CHAPTER – 2

Chapter -2

Chapter - 2

Review of Literature and Research Methodology

“The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act 2009)”

emerged as one of the most noble and ambitious proposal. The aim of this legislation

is not only to make excellent schooling accessible to most of left out section of society

but also make the society more inclusive by facilitating the platform for intermingling

of children belonging to different socio-economic background. This Act has envisaged

to develop a system of education where the social diversity is not only accepted but also

encouraged.

Kohn (1963) has also observed that the members of different social groups experience

differing life environments which results them in developing varying world view and

thus their idea of social reality is formed which affects their ambitions hopes and

despair (Kohn, 1963).

Srivastava, Singh and Thakur (1980) have pointed out better social and economic

status have a constructive relation with learning outcomes, better the income is, the

higher the is the chance that child can achieve better results (Srivastava, Singh, &

Thakur, 1980).

McCall (1981) has given the proof through his study that Socio Economic status and

cognitive performance of children are interlinked and it begins at very early stage of

one’s life (McCall, 1981).

33
 Chapter -2

Fischer et al (1984) says that children’s public behaviour is important because social

modification is significant at every stage of the growth. The kids who are violent or else

under controlled at the time of growing up often continue to grow up age with very

serious outcomes including low academic results (Fischer, Rolf, Hazari, & Cummings,

1984).

Kokong( 1991) has written in his doctoral dissertation that Language plays a vital part

in school classrooms. In the teaching situation students usually work with language

most of the time day either with the spoken language of the teacher or the pupils, or

with the language written in the books (Kokong, 1991).

Alexander et al (1993) also elaborated on number of other studies which have showed

that lower income and parents with lesser education are related with lower levels of

educational accomplishment (Alexander, Entwisle, & Dauber, 1993).

William (1993) in their study has observed that advanced academic involvement

chances are better among the children with mother or father having qualified

upbringings and jobs in comparison to the parents who belong relatively poorer strata

of the society and occupied in smaller jobs (Williams, Long, Carpenter, & Hayden,

1993) (Salameh, 2012).

Odebumni and Egbule (1994), have asserted that money is very vital for any

individual, including students. The scarcity of finances may affect the educational

outcomes in a negative way as there will uncertainty all around the person in centre

affecting his/her confidence (Odebunmi, 1988) (Egbule, 2004).

34
 Chapter -2

Mahoney and Cairns (1997) have concluded in their research that the students who

are more participative in sports and other cultural activities have lesser chance to

dropout, this they say is very much true in the students who belong to the higher risk

category (Mahoney & Cairns, 1997).

Long (1999) have observed that students whose guardians are better qualified and

white-collar professions have better probability to go for joining higher education than

children whose parents involved in lesser jobs (Long, Carpenter, & Hayden, 1999)

(Salameh, 2012).

Musgrave (2000) has discussed the importance of socio-economic background as of

great significance. He has concluded in his article that children generally follow the

course of their parents and socio-economic status of family has very serious role to play

in the manner students adapt to their surroundings (Musgrave, Environmental factors

affecting attitude towards science and mathematics., 2000) (Salmeh, 2012).

Klasen (2001) has analysed social exclusion of underprivileged children with rights-

based method. He studied those educational schemes which were not successful in

helping underprivileged children. He recommended to frame schemes in the manner

which can duly serve underprivileged students. (Klasen, 2001).

Parcel and Dufur (2001) in their study analysed and found the peers and

neighbourhood interactions have profound effect on one’s decision making about the

admission in schools, they have also advised policy makers to keep this in mind while

designing any future schemes on education (Parcel & Dufur, 2001).

35
 Chapter -2

Balgopalan (2003) found that children coming from deprived part of society are also

in precarious situation in private schools as well. This is because teachers also generally

belong to privileged section of community and the class is also largely occupied by the

students belonging to superior segment of the society. This situation becomes

exclusionary, and pushes the dropout of students (Balgopalan, 2003) .

Diamond & Kimberly (2004) in their study of the which involved working- and

middle-class parents have argued about the academic awareness of parents which are

developed by the overall status of surrounding they come across, the amenities available

with them and also existing societal class and general understandings based on racial

discrimination (Diamond & Kimberly, 2004).

According to Tomasevski (2004), the Rights-Based framework in the idea of

educational right is an instrument to analyse policies at a given time with respect to

prevailing context in any nation state or country. The context and developmental status

of the country also needs to be kept in mind. The absolute necessity to shadow norms

of other countries is not given undue importance. Nevertheless, the formal state

authority is considered to most important responsible stakeholder for educational right.

