Can Greater Access to Education Be Inequitable? New Evidence from India’s Right to Education Act

India moved to a constitutional guarantee of universal basic education with the Right to Education (RTE) Act in 2009 that called for full access of children aged 6-14 to free schooling. This paper considers the offsetting effects from induced expansion of private tutoring that limited gains in educational equity from RTE. We develop a unique database of registrations of new private educational institutions offering tutorial services by local district between 2001-2015. We estimate the causal impact of RTE on private supplemental education by comparing the growth of tutorial institutions in highly competitive educational markets to that in less competitive educational markets. We find a strong impact of RTE on the private tutoring market and show that this holds across alternative definitions of highly competitive districts and a variety of robustness checks, sensitivity analyses, and controls. Finally, we provide descriptive evidence that these private tutoring schools do increase the achievement (and competitiveness) of students able to afford them.

Chatterjee acknowledges the support of the 2018-2019 Campbell and Edward Teller National Fellow Program & the 2019-2020 Visiting Fellow Program at Hoover Institution, Stanford University and the ICICI Bank Chair in Strategic Management at IIM Ahmedabad. Mahendiran acknowledges support from CBPS, Bangalore, India. The authors thank some anonymous tuition center entrepreneurs for their time with descriptive telephonic interviews with Mr. Rakesh P and appreciate his research assistance. Sachidananda Benegal, doctoral student from IIM Bangalore provided his very insightful inputs on the Registrar of Companies database of the Ministry of Corporate Affairs, Government of India. We also acknowledge very insightful comments from Wilima Wadhwa and Rukmini Banerji from ASER-PRATHAM in India in private conversations with us. We are very grateful to Abhijit Banerjee, Sourav Bhattacharya, Shengmao Cao, Anindya Chakrabarti, Radhika Joshi, Reetika Khera, Anant Mishra, Naveen Reddy , and Manisha Shah for their input. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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Evolution of Right to Education as a Fundamental Right

Rohan madhok.

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Student at Vivekananda School of law and legal studies, Vivekananda Institute of Professional Studies affiliated to GGSIPU, India

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The principal objective of this research paper is to trace the Evolution of the Right to Education as a Fundamental Right in India and to carefully analyse the various stages of its development. Education is the ground for development and empowerment of each and every country. It is the most powerful weapon which might be accustomed to change this world. Education is most definitely a fundamental right, essential for the empowerment and growth of a person along with the society as a whole. This paper starts with the status and importance given to education during the Vedic and Buddhist Era wherein, the important stages in the development of the individual’s personality were the physical, moral, intellectual, religious and spiritual development. Further this paper talks about the status of Education during the Medieval period when the Muslims kings ruled over the country and the main objective of the Educational System under the Muslim rulers was growth in Knowledge, spread of Islamic Culture and Religion, growth of character, loyalty towards the king, knowledge about arts, development of skills, education of alphabets, etc. This paper then goes on to talk about the various educational acts passed in India during the British period. Thereafter the author talks about the demand for a law on free and compulsory education which was made during the freedom struggle and the various debates held on the topic. Further the author talks about the various Landmark judgments that led to the creation of a Right to free and compulsory education. Finally, the author has analysed The Right of Children to free and Compulsory Education Act, 2009 which is presently in-force. Through this paper the author has come to Conclusion that the right to Education is essential in the interpretation of right to development as a human right. Similarly, the right to development is also considered to be a fundamental human right and the desire to obtain more qualification is an intrinsic human right. The Central Government enacted the Right of Children to Free and Compulsory Education Act, 2009 which is the Consequential Legislation to Article 21(A). However, it is not applicable to unaided non-minority and minority educational institutions. The Right to Education Act also fails to talk about millions of children who are in the age group below five years. Education should be provided free of cost. Therefore, the Parents have a significant role to make Right to Education a major success in India and it can be done only by motivating them through counselling.

  • Right to Education
  • Buddhist Era
  • Medieval period
  • British period
  • free and compulsory education
  • the Right of Children to Free and Compulsory Education Act

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International Journal of Law Management and Humanities, Volume 4, Issue 3, Page 3935 - 3947

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research paper on right to education in india

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What is Right to Education? Explained in 7 Points

Feb 19, 2024

What is Right to Education?

