Lecturer, Institution Affiliated with University College London Institute of Education
*Corresponding author: m.sarin.14@ucl.ac.uk
Online published on 27 May, 2021.
This article presents the findings from case study research that was conducted into how the child-centred education policy incorporated within RTE, enacted in India in 2009, is functioning. Interviews were conducted with teachers who worked at different schools in New Delhi, Noida (Uttar Pradesh) and Amritsar (Punjab) with the analytical aim of gaining insights into how the RTE provisions are functioning from their perspectives based on their daily teaching practice. The findings show that the functioning of seven out of eight of the child-centred education provisions of RTE as well as the new role of the Indian teacher as ‘facilitator’ is problematic.
RTE, Child-centred policy, Functioning, Comprehensive and continuous evaluation, No-detention policy, Education for all
