It is noteworthy that among the several articles in part-IV, only Article 45 speaks of a time limit, no other article does. Has it no significance? Is it a mere pious wish, even after 44 years of the Constitution?’ asked the judges, while declaring education up to the age of 14 years to be a fundamental right in the J.P. Unni Krishnan Case 1993. The judges agreed with the statement in the Bandhua Mukti Morcha case that ‘right to education is implicit in and flows from the right to life guaranteed by Article 21.’
Resources
Explore this section to look at the rich repository of resources compiled and generated in-house by RRCEE. It includes curriculum materials, research articles, translations, and policy documents, including commission reports, resources for teachers, select articles from journals and e-books. These all are collated under in user friendly categories, with inter-sectional tags. These resources are both in Hindi and English and cover a wide range of topics.
जैसलमेर एक सुनहरा
चाँद पर गेंद
प्लूटो
A walk in the clouds with a pocketful of magic
Stories have traditionally served as a means of projecting the society’s core values from generation to generation, but more importantly provided a mechanism for bonding. Indeed, many of us may recount childhood interactions with wondrous stories which have forever come to occupy a special place in our hearts. It was often with the utterance of those few magical words – ‘Once Upon a Time…’ – whereafter we would be transported to an extraordinary world where the limitless boundaries of fantasy would enrapture our imagination and hold us blissfully captive.
Ensuring child protection
All children have the right to be protected wherever they are – at home, in school, on the streets – and at all times, be they of peace or conflict or calamity. Their right to protection is as intrinsic to their well-being as is the right to survival, development and participation. Children deserve to live in an environment where good governance and the full enjoyment of human rights are mutually reinforcing.
Why are children neglected?
All children have the right to be protected wherever they are – at home, in school, on the streets – and at all times, be they of peace or conflict or calamity. Their right to protection is as intrinsic to their well-being as is the right to survival, development and participation. Children deserve to live in an environment where good governance and the full enjoyment of human rights are mutually reinforcing.
Reaching the excluded
The journey of post-colonial India presents a mixed but depressing picture. Despite significant achievement in some sectors and dimensions of economic development, the state has massively failed in addressing basic human needs like food, shelter, education and health. However, the biggest failure is that the poor, marginalized and deprived groups and communities have remained excluded from the fruits of economic, social and human development. This failure sharply highlights the persistence of widespread inequality.
In search of quality
We have addressed the issue of (universal) access with a fair degree of success. The problem of quality remains... it is indeed a very complex problem.’ 1 Why is quality seen as a ‘problem’? Is it because we do not understand the exact implications of a composite concept – ‘quality education’? This would basically make it a conceptual issue. Or is it a case of inability to design and handle an implementing mechanism?