ASHOK AGARWAL, a Senior Advocate practising in the Supreme Court and the Delhi High Court, has been litigating for the right of education, primarily for those belonging to the weaker sections of society. In fact, even before the actual enactment of the Right to Education Bill, he had campaigned forcefully among policymakers to reinforce the link between out-of-school children and child labour. He was involved in several rounds of discussions...

There are signs of resistance from private schools to the clause in the RTE Act stipulating implementation of 25 per cent reservation. EVER since the Right of Children to Free and Compulsory Education Act (RTE Act), 2009, came into effect a little over a year ago, there has been a perceptible sense of insecurity among sections of managements of private, unaided schools, parents of children going to these institutions and, in...

  Can we agree in this country on a floor of human dignity below which we will not allow any human being to fall? No child, woman or man in this land will sleep hungry. No person shall be forced to sleep under the open sky. No parent shall send their child out to work instead of to school. And no one shall die because they cannot afford the cost of...

For the first time in Jharkhand, World Bank officials from Washington DC will hold daylong deliberations with a select group of academics, bureaucrats and stakeholders here to thrash out a roadmap for improving the standard of higher education in the state. “The quality of higher education is not up to the mark at most educational institutions. There are many challenges and opportunities in the sector in a country where there is...

-The Indian Express   The Right to Education Act, or RTE, has been justly criticised as forcing all of India’s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi’s tendency to obsessively centralise, divorced from the actual realities of education...