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The 86th Amendment to the Constitution of India inserted a Fundamental
Right to Education of every child of the age of six to fourteen years.
It also substituted the irective !rinci"le outlined in Article #$ by an
obligation of the %tate to &!rovision for early childhood care and education tochildren belo' the age of six years(.
The conse)uential legislation of the above amendment is the Right of
Children to Free and Com"ulsory Education Act *++, 'hich entitles every
child of the age of six to fourteen years to free and com"ulsory education till
com"letion of elementary education in a neighborhood school. This mar-s a "aradigm shift to a rightbased "rovision of free and com"ulsory
education in India. %ection // of the RTE Act0 *++, states that “with a view
to prepare children above the age of three years for elementary education
and to provide early childhood care and education for all children until
they complete the age of six years, the appropriate government may make
necessary arrangements for preschool education for such children.”
CABE
THE CONTEXT
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The constitutional Amendment and the conse)uent RTE Act0 *++, delimited
the right of children to free and com"ulsory education to the age grou" of 6/#years only0 leaving out the children in the age grou" of +6 years.
1y im"lication0 the RTE Act0 *++, does not ta-e into consideration !re %chool
Education and %econdary 2evel of education in the ambit of rightsbased
education. The educational0 emotional and develo"mental needs of children of
age grou" of +6 continue to be governed by "rovisions under directive "rinci"les. Further0 the Act has not included children beyond /# years of age
i.e. the secondary education stage.
Conse)uently the vital years of secondary education re)uiring focus on
adolescent develo"ment0 building u"on the com"etencies gained at elementary
level as 'ell as s-ill develo"ment remain outside the "urvie' of rightsbasededucation.
Ever since the Act came into force0 it 'as felt that these t'o levels of education
i.e. "reschool education and secondary education ought to have been included
under the RTE for it to cover the entire s"an of child(s develo"ment through the
ex"erience of "reschool education0 elementary and secondary education.
CABE
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The $8th 3eeting of the CA1E 'as held on 4th 5une0 *+// 'herein it 'as it 'as felt
that every child in the country irres"ective of gender0 caste0 class or community to
'hich he or she belongs must have the right to at least /+ years of formal schooling.
Accordingly0 a 7Committee of CA1E on the subect of the Extension of the Right of
Children to Free and Com"ulsory Education Act 9RTE:0 *++, to !reschooleducation and secondary education; under the Chairmanshi" of Dr. D.
Purandeshwari0 3inister of %tate0 3
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The first meeting of the committee on the extension of the RTE Act0 *++, to
"reschool education and secondary education 'as held on %e"tember /,0 *+//. Conse)uent to the meeting0 t'o drafting committees one on Extension of RTE
to "reschool and the other on Extension of RTE to secondary level of education
'ere constituted to discuss in detail the feasibility of Extension of RTE Act0
*++,. @arious discussion meets 'ere organied but no final decision 'as ta-en as it
'as felt that the issue needed 'ider deliberation 'ith different sta-eholders. This Committee has been reconstituted vide order dated # th A"ril0 *+/6. The
terms of Reference of the Reconstituted CA1E %ubcommittee are> To examine the feasibility of bringing "reschool education under the Right of Children to Free
and Com"ulsory Education Act0 *++, to ensure continuity on the child(s educational
develo"ment. To examine the feasibility of bringing secondary education under the Right of Children to Free
and Com"ulsory Education Act0 *++, so that every child has a right to ten years of formal
schooling.
To "ro"ose a draft legislation incor"orating the "reschool and secondary education com"onent in
the Right of Children to Free and Com"ulsory Education Act0 *++,.
To "re"are detailed financial estimates for im"lementing children(s right to "reschool and
secondary education.
CABE
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India is a signatory to both the Convention on the Rights of the Child
9CRC: /,8, and Education for All 9EFA: /,,+. The latter has "ostulated
ECCE as the very first goal to be achieved for &Education for All(0 since
&learning begins at birth(.
The a-ar Frame'or- for Action 9*+++: and 3osco' Frame'or- for
Action 9*+/+: have reaffirmed the commitment to ECCE. Bnder the
recently ado"ted %ustainable evelo"ment oals *+=+0 oal #.* re)uires
ensuring that all girls and boys have access to )uality early childhood
develo"ment0 care and "re"rimary education so that they are ready for
"rimary education.
CABE
Rationale for Extension ofRTE, 2009 to Preschool
Education
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!reschool education "rovides a sound basis for learning and hel"s to
develo" s-ills0 -no'ledge and creativity in the formative years of child. It'as long felt that the children in the age grou" of #$ years ought to be
"rovided 'ith o""ortunities for school readiness and this be a "art of Right
of Children to Free and Com"ulsory Education Act.