It is a fundamental right guaranteed by the Constitution of India under Article 21-A. This Act provides free and compulsory education for all children in the age group of six to fourteen years.

Credit: istock

​Infrastructure and Quality

This Act emphasizes the need for infrastructure and quality standards in schools, ensuring that the learning environment is conducive to education.

Financial Provision

It specifies the duties and responsibilities of appropriate Governments, local authority and parents in providing free and compulsory education, and sharing of financial and other responsibilities between the Central and State Governments.

Teacher Qualifications

The act outlines minimum qualifications for teachers to ensure that students receive quality education.

No Discrimination

The act prohibits discrimination on the basis of gender, caste, and religion, ensuring that every child has an equal opportunity to education.

Reservation of Seats

The RTE Act mandates that private schools reserve a certain percentage of seats for children from economically weaker sections and disadvantaged groups.

Curriculum and Evaluation

The RTE Act provides a common curriculum and evaluation system for all schools to maintain uniformity in educational standards.

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In memoriam: Regents Professor Ned Mohan

With deep sorrow, we announce the passing of Regents Professor Ned Mohan on  Feb 11, 2024 . The department, University, and the world has lost a giant in his field of power electronics and power systems, a brilliant researcher, a generous educator, and an individual who deeply cared for the welfare of his fellow human beings.

Born in India, Mohan earned his bachelor’s degree in electrical engineering in 1967 from the Indian Institute of Technology Kharagpur. He then earned his master’s degree in 1969 at the University of New Brunswick, Canada. Keen on pursuing a doctoral degree, he worked under the guidance of Professor  Harold A. Peterson, at the University of Wisconsin-Madison. He earned his doctoral degree in electrical power systems in 1973, and along the way his interests led him to acquire a master’s degree in nuclear engineering in 1972 (also from UW- Madison). He joined the University of Minnesota in 1976. 

Brilliant researcher

As a faculty member who specialized in electric energy systems and power electronics, Mohan’s work was an embodiment of the University’s key missions: research and education. He carried out these entwined missions with his eyes set on the future, while being keenly aware of the simultaneous needs for access, equality, and social justice. Even as a child, growing up in a small town in central India, he came to the conclusion that access to electricity is a basic human right. With more than a billion people lacking access to electricity or reliable power supply, as a specialist in the field, he dauntlessly fought for access, and improvement of materials and equipment for carbon-free generation.

Mohan’s research interests spanned across power electronics and power systems. He will be best remembered for his contributions to the modeling, analysis, and control of power-electronic interfaces for applications in power systems, renewable energy, drives, and energy storage. His recent work in these areas were in modular multi-level and matrix converter topologies. 

As a researcher and educator, he adopted a holistic approach to electrical systems. His keen awareness of the interwoven nature of energy generation, power, control, and access to electricity, informed much of his pioneering inventions: current-shaping circuit in 1978 for supplying power from photovoltaic systems, a precursor to the current-shaping circuits in our current day laptops; active filters to supply ripple-free electricity (patented by the University in 1979) followed up by researchers around the world and commercialized; Minnesota Rectifier for charging fleets of electric vehicles (patented by the University in 1994); ultra-compact DC-DC converter for aircraft, funded by NASA (patented by the University in 2003). 

Raising funds to support their research is a critical activity for faculty in research institutions, and Mohan was particularly skillful at it. The University of Minnesota Center for Electrical Energy (UMCEE) started in 1981 by Mohan with his mentor, the late Professor Vernon Albertson is one of the longest lasting centers here, comprising six regional utilities including Xcel Energy funding and guiding his research in relevant directions. Hardware labs he developed with the support of the National Science Foundation (NSF) have been commercialized by Vishay HiRel Systems at their plant in Duluth, Minnesota. The labs have been acquired by 109 universities in the United States and many more abroad. For several years Mohan was also a member of the organizing committee of Minnesota Power Systems Conference (MIPSYCON) a prominent regional conference that focuses on the challenges faced by electric utilities in the Midwest. More recently, his research was largely funded by the Office of Naval Research (ONR) as it considered his work vital to national security.

