MN File

CHAPTER-1 INTRODUCTION:
Nothing really is as important in the world as getting children to school, especially female children. Amartya Sen in an interview with Mishal Husain of WIDE ANGLE
Education is both a human right in itself and an indispensable means of realizing other human rights. As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities. Education has a vital role in empowering women, safeguarding children from exploitative and hazardous labour and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth. Increasingly, education is recognized as one of the best financial investments States can make. But the importance of education is not just practical: a welleducated, enlightened and active mind, able to wander freely and widely, are one of the joys and rewards of human existence. If you are planning for a year, sow rice; if you are planning for a decade plant trees; if you are planning for a lifetime, educate people. Chinese proverb The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. This right is explicitly stated in the United Nations' Universal Declaration of Human Rights (UDHR), adopted in 1948:
"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. " (Article 26) Ensuring access to education is a precondition for full realization of the right to education. Without access, it is not possible to guarantee the right to education. Quality of education is the other side of coin. Providing access to schools secures only one part of the right to education. Once in school, children can be subjected to indoctrination (e.g., in communist countries). As stated, in the UDHR: "... Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among ... racial or religious groups. ..." (Article 26) The right to education does not limit education to the primary or the first stage of basic education, or among children of a particular age range. The right to education is also not an end to itself, but an important tool in improving the quality of life. Education is key to economic development and the enjoyment of many other human rights. Education provides a means through which all people can become aware of their rights and responsibilities, which is an essential tool for achieving the goals of equality and peace. Katerina Tomasevski, former United Nations Special Rapporteur on the right to education, points out: "There are a large number of human rights problems, which cannot be solved unless the right to education is addressed as the key to unlock other human rights. Education operates as multiplier, enhancing the enjoyment of all individual rights, freedoms where the right to education is effectively guaranteed, while depriving people of the enjoyment of many rights and freedoms where the right to education is denied or violated." As part of the United Nations Literacy Decade (2003-2012), the Commission on Human Rights urged member states:
"(a)
To give full effect to the right to education and to guarantee that this right is recognized and exercised without discrimination of any kind;
(b)
To take all appropriate measures to eliminate obstacles limiting effective access to education, notably by girls, including pregnant girls, children living in rural areas, children belonging to minority groups, indigenous children, migrant children, refugee children, internally displaced children, children affected by armed conflicts, children with disabilities, children with human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) and children deprived of their liberty." (Resolution 2002/23) Thus, education about human rights is closely related to the right to education.
International and regional human rights noted in various documents (declarations, resolutions, and conventions) emphasize that the knowledge of human rights should be a priority in education policies. UNESCO believes that education is an essential human right and achieving this for all children is one of the biggest moral challenges of our times. The Right to education is an integral part of the Organization's constitutional mandate which expresses the belief of its founders in full and equal opportunities for education for all and to advance the ideal of equality of educational opportunity. In addition, the right to education is enshrined in the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child. During the World Education Forum held in Dakar, Senegal in 2000, the Right to Education was strongly re-affirmed through the Education for All (EFA) goals including expanding early childhood education, universal primary education, lifelong learning and skills, improving educational quality, increasing adult literacy and gender parity in education. The target devoted to primary education seeks to ensure that by 2015 all children, particularly girls, children in difficult circumstances, and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. However, in spite of all the commitments made by governments in Dakar and although many countries are signatories to
international instruments for providing education for all, millions of children still remain deprived of educational opportunities, especially free and compulsory quality basic education. India has made a concrete effort to address this issue by amending its Constitution to make quality elementary education the right of every child, thereby strengthening the legal framework for providing free and compulsory quality elementary education for all the countrys children.
RIGHT TO EDUCATION ACT:

The Right to Children to Free and Compulsory Education Act has come into force from April 1, 2010. This is a historic day for the people of India as from this day the right to education will be accorded the same legal status as the right to life as provided by Article 21 A of the Indian Constitution. This Act will ensure free education to more than 92 lakh out of school children in India. RTE Act gives every child the right to a quality elementary education. 1) PRELIMINARY: This Act may be called the right to Children to Free and Compulsory Education Act, 2009. 2) 3) It shall extend to the whole of India expect the State of Jammu and Kashmir. It shall come into force on such date as the Central Government may, by notification in the Official Gazette, appoint. 1) RIGHT TO FREE AND COMPULSORY EDUCATION: Every child of the age of 6-14 years shall have a right to free and compulsory education in a neighbourhood school till completion of elementary education. 2) For the purpose of sub-section (1), no child shall be liable to pay any kind of fee or charges or expense which may prevent him or her from pursuing and completing the elementary education.
Provided that a child suffering from disability , as defined in clause (i) of section 2 of the persons with the disabilities Act, 1996, shall have the right to pursue free and compulsory elementary education in accordance with the provision of chapter V of the said Act.
MAIN FEATURES OF RIGHT TO EDUCATION 2009 ACT:

1) 2) Free and compulsory education to all children of India in the 6 to 14 age groups.
No child shall be held back, expelled, or required to pass a board examination until completion of elementary education.
3)
A child above six years of age has not been admitted in any school or though admitted, could not complete his or her elementary education, then, he or she shall be admitted in a class appropriate to his or her age; as may be prescribed: Provided further that a child so admitted to elementary education till completion of elementary education even after fourteen years.
4)
For the purposes of admission to elementary education, the age of a child shall be determined on the basis of the birth certificate issued in accordance with the provisions of the Births, Deaths and Marriages Registration Act, 1856 or on the basis of such other document, as may be prescribed. No child shall be denied admission in a school for lack of age proof.
5) 6)
A child who completes elementary education shall be awarded a certificate. There will be 25% reservation for economically disadvantaged communities in admission to class one in all private schools.
7)
School teachers will need adequate professional degree within 5 years or else will lose job.
8)
Financial burden will be shared between state and central government. The Act can be considered as major revolutionary step in the direction of
Universalization of education in India; however, the goal of 100% literacy in India is still a far
cry. Therefore, in order to achieve the desired results, it is important to analyze the socioeconomic constraints prevailing in the country.
RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT, 2009 (PROVISIONS):