Therefore, the government of the day has to make sure and shield children’s right to

education through by these aspects which aims to make education: available, accessible,

acceptable as well as adaptable. Furthermore, it is Government’s duty to ensure that

other stakeholders as parents (as primary mentors) and teachers (as professional

educators for children) are made principally responsible for children’s education. The

above mentioned four aspects is described in the following paragraphs (Tomasevski K.

, Manual on rights-based education: global human rights requirements made simple;

36
 Chapter -2

collaborative project between the UN Special Rapporteur on the right to education and

UNESCO Asia and Pacific regional bureau for education., 2004).

Clark, Reilly and Wheeler (2005) in their work, have thrown light on the importance

of human rights in socio-political paradigm in the agenda of development. Such an

inclusion "requires understanding rights not merely as legal entitlements, but as a

political tool in social change strategies" (Clark, Reilly, & Wheeler, 2005).

Hoover-Dempsy et al (2005) have described the perception of parents towards school

and to the complete schooling as very important for the academic achievement of

children. They say that participation of parents is not a linear constituent which can

show needed changes (Hoover-Dempsy, Walke, Sandler, Wilkins, & Closson, 2005).

Jeeban Lata Salaam’s (2009) in his study of Imphal district says that educational right

of children should be seen with political economy of a people. According to him Right

to Education overlaps between public, legal financial and societal obligations in the

arena of community and social life. This right on its part looks forward to education in

a way where it is engrained in the effective execution of all of these corresponding

rights (Salaam, 2009).

Babad (2009) says that the achievements of children are generally result of a tutor’s

expectancy, where a hyped pupil can accomplish higher than an underrated student

(Babad, 2009).

Centre for Civil Society(2010) in its one of analytical works in Delhi states that parents

from economically and socially weaker sections are acknowledging that schooling is

37
 Chapter -2

very vital for their children but they also feel that the government school organization

has been deteriorating in last few years. This has led to the dependence on private

schools (Centre for Civil Society, 2010).

Sonjuhi Singh (2010), in her study at in Delhi, found that the parents, from government

schools believed that the private unrecognised schools are better placed and they also

charge lesser than private recognised schools. As per the parents, she states that even

quality of education is better in these private but unrecognised schools. (Singh S. , 2010)

Asikhia (2010) in her research on Nigerian families also concludes that the family

academic status along with and socio-economic condition have a pivoting and

significant part in the progress of child’s leaning achievements (Asikhia, 2010) (Abdu-

raheem, 2015)

Ajay Das (2010) argues in his book “Right to Education” that it is not merely sufficient

for state to make laws for the access to underprivileged. He has also indicated providing

education which lacks quality is also a kind of discrimination. (Das, 2010)

Chowdhury (2011) state that in India, especially the distribution of child care errands

between husband and wife is not very common and taking care of children especially

the smaller ones is generally considered to be the responsibility of mother. (Chowdhury,

2011) .

Chug (2011) during her work on the young children, who have left school, residing in

slum area, which was mostly populated by Scheduled Caste population, observed that

38
 Chapter -2

the problem of dropout is affected by numerous factors, resulting in students leaving

the school (Chug, 2011).

Fayaz Ahmad (2012) asserts that by insistent for twenty five percent fixed seats for

the poor and excluded part of the community, the policy makers have recognized not

so good status of public schools which is the only source of education for as large as

nine tenth of families of the society. He is also apprehensive of the inclusion of these

children in school and whether these children will last full duration in these schools

(Ahmad, 2012).

Imran Khan (2012) has reported in his article that the school administration feels that

the parents of RTE children do not have common knowledge of education and doesn’t

bring anything tangible to the table. The guardians on their part think that their opinions

and views are generally ignored and not given adequate importance. He also observes

that elite institutes have avoided amalgamation in innumerable ways (Khan, 2012).

M V Ramanna (2012) concludes that the RTE has many proposals which tend to

ensure answerability by the way of devolution, like creating the school management

committee which has authority to prepare strategies and inspect various activities of the

school. However, in reality the efficacy of these articles largely depends on

incorporating the correct architecture and structure that can make sure the process is

transparent in its totality. (Ramanna, 2012)

Madhav Chavan (2012) writes that a sense has developed that RTE has made the

classroom more relaxed as no student is held back’ According to him, given the scale

39
 Chapter -2

of the challenge, it will be a better to give attention only to fundamentals at every level

(Chavan, 2012).

