IMPLICATIONS OF RIGHT TO EDUCATION ACT ON SCHOOL EDUCATION SYSTEM: A STUDY IN THE SCHOOLS OF LAMMASINGI TRIBAL VILLAGE OF VISAKHA AGENCY, ANDHRAPRADESH

Abstract

The Right to Education (RTE) Act is considered as one of the inclusive education policies which aimed to improve the literacy rate and provide quality, education to children at both primary and secondary school levels. The basic aim of this Act is to increase the school enrolment rate and to improve the quality of education. This research paper tries to explain the implications and impediments of the Right to Education Act (RTE) in the school education system in the tribal areas of Andhra Pradesh with the empirical evidence of primary and secondary schools located in Lammasingi village of Visakha agency, Andhra Pradesh. The paper provides both qualitative and quantitative explanations based on the empirical data collected by employing conventional Anthropological methods and techniques in addition to following the ethnographic methodological procedure in conducting in-depth and intensive fieldwork for a period of one year in the tribal village of Lammasingi. This research study work largely dwells upon the theoretical conceptual framework of “Anthropology of Education”. The data was collected from the head teachers, teachers, students, parents, and school management committee members by using semi-structured schedules. The data were analysed through a computer-based S.P.S.S package, explanations given in the paper are mostly analytical and descriptive in nature and comprise both semantic and scientific.