Dedicated educator

Mohan was not driven by research alone. He was dedicated to equality, access, and diversity in education, and the success of his students. To that end, he was a tireless educator. He organized a series of workshops on power engineering education that were funded by the NSF and the ONR. Several of these were co-sponsored by the National Academy of Engineering (NAE), EPRI, and AEP. These workshops were particularly appreciated by faculty members just starting their research and teaching careers. More recently, concerned by the shrinking skilled workforce in electric power engineering, he was working on the critical task of building a robust talent pool. Sponsored by NSF and co-sponsored by the NAE, he led a workshop titled “Building a Robust Workforce in Electric Power Engineering,” in April 2023; it was a step towards meeting the challenge. It was organized in partnership with the Electrical and Computer Engineering Department Heads Association (ECEDHA).

As a testament to his success as a teacher, of the 54 doctoral students he graduated many are pursuing academic careers in prestigious institutions in the United States and abroad, while others are working in leading companies such as Apple, Tesla, General Motors and others around the world. Having mentored almost 200 graduate students, Mohan’s impact is on a global scale. He believed in sharing his knowledge and besides giving guest lectures and keynote addresses at conferences and symposia, he was instrumental in the development of 19 graduate level video courses, prepared by experts in the field to function as resources to students and practicing engineers. Through an ONR grant, these courses are disseminated via CUSP (Consortium of Universities for Sustainable Power), an organization created by Mohan comprising 450 faculty from 235 universities in the United States. The lectures are accessible to students across the world; Mohan was keen that these materials be available to students who might otherwise not have access to such advanced education. He wrote six widely used textbooks that have been translated into nine languages and implemented as standard texts in universities across the country. Reflective of his commitment to education, Mohan was instrumental in growing and modernizing the University’s power program.

His teaching philosophy was based on mutual respect. Treating each of his students as his legacy, he worked tirelessly to ensure they had a deep understanding of the subject matter to be successful in their career. In “Climate Change: Implementing Solutions,” a course Mohan developed and taught, he had a unique set of challenges. As an introductory course with no prerequisites, it is open to students of all stripes, from freshmen to seniors, from those pursuing performing arts majors to those in STEM majors. He designed the course and prepared for it in ways that ensured that all students who took the course would be successful. His students and those who have worked with him as his advisees or mentees can attest to the close attention he gave everyone, making sure they were included in all discussions and well prepared for future challenges. An innovator in the classroom, he was one of the first faculty in the College of Science and Engineering who embraced the flipped instructional methodology. In recognition of his deep and unwavering commitment to education and the success of his students, the University conferred Mohan with both teaching awards: the Morse-Alumni Distinguished Undergraduate Teaching Award in 2007, and the Outstanding Contributions to Postbaccalaureate, Graduate, Professional Education Award in 2014. These are the highest teaching awards the University offers. 

Pursuit of diversity and inclusivity

Outside academic topics, Mohan doggedly pursued diversity and inclusivity, mentoring underrepresented students through an NSF-REU program. He frequently reached out to prospective students and engaged with them on the topic of climate change, and the exchanges showed him that these conversations resonated the most with those who will suffer the consequences of climate change the most: students from minority and low-income communities. This further encouraged him to continue his work of equipping them with the right tools and knowledge to combat and navigate the challenges that loom on the horizon. 

Mohan was a keen believer in humility and respect as answers to ideological extremism. As one who practiced these principles, and as a board member of the Collegeville Institute’s Multi-Religious Fellows Program, he was deeply committed to helping young individuals explore ways to get along while preserving their own diverse faiths. He carried on this work through the University’s Osher Lifelong Learning Institute as well as the Institute for Global Studies. He also developed a popular free resource on Hinduism for teachers teaching a year-long course on world history and cultures at many Minnesota high schools. 

