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National Summit on the RTE Act

National Summit on the RTE Act

15 Years of the Implementation of the Right to Education Act
– Where Do We Stand?
The RTE Cell at CSD Organizes National Summit to Review

Fourteen years have passed since the implementation of the Right of Children to Free and Compulsory Education Act, marking a significant juncture in India’s pursuit of educational equity and inclusivity. The 2024 National Summit on the Right to Education (RTE) Act, held on April 1, brought together stakeholders from across sectors to critically evaluate the progress and challenges associated with the RTE Act.

Introduced by the government of India in 2009, the RTE Act became effective on April 1, 2010. This legislation enshrined the fundamental right to education for every child aged 6 to 14 years, and aimed to foster equality, social justice, and democracy. The larger goal was to provide inclusive elementary education to all, regardless of government affiliation. Despite noble intentions, the effective implementation of the RTE Act has been marred by challenges such as varying progress across states, financial constraints, and implementation hurdles, further exacerbated by the COVID-19 pandemic. As the nation marked 15 years of the Act’s implementation on April 1, 2024, the National Summit, organized by the RTE Cell at the Council for Social Development (CSD), New Delhi, in collaboration with the RTE Forum, served as a platform for dialogue, collaboration, and reflection.

Key speakers at the Summit, including Muchkund Dubey, President of CSD, highlighted persisting challenges. Children outside schools, who were meant to be included within three years of implementation of RTE, still remain excluded. Critiquing the mass closure of schools and the privatization of school education – a recurrent theme – Prof. Dubey emphasized that the dream of a viksit Bharat cannot be realized without a shiksit Bharat. Reflecting on the status of implementation of the RTE act in the past 14 years, the National Co-ordinator of the RTE Cell at CSD, VP Niranjanaradhya, called the mass closure of government schools a mockery of the RTE Act. While Prof. R. Govinda saw the state’s role towards implementation of the RTE Act, as ‘a reluctant embrace’. The decision to adopt a hierarchical system of schooling, Prof. Govinda highlighted, was against the rights framework, and restructuring the entire school system offered the way out, in order to create a more equitable one.

Amidst challenges, stories of success and inspiration were shared at the Summit. Noor Mohammad, State Convener, RTE Forum, Rajasthan, for instance, recounted his work in that region, empowering first-generation female students to pursue higher education and career aspirations, challenging societal norms surrounding gender and education.

However, discussions also addressed systemic issues such as neoliberal policies impacting education, the growing marketization of schooling, and the shifting responsibility of education from the state to parents. Venkatanarayanan S, Associate Professor at a university in Bangalore, underscored the detrimental effects of decreased funding on public education and the perpetuation of a narrative that devalues public schooling.

The Summit concluded with a call for renewed commitment to strengthening the implementation of the RTE Act, ensuring the fundamental right to education for every child in India. By fostering dialogue, sharing experiences, and identifying actionable strategies, the Summit aimed to strengthen the process of implementation of the RTE Act, thereby upholding the fundamental right to education for every child in the country.

About the Summit:

The Summit is a day-long deliberation by renowned scholars, policy makers, practitioners, teachers, academia, civil society organizations and others, on diverse issues of education that has its implication on the right of children to equitable and quality education. The day-long discussion will serve as a forum to share the state experiences, to know the perspectives of key experts and educationist on the implementation of the RTE Act and to reflect on the way forward in giving effect to the RTE Act.

 

Two Weeks Training Workshop on Research Methodology in Social Science

Programme Duration: 28th February – 9th March 2024

Concept Note

The council for Social Development (CSD) came into being in 1962 under the leadership of Durgabai Deshmukh as an informal group of scholars with the objective of conducting seminal research in the area of social development. It was formally registered in 1970. Over the last five decades, the research undertaken by the scholars in the Council has not only expanded the contours of research in the domain of social development but has also helped policy makers and development practitioners in formulating people-centric policies.

The CSD has been hosting training workshops on research methods in social sciences for the last over 40 years. Over these years, more than a thousand research scholars and development practitioners have immensely benefitted from this training workshop.

This year, the CSD with the funding support from Indian Council for Social Science Research New Delhi is conducting this workshop for research scholars from 28th February – 9th March 2024. The content of the workshop is designed in a way that it equips scholars of different social science disciplines with critical understanding of theoretical and philosophical foundations of social science research as well as empirical tools and techniques required for conducting research in social sciences. While the focus of the workshop is tilted towards the quantitative methods, the participants of the workshop will also be introduced to qualitative and mixed method approach. The curriculum of the workshop is designed in congruence with the guidelines provided by the ICSSR.

The following themes will be covered in the training workshop over a period of 10 days:

  • Meaning and aspects of research
  • Research Design
  • Field Research
  • Observation and Case Study
  • Interview
  • Survey Method and Sampling, Basic Quantitative Analysis
  • Qualitative and Quantitative Research
  • Ethics in Social Science Research
  • Elementary probability theory and probability distributions and their usage, Large and small sample Tests based on Normal, Students’ t and Snedar’s F distributions
  • Training in STATA
  • Academic Writing
  • Ethics in Academic Writing
  • Structure of Paper, Report and Book
  • Elements of writing
  • Research Proposal
  • Publication Process

Pedagogy of the Workshop

Different topics of research methodology shall be taught through different pedagogical tools like lectures, hand-on training on computer software, assignments to write research proposal, designing instrument for data collection and field work for data collection. The participants will be required to present presentations and submit a report at the end of the workshop.