It is an established fact that school readiness "rogrammes i.e. "reschool
education for children in the age grou" of #$ years0 better "re"ares thechildren for "rimary education. Research evidence indicates that children
bet'een the ages of four to six becomes mentally ready for more
structured0 but "lay based0 learning environment.
Children from disadvantaged communities in "articular re)uire at this
stage a school readiness curriculum 'hich should have continuity 'ith theearly curriculum in a bottom u" mode and not as a do'n'ard extension.
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A recent longitudinal research from three states in India0 on a""roximately
/*0+++ children revealed that a significant factor for lo' learning levels in earlygrades is inade)uate school readiness 9A%ER0 *+/=:.
Another study 9Indian Early Childhood Education Im"act0 *+/$: also observed
that children are entering rade I 'ithout "ossessing ade)uate cognitive and
language com"etencies0 'hich are basic "rere)uisites for com"rehending the
"rimary school curriculum. Daul et. al. 9/,,#: in their study of a""roximately =80+++ children in eight states
"rovided robust em"irical evidence on the im"act of "reschool "artici"ation on
retention rates in "rimary schools0 'hich im"roved by *+.$ for those 'ho
attended "reschool in com"arison to children 'ho did not receive "reschool
education.
EFA 3onitoring re"ort *++8 observed that the ECE "rogrammes for young
children under the age of = remain largely neglected. The Re"ort revealed that
these "rogrammes 'ere found in only $= of the 'orlds( countries0 mostly in
orth America0 Gestern Euro"e0 Central Asia0 2atin America and the Caribbean.
Even in some of these countries0 the "rovision of ECE activities is considered
the sole res"onsibility of families andHor "rivate "roviders.
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Considering the significance of early childhood education0 the Eleventh Five
ear !lan had em"hasied that young children be "rovided o""ortunities andex"eriences through ECCE that lead to their allround develo"ment
"hysical0 social0 emotional and school readiness.
The ational !olicy on Education 9!E /,86: has ac-no'ledged Early
Childhood Care and Education 9ECCE: for children belo' 6 years to be a
significant in"ut for "rimary education0 both as a feeder "rogramme forschool "re"aration and as a su""ort "rogramme for girls( education.
%tudy conducted by Gorld 1an- 9*+/$: re"orts that adding t'o years of "re
"rimary stage to the existing government elementary school 'ould be
beneficial to the student es"ecially the disadvantaged students0 society and
overnment. The study estimated that an initial investment o Rs. /=06++ crores and annual
s"end of Rs /*06$+ crores for the introduction of "reschool education.
Ac-no'ledging the significance of "reschool education0 /*th F! "ro"osed
that every "rimary school 'ould be facilitated to have a "re"rimary section
to "rovide "re"rimary education 'ith a school readiness "rogramme for atleast one year for children in the age grou" of four to six years.
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The conce"t of &early learning units( 'ould be introduced 'hich 'ould
bring together the "re"rimary and early "rimary grades into an integrated
unit. The im"lementation 'ould be "hased out and by the end of the
T'elfth !lan? about $+ "er cent of the schools 'ould have "re"rimary
classes 9/*th five year "lan */.#80 "g $4:.
In vie' of this0 the extension of RTE *++, to include "reschool for
children in the age grou" of #6 years may be discussed and addressed.
The ational Early Childhood Care and Education 9ECCE: !olicy
reaffirms the commitment of the overnment of India to "rovide
integrated services for holistic develo"ment of all children0 along the
continuum0 from the "renatal "eriod to six years of age.
The vision of the ational ECCE !olicy is to "romote inclusive0 e)uitable
and contextualied o""ortunities for "romoting o"timal develo"ment and
active learning ca"acity of all children belo' 6 years of age.
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It recognies the synergistic and interde"endent relationshi" bet'een
health0 nutrition0 "sychosocial and emotional needs of the child. The!olicy focus is on early "reschool learning for every child belo' six years
The -ey areas of this "olicy are universal access 'ith e)uity and inclusion0
)uality in ECCE0 strengthening ca"acity0 monitoring and su"ervision0
advocacy0 research and revie'.
In conformity 'ith ational ECCE !olicy0 "re"rimary education is a "artof the Integrated Child evelo"ment %ervices 9IC%: "rovided by the
overnment through the 3inistry of Gomen and Child evelo"ment
9GC:.
IC% is one of the flagshi" "rogrammes of the overnment of India and
re"resents one of the 'orld(s largest and uni)ue "rogrammes for earlychildhood care and develo"ment. It is the aimed at children and nursing
mothers0 as a res"onse to the challenge of "roviding "reschool nonformal
education on one hand and brea-ing the vicious cycle of malnutrition0
morbidity0 reduced learning ca"acity and mortality on the other.