Recognizing his wide and deep impact on electrical and computer engineering, and engineering education, he was honored by the University of Minnesota and several prestigious flagship groups. The highlights include: in 1993, he was made the Oscar A. Schott Professor of Power Electronics and Systems; in 1996, Mohan was elevated to Fellow of IEEE; in 2010 he received the Utility Wind Integration Group’s Achievement Award (currently known as the Energy Systems Integration Group); in 2012, he received the IEEE PES Ramakumar Renewable Energy Excellence Award; in 2014 he was honored with the IEEE PES Nari Hingorani FACTS Award. The National Academy of Engineering elected Mohan as a member “for contributions to the integration of electronics into power systems and innovations in power engineering education” in 2014. In 2019 he received the inaugural IEEE Industrial Applications Society Educator/Mentor award for “outstanding contributions to education and mentorship of students and young engineers within the fields of interest of the IEEE Industry Applications Society,” and in the same year, the University honored him with the Regents Professorship. It is the highest honor the University bestows on its faculty and is in recognition of the recipient’s “exceptional contributions to the University through teaching, research, scholarship, or creative work, and contributions to the public good.” In 2022 Mohan was recognized with the IEEE James H. Mulligan, Jr. Education medal for “leadership in power engineering education by developing courses, textbooks, labs, and a faculty network.” 

All those who knew Mohan and interacted with him for any length of time always came away with a keen sense of his kindness and generosity, the wit and joy he exuded, and his warmth as a human being. The Department of Electrical and Computer Engineering is grateful for having enjoyed his company these many years and will deeply miss him. We extend our sincere condolences to his wife Mary, and children Michael and Tara. May he rest. 

Regents Professor Ned Mohan in his office

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IMAGES

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COMMENTS

  1. PDF Right to Education: a Critical Analysis of The Indian Approach

    1 THE NATIONAL UNIVERSITY OF ADVANCED LEGAL STUDIES, KOCHI DISSERTATION Submitted in partial fulfilment of the requirement for the award of the degree of MASTER OF LAW (LL.M) (2020-2021) ON THE TOPIC RIGHT TO EDUCATION: A CRITICAL ANALYSIS OF THE INDIAN APPROACH

  2. Right to Education Act: Universalisation or Entrenched Exclusion

    The Act in Article 3 (1), Chapter II makes a provision that 'every child of the age of six to fourteen years shall have a right to free and compulsory education in a neighbourhood school until completion of elementary education'.

  3. Right to Education in India: A Study by Dr. Raj Kumar Yadav

    Date Written: March 2, 2012 Abstract In 2002, through the 86th Amendment Act, Article 21 (A) was incorporated. It made the right to primary education part of the right to freedom, stating that the State would provide free and compulsory education to children from six to fourteen years of age.

  4. PDF The Right to Education in India

    Nearly eight years after the Constitution was amended to make education a fundamental right, the government of India from 1st April 2010 implemented the law to provide free and compulsory education to all children in age group of 6-14 years. The 86th Constitutional amendment making education a fundamental right was passed by Parliament in 2002.

  5. Dynamics of Transformation of Right to Education in India from

    Ultimately, the Right of Children to Free and Compulsory Education Act (Right to Education Act), 2009, came into effect on 1 April 2010, pursuant to the 86th Amendment to the Constitution of India (2002), which mandates elementary education as a fundamental right. India took more than a half-century in evolving free and compulsory education ...

  6. (PDF) The Right to Education Act, 2009 in India after a decade

    Number of children admitted/studying under section 12 (1) (c) of the RTE act, 2009 nationally from 2012-2013 to 2018-2019. Sources: Government of India (2020b) and Dharlwal and John (2019).

  7. RIGHT TO EDUCATION IN INDIA: CHALLENGES AND ACCESSIBILITY

    GARPH Publication Right to Education is a basic Human Right. It is sine qua non for the development of a human and only with the development of its subjects, a country develops. Constitution of India imposes the obligation on the government to provide education to the citizens.

  8. Efficacy of rights-based approach to education: A comparative study of

    A rights-based approach to education is thus based on the belief that education is a universal human right: it falls within the child-rights framework and adheres to the four non-negotiable 'general principles' laid down by the 1989 Convention on the Rights of the Child (CRC).

  9. Human Rights and Right to Education in India

    ... Education is the most important tool which has the ability to have an impact on the destiny of an individual as well as the whole nation. The right to education is a fundamental human...

  10. Can Greater Access to Education Be Inequitable? New Evidence from India

    New Evidence from India's Right to Education Act Chirantan Chatterjee, Eric A. Hanushek & Shreekanth Mahendiran Working Paper 27377 DOI 10.3386/w27377 Issue Date June 2020 Revision Date December 2020

  11. PDF Right to Education act Issues and challenges: A study

    T.S Abstract: The base of the pyramid and the future of the nation should depends on the primary education. Mahatma Gandhi said that the basic primary education should be free and compulsory for all, 'Every child has a right to education shall be free, at elementary and fundamental stages. Elementary education shall be compulsory.

