Abstract

Article 21A of the Indian Constitution guarantees children aged 6 to 14 free and compulsory education, which is known as the Right to Education (RTE). Although equal access to education is the goal of the Right of Children to Free and Compulsory Education Act, 2009, the Indian educational system has a difficult time striking a balance between quality and equality. The junction of legal, social, and economic factors that influence the RTE Act's efficacy is examined in this essay. It explores the disparities in educational access that exist across different groups, such as underprivileged communities, rural dwellers, and economically disadvantaged individuals. Although the RTE Act has made education more accessible to everybody, there are still worries about the deteriorating standard of instruction in public schools. Because of insufficient financing and governance issues, quality metrics including infrastructure, teacher-student ratios, and learning outcomes are frequently overlooked. Furthermore, many people cannot afford the higher-quality education that private schools offer, which widens the socioeconomic gap. The state's obligation to provide both access and quality, as well as court interpretations of the RTE, are also assessed in the study. This study emphasises the necessity of an all-encompassing strategy that combines legislative requirements with policy changes, such as funding for curriculum improvement, teacher preparation, and public school infrastructure. The article offers suggestions for striking a balance between equality and quality in India's educational system by looking at important case laws, policies, and educational reports. It suggests that many people may not be able to fulfil their right to education if equity and quality are not given equal weight.

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