The right of children to free and compulsory education act, 2009 receives the assent of the President of India in august 2009. The main provisions of the act are: 1) 2) 3) 4) 5) 6) 7) 8) The debates on the right to education in solution exchange Innovative approaches to universalizing basic education Legislation for the right to education Advocacy material on children's right to free and compulsory education Right to education act compulsion Role of local governance system in implementation of right to education act Provision for free and compulsory education Respective obligations of the Centre, States, Local governments, Schools and Parents under the Act 9) 10) 11) 12) Improving the quality of teaching in schools Monitoring the functioning of school Determining curriculum and evaluation procedure Redressal of the grievances under the Act Every child between the ages 6-14 years has the right to free and compulsory education. This is stated as per the 86th constitutional amendment act added under article 21 A. The right to education seeks to give effect to this amendment. The government school shall provide free education to all the children and the schools will be managed by School Management Committees (SMC). Private schools shall admit at least 25% of the children in their schools
without any fee. The National commission for elementary education shall be constituted to monitor all aspects of elementary education including quality.
Governance for free and compulsory education: duties, responsibilities and functions:
The RTE Act makes an elaborate arrangement to spell out the jurisdiction and obligations of various administrative authorities responsible for implementation of the Act. These are: RTE Implementation Authorities
Union Government (Sections 6 to 8 and 35 to 38)
State/UT Government (sections 6 to 8 and 35 to 38)
National/State Commission for Protection of Child Rights (sections 31 to 32)
Local Authorities (Sections 9)
School Management Committee (sections 21 to 23)
Schools (sections 12 to 20)
Teachers (section 25 to 28)
RIGHT TO EDUCATION ACT, 2009 RULES:

The National Commission for Protection of Child Rights (NCPCR) has been mandate to monitor the implementation of this historic right. A special division within NCPCR will undertake this huge and important task in the coming months and years. A specific toll free helpline to register
complains will be set up by NCPCR for this purpose. NCPCR welcomes the formal notification of this Act and looks forward to playing an active role in ensuring its successful implementation. NCPCR also invites all civil society groups, students, teachers, administrators, artists, writers, government personnel, legislators, members of the judiciary and all the stakeholders to join hands and work together to build a movement to ensure that every child of this country is in school and enabled to get at least 8 years of quality education. Every school established prior to the RTE has to complete a self-declaration form and submit the declaration to their District Education Officer within three months of the declaration of the Act. This implies that schools need to submit their forms by 1 July 2010. The schools need to declare that they comply with the norms and standards as set out in the Schedule at the back of the RTE Act and other conditions as set out in the Model Rules Under the Right of Children to Free and Compulsory Education Act, 2009 and the RTE. The school must not be run for profit (Model Rules 11(1)(b)). The self-declaration is made on FORM 1. Questions include: Total income and expenditure for the last 3 years showing surplus/deficit Medium of instruction Total area of the schools Enrollment numbers The size of the kitchen Requires an attached list of sports and play equipment Number of books in the library Number of periodicals and newspapers in the library Types of WC and urinals Number of boys and number of girls lavatories All the particulars of every teaching member of staff including academic qualification, teaching experience, training, and professional qualifications Details of the curriculum and syllabus followed up to class VIII Systems of pupil assessment:-If the self-declaration is approved, after an on-site inspection by the DEO which is to be carried out three months after receipt of
FORM 1, the school receives provisional recognition for a period of three years. Where a school does not conform to the norms, standards and conditions as set out in the RTE and Schedule the DEO lists the schools through a public order and schools may reapply for another on-site inspection.
WHAT DO WE MEAN BY RIGHTS IN EDUCATION?

The child gets admission in the school. Right to education was ensured. But there are other things also in the process of receiving education which the child has to. Among these, receiving quality education is of utmost importance. It is not a matter of simply receiving education, but receiving good quality education. The human resource is too precious to be neglected or to be wasted. It is said that education must be of satisfactory quality only when education satisfies quality, would people be willing to pay the opportunity cost of sending their children to school. Logically, recognition of the right of the child to education also implicitly recognizes that the education provided must be the kind of education that the people would warn for their children. The primary role of education is to empower the child through a liberative process. Children should be provided an opportunity to express themselves in an atmosphere free from punitive punishment. The child should receive education in a conducive atmosphere which will optimize the learning experience. Keeping intact the dignity and self-respect of the child is very important to generate a dignified learning experience for the child. Besides protecting human rights, the Universal Declaration of Human Rights (1948) also comprises rights of children. Article 26 of the Declaration concerned to children's education specially: 1) Everyone has the right to education. Education shall be free; at least in the elementary and fundamental stages and shall be compulsory. 2) Education shall be directed to the full development of human personality and to the strengthening of human rights and fundamentals freedoms.
HISTORY OF RIGHT TO EDUCATION ACT IN INDIA:

In India: Many Educationists, Socialist, and Freedom fighters etc. had stressed on free and compulsory primary Education. Indian Constitution left it as vague plea to the states to endeavor to provide free and compulsory education to all children up to age of 14 but the access of primary education is a question today. It was only in December, 2002 that the education was made a fundamental right in the 86th amendment to the constitution. A first draft of the legislation of the above article 'Free and Compulsory Education for children Bill, 2003 was prepared and posted on website in October 2003, inviting comments and suggestions from the public at large. A revised draft of the bill entitled free and compulsory education bill, 2004 after taking into account suggestions received on this draft was prepared and posted on website in 2004. The CABE Committee drafted the Right to Education Bill and submitted to the Ministry of HRD. Ministry of HRD sent this to NAC (National Advisory Committee). NAC sent the Bill to PM for his observation in June 2005. The finance committee and planning commission rejected the Bill citing the lack of funds and a Model bill was sent to states for making necessary arrangements. Six years after an amendment was made in the Indian Constitution, the union cabinet cleared the Right to Education Bill. The bill was tabled in Rajya Sabha on December 15 and it was passed by Lok Sabha on 4th August 2009 and officially included in the Gazette of India on 10th April of 2010. Since, then the Act of Right to Education is implemented. In United Nation:
Children have a right to education to live their childhood fully. Child rights are fundamental freedoms and the inherent rights of all human beings below the age of 18. These rights apply to every child, irrespective of the child's, parents, legal guardian's race, sex, color, creed or other status. The essential message is equality of opportunity. United Nations held the Convention on Child Rights in 1989 which India ratified in the year 1992. The Convention on Child Rights (CRC) spells out the rights of child under four broad categories: 1) Right to survival: Every child has the right to life, health, nutrition, name and nationality.
2)
Right to protection: Every child has right to be protected from neglect, exploitation and abuse.
3)
Right to development: Every child has a right to education, care, leisure, recreation, to develop talents and skills.
4)
Right to participation: Every child has a right to expression, information, thought and religion. Children have a right to have their say and to be listened.
Right to Education comes under the right to development. It is a laudable step by the government of India to have granted this right to the children. However, once the right to education is granted, that is not the end of it. We need to look beyond that and ensure that this right to education which guarantees education for each and every child should also lead to a quality education making the child an enlightened, productive and useful citizen of the country. The Right to Education should also ensure that the process of education is lively and takes into account the individuality of each and every child, gives them a learning experience which is humane, nurturing, stimulating and encouraging. This calls for being aware about the Rights in Education.
THREE LEVELS OF RIGHT TO EDUCATION:

PRIMARY EDUCATION: This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. SECONDARY EDUCATION: Education must be generally available and accessible. HIGHER EDUCATION: It should be provided according to the capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible "by every appropriate means, and in particular by the progressive introduction of free education". The only country that has declared reservations about introducing free secondary or higher education is Japan.
ROLE OF COMMUNITY AND PARENTS TO ENSURE RTE ACT:

Few countries in the world such a national provision to ensure child-centered, child-friendly education to help all children to develop their fullest potential. There were an estimated 8 million 6-14 year-olds in India out of school in 2009. The world cannot reach its goal to have every child complete primary school by 2015 without India's participation. Schools shall constitute School Management Committees (SMCs) comprising local authority officials, parents, guardians and teachers. The SMCs shall form school development plans and monitor the utilization of government grants and the whole school environment. RTE also mandates the inclusion of 50% women and parents of children from disadvantaged groups in SMCs. Such community participation will be crucial to ensuring a child friendly "whole school" environment through separate toilet facilities for girls and boys and adequate attention to health, water, sanitation and hygiene issues.
BENEFITS OF RIGHT TO EDUCATION ACT, 2009 FOR PROSPECTIVE TEACHERS:

RTE has been a part of the Directive Principles of the State Policy under Article 45 of the Constitution, which is part of Chapter 4 of the Constitution and Rights in Chapter 4 are not enforceable. For the first time in the history of India we have made the right to enforceable by putting it in Chapter 3 of the Constitution as Article 21. This entitles children to have the right to education enforced as fundamental rights. It would be premature to comment on whether or not the Right to Education Act (RTE) will achieve its objectives but it sure is going to be an uphill task despite the promising speech of the Prime Minister and the enforced act. Transformation cannot take place without a beginning. The Act has now become a reality and there is an atmosphere of jubilation, anticipation and enthusiasm all round for prospective teachers. It is the first step taken but more need to be ahead is not going to be an easy one and implementing the Act fairly, poses a major challenge involving creative and sustained efforts of prospective teachers.
SPOT
LIGHTS
OF
RIGHT
TO
EDUCATION
ACT
AMONG
PROSPECTIVE TEACHERS:
Every child in the age group of 6-14 years will have a right to free and compulsory education in the nearby school. Children who have either dropped out from the school or have not attended any school will be enrolled in the schools and no school can refuse them for admission. Private and unaided educational institutes will have to keep 25% of the seats for the students belonging to weaker section of society. Of an estimated out of 22 crores of the children of this age group, nearly 92 lakh are out of school. For all the schools, it is required to be recognized, failing of which they will be penalized for up to Rs. one lakh. No child will be failed or expelled and will not be required to pass any board examination till the age of 14. The RTE Act also demands for adequate number of qualified teachers to maintain a ratio of one teacher for every 30 students. No school can get any donation or capitation fee and any admission test or interview of the child or parent during the time of admission. The National Council of the Protection of Human Rights (NCPHR) shall monitor the implementation of the act, together with commissions to be set up by the states. Financial burdens will be shared by the center and states in the ratio of 55:45 and this ratio is 90:10 for the north-eastern states. Certain schools have already challenged the law in the Supreme Court as being unconstitutional and violating fundamental rights of unaided private educational institution.
SIGNIFICANCE OF THE STUDY:

We know that good education is not only desirable in itself but is also essential for the empowerment of our people. We have recently enacted the right to education act. This law provides to each child of our country the right to elementary education. -P.M. Manmohan Singh (15 Aug. 2009) Right to Education is a futuristic perspective. Promoting universal education is indeed an effective tool to prevent human right violations, especially for children belonging to the poor, illiterate and vulnerable sections of the community everywhere in the world. Teacher is the future builder of a nation in the impressionistic age. Our society is the mix structure of caste, class, religion etc. Teacher is the best motivator and plays the role of good guide in removing all these problems. Teacher can implement government policies in a better way to achieve educational goals. If India has to grow into a developed nation, it must put its 'house in order' in the form of high class education in primary, secondary, vocational and higher education. So we can say that the problems are solvable and the ways of doing are scalable. That is why awareness about right to education among prospective teachers is becoming the demand of the society as demand changes according to the needs of the time. The awareness among prospective teachers help the country to develop in a more creative and efficient manner for the betterment of the society. Data collected till now does not emphasis much on educational backwardness and caste problems. So this research helps in indicating that why quality of education is more important and why the prospective teacher should aware about the basic rights of education, so that in unpredictable future may be they are able to achieve some of the target. It helps us in knowing not only about the quantity of awareness but also about the quality of knowledge providing in schools. Right to Education is every Child Right Your support can make it happen!!
Every child is a dream-Hoping to be realized Indian education is so uneven. Big picture and small picture to be tackled together.
STATEMENT OF THE PROBLEM:

"A STUDY OF AWARENESS OF RIGHT TO EDUCATION ACT AMONG PROSPECTIVE TEACHERS"
OPERATIONAL DEFINITION OF KEY TERMS:

Awareness: Awareness means realization about RTE, consciousness of learning and having knowledge about the basic concepts of education. Right to Education: This is an Act that came into light on 1 April 2010 under Article 21A of the constitution. As per this Act every child of 6-14 years has an obligation to get admission in the school. But there are other things also in the process of receiving education which the child has right to. Among these, receiving quality education is of utmost important. Logically, recognition of the right of the child to education also implicitly recognizes that the education provided must be the kind of education that the people would want for their children. In view of this, we need first of all, to be aware of the rights of the children in education and ensure its observance and implementation. Prospective Teachers: Prospective means potential. Prospective Teachers means Potential teachers of B.Ed and J.B.T courses. These teachers get the education before appointing to the job known as pre-service education.
OBJECTIVES OF THE STUDY:

To study the mean scores of awareness towards Right to Education of male prospective teachers of Rural Area. To study the mean scores of awareness towards Right to Education of female prospective teachers of Rural Area. To study the mean scores of awareness towards Right to Education of male prospective teachers of Urban Area. To study the mean scores of awareness towards Right to Education of female prospective teachers of Urban Area. To compare the mean scores of awareness of Right to Education between prospective teachers of Rural and Urban Area. To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Rural Area. To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Urban Area.
HYPOTHESES OF THE STUDY:

There is no significant difference between the mean scores of awareness towards Right to Education of prospective teachers of Rural Area and Urban Area. There is no significant difference between the mean scores of awareness towards Right to Education of male and female prospective teachers of Rural Area. There is no significant difference between the mean scores of awareness towards Right to Education of male and female prospective teachers of Urban Area.
DELIMITATIONS OF THE STUDY:

The study is delimited to the prospective teachers of Rohtak city. The study is further delimited to a sample of 120 prospective teachers.
CHAPTER-II REVIEW OF RELATED LITERATURE
Introduction is gateway & review of literature is the gate pass for the research work to be done by the researcher. The competent physician must keep constantly abreast of the latest discoveries in the field of medicine. The successful lawyer must be able to readily locate the information pertaining to the case at hand. In the field of education also, the research worker needs to acquire up to date information about what has been thought & done in the particular area from which he/ she intends to take up a problem for research. The review of related literature provides a clear picture of the study to be taken as pre-requisites to the proper planning of the problem and conducting the research. It accomplishes following purposes: To provide ideas, theories, explanations, and hypothesis and valuable in formulating the problem. To know about the recommendation of previous researches for further research which they have listed in their studies. To enable the researcher to define and delimit his studies. To avoid unfruitful and useless problem area by the selection of those areas in which positive findings are likely to return.
Jaytilak Guha Roy (2010) studied on right to education: a futuristic perspective that without education, we cannot see beyond ourselves and our narrow surroundings to the reality of global interdependence. Without education we cannot realize how people of other races and religions share the same dreams, the same hopes. Without education, we cannot recognize the University Human Aims and aspirations. In this the critical issues relating to the implementation of the RTE act in letter and spirit are highlighted in which government would be required to take necessary measures to address the problem of child labour and also ensure that the poor parents of the hapless children are provided with adequate financial incentives to send their children to schools.
Jayaprakash R.K. (2011) studied on Right to Education and Kerala: Some real issues about federal character. He analyzed the Right to education act with reference to the social realities of Kerala there are potentially serious problems in many states concerning the social and cultural indicators. In fact, they are not considering the basic question like what would be most effective and equitable education policy in India. Ashok K. Kalia and Anita (2011) in this article on Right to Education Act: An overview on quality education stated that knowledge is the structure of entire education. It is the duty of state to provide free and compulsory education to each and every child at primary level. However, difficulties will come across the path, but by maximum and fruitful utilization of available resources, we can achieve the target. Although Right to Education Act is in state of development but it will prove a milestone in Indian Education System. Swati Patra (2011) conducted a study on awareness of school teachers to find out the level of awareness of school teachers with regard to Right to Education (RTE). 36 government school teachers and 30 Ashram model Residential School teachers were given a questionnaire on Awareness of Right to Education. She found that the government teachers had more awareness with regard to Rights of Child in Education compared to Ashram Residential Teachers. So, improving the awareness level of the Ashram residential schools is necessary. Geeta Prabha and Vaishali (2011) in their article on Right to Education Act and Challenges Ahead stated that how to achieve full literacy and what factors help in it whether its financial challenges, qualified teachers, equality and quality in education or some other problems. Even studied about weaker sections and bring Child Labourers to schools. It helps in reducing the quantity of illiterate and provides equal opportunity to all. Sudarshana Rana (2011) studied on major issues and challenges about Right to Education in regard to Extreme poverty and lack of involvement of Panchayati Raj Institutions and other social organizations. It is a major revolutionary step in the history of post independent era. However, there is a strong need for the successful implementation of this act. Even there is a need for continuous monitoring so that failures can be checked at an appropriate time and India can be transformed as a 100% literate country in a time bound manner.
Saroj vyas (2011) founded in her study on the awareness among elementary school teachers in the national capital region on the Right to children on Free and Compulsory Education Act 2009, that was conducted to explore the awareness on RTE (Right to Education) Act, 2009 among elementary school teachers in the National Capital region. The sample of 160 elementary school teachers was drawn from Delhi and NCR. A self-made questionnaire comprising 20 multiple choice items was used by the investigator. The study has brought out that the level of awareness among teachers included in this study is not up to mark, even after more than one year of implementation of this Act. Major finding of the study reveals that Government teachers are comparatively more aware as compared to Non- Government teachers. Som Prakash (2011) mentioned in his article on right to education: a constitutional mandate in India that the right to education has been recognized since the Universal Declaration of Human Rights in 1948 and has since been enshrined in various international conventions, national constitutions and development plans. In India the founders of the nation recognizing the importance of Right to Education attempted to make it a constitutional mandate before long back, and placed it under chapter IV Directive Principle of State Policy of Indian Constitution. And conclude that it should be mandatory at all level. Savita Sharma (2011) conducted a study on the right to education-2009: a mission to empower children that there is still a long way to go. In the form of right to education act, a path has been laid which will positively transform the lives of millions of children. A revolutionary beginning has been made. Each and every citizen of India must take it as a mission to make it a grand success so that the prophetic words of Nelson Mandela can see the light of the day," Education is the most powerful weapon which you can use to change the world". Satish P. Pathak (2011) mentioned in his paper: An investigative overview and functions of The right to education Act-2009 that the passing of the right to free and compulsory education (RTE) Act-2009 marks a historic movement for the children of India. This act serves as a building block to ensure that every child has his/her right to get quality elementary education honored. The Act is a legal document that is not easy to read and understand. The present paper focuses on the investigative exercise carried out by a group of teacher educators gathered at National University of Educational Planning and Administration(NUEPA), New Delhi in National level workshop, with a view to identify various clauses having relevance with the
functions of RTE Act. In fact, with this effort the purpose of creating informed public and informed implementing agencies would have been achieved. Akhtar Parveen (2011) presented in his article India's journey towards bright future that present system of education fails to provide education based on equality and social justice, this inequality leads to increase in class distinction and widens the gap between classes and masses which increase the danger of national fragmentation. Present article provides an insight into the concept of Common School System and Right to Education which is the final solution left over for India to implement. Adam Paul & Vanaja,M. (2011) studied on Teachers' Perception on Developing Social-Skills of Mentally Challenged Children that Every human being is expected to follow certain standards of social behaviours set by the society according to the cultural norms and age level of individual. Today time is being devoted for the analysis and observation of mentally challenged and important aspects like deciphering the social skills, their interactions, their practical behaviours, their communication and understanding of their actions. The study deals with the teachers perception on developing social skills, 50 special education teachers working in the special education schools located in Guntur District of Andrapradesh. They were ask to fill on observation schedule, the results reveal that teachers are giving importance to development of social skills and consider cueing as an important reinforcement. Ajit Mondal & Jayante Nete (2011) explained in their research paper on Common School System in the Light of Right to Education Act, 2009 that it is well known fact that knowledge is power and the gateway of knowledge is education. India has the 2nd largest education system in the world after China. Now education is fundamental right of every Indian. The present paper is an attempt to discuss about the various aspects of Common School System in the context of RTE Act (2009).Like the CSS, the RTE Act may meet the same central and the state governments are not in full swing for implementation. It is very necessary to involve The Panchayati Raj Institution in rural area for implementing RTE Act, 2009. J.D.Singh & Surinder (2011) studied on Right to Education Act- A critical analysis that the landmark passing of the right of children to free and compulsory education (RTE) Act 2009 marks a historic moment of the children of India. For the first time in India's history
children will be guaranteed their right to quality elementary education by the state with the help of families and communities. The practitioners of education appreciate the intent of the Act and see it as a significant step towards universalization of elementary education across the spectrum. There are several concerns regarding its details and implementation plan and this is to be needed a public debate. Fatima Jaseena M.P.M (2011) mentioned in her research paper that human rights are those rights inherent to all human beings to whom everyone is entitled without discrimination. Likewise education is a fundamental right to all. But violation of these rights is reported from every corner of world. Now a day's teachers are considered as national building engineers. They have to fulfill their duty according to norms of the society. So a teacher educator must be equipped with the current knowledge in the educational sector. This study makes an attempt to analyze the general awareness of teacher educators regarding some important facts about right to education. Aruna Chouhan (2011) studied on influence of some climate factors on quality education that the study identified eight school environment factors and investigated their relationship as well as their influence on universal quality education in the form of students' academic performance. The study is based on questionnaire responses from 611 Punjab students and significant interrelationships among these factors were found and each of them was found to influence in varying but significant degree. It was found that there is significant and consistently positive inter-relationship among the factors that were suggested as underlying school climate argues strongly for the existence of such a complex construct. Nirarander Dey & Binod Beck (2011) researched on The right of children to free and compulsory education Act, 2009 that Teachers Perception in the present study, the right of children to free and compulsory education Act, 2009 has been discussed with a field study of teachers working different Government schools of Bilaspur region in the state of Chhattisgarh. A sample of 60 teachers has been taken purposively of the study. Objectives are framed to study the provisions of the RTE Act 2009 and to compare the awareness and opinions of teachers. A self-made questionnaire for intending some quantitative and qualitative information was carefully prepared and used in the study for collecting data. Descriptive survey method has been employed for the work. In the findings, in few points teachers were found aware about RTE Act
2009 where as in other points it was observed that they were so passive and had kept a little knowledge about the RTE Act 2009. It was observed that the young teachers were more aware about the RTE Act 2009 with comparing the senior teachers. Manoj Kumar and C. Shastry (2011) studied on A study of knowledge inculcate with special reference to Hinduism, Christianity & Muslimism that The study was conducted with the objective of studying & investigating the values, beliefs, faith and aim of human life of B.Ed Trainees.' Who have the highest responsibility of the development of National Development lies on the schools. At all stages of primary, secondary and higher secondary Education. A self-made questionnaire was employed to 100 students studying in B.Ed class of Ahmadabad city of Gujarat state. The researcher of has studied different Shruty, Story and Ayate. Chi-square statistical technique was used to study the caste and gender impact of the knowledge inculcate. Zeenat Muzaffar & Talat Naseer (2011) mentioned in their study on A study of selfesteem and teaching competence of pupils teachers that self-esteem plays a vital role in enhancing the quality of an individual. Pupil teachers self-esteem play a very significant role in the boosting the quality of teaching to shape the destiny of nation. A teacher with the positive self-esteem would lead to competence in teaching which an essential part is. For the present study 100 pupils teachers with high self-esteem were more competent in their teaching while the pupil teachers with low self-esteem were less competent in teaching. K. Premlakshmi (2011) studied on Right to Education and Common School Systemperception among teachers that the purpose of the study is to establish the right to education to all and to study the perception of the common school system among teachers. The sample of 160 teachers was selected by stratified random sampling method. To measure the perception of teachers validated tool was used. To interpret the scores of the perception of teachers, descriptive and differential statistics has been used. It was concluded that majority of the teachers have same perceptions among common school system.
CHAPTER -3
PROCEDURE OF THE STUDY