Thirty participants for the training workshop will be shortlisted by the CSD.

Application Procedure

Interested candidates will be required to apply to Course Director along with the duly filled registration form and a write-up on their research area in 300 words on or before 6th February 2024. Registration form (enclosed with this concept note) is available on the institute’s website www.csdindia.org. The candidates will be required to send the registration form to Course Director either in hard or soft copy duly forwarded by their Ph.D. supervisor and Head of the Department with following enclosures:

  • Duly filled in prescribed Registration Form
  • A write-up on your research area in 300 words

Registration Fee, TA and Accommodation There will be no registration fee for the Course. Boarding and lodging to outstation participants will be provided by the Council. Important Dates

Contact Addresses:
Ms Jaya Nair,
Sr. Research Associate
Council for Social Development, New Delhi 110003
Contact Nos. 011/24615383, 9868612087
Email: csd_rmc@csdindia.org

6th Social Change Annual Lecture

The 6th Social Change Annual Lecture held ONLINE this year on the 6th of March 2024 (Wednesday) at 6.30 pm IST.

This year’s lecture delivered by Professor Barbara Harriss-White, and is titled ‘Gold in India’s Social Development’.

The lecture was chaired by Professor Muchkund Dubey (President, CSD).

Social Development Forum discussion on Ïmplications of COP28 for the Indian Economy

The Social Development Forum (SDF) discussion on “Ïmplications of COP28 for the Indian Economy” at the Council for Social Development, New Delhi on 18 January 2024 at 3:30 pm.

Speaker: Dr. Manish Kumar Shrivastava, Senior Fellow, TERI
Moderator: Prof. Nitya Nanda, Director, CSD
Venue: Durganai Deshmukh hall, Council for Social Development, Near India International Centre, New Delhi.

Workshop on National Education Policy and Higher Education in India

Concept Note

The Workshop on National Education Policy and Higher Education in India” has been postponed; new dates will be announced later.

Growth in education in India has been very impressive. With 41 million students, 1.5 million teachers, more than 1,000 universities, and about 40,000 colleges, the Indian system of higher education is the second largest system in the world, after China.  However, it is plagued by a variety of problems, the most important of them being a very high degree of inequality, poor quality, and an overall low enrolment ratio, though in the case of all these fronts there has been an improvement over the years. 

Inequality in higher education spans gender inequalities, inequality caste and religion, regional inequalities, and inequalities by economic status. Though significant improvement in overall gender inequality, and impressive improvements in caste inequality by caste are made, regional inequality and inequalities by the economic status of households are still very serious. Further, higher education is also characterized by a few grave problems, such as underfunding, teacher shortages, fewer enrolments in post-graduate and research programmes, scanty research, a predominance of the private sector, and governance. Curricular reforms and reforms in regulation are also long overdue. The second largest system in the world has no world-class universities, and has only a very few institutions that figure in global rankings; the system is also not able to attract international students in good numbers.

This is in this overall background, the National Education Policy 2020 which fills the long-felt policy vacuum in education, has been announced by the Government of India. Considering the rapidly changing socioeconomic and political conditions in the country and global developments, including globalisation, the heralding of demographic dividends, revolution in information and communications technology, widely shared national development goals, and above all the changing aspirations of the youth, the National Education Policy promises a comprehensive overhaul of the whole education system from bottom to top. Recognising the pivotal role of education in the socioeconomic, cultural, and technological advancement of the nation, the Policy promises to expand it so that at least 50 percent of the 18-23 age group population go to higher education. It also proposes to develop a system of education that ensures equitable quality education of world-class standards that can compete with the best in the world, and at the same time, it will be deeply embedded in long-cherished Indian philosophy, culture, civilization and values.  In the process, it is hoped that India will emerge as Vishwa Guru. It also hopes that a few world-class universities will emerge that will figure high in the global rankings of universities. The Policy proposes a new vibrant architecture of education – restructuring the entire system from the pre-primary level with foundational literacy, to higher education and research, all of which will provide value-based education, knowledge, and skills. The Policy also promises the development of an ‘integrated’ or  ‘comprehensive’ education, breaking the silos and rigid boundries between academic, vocational, professional, and technical subjects and between institutions and also between curricular and extra/co-curricular programmes, on the one hand, and between undergraduate, postgraduate, and research studies. It hopes that such a system, which is firmly grounded on ancient and modern Indian values and global concerns at the same time, will ensure holistic development of the individuals and will produce noble citizens of high values, ethics, integrity, and character, ensuring at the same time a high degree of employability of school graduates.  The policy also promises a strong ecosystem of research and innovation. With the motto of ‘little but tight regulation’, it hopes to restructure the regulatory system and provide an effective governance mechanism. The Policy is full of rich ideas for the transformation of education for the 21st century. The Policy has been hailed by some as path-breaking, revolutionary, radical, and highly progressive, and at the same time criticized by some as derailing the normal growth of education, backward-looking, impractical, and regressive. Some have found the proposals utopian, idealistic, and impractical. Some proposals are already being implemented.