CABE
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The beneficiaries under the %cheme are children in the age grou" of +6
years0 "regnant 'omen and lactating mothers. Bnder the restructuredIC% %cheme0 the Angan'adi 'ill be the first village out"ost for health0
nutrition and early learning for children and mothers.
The IC% team com"rises the Angan'adi Gor-ers0 Angan'adi
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At the im"lementation level0 the res"ective e"artments are ex"ected to build on the conce"tual synergies and "romote a""roaches that 'ill enable
children to ma-e the transition easily from the Angan'adis to the school
system and to ma-e them better learners.
The convergence in many instances has been facilitated by colocation of
Angan'adi Centers and "rimary school cam"us or establishment ofAngan'adi Centers in close "roximity 'ith schools.
1oth0 the 3inistry of
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The increasing com"lexity of modern societies0 -no'ledge and
information intensive social and 'or- milieu ma-es it necessary to ac)uire
more years of schooling even to "erform minimal functions.
The 4 or 8 years of basic schooling im"arting basic numeracy and literacy
is increasingly becoming inade)uate. !eo"le no' re)uire a basic
com"ulsory education that goes beyond basic numeracy and literacy as
secondary education 'ould hel" them to ac)uire at least rudimentary
abilities to critically thin- and to learn.
It is being increasingly recognied that elementary education of 8 years
does not e)ui" the children 'ith ade)uate com"etencies and s-ills to live
and to "artici"ate in contem"orary technological advanced era.
CABE
Extension of RTE 2009 toSecondary Education
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It is also argued that investment in secondary education yields considerablesocial and economic returns0 ma-ing it crucial for national develo"ment
9Gorld 1an-0 /,,=0 *++$0 *++,? Tila-0 *++/? 3u-ho"adhyay0 *++40
1is'al *+//:.
3ost of the economic and em"loyment gro'th over the "ast ten years in
India has ta-en "lace in s-illed services 9information technology0 financial
services0 telecommunications0 tourism and retail: and s-illintensive
manufacturing0 all of 'hich re)uire0 at a minimum0 a secondary education
degree 9Gorld 1an-0 *++,:.
lobaliation and the gro'th of -no'ledgebased economies give a sense
of urgency to the heightened demand for secondary education.
In the "ast0 secondary education "rimarily served the elite as an
educational transition to higher education. Today secondary education is
vie'ed as a necessary ste" to lifelong learning0 critical for successful
em"loyment and life.
CABE
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At the individual level0 secondary education em"o'ers and "re"ares theyouth for the labour mar-et0 "ursuing higher education and "ersonal
develo"ment.
%econdary education has "roven to be "roviding more benefits in
im"roving the health0 gender e)uality and living conditions.
It is also critical to brea-ing the intergenerational vicious cycle of "overty.For achieving the sustainable develo"ment the youth needs to be "rovided
minimum of /+ years of school education.
In many nations li-e Australia0 5a"an0 e' Lealand0 Dorea0 com"ulsory
schooling extends to at least lo'er secondary education covering /+ or
more years of schooling. Time is no' ri"e to ex"lore the "ossibility of extending the years of
com"ulsory education0 by im"lication extending the years of education
"rovided as "art of Right to Education0 to /+ years of education.
CABE
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The Dothari Commission 9/,6#: suggestion to have undifferentiated
curriculum till /+ years of schooling may in fact hint at the desirability of/+ years of com"ulsory schooling.
The information and -no'ledge intensive ambience in every s"here of
human activity ma-es it im"erative to raise the minimum level of
education to be ac)uired by all children at least to secondary education i.e./+ years of education.
The //th five year "lan "ro"osed a road ma" to achieve universal secondary
education and targeted to increase ER from $* in *++#+$ to 4$ by
*+///*. As "art of //th F! the Rashtriya 3adhaymi- %hi-sha Abhiyan
9R3%A: 'as initiated to achieve B%E. Though 'e have achieved nearly universal elementary education but at the
secondary level the ER stands at 48.$/ and ER as lo' as at #8.#6
in *+/#/$.
CABE
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Further0 the /*th five year "lan "ro"oses to achieve near universalenrolment in secondary education 'ith the ER exceeding ,+ "ercent by
*+/49/*th five year "lan !g.4*:.
And em"hasied on im"arting vocational and technical s-ills 'hile
recommending higher investments to "rovide secondary schools 'ith
e)ui"mentMs 9such as 'or-sho"s0 machines and com"uter e)ui"ment andtrained teachersHtrainers having technical s-ills:.
CA1E committee on secondary education "ro"osed universaliation of
secondary education by the year *+*+.
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CABE