Parliamentary Panel Reviews Implementation of Right to Education Act

A Parliamentary Standing Committee has reviewed the implementation of the Right of Children to Free and Compulsory Education (RTE) Act and highlighted several structural and operational challenges, particularly affecting rural and disadvantaged regions. While acknowledging gains in school enrolment since the enactment of the Act, the Committee stressed that the focus must now shift decisively from access to quality of education.

One of the major concerns flagged is the persistence of learning gaps among students, as reflected in various national assessments. Despite near-universal enrolment at the primary level, many children lack foundational literacy and numeracy skills. The Committee observed that automatic promotion policies and inadequate remedial support have weakened learning outcomes, undermining the objectives of the RTE Act.

The Committee also highlighted acute teacher shortages and uneven deployment, especially in rural and remote areas. High pupil–teacher ratios, multi-grade classrooms, and reliance on contractual teachers were identified as factors affecting classroom instruction and student engagement. The need for regular recruitment, continuous teacher training, and rationalisation allowing equitable distribution of teachers was emphasised.

In terms of infrastructure, the Committee pointed to deficiencies in school buildings, sanitation facilities, drinking water, electricity, and digital connectivity. Such gaps disproportionately affect rural schools and act as barriers to attendance, retention, and inclusive education, particularly for girls and children with special needs.

The Committee called for stronger Centre–State coordination, timely release of funds, and effective monitoring mechanisms. It also recommended alignment of RTE implementation with reforms under the National Education Policy (NEP) 2020, particularly in areas such as foundational learning, teacher capacity building, and use of technology.

Significance

The review highlights the urgent need to strengthen the quality dimension of the RTE Act. Addressing learning gaps, teacher shortages, and infrastructure deficits through cooperative federalism is essential to ensure equitable and meaningful education for all children.