Emerson et al (2012) while discussing about parents’ contribution say that they

contribute in developing their ward’s social, cognitive and emotional skills. This

academic socialization results in positive academic learning and outcomes (Emerson,

Fear, Fox, & Sanders, 2012) .

Rashida Ather (2012) states that improving student learning outcomes needs more

than just setting goals and mobilising inputs. It needs a lot of rigorous effort to give

access and better learning outcomes particularly to the children who belong to the

excluded and left out portion of the community (Ather, 2012).

Bharat Kumar Nayak (2012) for Udaipur (Rajasthan) illustrates that Private schools

uses a variety of means by which they can manoeuvre around the adherence from their

duty towards RTE which provides for the entitlement no cost education to marginalised

student from weaker section of the community. They force such children to pay for

certain activities which are not covered under the articles of RTE. This causes a great

problem to the already shallow pockets of the parents. This study also pointed out the

apprehension of the guardians who come from more well to part of community. They

feel that that the children from backward strata of society will not be able to match the

standards of elite schools as they do not belong to same status as other children. The

guardians who belong to weaker background lack the awareness about this Act and

suffer from numerous wants that make the proper school unavailable and inaccessible.

(Nayak, 2012).

40
 Chapter -2

Ariha Setalvaad (2013) in her business standard article says that the authorities and

executioners, in many schools, do not properly understand the Continuous and

Comprehensive Evaluation. She found that many schools use CCE as a tool to evade

doing required task. (Setalvad, 2013).

As per Berliner (2013) in societies where inequality is more the relative difference is

comparatively larger, having greater effect (negative) on poverty (Berliner, 2013).

Seema Ojha (2013) in her study of implementation of RTE in Haryana writes that

slight positive change has definitely occurred but this is only restricted to admission

and rudimentary physical structure. The state still has long way to cover on the aspect

of excellence of education is concerned. She furthers says that, a lot many guardians

although know about the exemption of fee provided by RTE but many of them do not

know the details. In the light of her study, she has suggested that special awareness

drive needs to be carried out so that the people from the intended and targeted

beneficiaries are able to reap the fruits of the benefits of this noble legislation (Ojha,

2013).

Indus Action (2014) report for Delhi has found that parents from economically and

socially weaker section are not aware about the legislation and the directions under the

rules developed by state governments. There is also need for more clearness about

school’s vis-a-vis neighbour principles, compensations and any amendments made by

the authorities due one or the other reasons (Indus Action, 2014).

Ankur Sarin and Swati Gupta (2014) argue that reservations force a discussion on

matters of amalgamation in society as well as justice in academic field which the non-

41
 Chapter -2

government elite players have been avoiding. However, the obligation of the

reservation and other provisions have created an opposition. However, vital opinions in

opposition to this measure diminish the vast sweat put in by students and guardians

belonging to the disadvantaged part of the society (Sarin & Gupta, 2014).

Vimala Ramachandran (2014) observes, there is lack of invigilation at the level of

schools. There is no one to properly monitor the actual academic process. Most of the

inspection is limited to activities like registration, MDM, dispersing inducements.

Organizations formed to give on the spot educational backing are reduced to become

information collecting apparatuses. In the years following RTE instruments like

Continuous and Comprehensive Evaluation (CCE) are becoming an exercise to fill pre

described templates (Ramchandran, 2014) .

Wilima Wadhwa (2014) in her study on comparison of private and government

schools’ states that the condition of children studying in government schools is most

real and actual misfortune. There is huge amount of capital which is spent by

government departments year after year, however the educational level remains dismal.

She also elaborates those allocations on education have been increasing but the

expenditure is not up to the mark (Wadhwa, 2014) .

Rukmini Banerji (2014) in the same ASER report gives the gap year predicament more

importance. The RTE Act 2009 pledges free as well as compulsory education up to

elementary level which means between age set of 6 years to 14 years but the Section

26 of JJ (Juvenile Justice) Act 2000 forbids any form of assignation of children less

than the stage of 18 years, so there is no clarity to the work which the person is supposed

to do during this time (Banerjee, 2014).

