Abstract
The Indian Landscape saw significant developments during the 11th plan. There was a surge in school enrollments and gender and social category gap in enrollments narrowed considerably.
The most significant development, however was that article 21-A, inserted in the constitution of India through the constitution (86th Amendment) Act, 2002 to make elementary education as fundamental right and its consequential legislation, the right of children to free and compulsory education (RTE) Act 2009 become operative on 1st April 2010.The chapter V of RTE Act enumerates terms and norms, adequate teacher student ratio mother tongue as medium of instruction, development of various skills in child, good infrastructure in school and pre-schooling etc. These can be achieved only when the school education system as a whole works responsibly.
The National Policy of Education, 1986/92 as acknowledged Early Childhood Care and Education (ECCE) for children3-5 years. ECCE is visualized as an integrated, holistic programme for children who include provisions of education, care, health and nutrition. It has the positive effect of children’s retention and attendance. It can therefore serve as a very effective investment for realizing the vision of RTE. Therefore it is imperative to assess the status of implementation of RTE Act in context with ECCE, its practical constraints, concerns and challenges.
