01666nam a22002897a 4500003000400000005001700004008004100021040001000062041000800072100002300080100002800103245006800131246005200199520068800251630000800939650002800947650004200975650006001017650002901077650001901106856010301125942001201228942000801240942001101248999001701259952010001276OSt20230509152653.0230509b        |||||||| |||| 00| 0 eng d  cSTCPL  aENG  aIshita Chatterjee   aMarie-Claire Robitaille  aState of Indian public schools since the Right to Education Act  aEPWfVol.58; No.16 - g22 Apr, 2023 hpp. 17-25  aDespite decades of promise for reforms by the government, India’s education system still remains in a poor state. Using District Primary Education Programme data, the progress, or lack thereof, in achieving the targets of the Right of Children to Free and Compulsory Education Act is assessed. While there has been some progress, such as construction of toilets and ramps in schools, for many indicators, little or no progress was seen in more than a decade since the enactment of the RTE Act in 2009. While the data analysed here precede the COVID-19 pandemic, there is no doubt that improving the delivery of education has become even more urgent after months of school closure.   aEDU  aRight to Education Act   aDistrict Primary Education Programme   aRight of Children to Free and Compulsory Education Act   aIndian Education System   aPublic Schools  uhttps://www.epw.in/journal/2023/16/commentary/state-indian-public-schools-right-education-act.html  cARTICLE  2ddc  2ddcn0  c78839d78839  00102ddc40708BVaSTCPLbSTCPLcBVSd2023-05-09l0r2023-05-09 00:00:00w2023-05-09yARTICLE