Journal article
Ankur Sarin, Ambrish Dongre, Praveen Khanghta, Nishank Varshney, Akriti Gaur, Ajey Sengai
Economic and Political Weekly, vol. 53(8), 2018, pp. 31-38
Economic and Political Weekly, vol. 53(8), 2018, pp. 31-38
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APA
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Sarin, A., Dongre, A., Khanghta, P., Varshney, N., Gaur, A., & Sengai, A. (2018). Implementation of section 12 (1)(C) of the Right to Education Act. Economic and Political Weekly, 53(8), 31–38.
Chicago/Turabian
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Sarin, Ankur, Ambrish Dongre, Praveen Khanghta, Nishank Varshney, Akriti Gaur, and Ajey Sengai. “Implementation of Section 12 (1)(C) of the Right to Education Act.” Economic and Political Weekly 53, no. 8 (2018): 31–38.
MLA
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Sarin, Ankur, et al. “Implementation of Section 12 (1)(C) of the Right to Education Act.” Economic and Political Weekly, vol. 53, no. 8, 2018, pp. 31–38.
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@article{ankur2018a,
title = {Implementation of section 12 (1)(C) of the Right to Education Act},
year = {2018},
issue = {8},
journal = {Economic and Political Weekly},
pages = {31-38},
volume = {53},
author = {Sarin, Ankur and Dongre, Ambrish and Khanghta, Praveen and Varshney, Nishank and Gaur, Akriti and Sengai, Ajey}
}
Abstract
Section 12(1)(c) of the Right to Education Act mandates non-minority private unaided schools to keep aside at least 25% of their entry-level seats for children belonging to disadvantaged sections to create a more
integrated and inclusive schooling system. But its implementation experience has been far from satisfactory. More than half of the states and union territories have not implemented this provision (as of March 2016). Further, the experiences of the states that implement this provision display considerable gaps.
The Implementation of Section 12(1)(c) has also faced a plethora of litigations. The issues are discussed in-depth and recommendations for improving implementation have been provided.
Section 12(1)(c) of the Right to Education Act mandates non-minority private unaided schools to keep aside at least 25% of their entry-level seats for children belonging to disadvantaged sections to create a more
integrated and inclusive schooling system. But its implementation experience has been far from satisfactory. More than half of the states and union territories have not implemented this provision (as of March 2016). Further, the experiences of the states that implement this provision display considerable gaps.
The Implementation of Section 12(1)(c) has also faced a plethora of litigations. The issues are discussed in-depth and recommendations for improving implementation have been provided.
