The intricacies of RTE are already been very well discussed by Minakhi in his article “Two Old Concepts, Two New Laws. (Part 2 of 4)”. This article is on similar lines after the Act has come in force. 

The 86^th Amendment Act 2002 prior to Right to Education Act was just an entry within Part III of the constitution and lacked legislation, but with RTE Act Article 21-A of the constitution is now enforceable. 

Prime Minister Dr. Manmohan Singh said “I am what today I am because of education”.

“Knowledge is power” and RTE is a right step in providing that power to the masses which begins at the early stages of life.  The efficacy of the act may not be visible instantly, and may require changes when the implementation throws up the challenges and brings out the deficiencies in implementation. But the message is clear “Basic education is a fundamental  necessity which can be considered at par with shelter and clothing”.

Education may not be a tool to eradicate poverty but it is a fundamental prerequisite for any poverty program to succeed in the long run. There is a famous saying “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for life”. Same applies with education. Basic education does not aim to provide vocational training, rather it targets to broaden the minds of the masses, wherein they will become better receptors of government programmes and will be in a vantage point to find their own way. It is quite possible that the benefits of edification may not be visible in the same generation for families living in utter poverty, but over the generations it will provide prospects for better livelihood.

RTE is a multifaceted tool which will require collaboration and coordination among various departments of government and the civil society. As told by honorable  Minister of HRD , Mr. Kapil Sibal

“ Making available schooling facility is an essential pre-requisite, but is insufficient to ensure that all children attend school and participate in the learning process. The school may be there, but children may not attend or they may drop out after a few months. Through school and social mapping, we must address the entire gamut of social, economic, cultural, and indeed linguistic and pedagogic issues.” The focus must be on the poorest and most vulnerable since these groups are the most disempowered and at the greatest risk of violation or denial of their right to education.” 

The challenges are innumerable. The families which are unable to avail even one square meal a day will resist from sending their ‘earning children to school. Child labour is another major roadblock in the implementation of RTE coupled with huge infrastructure requirement needed for implementation.

 ‘Mid-day meal scheme’,’ Sarva Shiksha Abhiyan’ all have achieved limited success. Let’s hope that RTE goes way further in its goal of eradicating illiteracy and let us put up a combined effort in whatever way is possible for us.