The investigator has to select a population sample to apply his research tool in order to arrive at a certain conclusion. It would be impracticable to study the whole population because some population because some population sample are so large that their characteristics cannot be measured and before the measurement could be completed, the population would have changed. Thus the investigator has to select has to select some group which are representative of the population. This chapter seeks to outline the procedure followed, design employed sample selected, tool used. Procedure adopted for data collection and statistical analysis conducted to realize the objectives of the study. The procedure of the study is presented in this chapter under the following hands.
METHODOLOGY OF THE STUDY:

METHOD: Descriptive survey Method is used for the study. VARIABLE: In this study two variables are used Awareness of RTE Prospective Teachers

To study the mean scores of awareness towards Right to Education of male prospective teachers of Rural Area. To study the mean scores of awareness towards Right to Education of female prospective teachers of Rural Area. To study the mean scores of awareness towards Right to Education of male prospective teachers of Urban Area.
To study the mean scores of awareness towards Right to Education of female prospective teachers of Urban Area.
To compare the mean scores of awareness of Right to Education between prospective teachers of Rural and Urban Area.
To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Rural Area.
To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Urban Area.

SAMPLE SIZE:
For the purpose of the study, a sample of 120 prospective teachers (60 Rural + 60 Urban) from Rohtak, Haryana is selected.
SAMPLE TECHNIQUE:
Stratified random sampling is used to select the sample.
SELECTION OF THE SAMPLE:

A sample is a small proportion of a Population selected for observation and analysis. The universe is infinite and the sample is finite part of the total. It is a part of the whole; sample operates on the entire whole.
It operates on the sample principle that if an accurate miniature sample, or cross section of the entire group from which the sample is drawn ,will reflect the opinion as a whole .the entire group ,from which the sample is drown , is termed as the population or universe.
TOOLS USED:
In the present study investigator used self made questionnaire consisting yes and no options. The information from that attempt to measure awareness of an individual is known as questionnaire. Construction of a questionnaire requires an adequate understanding of and an insight into investigators problem of research. It is incumbent on him to have a vast perspective and background of the literature in the proper field of enquiry and in the relevant field of related literature. The techniques of questionnaire construction are time consuming and cumbersome. It requires proper formulation and evaluation of questionnaire. The construction of questionnaire is a major problem.
COLLECTION OF DATA:
The focus of the research is to measure the awareness of male and female teachers towards Right to Education; the primary sources of data collected are by constructed questionnaire. The investigator personally made report with the required samples and acquainted with the samples of Prospective Teacher of Rohtak, Haryana. Simple statistical techniques were involved in computing responses.
SCORING:
Statements having responses whether Yes or No were given certain number. For instance, statement having yes answer is given 1 mark, on the contrary statement upon which the respondent having no answer awarded only 0 mark.
Following example can clarify the scoring key:
S.No. 1 2
Responses Yes No
Marks 1 0
STATISTICAL TECHNIQUE:
Mean, Standard deviation and t-test is used to analysis the Data. Completion of any scientific analysis is possible only with the use of some sort of statistical processing. The acceptance and rejection of hypothesis will ultimately determine the contribution of the investigation in the scientific development of particular area. This is specially, true for statistical techniques used in the analysis and interpretation of data.
Following are the main statistical techniques employed in the investigation: MEAN- The mean of a distribution is commonly understood as the arithmetic average. It is perhaps the most familiar; most frequently used and well understood average. The mean of a set of observation or scores is obtained by dividing the sum of all the values by the total number of values. Mean is calculated by using the following formula:
Mean A.M . f x' i N
Where, A.M. = Assumed Mean, x = Deviation of x items from assumed mean. fx' = Summations of multiplied frequencies with deviation
x=
Items from assumed mean.
N = Total no. of items I = Class interval
STANDARD DEVIATION It is the square root of the average of the squared deviations of the individual scores from the groups mean. It is a measure that tells us about the relative variation of scores in the given set of observation.
fx' ( fx' ) 2 S.D. i N N
Where, x' = deviations of x items from assumed mean. N = Total no. of items. i = Class interval.
fx' = summation of multiplied frequencies with deviations x = Items from assumed mean.
t-TEST: In research work, the determination of whether an observed difference is of much magnitude that it cannot be attributed to chance factor of sampling variation , of often of major interest. The test was applied to each of the mean test scores for estimation of mean difference existed between two group means. t= D/D Where, D is the difference of means, i.e. M1 M2
12
N1
2 2
N2
1 and 2 are standard deviations of both groups; Male and Female. df= N1 + N2 2
CHAPTER 4 ANALYSIS AND INTERPRETATION OF DATA Analysis of data means studying the tabulated material in order to determine inherent facts or
meaning. It involves breaking down existing complex factors into simple parts and putting the parts together in new arrangements for the purpose of interpretations. Analysis as a process enters the research in one form or the other from the very beginning in the selection of the problem, in the determination of methods and in interpreting and drawing conclusion from the data gathered.
According to Kerlinger F.N., Interpretation takes the result of analysis, influences

