INTRODUCTION

Education is a dynamic process. Human being

have recognized the significance of education as a
means of individual development and prosperity.
It is also the means of social and national
development and prosperity. Therefore the Right
of children to free and compulsory education
(RTE) Act, 2009 passed by the Indian Parliament
mandates free and compulsory education of all
children of 6-14 years age until they complete
elementary education in a neighbourhood school.
 STATEMENT OF THE
PROBLEM.
Role of the Right to education Act 2009 in
schools of Nashik District at elementary
stage.
 NEED OF THE RESEARCH
The RTE Act-2009 also has a provision for every child, who is above six year of age
and has not yet been admitted to any school or could not complete his/her elementary
education due to any reason, to be admitted in a class appropriate to his or her age.

The child admitted under age appropriate admission has a right to receive special
training or additional instruction in order to be at par with children of the class.

However, there is an important concern over implementation of RTE Act in the

school system with reference to the special training or instruction, its modalities and
execution.

So the present study is taken up to find out the role of RTE Act-2009 as well as
implementation of various provisions of RTE Act-2009 in Nashik District school for
children with disabilities and disadvantaged children, and also concerns problems of
district to implement the Act.
 SIGNIFICANCE OF THE
RESEARCH
The present study will explore the steps taken by District Heads for
implementation of RTE Act-2009 so far and their difficulties in proper
implementation of the Act.
It is important to assess the level of preparedness of district to take
effective steps for the implementation of the act at various levels. It is
important to assess their readiness in implementing RTE in district
schools. The readiness of District means awareness of stakeholders to
take advantage of the act. Community awareness is also important fact
in making a programme a success. As such, the study will also try to
explore steps taken up by Nashik District in this direction.
The study will also explore the awareness of inclusive education at all
levels functionaries, headmasters/ teachers, parents and community it
is a paramount importance and urgent steps in this direction are
indispensable.
 OBJECTIVES OF THE
RESEARCH
1) To find out the status of implementation of various provisions of
RTE Act-2009 in urban schools of Nashik District.
2) To assess the awareness level of stakeholders in Nashik District
schools to implement RTE Act-2009.
3) To find out concerns and challenges of urban schools for effective
implementation of RTE Act-2009 for disadvantaged children.
4) To find out specific steps taken by state government to inspire
parents and community to admit these children into schools.
5) To find out strategies plans of action prepared by state
government for providing free and compulsory elementary education
to implement RTE to children of SC/ST/Weaker sections and children
with various disabilities.
 ASSUMPTIONS
1) Each and every school is not fully implementing the various
provisions of RTE Act-2009 in Nashik District.
2) The stakeholders are not totally aware about the RTE Act-2009.
3) There are lots of challenges in front of the state government for
effective implementation of RTE Act-2009 specially for disadvantaged
children.
4) The state government had already taken specific steps to inspire
parents and community to admit their children into school.
5) No other factors work out until and unless the state government
strongly plans or works on strategic action prepared for providing free
and compulsory elementary education to implement RTE to children of
SC/ST/Weaker sections and children with various disabilities.
 HYPOTHESIS
1) Only if the central as well as the state government will seek
into the matter seriously and with strict actions for those schools
who are not fully implementing the RTE Act-2009, though it is
mandatory for all schools with proper planning, actions, awareness
among the society and proper provision, then only the
disadvantaged as well as disabled (challenged) sections can take
full advantage of the RTE Act-2009.
2) If the government will conduct the awareness programmes,
inclusive education at all levels Functionaries,
headmasters/teachers, parents and community then only the better
implementation of RTE Act-2009 in schools at elementary state
will be seen.
 SCOPE AND LIMITATION
1) It is related only for the elementary
schools of Nashik District.
2) It will be conducted only for a limited
period.
3) It is related only for urban areas
schools of Nashik District.
4) The total numbers of schools included
in the sample are limited.
 RESEARCH METHOD
There are four types of research methods they are :
1) Historical research.
2) Quantitative research.
3) Quantitative descriptive research.
4) Experimental research.
Based on the objectives of the study, normative survey, method will be
followed by in-depth study will be most appropriate.
Because in normative surveys, information about how things should be
or how they can be improved is gathered through evaluative case studies,
critique of the object or process being studied, testing of way of remove
or correct on identified problem and planning ways to improve the
object or process.
 POPULATION AND
SAMPLING FOR RESEARCH
The entire group from which a sample is chosen is
known as Population.
The concept of population refers to the total no. of
items about which information is obtained.
All the elementary schools of urban areas in Nashik
District constitute the population for the present
research only.
 SAMPLING
A sample is a small proportion of a population selected for
observation and analysis.
Based on information provided by the District heads about the
status of implementation of RTE Act 2009 for disadvantaged and
challenged children, two SC/ST Children with disabilities
dominated in urban areas will be selected through purposive
sampling.
However, stratified random sampling will be used in selection of
respondents. The sample comprises district functionaries,
headmasters/teachers, children from SC/ST/BPL and disabilities
categories studying in primary and upper classes and parents of
these children.
 TOOLS
Five interview schedules (instruments) will be develop in accordance with the
specific needs of the study. An observation checklist and school information sheets
will also be develop for this study. The instruments developed for this study are :

1) A questionnaire for preliminary information about implementation of RTE Act

2009 for Nashik District Heads.
2) Interview schedule for functionaries.
3) Interview schedule for Headmasters/Teachers.
4) Interview schedule for Disadvantaged students.
5) Interview schedule for students with disabilities.
6) Interview schedule for parent of disadvantaged and disabled children.
7) Observation checklist.
8) Schools information sheet.