Academic and Social Experiences of Children from Socio-Economically Disadvantaged Groups Enrolled in Private Unaided Schools under the RTE Act, 2009 | Chapter 05 | New Ideas Concerning Arts and Social Studies Vol. 6

 

The Right to Education (RTE) Act of 2009 provides essential rights for children from disadvantaged and weaker sections, ensuring free and compulsory education in neighbourhood schools. The act requires all private schools to reserve at least twenty-five per cent of seats for children from economically weaker sections. This study investigates the academic and social experiences of children from Socio-Economically Disadvantaged Groups (SEDGs) enrolled on private unaided schools under Section 12(1)(c) of the Right to Education (RTE) Act, 2009. The study focuses on the challenges these children encounter in learning, classroom participation, and social integration, as well as their perceptions of the school environment. Employing a descriptive mixed-methods design, data were collected during the 2023–24 academic year from 490 children enrolled in 31 private unaided schools across two districts of Madhya Pradesh—Sehore (aspirational) and Vidisha (non-aspirational). Blocks within these districts were chosen randomly under the guidance of State Authorities. The sample reflects diversity in gender (205 boys, 285 girls), grade levels (182 primary, 308 upper primary), and social backgrounds, including Scheduled Castes, Scheduled Tribes, Educationally Backward Minority Communities, Other Backward Classes, and General categories.

Findings indicate that children generally report high levels of academic engagement, with most attending classes regularly, finding teaching interesting, and receiving clarification of doubts from teachers. However, persistent challenges remain, particularly in conceptual clarity, language barriers, and workload management. Socially, the school environment is perceived as largely inclusive, with children expressing comfort in peer interactions and respect from teachers. Yet, instances of social discomfort, teasing, and occasional discrimination highlight the need for targeted interventions.

The study underscores the importance of strengthening pedagogical strategies, enhancing teacher training, and providing structured academic support to address learning gaps. It also recommends infrastructural improvements and expanded co-curricular opportunities to enrich the educational experiences of SEDG children. Overall, the findings emphasise the importance of a holistic approach to education—one that integrates academic excellence with a nurturing social environment. By situating these findings within the framework of Section 12(1)(c) of the RTE Act, 2009 and the guiding principles of the National Education Policy (NEP) 2020, the research contributes to ongoing efforts to ensure equitable, inclusive, and holistic education for all children.

 

Author(s) Details :-

 

Bir Abhimanyu Kumar
Department of Elementary Education, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016, India.

 

Virendra P. Singh
Department of Elementary Education, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016, India.

 

Please see the book here :- https://doi.org/10.9734/bpi/nicass/v6/6851