pertinent to the research studied and draws conclusion about these selections. Interpretation is thus by no means a mechanical process. It calls for a critical examination of the results. The researcher cannot achieve his or her objective without the interpretation of the data collected with the help of tools used for the study.
According to Good, Barr and Scates, Process of interpretations essentially one of

stating what is the answer to the original problem. Interpretation is, thus no mean, a mechanical process. It calls for critical examination of the result of ones analysis in the light of all the limitations of data gathering. Interpretation is thus a most important step in the total procedure of research. The raw scores have got no value without their interpretation and generalization. As mentioned in preceding chapter on self-constructed questionnaire on awareness about right to education among prospective teachers of the present sample. Since the questionnaire consist of 30 items, the following data show the relative importance.
To attain the different objectives of the study following analysis was done:
SCORE CHART NO -1 Urban Prospective Teachers Awareness towards RTE

MALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SCORES 20 12 18 22 28 25 15 22 17 16 10 21 20 20 17 19 23 26 20 22 17 11 17 20 18 16 14 12 11 10 FEMALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SCORES 10 11 12 17 23 25 16 18 22 20 11 20 21 17 20 18 16 15 17 22 25 28 19 25 23 18 13 16 17 19
SCORE CHART NO -2 Rural Prospective Teachers Awareness towards RTE

MALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SCORES FEMALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SCORES
17 14 12 25 24 23 18 10 23 16 13 11 17 20 22 21 15 16 25 19 19 21 22 17 11 13 14 15 16 18
16 15 13 21 22 10 18 25 19 19 11 13 15 16 18 25 12 17 23 18 19 11 17 14 16 10 23 25 12 17
URBAN MALE PROSPECTIVE TEACHERS SCORE:

20 25 10 19 17 16 12 15 21 23 11 14 18 22 20 26 17 12 22 17 20 20 20 10 28 16 17 22 18 11
URBAN MALE PROSPECTIVE DISTRIBUTION TABLE:

S.No. 1 2 3 4 Class-Interval 10-15 15-20 20-25 25-30
TEACHERS
FREQUENCY
Frequency 7 10 10 3 N = 30
Calculation of Mean and Standard Deviation from Urban Male Prospective Teachers Questionnaire:
S.No. 1 2 3 4 ClassInterval 10-15 15-20 20-25 25-30 Mid-Point 12.5 17.5 22.5 27.5 f 7 10 10 3 x' -1 0 1 2 fx' -7 0 10 6 fx'=9 fx'2 49 0 100 36 fx'2=185
fx'=9 and fx'2=185 Assumed Mean=17.5 N=30, i=5
MEAN:
Mean A.M .
fx' i N
= 17.5 + 9/30 x 5 = 17.5 +1.5 Mean = 19 STANDAR-DEVIATION:
S.D. i
fx' ( fx' ) 2 N N
5 185/30 - (9/30)2
= 5 185/30 81/900 = 5 6.166 0.09 = 5 6.076 = 5 x 2.46 S.D.= 12.3
URBAN FEMALE PROSPECTIVE TEACHERS SCORES:

10 25 11 18 25 18 11 16 20 16 28 13 12 18 21 15 19 16 17 22 17 17 25 17 23 20 20 22 23 19
URBAN FEMALE PROSPECTIVE DISTRIBUTION TABLE:

TEACHERS
FREQUENCY
Frequency 5 13 11 1 N=30
Calculation of Mean and Standard Deviation from Urban Female Prospective Teachers Questionnaire:

fx' i N
MEAN:
Mean A.M .
= 17.5 + 8/30 x 5 = 17.5 +1.33 Mean = 18.83 STANDAR-DEVIATION:
S .D. i
fx' ( fx' ) 2 N N
= 5 150/30 - (8/30)2 = 5 150/30 64/900 = 5 5 0.0711 = 5 4.92 = 5 x 2.218 S.D.= 11.09
RURAL MALE PROSPECTIVE TEACHERS SCORE:

17 23 13 21 19 13 14 18 11 15 21 14 12 10 17 16 22 15 25 23 20 25 17 16 24 16 22 19 11 18
RURAL MALE PROSPECTIVE DISTRIBUTION TABLE:

TEACHERS
FREQUENCY
Calculation of Mean and Standard Deviation from Rural Male Prospective Teachers Questionnaire:

fx' i N
MEAN:
Mean A.M .
= 17.5 + 4/30 x 5 = 17.5 +0.66 MEAN = 18.16 STANDARD-DEVIATION:
S.D. i
fx' ( fx' ) 2 N N
= 5 144/30 - (4/30)2 = 5 144/30 16/900 = 5 4.8 0.0178 = 5 4.782 = 5 x 2.186 S.D.= 10.93
RURAL FEMALE PROSPECTIVE TEACHERS SCORES:

16 10 11 25 19 15 16 18 13 12 11 23 13 25 15 17 17 25 21 19 16 23 14 12 22 19 18 18 16 17
RURAL FEMALE PROSPECTIVE DISTRIBUTION TABLE:

TEACHERS
frequency 9 14 4 3 N=30
FREQUENCY
Calculation of Mean and Standard Deviation from Rural Female Prospective Teachers Questionnaire:

fx' i N
MEAN:
Mean A.M .
= 17.5 + 1/30 x 5
= 17.5 +0.16 MEAN = 17.66 STANDARD DEVIATION:
fx' ( fx' ) 2 S.D. i N N

