Asian Journal of Education and Social Studies

The "Right to Education Act" (RTE) is a crucial policy addressing elementary education challenges. Enshrined under Article 21A of the Indian Constitution, the RTE Act mandates free and compulsory education for children aged 6 to 14 years, making it a fundamental right. Despite its progressive intentions, the RTE Act faces several challenges in its implementation. Equitable access, inadequate infrastructure, shortage of teachers, quality of education and financial constraints are prevalent issues. Addressing these challenges requires concerted efforts from the government, civil society, and stakeholders. It involves increasing investments in education, improving the quality of teacher education and training, enhancing infrastructure facilities, and strengthening monitoring mechanisms. While the RTE Act represents a significant step towards ensuring universal access to quality elementary education in India, its practical implementation requires overcoming various challenges and addressing systemic issues to realize the vision of inclusive and equitable education for children.

A survey was conducted employing a purposive sampling technique, covering (n=15) Government and (n=10) Private elementary schools in Tuensang District, Nagaland, Northeast India. The primary emphasis is to examine the school infrastructure, a key provision under the "Right to Education Act". The study employed a close-ended questionnaire on key school informants. The results show a significant lag in the school infrastructure, underscoring several concerns for school authorities and SMCs in ensuring a 'child-friendly' space for effective learning outcomes. Based on the findings, suggestive measures and implications for intervention approaches are discussed to navigate the gaps and challenges. The study emphasizes the need for increased attention, prioritization, and inclusivity in elementary education to maximize its positive impact on children's development and future outcomes