RIGHT TO EDUCATION – A TOOL FOR THE EMANCIPATION OF MINORITY SECTIONS IN INDIA
Authors: ARATHY A, Student of CHRIST (Deemed To Be University) Bangalore.
Best Citation – ARATHY A, RIGHT TO EDUCATION – A TOOL FOR THE EMANCIPATION OF MINORITY SECTIONS IN INDIA, Indian Journal of Legal Review (IJLR), 3 (1) of 2023, Pg. 232-236, ISSN – 2583-2344.
ABSTRACT
“Education is a human right with immense power to transform – Kofi Annan”
A nation like India should need to have efficient and effective mechanism in order to ponder and give proper education to all the citizens of the nation. Even though the educational system is well known to the whole world and is existed from time immemorial antiquity, the educational system in the nation did not meet the proposed criteria’s for attaining maximum effective output from the whole citizens. A nation with good and literate citizens will be a cornerstone of the nation for its whole development. Thus, the government should need to give proper and adequate education to all the citizens of the nation. After the implementation and enactment of Right to Education as a fundamental right as enshrined in the Constitution of India under Article 21A through the eighty eighth amendment in the year 2002, the government taken a new milestone in order to promote the educational standards of the whole nation. Through the implementation of the mid-day meal schemes, in one way the government was able to attract the students to come and join schooling while on a broader aspect, it provides an opportunity for the student s to get adequate nutritious food for their overall growth and holistic development. Thus, in order to attain a good civil society, proper education must need to be given for all.[1] By these ways, India can attain over development in a very wider perspective.
KEYWORDS:Right to Education, Development of the Nation, Fundamental Rights, Educational Institutions, Standard of Living, Democracy
[1] Kishore Singh, Right to Education, India International Centre Quarterly, WINTER 2015–SPRING 2016, Vol. 42, No.3/4, Education at the Crossroads (WINTER 2015–SPRING 2016), pp. 119-130, India International Centre, https://www.jstor.org/stable/26316578