= 5 133/30 - (1/30)2
= 5 150/30 64/900 = 5 4.43 0.001 = 5 4.429 = 5 x 2.104 S.D.= 10.725
CALCULATION FOR t- TEST: CALCULATION OF URBAN PROSPECTIVE TEACHERS:

t = D/ D Where, D is the difference of means, and D = M1 M2 = 19 18.83 = 0.17
12
N1
2 2
N2
Here , M1 = M2 = 1 = 2= N1 = N2 =
19 18.83 12.3 11.09 30 30
t = M1 - M2 / D = 0.17 (12.3)2 + (11.09)2 30 30
= 0.17 151.29 + 122.98 30 30 = 0.17 274.27/30 0.17 9.142
0.17 3.023
= 0.0562
df = N1+ N2 2 = 30 +30 2 = 58
CALCULATION FOR t- TEST: CALCULATION OF RURAL PROSPECTIVE TEACHERS:

t = D/ D Where, D is the difference of means, and D = M1 M2 = 18.16 17.66 = 0.50
12
N1
2 2
N2
Here , M1 = 18.16 M2 = 17.66 1 = 10.93 2 = 10.72 N1 = 30 N2 = 30 t = M1 - M2 / D = 0.506 (10.93)2 + (10.725)2 30 30 = 0.506 119.46 + 115.02 30 30 = 0.506 234.48/30 0.506 7.816 0.506 2.795
= 0.178
df = N1 + N2 2 = 30 +30 2 = 58
ANALYSIS OF DATA:
The present endeavor was planned to compare a study awareness about RTE among Prospective Teachers.
Objective 1: To study the mean scores of awareness towards Right to Education of male
prospective teachers of Urban Area.
Performance of urban male prospective teachers about RTE awareness:

To get the overall idea about the awareness of urban male prospective teachers towards RTE, the Mean and Standard deviation were calculated as given in the table below: TABLE I Variable Awareness No. of Prospective Teachers 30 Mean 19 S.D 12.3
INTERPRETATION:
It is observed from the above table that the Mean of the urban male prospective teachers selected for the present sample on the questionnaire are 19. And the value of the Standard deviation is 12.3 both the arithmetical average shows that on an average, the male prospective teachers of the present sample show a positively awareness about RTE.
Objective 2: To study the mean scores of awareness towards Right to Education of

female prospective teachers of Urban Area.
Performance of urban female prospective teachers about RTE awareness:
To get the overall idea about the awareness of urban female prospective teachers towards RTE, the Mean and Standard deviation were calculated as given in the table below: TABLE II Variable Awareness No. of Prospective Teachers 30 Mean 18.83 S.D 11.09
INTERPRETATION:
It is observed from the above table that the Mean of the urban female prospective teachers selected for the present sample on the questionnaire are 18.83. And the value of the Standard deviation is 11.09 both the arithmetical average shows that on an average, the female prospective teachers of the present sample show positively awareness about RTE.
Objective 3:To compare the mean scores of awareness towards Right to Education of
male and female prospective teachers of Urban Area.
Comparison of urban area male and female prospective teachers about RTE awareness:
TABLE III
Variable
No. of P.Teachers
Mean
S.D
t-test
Remarks
Male awareness
30
19
12.3
0.0562
Not significant at 0.05 and 0.01 level
Female awareness
30
18.83
11.09
0.0562
It is observed from the table that the computed value of t-test obtained after employing t- test 0.0562 which is not significant at 0.05 levels, indicates no significant difference between urban male & female prospective teachers in their awareness towards RTE. So far as the mean values concerned, male prospective teachers scored higher than the female prospective teachers in questionnaire. But to test whether the difference in mean values is only due to chance or a real significant difference exists, the following null hypothesis is tested by using t-Test. So the null hypothesis is retained. HO- There is no significant difference between the mean scores of the male and female prospective teachers of urban area towards the awareness of RTE among prospective teachers.
Objective 4: To study the mean scores of awareness towards Right to Education of male
prospective teachers of Rural Area.
Performance of rural male prospective teachers about RTE awareness:

To get the overall idea about the awareness of rural male prospective teachers towards RTE, the Mean and Standard deviation were calculated as given in the table below: TABLE IV Variable Awareness No. of Prospective Teachers 30 Mean 18.16 S.D 10.93
INTERPRETATION:
It is observed from the table that the Mean of the rural male prospective teachers selected for the present sample on the questionnaire are 18.16. And the value of the Standard deviation is 10.93 both the arithmetical average shows that on an average, the male prospective teachers of the present sample show positively awareness about RTE.
Objective 5: To study the mean scores of awareness towards Right to Education of

female prospective teachers of Rural Area.
Performance of rural male prospective teachers about RTE awareness:

To get the overall idea about the awareness of rural female prospective teachers towards RTE, the Mean and Standard deviation were calculated as given in the table below: TABLE V Variable Awareness No. of Prospective Teachers 30 Mean 17.66 S.D 10.725
INTERPRETATION:
It is observed from the table that the Mean of the rural female prospective teachers selected for the present sample on the questionnaire are 17.66. And the value of the Standard deviation is 10.725 both the arithmetical average shows that on an average, the female prospective teachers of the present sample show positively awareness about RTE. Objective 6: To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Rural Area.
Comparison of rural area male and female prospective teachers about RTE awareness: TABLE VI
Variable No. of P. Teachers Male awareness 30 18.16 10.93 0.178 Not significant at 0.05 and 0.01 level Female awareness 30 17.66 10.725 0.178 Mean S.D t-test Remarks
It is observed from the table that the scores obtained after employing t- test 0.178 which is not significant at 0.05 levels, indicate not significant difference between rural male & female prospective teachers in their awareness towards RTE. So far as the mean values concerned, male prospective teachers scored higher than the female prospective teachers in the questionnaire. But to test whether the difference in mean values is only due to chance or a real significant difference exists, the following null hypothesis is tested by using t-Test. So the null hypothesis is retained.
HO- There is no significant difference between the mean attitude scores of the male and female prospective teachers of rural area towards the awareness of RTE among prospective teachers.
CHAPTER V FINDINGS, CONCLUSION, IMPLICATIONS, LIMITATIONS & SUGGESTION