42
 Chapter -2

Chandrappa (2014) in his article on RTE says that there are numerous problems which

should be taken care off to ensure the favourable execution of the RTE Act. Some may

be fixed through legal route or policy changes. He says that it is the duty of the

Government to make sure that all are able to get education but it cannot achieve it single

handily. He also emphasises on the role of non-state players. He also observed that

energies put on to better the public education system are distributed randomly without

any order and does not have holistic world view (Chandrappa, Right to education act

(rte) -elementary education: backbone of the education system, 2014).

Pavitra S Rangan (2014) writes that even after the period of four years, the RTE Act

2009 has not made education either “free” or “compulsory” in large area of most the state

and it’s just not only because of big private schools. He puts the blame on the lack of

coordination and coherence between centre and states (Rangan, 2014).

UNESCO’s 2015 report which covered the subject of “Education for all” estimates that

between the years 2005 to 2012 the families spent about one-third of the overall

spending on education. This study also pointed out the evidence that this proportion of

spending on education is highest in South Asia (UNESCO, 2015) (Srivastava &

Noronha, The myth of free and barrierfree access: India’s Right to Education Act—

private schooling costs and household experiences, 2016).

Ali & Rahaman (2018) in their study on implementation of RTE Act points out that

this ACT has brought vital changes in central, state and local authority. The

decentralization has also meant an active participation of actual stakeholders and local

level decision makers (Ali & Rahaman, 2018).

43
 Chapter -2

Ying, Hong and Liqiu (2019) study on the underlying effect of education of mothers

upon several consequences of juvenile growth has shown that mother's education has

direct corelation with the children’s enrolment, exam marks and higher ambitions.

Mother's education was also found to enhance psychological strength of child as well

as nutritional level. Their study also showed that mother's education also helps in

improving family income which has direct bearing on the wellbeing of the family (Ying

, Hong , & Zhaoc, 2019).

Joshi (2020) in her paper on RTE and Sinha & Verma in their research have

highlighted the delay in reimbursement to schools. The peculiar outcomes of this delay

are that very often, the private school administration subtly transfers this burden of

expenditure to non RTE children. If one considers that the parents in the case of RTE

children, who are already paying a handsome amount, it puts higher burden on them

(Sinha & Verma, 2014) (Joshi, Can social integration in schools be mandated: Evidence

from the Right to Education Act in India, 2020).

Objectives

This study is aimed

1. to find the socio-economic status of benefitted families

2. to find the status of implementation of Section 12 of RTE Act 2009

3. to compare the facilities provided by schools to children of EWS families & non

EWS families

4. to assess the perceptions of parents on effectiveness of this Section 12 of RTE

Act 2009

44
 Chapter -2

5. to assess the challenges faced by the stakeholders in implementation of Section

12 of RTE Act 2009

Research Methodology

The research methodology is divided into five parts namely

i. Research Design

ii. Brief study of area of study

iii. Selection of Respondents

iv. Tools and Techniques for data collection

v. Classification, Tabulation and Interpretation of the data

(i) Research Design

The current work may be categorised under applied as well as analytical research as it

aims to gauge the impact of RTE Act, 2009 on the children from Economic Weaker

Section (EWS) of the society with a sociological perspective.

(ii) Brief study of Area of study

The area of study for this thesis is the state Chhattisgarh. Chhattisgarh comprises of

rich collections of hills and mountains, along with the (difficult to access) forests,

scattered population which results in weak community collaboration and convergence.

The name Chhattisgarh is not very old. In ancient times it was referred as Dakshin

Kosala. At the time Moghul rule the area was known Ratanpur. The term Chhattisgarh

came into vogue during the Maratha times and was first used in an authorized paper in

1795 (Gajrani, 2004).

45
 Chapter -2

As per Beglar, the actual term is Chhattisgarh and not Chhattisgarh. The name

Chhattisgarh can also be traced from word chhattis denoting the 36 forts in the region.

But the doyens of state’s history do not approve the theory, as 36 forts have not been

yet located (Gajrani, 2004).

As per the census account of the year 2011, the populace of the state was 2.55 Cr. The

total male population was 1.28 Cr. and the female population was 1.27Cr. As per the

population density was 189 people per Sq Km. The sex ratio of the state was 989.

In the state eighty percent of the population resides in villages while twenty percent

reside in cities and towns. The scheduled caste population is almost 13% state’s

population and they are largely spread in the central part of the state. About one-third

of state population is of schedule tribe which is largely spread in the northern and

southern part of the state.

