Browsing by Subject "Human right"

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Open Access
Awareness of Education and Scheduled Caste: A Case Study
(University of North Bengal, 2015) Chowdhury, Madhurima
A trend has emerged of not defining education as a "human right" anymore, but of rather calling it a "human need". The Scheduled Castes are historically disadvantaged people who are given express recognition in the Constitution of India. During the period of British rule in the Indian sub-continent they were known as the Depressed Class. The caste system has created and sustained an unequal opportunity structure, which is anathema to the egalitarian principles which are the basis of a modern democratic society. What is worse, it intensifies and perpetuates the sufferings and servitude of disadvantaged caste class groups by reducing their access to development benefits vis-a-vis the higher caste class groups. The right to education originates from the apparent motion that it is obligatory for the state to provide education to its citizens. The Right to Free and Compulsory Education Act, 2010 describes the modalities having the provision for free and compulsory education for children between 6 to 14 years under Article 21A of the Indian constitution. This Act makes education as fundamental right of every child enforceable by law. Education is empowerment for socio-economic mobility, an instrument for reducing socio-economic inequalities, and equipment to trigger growth and development. In India, the total literacy rate is 74.04%. The male literacy rate is 82.14% and the female literacy rate is 65.46%. The literacy rate of Scheduled Caste males is 73.0% and that of the female is 52.1%. The study was conducted at Ramchandrapur village of Bangaon Sub-Division of North 24 Parganas covering both the sexes of the Scheduled Castes to understand the gender disparity, if any, in the studied villages. The objective of the study is to understand Right to Education and Right to Equality of Scheduled Caste, to study the nature and level of education of Scheduled Caste, particularly examining the disparity of education, if any, and to study educational rights and awareness about the rights among the Scheduled Caste.
Open Access
Implementation of National Education Policy, 2020 amongst Particularly Vulnerable Tribal Groups in India: A Critical Study
(University of North Bengal, 2023-03) Sinha, Vijoy Kumar
In today’s technologically evolved and scientifically advanced society, education is not a luxury exclusive to some privileged class. Instead, it is a fundamental and basic human right that everyone may exercise, regardless of caste, colour, race, sex, religion, or place of birth. When education is recognised as a human right, it means that the right to education is guaranteed to everyone without any discrimination on any ground whatsoever, that the state is under a legal obligation to respect, protect, and provide access to education, and that the state is subject to legal accountability when the right to education is violated or when access to education is denied. The National Educational Policy 2020 is the third educational policy that the government of India has introduced. The goal of this policy is to implement significant reforms in the education system of the nation in order to raise the literacy rate. Tribal people have their unique way of life, characterised by extreme disadvantages such as poverty, lack of education, and a lack of knowledge. They make their homes in the hills, often wholly or partially isolated from the rest of civilization. The Dhebar Commission designated the least-developed indigenous communities as Primitive Tribal Groups (PTGs) in 1973. The government of India rebranded the PTGs as the Particularly Vulnerable Tribal Groups (PVTGs) in 2006. Most PVTGs have common characteristics, such as a relatively small population, a lack of written language, a lack of complex technology, a slower pace of development, and a lack of urban centers. Despite the government’s best efforts, many students cannot benefit from the educational schemes available to them. This paper aims to study the potential impact of the new education policy on the education of PVTGs.