International Journal of Humanities and Social Science Research

Authors
Priyanka Mokale

Abstract
Post independent India has witnessed many changes in Indian society directly or indirectly impacting every one’s life. The right to education campaign which was initiated by Mahatma Jyotiba Phule but came into force only in 2009 is still not being implemented properly. Education has been defined as one of the key elements for development. The RTE Act was formulated in 2009 giving Education the status of a fundamental right. Section 12 (1) (c) of the Act has made it mandatory for all private schools (aided, unaided) to keep 25 per-cent seats of the total strength reserved for the children of economically weaker and disadvantaged sections of the society. The forethought behind this provision is to ensure that the state and other stakeholders of the society (private sector) share the obligation of realizing the Right to free and compulsory elementary education. In this context, the study attempts to evaluate the implementation of section 12 (1) (C) of the RTE act with rules made by the government of Maharashtra for the same. Using mixed method, it tries to understand how the implementation of section RTE act 12 (1) (c) is happening in the Aurangabad block of Aurangabad district of Maharashtra. The focus of this study is to understand the issues of, students under section 12 (1) (c) of the RTE act. It is found that awareness in the parents about the policy is less, implementation also found poor by the state government, local government, Sarva Shikhsa Abhiyaan as well as at school level. Instead of quality of education by the government we are seeing more and more on the quantity of the RTE admission. The study concludes with providing policy recommendations for making the Act nuanced to address the socio-cultural diversity of urban spaces and ensure child centric implementation systems.