  12. The education system in India: promises to keep

    A separate system for providing academic support was deemed necessary in order to that the department of education may focus on administrative matters. 7. Administratively, a district in India, is divided into smaller units called blocks. For the education purposes, in particular the SSA, blocks have been further divided into clusters.

  13. Indian Perspective on Child's Right to Education

    The present paper attempts to: (a) Understand the Indian perspective on child's right to education, (b) Analyse the feasibility of RTE and highlight the challenges in its implementation in India ...

  14. A Review on Indian Education System with Issues and Challenges

    The Right to Education Act has revolutionized the education system in India. Although there are many issues and challenges for the higher education system in India, there are many...

  15. Critical Evaluation of The Right to Education Act Implementation in India

    This paper takes a look at Indian education policies and underscores the urgent need for a human rights approach. Though the Indian constitution gives its citizens the fundamental right to education with effect from 1st April, 2010, whether the requirements of a rights based approach have been met is yet to be seen.

  16. PDF The Right to Education: a Case of Judicial Activism

    This paper will define the right and will give an idea about its development and recognition under the Indian legal system. I Introduction EDUCATION AND its spreading rate can be traced as a sole criterion for judging a nation's development.

  17. PDF Right to Education: Comparative Analysis of different countries

    Research Paper Right to Education: Comparative Analysis of different countries Ms. Shelly Bhatnagar( M.Ed), Dr. Satish Gill,(Associate Professor) Shiv College of Education, Tigaon Faridabad Received 22 January, 2014; Accepted 08 February, 2014 © The author(s) 2014. Published with open access at www.questjournals.org

  18. 'Right to Education' Under Indian Constitution

    Abstract. Education is the basic right which must be granted to all for the proper development of the nation because it increases the productivity of the citizens of that country and thus is directly proportional to the welfare of the people. Even before the Constitution in India The demand for free and compulsory education (hereinafter ...

  19. PDF Right to education of Scheduled Tribe: An Indian perspective

    Full Length Research Paper Right to education of Scheduled Tribe: An Indian perspective Madhurima Chowdhury* and Atrayee Banerjee Department of Anthropology, Calcutta University, India. Accepted 18 October, 2013 Education seeks to unfold the latent qualities of a person, thereby giving full development to the individual.

  20. Right to Education :An Indian Perspective Research Papers

    Find new research papers in: Physics View Right to Education :An Indian Perspective Research Papers on Academia.edu for free.

  21. Minorities and Their Educational Rights with Special Reference to India

    Dec 2022 Nushruth Dr Niyaz Panakaje View Show abstract Recommended publications Discover more about: Minorities Article The variety of local conditions across areas has created a plethora of...

  22. Evolution of Right to Education as a Fundamental Right

    The principal objective of this research paper is to trace the Evolution of the Right to Education as a Fundamental Right in India and to carefully analyse the various stages of its development. Education is the ground for development and empowerment of each and every country. It is the most powerful weapon which might be accustomed to change this world. Education is most definitely a ...

  23. Right to Education for Persons With Disabilities in India: An Analysis

    Based on this notion Indian Constitution has made the Right to Education a Fundamental Right to be accessible equally for everyone based on the Principles of Equal Opportunities and Intelligible Differentia.

  24. What is Right to Education? Explained in 7 Points

    It is a fundamental right guaranteed by the Constitution of India under Article 21-A. This Act provides free and compulsory education for all children in the age group of six to fourteen years. Infrastructure and Quality. This Act emphasizes the need for infrastructure and quality standards in schools, ensuring that the learning environment is ...

  25. In memoriam: Regents Professor Ned Mohan

    With deep sorrow, we announce the passing of Regents Professor Ned Mohan on Feb 11, 2024. The department, University, and the world has lost a giant in his field of power electronics and power systems, a brilliant researcher, a generous educator, and an individual who deeply cared for the welfare of his fellow human beings.Born in India, Mohan earned his bachelor's degree in electrical ...