PANCHTANTRA NI JUDI JUDI VARTAO VANCHVA MATE NI 236 PAGE NI BOOK NI PDF DOWNLOAD KARO
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010.
DOWNLOAD PDF CLICK HERE
The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.17
The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings. It involves a wide range of people (curriculum developers, inspectors, school principals, teachers, school nurses, students, etc.). These institutions can vary according to different contexts.
Schools deliver education, with support from the rest of the education system through various elements such as education policies and guidelines – to which school policies can refer – curricula and learning materials, as well as pre- and in-service teacher training programmes. The school environment – both physical (infrastructures) and psychological (school climate) – is also guided by school policies that should ensure the well-being of students when they are in school. The Organisation for Economic Co-operation and Development has found that schools tend to perform best when principals have full authority and responsibility for ensuring that students are proficient in core subjects upon graduation. They must also seek feedback
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010.
DOWNLOAD PDF CLICK HERE
The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.17
The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings. It involves a wide range of people (curriculum developers, inspectors, school principals, teachers, school nurses, students, etc.). These institutions can vary according to different contexts.
Schools deliver education, with support from the rest of the education system through various elements such as education policies and guidelines – to which school policies can refer – curricula and learning materials, as well as pre- and in-service teacher training programmes. The school environment – both physical (infrastructures) and psychological (school climate) – is also guided by school policies that should ensure the well-being of students when they are in school. The Organisation for Economic Co-operation and Development has found that schools tend to perform best when principals have full authority and responsibility for ensuring that students are proficient in core subjects upon graduation. They must also seek feedback