The Policy intends to transform higher education in India to make India atmanirbhar, and also a Vishwa Guru.  It also proposes to reconstruct higher education in a way that it serves as a major instrument to make India a five-trillion-dollar economy. 

However, there are several challenges in (a) understanding the intricately related several policy issues, and (b) their implementation. To critically discuss some critical aspects of the Policy, a 3-day workshop is proposed to be organized by the Council for Social Development, in the campus of the Council for Social Development, 53 Lodi Estate, New Delhi on 20-22 March 2024. The workshop will provide a platform for an in-depth discussion on some of the critical aspects of the Policy and whether they help in the transformation of higher education in India.  It is hoped that the outcome of the workshop will help in better understanding the policy proposals and at the same time form important inputs into the implementation of National Policy.

The workshop   attended by scholars, and those engaged in research and policy advocacy and similar related activities, is expected to enhance the understanding and appreciation of several policy issues and help in better implementation. 

This is a call letter, inviting scholars in various universities and other organizations to register for the workshop. The format of the Registration form is attached herewith.  Completed form may be sent by email to Ms. Jaya Nair, CSD (email: jaya@csdindia.org) by 09 March 2024.  Selected participants will be informed by 14th March 2024. 

The participants are free to choose any specific issue for an intensive discussion in the Workshop. Participants are encouraged to prepare a short paper (of about 5,000-6,000 words) on any specific theme relating to higher education in the National Education Policy 2020, submit by 17th March 2024, and present their short papers in the Workshop.  CSD may explore bringing out a book, based on the contributions of the scholars after the workshop.

The Workshop will be conducted by Professor Jandhyala B G Tilak, assisted by Ms Jaya Nair at CSD. A few eminent experts in the area will be invited to be associated with the Workshop.

CSD does not charge any fee for participation in the workshop. However, participants have to meet their own travel costs and make their own arrangements for accommodation and boarding. CSD will glad to help in booking accommodation in a nearby place on payment basis.

All correspondence in this regard may be addressed to jaya@csdindia.org

Quality of Drinking Water in Urban Areas: A Case Study of Delhi

Social Development Forum Discussion

Access to clean and safe drinking water is of paramount importance for public health, yet urban slum dwellers often face significant challenges in maintaining water quality. In the context of Delhi’s urban slum areas, this 12-month follow-up study examines the deteriorating quality of drinking water, in the capital city of Delhi, India, encompassing diverse climatic conditions.

The study employs microbial analysis and assesses physio-chemical parameters to explore contamination levels during water transport and storage, shedding light on the often-overlooked temporal variations in water quality. The findings highlight a concerning scenario where two-thirds of water samples exceeded WHO limits at both tap and household levels, with approximately 60% of samples displaying post-supply deterioration. Seasonal trends reveal contamination peaks during the hot summer months and monsoon season, correlating with temperature and rainfall. The research also delves into the connection between drinking water quality and childhood diarrhoea prevalence. The study captures a contamination pathway from the tap to household storage, emphasizing the influence of transportation, handling, and community environment on water quality. The risk analysis reveals a significant rise in diarrhoea risk linked to total and faecal coliform contamination. Eliminating such contamination could potentially lead to a 33% and 31% reduction in diarrhoea burden, as indicated by Population Attributable Fraction (PAF) analysis.

The study concludes with policy recommendations, advocating for widespread campaigns on water, sanitation, and hygiene, robust real-time monitoring, prioritization of piped water for households, especially in slums, and further research for effective, low-cost urban interventions.

Can Universal Health Coverage achieve the goal of health for all in India: A theoretical and empirical exploration

Speaker: Dr. Sourindra Mohan Ghosh, Assistant Professor, CSD

Discussant: Dr. Dipa Sinha, Assistant Professor, Ambedkar University, Delhi 

Date, Time & Venue: 2.11.2023; 3:30 pm-5:00 pm at DDML Hall, CSD

Abstract

To fulfil the objective of health for all, the World Health Organisation (WHO) Alma Ata Declaration of 1978 endorsed by every country, including India, emphasised building primary health care, which is funded by the government. The Declaration played its part in shaping the first two National Health Policy documents of India (in 1983 and 2002). However, at the 2005 World Health Assembly, the WHO shifted its focus from primary health care to Universal Health Coverage (UHC). The UHC was envisaged to assure care through (a) avoiding catastrophic healthcare expenditure through health-financing reforms, and (b) the availability of equitable and quality health care services that governments will ensure. This shift is reflected in the latest National Health Policy of 2017, which talked about the ‘strategic purchase’ of services from the private sector by the government and health financing reforms. This paper critically evaluates the implications of such a strategy shift for public health care in the States of India. Implications for access to healthcare is also discussed.