Educational Performance Across Indian States Under The Right To Education Framework: A Critical Evaluation
Dr. Mehkarkar Gajanan Sonappa, Professor, K.B.C.N.M.U. Dr. Babasaheb Ambedkar Memorial Law College, Dhule.
Aishwarya Pramod Athawale, Research Scholar, K.B.C.N.M.U. Dr. Babasaheb Ambedkar Memorial Law College, Dhule.
ABSTRACT
The Right to Education (RTE) in India symbolizes a pivotal constitutional pledge to accessible, fair, and high-quality primary education. Nonetheless, even with a strong legal framework, notable differences continue to exist among states regarding access, quality, and educational results. This article assesses the effectiveness of the education system within the RTE framework by analyzing the relationship among legal frameworks, policy execution, and real-world results. Utilizing key national datasets and reports like UDISE+, ASER (2021–2024), PGI, SDG 4 indicators, NIPUN Bharat Mission, and PM POSHAN Scheme, the research examines trends in enrollment, infrastructure, basic literacy, and governance effectiveness. A state-wise comparison of Kerala, Himachal Pradesh, Maharashtra, West Bengal, Delhi, and Gujarat showcases both effective strategies and ongoing issues. The piece contends that although India has significantly improved access to education, issues regarding the quality of learning and consistency in application are still major worries. It ends by recommending enhanced institutional collaboration, evidence-based policymaking, and focused measures to close inter-state gaps and completely fulfill the constitutional commitment to the Right to Education.
Keywords: Right to Education, Article 21A, UDISE+, ASER. PGI, SDG 4.
