Right to Education in a Muslim Populated District in India Progress, Challenges, and Recommendations

Abstract

This study examines the implementation of the Right to Education Act, 2009, and focuses on the functioning of School Management Committees, school infrastructure, student welfare, the teaching- learning environment, and stakeholders’ awareness in Nuh, a Muslim-populated district in Haryana State. Using primary data collected from local authorities, parents, students, and school observations. The findings of this study reveal awareness of the RTE Act, 2009, among local authorities. Most schools have permanent buildings, drinking water, blackboards, basic sanitation facilities, and a high level of textbook availability, and the MDM scheme is implemented regularly. However, parental awareness was low, with concerns about favoritism, minimal reduction in non-academic workload on teachers, insufficient seating arrangements, lack of handwashing facilities, sports kits, libraries, teaching aids, and safety measures. The major challenges in government elementary schools identified were shortage of teachers, high dropout rate, low parental involvement in the decision-making process, and lack of infrastructure. The study concludes that there is a gap between the policy intent and ground level implementation. Based on the findings, the study recommends the recruitment of teachers, skills improvement programs for SMC members, and an awareness campaign for parents to know their rights.