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Child Right Of Education Under International Law: A Special Reference To Indian Education System

Mohammad Rasikh Wasiq, ILS College, Pune


The issue of RTE implementation under international human rights law is firmly rooted in practically every corner of the globe, especially in emerging and underdeveloped countries. Due to the nature of soft law, imprecise terminology, and fragmentation within provisions of international and regional legal instruments, the issue has several facets, ranging from discrimination to the question of free and compulsory quality education for all. In the case of India Article 21(A) was enacted in 2002 as part of the 86th Amendment Act. It included primary education in the right to freedom, stating that the state would provide free and compulsory education to children aged six to fourteen. The Union Cabinet approved the Right to Education Bill in 2008, six years after the Indian Constitution was amended. Under Article 21A of the Indian Constitution, the Right of Children to Free and Compulsory Education Act, or Right to Education Act (RTE), which was passed by the Indian parliament on August 4, 2009, defines the mechanisms of providing free and compulsory education for children aged 6 to 14. India was one of 135 countries to join the group. The present study employs the doctrinal method of research with a qualitative approach to examine the education system and legal frame of India under the domain of International law.

Keywords: the right to education, Education system, Right to education under Human rights


Indian Journal of Law and Legal Research

Abbreviation: IJLLR

ISSN: 2582-8878


Accessibility: Open Access

License: Creative Commons 4.0

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​All research articles published in The Indian Journal of Law and Legal Research are fully open access. i.e. immediately freely available to read, download and share. Articles are published under the terms of a Creative Commons license which permits use, distribution and reproduction in any medium, provided the original work is properly cited.


The opinions expressed in this publication are those of the authors. They do not purport to reflect the opinions or views of the IJLLR or its members. The designations employed in this publication and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the IJLLR.

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