Combating Child Labour Through Education Initiatives

The Right of Children to Free and Compulsory Education (RTE) Act, 2009, represents a significant advancement in India's educational reform, mandating free and compulsory education for children aged 6 to 14. Designed to fulfill Article 21-A of the Indian Constitution, the Act also requires private schools to reserve 25% of their seats for economically disadvantaged students, aiming to address long-standing educational inequities. For families in low-income, rural, or remote areas, the RTE Act serves as a crucial lifeline, providing access to quality education and promoting social inclusion and opportunity.

This Act is particularly beneficial for families who cannot afford private education, which often offers better infrastructure, updated curricula, and skilled teachers. Through this inclusive mandate, the RTE Act strives to unlock each child's potential and foster social mobility and economic empowerment for future generations. However, despite its ambitious goals, the Act's effectiveness has been undermined by systemic issues within India's educational infrastructure.

While the RTE Act has significantly expanded access to education, persistent structural challenges remain. Government schools often lack essential resources and provide inconsistent curriculum quality, which hinders the promise of equal educational opportunity. Ironically, the very students intended to benefit—those from marginalized communities—often face the greatest obstacles.

One critical issue is the resource gap in government schools. For many families, these institutions are their only option, yet they frequently lack necessities like clean drinking water, adequate classrooms, and sanitary facilities. Overcrowded classrooms and a shortage of teachers—especially in rural areas—further exacerbate the problem, making meaningful learning difficult. In contrast, private schools typically offer smaller class sizes and better facilities, highlighting a stark disparity that undermines the quality of education in public institutions.

There is also a significant curriculum divide between government and private schools. Private institutions regularly update their curricula to align with current educational standards, while many government schools operate with outdated syllabi. This limits students' exposure to essential subjects like science, mathematics, and digital literacy, reducing their preparedness for higher education or skilled careers and reinforcing socioeconomic inequalities.

Even students from disadvantaged backgrounds who gain admission to private schools through the RTE program encounter unique challenges. While these schools may offer superior facilities, experienced teachers, and a robust curriculum, economically disadvantaged students often face social and academic hurdles. Socially, they may feel isolated due to differences in socioeconomic and cultural backgrounds. Academically, they struggle to meet the high standards set by private schools, often lacking the foundational support at home that their peers enjoy. Unlike their classmates, they may not have access to extra tutoring, educated family members to guide them, or even quiet spaces to study, which can lead to feelings of inadequacy and hinder their educational progress.

Recognising these challenges, the Vidya Project is committed to bridging this gap by providing resources to help students from underserved backgrounds keep pace with the current syllabus and address their foundational learning needs. Through these initiatives, the Vidya Project seeks to create a more equitable learning environment that nurtures every child's right to quality education. Our goal is to empower these children to overcome barriers and gradually open the door to a brighter, more promising future.

Kabir Raina

Vidya Project Co-Founder