Barriers in translating mandate for inclusion in practice: evidence from India’s right to education act

Abstract

ABSTRACT Can a mandate for inclusive school education translate into reality? What challenges can undermine it in the context of a stratified schooling system? We discuss this in the context of India's landmark Right to Education Act. A controversial clause of the Act mandates that private schools should reserve at least 25 percent of entry-level seats for disadvantaged sections of the society. This paper, drawing on a detailed survey of 1642 households, and interactions with parents over 2014–2019, unpacks the experiences of households who applied for admission in private schools through the mandate. Our results suggest that more resourceful households (in terms of ability to speak official language, wealth and education) are more likely to apply, and get admissions through the mandate. Acquiring eligibility documents (proofs for income and residence) is a major hurdle in completing the application process. Even after being allotted a seat, households continue to face several barriers that make it difficult for them to secure an admission and enrol or continue sending their child to the private school through the mandate. The results are sobering, and flag the possibility that transformative potential of the mandate may not be fully realised if the status quo prevails.