Online petition seeks change in RTE Act
The petition demands that budget private schools be assessed based on learning outcomes only
Some city-based private schools, which have begun to meet the educational needs of certain remote areas, are suddenly facing the heat for not complying with technicalities specified under RTE (Right To Education) Act. So, an online petition has been initiated by Centre for Civil Society (CCS) to amend the RTE Act to ensure that all schools are assessed and recognised on the basis of learning outcomes and not solely on infrastructure norms.
These schools are primarily private, low-fee schools catering to the poorer sections of society. And, research has shown that these schools often deliver better learning outcomes than government schools and do so at a per-child cost that is much lower than what the government spends on public schools. But, due to the cost in which quality education is provided and the area and conditions in which these schools run, it is not practically possible for them to comply with the infrastructural norms.
"Unfortunately, the RTE focuses on input-based norms with infrastructure norms such as all-weather building, classroom size, library, teacher salary, etc. instead of learning outcome-based norms. These norms have huge cost implications for budget private schools and the children studying there. A total of 19,414 private schools across 17 states have been closed or issued notice for not fulfilling the input-centric norms. By closing down these schools, children across India are being denied access to good quality education of their choice and therefore, the purpose and spirit of the RTE is being undermined," said CCS founder president Parth J Shah.
The petitions addressed to Union HRD minister Smriti Irani, states, "Amend the RTE Act, 2009, to ensure that all schools are assessed and recognised on the basis of their learning outcomes and not solely on infrastructure norms."
Adarsha Secondary School in Chambori Taluka, Ahmednagar, was started by Uday Patil in 2002 because there was no secondary school within a 7 km area. The school, housed in a building rented out by a resident from the taluka, is being questioned by government officials.
"After completing MA from Savitribai Phule Pune University, I decided to start a secondary school in our village so that children would no longer have to go far for basic education like I did. Qualified teachers were hired and the school began functioning with whatever little resources we had. But the government is sending us notices, seeking explanation for documents proving the building belongs to us and that it has playground and teacher qualifications, etc," said Patil.
Similar is the case for mobile schools functioning in remote areas near Mumbai like Karjat, Kalyan and Talegaon, Dehu near Pune for construction workers' children. "We lack building structures and run in big cans or buses accommodating students. But, children are given formal education from where they have left it. Yet, there is no government approval because infrastructural norms are not met," said Shweta Singh, coordinator of these schools.
"Several such schools are doing a good job of educating children of certain areas at affordable rates. It is private education imparted by quality teachers. Mostly, the medium is English, generally a costly affair for residents of rural or remote areas. But their approval is questioned for not complying with infrastructural regulations, completely overlooking the quality education imparted by these schools in unfavourable conditions," said Prashant Redij, spokesman of the Maharashtra Principals Association.
"Notice has been served on schools not complying with norms specified under RTE. If they want, they can approach MHRD for amendment in the Act, which they are doing. But, just because they are catering to the poor, certain standards of school education prescribed under RTE cannot be compromised. Even infrastructural norms, like adhering to the educational requirement of a child should be followed to provide quality education," said Mahavir Mane, director of primary education.
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