Problems and challenges faced by economically weaker section and disadvantaged group parents under reservation of 25% seats in private schools

Abstract

The Right to Education Act considers free and compulsory education for age bracket 6-14 years for every child as a fundamental right as well as Private Schools earmark 25 percent seats for children belonging to Economically Weaker Section and Disadvantaged Group. “12 (1) (c) clause of Right to Education Act, 2009 states a school belongs to specified category and an unaided school not receiving any kind of aid or grants to meet its expenses from the appropriate government or the local authority shall admit in class I, to the extent of at least 25% of the strength of that class, children belonging to weaker section and disadvantaged group in the neighbourhood and provide free and compulsory elementary education till its completion.” Various reports have shown that despite the governments' directives, policy is not implementing properly and parents of children belonging to EWS and DG Parents facing numerous problems and challenges. So, it is paramount to study the perception of parents of children of EWS and DG category as well as challenges and problems faced by parents of children belong to EWS and DG category. This is a qualitative research. Data was collected through survey method. In the present study, four private schools got DDA (Delhi Development Authority) Land were randomly chosen from the list of schools. Sample comprises 100 EWS and DG parents (25 EWS and DG parents in each school) of these four schools. Semi-structured Interview Schedule for EWS and DG parents was conducted to critically study various aspects. Data was analyzed qualitatively using narrative analysis. The study concluded EWS and DG parents stated that they are happy with their child’s admission in private school but they find it hard to bear the extra additional expenses which are regular feature of these schools. Income limit should be raised. EWS and DG parents find academic standards of school are high and their children are facing content and language difficulty. This policy is giving an opportunity to different sections of society to integrate.