In town and cities, as well around industrial areas the demography is of mixed nature.

In the rural belts of plains, Other Backward Classes s like those of Kurmees and Sahus

are pre-dominant. They are largely engaged in agricultural activities (Office of the

Registrar General & Census Commissioner, India, 2011).

The geographical characteristics of major districts like Bastar, Surguja, Dantewada,

Bijapur, Jashpur, Korba, Narayanpur etc. makes the access to education quite

challenging because of undulating terrain. Thus, the topography of the state presents

various challenges related to access like distance, scattered population, where the

prescribed norms of SSA cannot be uniformly applied. This requires meticulous

planning of schools where distance and population norms could not be applied as such.

46
 Chapter -2

Special attention has been given to properly identify and providing schooling facilities

in such places.

Chhattisgarh is broadly divided into three geographical area namely the Central plains

which has 11 districts, the northern hills 2 districts, and the Bastar or Southern plateau

having 5 districts.

The Chhattisgarh state, has a vast area which is covered by cover. It makes up of more

than 40% of land canopying around 60000 square kilometers, with diverse flora and

fauna and having more than two hundred types of NTFPs.

Mahanadi is the most important river of the state. Its basin largely lies in the central

part of the state and is the main source of irrigation. Apart from Mahanadi, other

important rivers include, Rihand, Indravati, Hasdeo Jonk and Arpa. Chhattisgarh also

has significant mineral resources like coal, iron ore, bauxite, limestone etc.

While sex ratio in Chhattisgarh is second only to Kerala 991 women for 1,000 men, its

other development indicators remain low. For instance, IMR at 44 per thousand live

births is one of the highest in the country and more than around one-third children below

3 years are undernourished.

The situation of poverty in Chhattisgarh is very worrisome. As per the government’s

record nearly forty three percent of state’s population are living below the poverty line

(BPL). The situation of scheduled tribes and scheduled caste are even worse than

overall aggregate situation. They together make up for nearly fifty seven percent of

BPL category. The condition of poor especially difficult in rural areas, where amenities

47
 Chapter -2

are restricted and lesser than urban areas. the access to clean drinking water, sanitation,

electricity, education etc. is very much wanting in these places. The rural areas are also

marked with heavy out migration largely described as distress migration.

The case of a very acute poverty in especially in rural belt along with low

developmental indicators indicates the strong necessity to give more focus in these

areas. The decentralised approach is also very significant to cater to the needs these

areas to provide more accountable and transparent services.

There are 27 districts and 146 Blocks in the state out of these 74 are Educational

Backward Blocks (EBB) the rest of 72 are non-EBB. The state literacy rate as per

census 2011 was 70.28% with male 80.7% and female 60.24%.

As per the MDG reports for the State, Chhattisgarh shows a significantly high level of

NER (98%) for class I-V. However, there’s a room for improvement in number of

students starting at class I who reach class V, which is currently at 80.14%.

There are 53,766 elementary schools (88.94% government, 89.86 % rural) in the State.

Elementary schools have an enrolment of 47.53 lakh students. For achieving the goal

of providing education to every child in the country, a policy was formulated with these

following features:

A primary school within 1 kms of habitations for minimum 40 children an upper

primary school within 3 kilo meters, high school with 5 kilo meters and senior

secondary schools in the radius of 7 kms distance, were to be established ,across the

48
 Chapter -2

country. The State has successfully implemented the policy and has almost achieved

the target for provision of elementary level education.

The State is ranked 2nd in case of primary level education & 14th in case of upper

primary school education as in relations of outcome parameters of the Education

Development Index (EDI). State has also achieved a comparatively higher status under

the Composite Development Index in 2012-13 over previous year, rising from rank 28th

to 22nd.

State has a good Pupil-Teacher Ratio (PTR), 23, at the elementary level of education.

Some of the key challenges to be addressed in state are ensuring access to schooling,

quality infrastructure, training of the teachers and learning outcomes of students

(especially in government schools).

Funds are provided under key State elementary education schemes ,such as award for

teachers, European commission, child education centre, government primary schools,

government middle school, government library building, grant to non-government

school, free text book, free uniform, English education in primary schools, Shiksha

karmi, student accident insurance, scholarship, finance commission grant, vigyan evam

ganit shiksha ka prasar and rajya prashikshan yojana.

