Policy implementation at village level: Case of RTE in UP, India Dwivedi Seema* Doctoral Student, Department of Extension and Communication, SNDT Women's University, Mumbai, Maharashtra, India *Email id: seemadwivedi12@yahoo.in
Online published on 12 April, 2023. Abstract Uttar Pradesh is one of the worst performing states in India in terms of providing elementary education. Hence, the focus of the present research is to study implementation of RTE in rural elementary schools of Uttar Pradesh. For the purpose a pilot test was conducted in the government schools of Sujanganj block of Jaunpur district, Uttar Pradesh. Three primary schools have been visited in total at the preliminary stage. To conduct the test, researcher used observation schedule designed by taking in to consideration the major provisions mentioned in the RTE Act 2009. It was found that rural schools see dearth of qualified teachers. And there's significant presence of Shiksha-Mitra and para teachers. It was observed in one case that despite of school being constructed on a vast stretch of land, the school had only two classrooms in functioning condition. Grade I, II and III was conducted in one class simultaneously and grade IV and V in other class. Desks and benches were amiss in one school. There was no computer lab in any schools visited. Library had only guide books and newspapers. Two out of the three schools had separate kitchen for mid-day meal. The cooking took place on clay stove. On enquiring what salary the assigned cook receives, it was found to be 1,500 per month. One of the two schools use their backyard to grow seasonal fruits and vegetables to use in cooking the midday meal. One of the principals of the schools said they receive 25,000 annually for the maintenance of the school. Poor families show lack of interest in sending their kids to school. The parent-teacher meeting often proves to be a failure when it comes to earning livelihood as against to receiving education. Thus, it was seen that precise information on ground reality could be obtained by visiting these rural schools. And the better understanding of how RTE is understood and thus implemented and then again understood amongst the primary stakeholders is imperative to find loopholes in policy implementation of RTE at Rural Level. Top Keywords Primary education, RTE, Right to education Act 2009, Pandemic, Covid-19, School education. Top |