LLM is a postgraduate law degree that can be pursued after completing an undergraduate degree. Students who complete a five-year integrated law degree may enroll with the Bar Council of India and can practice as lawyers.

Sonal Gupta’s Maansarovar Law Centre offers LLM entrance coaching in Delhi. They believe in providing personalized attention to each student and encourage them to strive towards their goals. They also provide the best preparation books for acing the exam.

The Right of Children to Free and Compulsory Education Act

After 62 years of independence, India finally passed the Right to Education Act in 2009. This law guarantees children between the ages of 6 and 14 the right to free education. It also requires private schools to reserve 25% of their seats for the poor. The goal of the act is to provide a high-quality education for all children in India. However, the bill has received some criticisms.

The Right to Education Act is an important step in making education a fundamental right. It provides a framework for implementing this right, requiring that all schools meet certain basic standards and providing funding to improve education. The law also prohibits corporal punishment and mental harassment in schools. In addition, it makes education a legal obligation of the government.

Another important aspect of the Right to Education Act is the requirement that children be evaluated regularly. This ensures that they are receiving a quality education and makes it possible to identify problems in the system. However, the government has not yet introduced an adequate evaluation system.

In addition, the law requires that schools have a specified pupil-teacher ratio. This allows teachers to focus on pedagogy and student learning, rather than administrative tasks. The law also requires that schools be located in the vicinity of children, and it prohibits the use of capitation fees and private tuition by teachers.

The Right to Education Act of 1976

The Act makes education a fundamental right for children in the age group of 6 to 14. It requires states to provide free and compulsory education. It also provides for the improvement of school infrastructure and teachers. It establishes School Management Committees to involve parents and local representatives, which has led to a reduction in drop-out rates. The Act also imposes minimum norms on student-teacher ratios, school working days and teacher-working hours. It also prohibits the use of corporal punishment, private tution and the running of unrecognised schools. It also prohibits the deployment of teachers for non-educational activities.

The law also stipulates that students can’t be held back or expelled from school, and they must pass a board exam before entering secondary education. However, many critics have argued that the law doesn’t do enough to increase the quality of education in India. They have called for a national curriculum, regular exams, and better teachers’ training.

In the end, the right to education is not just about literacy and numeracy, but about a child’s full all-round development. It is an essential part of a democracy. This is why it’s so important to protect it. It is also why it’s important to make it as universal as possible. But this is not always easy. Some states have been more successful than others, but it’s still a long way to go.

The Right to Education Act of 2010

On August 26th 2009 the Government of India passed a law known as the Right to Education Act (RTE). This law states that every child has a right to free and compulsory education in a neighbourhood school until they complete elementary education. This is a fundamental right which cannot be taken away from any citizen of this country. This act also makes it a requirement for the State to develop secondary and higher education accessible to everyone.

The RTE act also includes a clause that guarantees the rights of students to attend private schools if they meet certain requirements. The act specifies the duties of the local governments, parents, and teachers in providing education. It also defines standards and norms relating to pupil teacher ratios, buildings and infrastructure, school working days, and the employment of teachers. It also prohibits the employment of teachers for non-educational purposes.

One of the most significant flaws in the RTE act is that it is too input-focused rather than outcomes-oriented. This means that the government gives priority to things like better classrooms, books, and uniforms over teaching quality. This is a huge problem in a country like India that has a large number of poorly performing schools. This is not a sustainable way to prioritize schooling. It is time to refocus the government’s priorities on improving the quality of our school systems.

The Right to Education Act of India

The Right to Education Act of India is a piece of legislation that guarantees the right to free and compulsory education to children between the ages of 6 and 14. This act also sets minimum norms for schools, including the provision that private schools reserve 25% of seats for underprivileged students. In addition, the act stipulates that schools cannot charge donations or capitation fees and will not interview parents or children for admission. In the context of human rights, this act is a major step forward for social inclusion. It also makes education a fundamental duty of the government, rather than just a recommendation or declaration, which increases its legal status and ensures that governments will be held accountable for their actions.

This act specifies the duties of the government, local authority and parents in providing education, as well as specifying financial responsibilities between central and state governments. It also establishes standards and norms relating to Pupil Teacher Ratios (PTR), infrastructure facilities, school working days and teachers’ working hours. It also prohibits discrimination based on religion, caste and gender.

Researchers of Indian schooling have criticised policy discourse for constructing teachers as ‘implementing agents’ of the state, against their declining social status, professional de-skilling and intensifying systems of monitoring and control (Batra 2009; Majumdar and Mooij 2011). This functionalist stance is underlined by the RTE Act’s articulation of teacher duties as both numerous and enforceable.

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