Apart from the above, the Government at State level has been implementing schemes

such as Jawaher Utkarsh Yojana, Incentive to girls, Ashramshala, Vishesh pichhdi

janjati asharam, Mukhyamantri bal bhavishya suraksha yojana and etc.; these schemes

are especially tailor-made for the SC/ ST/ OBCs and population living in LWE affected

regions.

49
 Chapter -2

Figure 2.1 Distribution of Geographical Area of Study

50
 Chapter -2

(iii) Selection of Respondents

For the purpose of study, Chhattisgarh was divided in three parts; Northern hills

comprising Surguja division (5 districts), Central plains comprising Bilaspur, Durg &

Raipur divisions (15 districts) and Southern Plateau comprising Bastar division (7

districts).

The stratified (multi layered) sampling was used first for selecting districts in these

three areas and the selecting schools in these districts and finally students were selected,

who were then interviewed along with their parents. The number of students selected

was guided by the proportion students (Universe) in these three parts of the state. The

children of EWS families admitted under RTE provisions as well children admitted

through normal course were interviewed to get a more nuanced view. As table 2.1

shows, a total of 400 interviews were conducted

Table 2.1
Sample Distribution
S. Parameter/ Region Children/Parents Schools District Government Total
No. Officials Sample
Universe Sample Universe Sample Universe Sample
1 Northern Hills 1047 30 435 4 5 2 36
2 Central Plains 16194 300 3019 30 15 4 334
3 Southern Plateau 702 20 240 3 7 2 25
Grand Total 17943 350 3694 37 27 8 395
In addition to above 5 state level officials were also be interviewed making the sample

size 400.

51
 Chapter -2

(iv) Tools and Techniques for data collection

The study is built on the investigation of primary figures. The interview schedules and

interview guides were prepared and with its help information was collected by face-to-

face interaction.

In total three different schedules were used to cover all the major stake holders. They

were Parent / Children interview schedule, School interview schedule and Government

official interview schedule. The observation technique was further used for data

collection.

Apart from above, case studies two from each of the three geographical areas were

recorded. The case study was selected as it comprises watchful and comprehensive

reflection of a societal element. Therefore, it will be very useful in understanding the

perception of various stakeholders.

(v) Classification, Tabulation and Interpretation of the data

The data was collected through a specially designed tools as mentioned above. After

cleaning 350 samples of children/parents and 50 of other stakeholders were finally

analysed. The Data Collected was aggregated and interpreted after classification and

tabulation with the help of charts and graphs on MS Excel sheet

The present thesis also uses six case studies, two from each three identified zones to

further elaborate and explain the findings.

52
 Chapter -2

The case study method in research is of significant importance. It is built on the detailed

study of a specific person, one set or an incident. It may include both qualitative as well

as quantitative data which helps in detail analysis of process as well as outcomes. Case

study is recognized as an important study methodology in the group comprising

empirical analysis. This method studies things in actual settings, spotting that

background is an influential factor for cause as well as effect. Its objective is not to

reflect the universe but a single case. In education, experts study institutes or sets of

institutes, syllabus, outcome of intervention; the execution of resources, pedagogy,

tutors and pupils (Bal, 2014).

Maheshwari (2011) has described case study as an important method for research, with

typical features which make it model for several kind types of studies. This may be

used in tandem with other methods as well (Maheshwari, 2011).

Wallace (2006) has stated that case study research is meant to

 Solve specific issues

 Put theories to application

 Create hypotheses

 Develop illustrations

53
 Chapter -2

References

1. Abdu-raheem, B. O. (2015). Parents’ Socio-Economic Status as Predictor of

Secondary School Students’ Academic Performance in Ekiti State, Nigeria. Journal

of Education and Practice, 123-128.

2. Ahmad, F. (2012). Right to Education Act : A critical Analysis, 2012. Retrieved

from Jamiajournal.com: www.jamiajournal.com/Right to Education Act : A critical

Analysis

3. Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade behavior: its

short- and long-term consequences for school performance. Child Development, 1-

14.

4. Ali, J. M., & Rahaman, M. (2018). Planning decentralization and changing

paradigm of Indian planning process. International Plannin Studies, 264-277.

5. Asikhia, O. A. (2010). Students and teachers’ perception of the causes of poor

academic performance in Ogun State secondary schools, Nigeria : Implications for

Counselling for National Development. European Journal of Social Sciences, 229-

249.

