Education is an indicator of relative intellectual development of a person. It integrates knowledge with the intellectual capacity in order to provoke vibrations of thought. The development of science and technology, the philosophy in the form of Vedas, Qurans, Bibles and other religious texts, the contemporary method of civilized social order, all inheres from cognitive skills of mankind. These cognitive skills have been nurtured and further inculcated by the concept of education. However, the COVID-19 pandemic induced lockdowns forced closure of educational institutions in India as well as in other countries of the World. There can be general division of students of private schools based on comparatively better economic standards than those of the Government schools. Such classification is manifest from the different types of fees charged by a private school and the ‘free and compulsory education’ guaranteed in the Government schools. This economic disparity in reach to quality education is countenanced by the Right to (Free and Compulsory) Education Act 2009 which is applicable throughout the country. This paper endeavours to provide an alternative mode of conduct of regular school classes particularly for the Government schools all over India with the sole objective of greatest good of greatest number. Such an initiative would further the implementation of RTE Act in more effective and transparent manner. The paper endeavours to critically analyse the provisions of the RTE Act and provides certain initiatives or suggestions for the more feasible delivery of education in the Government schools. The research work is based on doctrinal method.
Citation: Vaibhav Kartikeya Agrawal (2022) Challenges for Right to Education to students of Government Schools all over India: Legal Discourse, British Journal of Education, Vol.10, Issue 10, pp.1-14
Keywords: Right to Education; 'live' online classroom; sustainable development goal; literacy; numeracy.
