints relating to child’s right to free and
compulsory education
NCPCR/SCPCR have powers assigned under Section 14 and 24 of
the Commissions for Protection of Child Rights Act
Where SCPCR not constituted, appropriate Government may
constitute an Authority
What is Equity
The prevailing inequality in the society is based mainly
on caste, community and gender. These are the hurdles
on the path of development. When there is inequality in
a society, it is observed in all spheres of life crippling the
progress of individuals. The approaches adopted for
eradicating this inequality and establishing a just society
are known as equity approaches. The related topics
dealt with while approaching are equity issues.
Main topic of the module
Salient features of the RTE,2009
Sharing on important aspects of RTE
Equity issues in context of Geographical
and Socio-economic
Role of Mothers group on successful
implementation of RTE
Aware the Mothers’ Group members about the
RTE act , 2009 and about children’s rights of
education
Discussion on equity issues and its relevant in
implementing the RTE Act,2009
Discuss the roles of Mothers’ Group on
successful implementation of RTE Act,2009
Objective of the module