6. Ather, R. (2012). Dynamics of Right to Education: a study of UP. Retrieved from

Shodhganga: http://shodhganga.//hdl.handle.net/10603/11381

7. Babad, E. (2009). Teaching and nonverbal behaviour in classroom. International

handbook of research on teachers and teaching, 817-827.

8. Bal, M. K. (2014). A Critical Analysis of Status of Technical Education in

Chhattisgarh. Bhilai: Chhattisgarh Swami Vivekanand Technical University.

9. Balgopalan, S. (2003). Neither Suited for the Home nor for the Fields. IDS Bulletin,

55-62.

10. Banerjee, R. (2014). The Gap Years. New Delhi: ASER Center.

54
 Chapter -2

11. Berliner, D. (2013). Effects of inequality and poverty vs. teachers and schooling on

America’s youth. Teachers College Record, Columbia University.

12. Centre for Civil Society. (2010). A perception study on the implementation and

impact of Clause 12 . New Delhi: Centre for Civil Society.

13. Chandrappa. (2014). Right to education act (rte) -elementary education: backbone

of the education system. International Journal of Advancement in Education and

Social Sciences, 16-20.

14. Chavan, M. (2012). Uphill battle ahead as outcomes go downhill. New Delhi:

ASER.

15. Chowdhury, A. (2011). Employed mothers and their families in India. Early Child

Development and Care, 65-75.

16. Chug, S. (2011). A Study of Children Living in Slums of Delh. N ew Delhi: National

University of Educational Planning and Administration.

17. Clark, C., Reilly, M., & Wheeler, J. (2005). Living rights: reflections from women's

movements about gender and rights in practice. IDS Bulletin, 76-81.

18. Das, A. (2010). Right to Education. New Delhi: Axis Publication.

19. Diamond, J. B., & Kimberly, G. (2004). African American Parents’ Educational

Orientations: The Importance of Social Class and Parents’ Perceptions of Schools.

Education and Urban Society, 383-427.

20. Egbule. (2004). Practical guide to a successful project or thesis in writing and

defence. Owerri: Whyte and Whyte Publishers.

21. Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in

learning and schooling: Lessons from research. Australia: School and community

Partnerships Bureau.

22. Fischer, M., Rolf, J. E., Hazari, J. E., & Cummings, L. (1984). Follow-up of a

preschool epidemiological sample: Cross-age continuities and predictions of later

55
 Chapter -2

adjustment with internalising and externalisin dimensions of behavior. Child

Development, 137-150.

23. Gajrani, S. (2004). History, religion and culture of India (Vol. 6). Gyan Publishing

House. New Delhi: Gyan Publishing House.

24. Hoover-Dempsy, K., Walke, J. M., Sandler, D., Wilkins, A. S., & Closson, K.

(2005). Why do Parents become involved ? The Elementary School Journal, 105-

130.

25. Indus Action. (2014). Indus Action report on Enrolment under Section 12 (1) (C) of

RTE Act. New Delhi: Indus Action.

26. Joshi, R. (2020). Can social integration in schools be mandated: Evidence from the

Right to Education Act in India. International Journal of Educational Development,

1-11.

27. Khan, I. (2012, April 8). No Way to Teach a Lesson in Class. Retrieved from

Tehalka.com: http://tehelka.com/no-way-to-teach-a-lesson-in-class/

28. Klasen, S. (2001). Social Exclusion, Children and Education. Implications of a

Rights-Based Approach. European Societies, 413-445.

29. Kohn, M. L. (1963). Social Class and Parent-Child Relationships: An

Interpretation. American Journal of Sociology, 471-480.

30. Kokong, M. M. (1991). The relationship between reading ability and achievement

in English as a second language and other subjects at matric level (Doctoral

dissertation). Potchefstroom: North-West University (South Africa),Vaal Triangle

Campus.

31. Long, M., Carpenter, P., & Hayden, M. (1999, September 1). Participation in

education and training. LSAY research report No. 13. Retrieved from

ACEReSEARCH: https://research.acer.edu.au/lsay_research/21/

56
 Chapter -2

32. Maheshwari, V. K. (2011, September 25). Retrieved from

VKMAHESHWARI.com: http://www. vkmaheshwari .com/WP/?s=

The+Case+Study- +Research+Method+in+Education

33. Mahoney, J. L., & Cairns, R. B. (1997). Do Extracurricular Activities Protect

Against Early School Dropout? Developmental Psychology, 241-253.

34. McCall, R. B. (1981). Nature-nurture and the two realms of development: a

proposed integration with respect to mental development. Child Development, 1-

12.

35. Musgrave, C. B. (2000). Environmental factors affecting attitude towards science

and mathematics. Journal of Educational Psychology, 382-394.

36. Nayak, K. B. (2012). Implementing Clause 12 of the Right to Education Act 2009

in Udaipur District of Rajasthan, India: Letting Disadvantaged Children Down?

Hague: International Institute of Social Studies.

37. Odebunmi, A. (1988). The effect of home background on students academic

performance. . Nigeria Journal of Educational Psychology, 8-9.

38. Office of the Registrar General & Census Commissioner, India. (2011). Census

Data - 2011. Retrieved from Office of the Registrar General & Census

Commissioner, India: https://www. censusindia.gov.in /2011census/

hlo/HLO_Tables.html

39. Ojha, S. (2013). Implementing Right to Education: Issues and challenges. Research

Journal of Educational Sciences, 1(2), 1-7. Retrieved from www.isca.in

40. Parcel, T. L., & Dufur, M. J. (2001). Capital at Home and at School: Effects on

Child. Journal of Marriage and Family, 32-47.

41. Ramanna, M. V. (2012). Right to education: the parameters and the paradoxes .

Retrieved from Shodhganga: http://shodhganga. inflibnet.ac./handle/ 10603/8116

57
 Chapter -2

42. Ramchandran, V. (2014). Can we fix the persisting crisis of learning ? New Delhi:

ASER Center.

43. Rangan, P. S. (2014). An unequal childhood, Outlook magazine, September 8, 2014.

2014: Outlook Magazine.

44. Salaam, J. (2009). Retrieved from Shodhganga: http://shodhganga

.inflibnet.ac.in:8080/jspui/handle/10603/18081

45. Salameh, W. (2012). The Impact of Social and Economic Factors on Students’

English Language Performance in EFL Classrooms in Dubai Public Secondary

Schools. Dubai: The British University In Dubai.

46. Salmeh, W. (2012). The Impact of Social and Economic Factors on Students’

English Language Performance in EFL Classrooms in Dubai Public Secondary

Schools. Dubai: The British University in Dubai.

47. Sarin, A., & Gupta, S. (2014). Quotas under the Right to Education. Economic and

Political Weekly, 65-72.

48. Setalvad, A. (2013, September). Is the Right to Education a reality for India's

children?,. Retrieved from Business Standard: www.business-

standard.com/article/economy-policy/is-the-right-to-education-a-reality-for-india-

s-children-113091300395_1.html

49. Singh, S. (2010). A Study of the Impact of Right to Education Act on Unrecognised

Schools in Delhi . New Delhi: Center fo Civil Society.

50. Sinha, N., & Verma, Y. (2014). An exploratory study on the feasibility and

challenges of implementation of Right to Education Act (RTE). The International

Journal of Indian Psychology, 162-167.

51. Srivastava, P., & Noronha, C. (2016). The myth of free and barrierfree access:

India’s Right to Education Act—private schooling costs and household

experiences. Oxford Review of Education, 561-578.

58
 Chapter -2

52. Srivastava, S. N., Singh, J., & Thakur, G. P. (1980). Examination anxiety and

academic achievement as a function of socio-economic status. Psychological

Studies, 108-112.

53. Tomasevski, K. (2004). Manual on rights-based education: global human rights

requirements made simple; collaborative project between the UN Special

Rapporteur on the right to education and UNESCO Asia and Pacific regional

bureau for education. Paris: UNESCO.

54. UNESCO. (2015). EFA global monitoring report 2015. Education for All 2000–

2015: Achievements and challenges. Paris: UNESCO.

55. Wadhwa, W. (2014). Government vs private schools: Have things changed ? New

Delhi: ASER Center.

56. Wallace, G. (2006). Wallace Group Case Study. Retrieved from StudyMode.com:

http://www.studymode.com/essays/Wallace-Group-Case-Study-82616.html

57. Williams, T., Long, M., Carpenter, P., & Hayden, M. (1993). Entering higher

education in the 1980s, report submitted for the evaluations and investigations

program. Canberra: Department of Education, Employment and Training, July.14.

58. Ying , C., Hong , L., & Zhaoc, L. (2019). Mother's education and child

development: Evidence from the compulsory school reform in China. Journal of

Comparative Economics, 669-692.

59