Right to Education is a futuristic perspective. The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education and awareness about right to education is not only the demand but also need of the society.
FINDINGS: Mean scores obtained by both the male and female prospective teachers, shows a favorable awareness towards RTE. Both male & female prospective teachers strongly favor the imparting about RTE i.e:
1) It has been found that Male Prospective Teachers towards awareness of RTE is favourable. 2) It has been found that Female Prospective Teachers towards awareness of RTE is less favourable. 3) It has been found that Male Prospective Teachers have positive attitude towards RTE in urban area. 4) It has been found that Female Prospective Teachers have positive attitude towards RTE in rural area. 5) It has been found that there is no significant difference between urban male and female prospective teachers towards RTE. 6) It has been found that there is no significant difference between rural male and female prospective teachers towards RTE.
CONCLUSION: Purpose of the study is to find out the comparison between urban and rural prospective teachers of Rohtak, Haryana. In accordance with the analysis done and interpretations made of the data the following conclusion is made by keeping in view the purpose stated above that the urban and rural prospective teachers is high, there is necessity to develop the awareness towards RTE, which in turn helps them to develop the same among their students. They should be sublimated through constructive activities. New techniques and methodology helps in work as well as create a conducive environment which should be the base of the urban and rural prospective teachers. According to study, it can be concluding that there is no significant difference between urban and rural prospective teachers. There is no significant difference in the mean score of urban prospective teachers in comparison to their gender. There is no significant difference in the mean score of rural prospective teachers in comparison to their gender.
IMPLICATIONS OF THE STUDY:
The result of the study can be of great use in our practical life. Study of the RTE awareness of the prospective teachers can reveal the functioning of their mind.
What do they think? In what way they take the things in their day to day life? What are their own views about their own selves? How do they view themselves and others? These are some of the things which can be known very easily.
It is relative through out to the environment in which nurtured with positive RTE awareness. The prospective teachers can manage their working in such a way that they achieve the maximum in their lives through awareness about their rights whether it's about education or other. The result of the study can be of great help to guidance and counseling workers. They may guide the students properly in the modern time, if they aware about the Rights of Education towards the new spectrum of life.
LIMITATIONS:
Many times a person fails to do a thing as perfectly as he wishes to, due to lack of resources and time and not due to lack of knowledge and expertise. Regarding this study the investigator frankly confesses the following limitations: The sample of the study is only 120 (60 male + 60 female) Prospective Teachers. The socio economic status of the teachers could not be studied. Private and government factors cannot be studied. Awareness is only limited to some prospective teachers & of a particular area and city which does not represent the data of a country.
SUGGESTIONS FOR IMPROVEMENTS OF AWARENESS TOWARDS RTE:

Now these days RTE should be made a compulsory at all levels of education and adequate place should be awarded to it, in the curriculum. Every educational institution should also provide sufficient hours in their college calendar, seminar, debates etc. should be arranged to provide a common platform to foster awareness and consciousness towards RTE. RTE should need to applicable to the fullest extent in also far by areas to meet the complete education target for betterment of the country.
SUGGESTIONS FOR FURTHER STUDY

In an awareness towards RTE in a society with different strata same? The investigator understood that following are the area & the aspects, where further studies can be conducted by the researchers at all levels: o The study can be conducted for large sample. o The study can also be conducted to see the difference in awareness of people towards RTE who belongs to different socio-economic strata. o Study of Private and government colleges can also be made to measure the awareness about RTE.
o The study can also be conducted on people having different background. o Comparative study can also be conducted between different age group. o Study can be conducted among prospective teachers having different levels of academic qualification.
SUMMARY
INTRODUCTION
Education is a human right and essential for realization of all other human rights. It is a basic right which help the individual to live with human dignity. Education develops manpower for different levels of the economy. According to UNESCO data largest numbers of illiterate people of world are in India. The number of child labour in India is the highest in the world and most important reason for this is the prevailing illiteracy amongst the vast majority of Indian population. The primary role of education is to empower the child through a Liberalize process. In sum, Education is a unique investment in the present and the future. This cardinal principle is the key to the National Policy on Education. Right to Education (RTE) has finally become a fundamental right for each and every child in our country. The government of India made it fundamental right for children from 6 to 14 years to receive free and compulsory education. The aim of compulsory education right to education is to protect children is right to education because children have no way of asserting that right for themselves when through neglect or ignorance, no attention is paid to this need. Children have a right to live their childhood fully. If the base is not proper, how can the structure be proper? The right of children to free and compulsory Education has come into force from April 1, 2010. This is a historic day for the people of India as from this day the right to education will be accorded the same legal status as the right to life as provided by Article 21A of the Indian constitution. This Act will ensure free education to more than 92 Lacs out of school children in India. RTE Act gives every child the right to quality elementary education. The key point of this act is coordination among various departments at different levels. Also, it includes donation free environment including abolishment of interview of child as well as parents. So this research
helps in indicating that why quality of education is more important and why the prospective teacher should aware about the basic rights of education, so that in unpredictable future may be they are able to achieve some of the target.
STATEMENT OF THE PROBLEM

"A STUDY OF AWARENESS OF RIGHT TO EDUCATION ACT AMONG PROSPECTIVE TEACHERS"

To study the mean scores of awareness towards Right to Education of male prospective teachers of Rural Area. To study the mean scores of awareness towards Right to Education of female prospective teachers of Rural Area. To study the mean scores of awareness towards Right to Education of male prospective teachers of Urban Area. To study the mean scores of awareness towards Right to Education of female prospective teachers of Urban Area. To compare the mean scores of awareness of Right to Education between prospective teachers of Rural and Urban Area. To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Rural Area. To compare the mean scores of awareness towards Right to Education of male and female prospective teachers of Urban Area.

METHOD:
Descriptive survey method is used for the study.
SAMPLE SIZE:
For the purpose of the study, a sample of 120 prospective teachers (60 Rural + 60 Urban) from Rohtak, Haryana is selected.
SAMPLE TECHNIQUE:
Stratified random sampling is used to select the sample.
TOOLS USED:
A self-made questionnaire is prepared to measure the Awareness of Prospective Teachers towards RTE.
STATISTICAL TECHNIQUE:
Mean, standard deviation and t- test will be used to analyses the data.
ANALYSIS OF DATA:
The data collected on the basis of Yes or No which was administered and analyzed by using following statistical tools: Mean ,Standard deviation ,And t- Test.
FINDINGS:
Mean scores obtained by both the male and female prospective teachers, shows a favorable awareness towards RTE. Both male & female prospective teachers strongly favor the imparting about RTE i.e:
1) It has been found that Male Prospective Teachers towards awareness of RTE is favourable. 2) It has been found that Female Prospective Teachers towards awareness of RTE is less favourable. 3) It has been found that Male Prospective Teachers have positive attitude towards RTE in urban area. 4) It has been found that Female Prospective Teachers have positive attitude towards RTE in rural area. 5) It has been found that there is no significant difference between urban male and female prospective teachers towards RTE. 6) It has been found that there is no significant difference between rural male and female prospective teachers towards RTE.
CONCLUSION: Purpose of the study is to find out the comparison between urban and rural prospective teachers of Rohtak, Haryana. In accordance with the analysis done and interpretations made of the data the following conclusion is made by keeping in view the purpose stated above that the urban and rural prospective teachers is high, there is necessity to develop the awareness towards RTE, which in turn helps them to develop the same among their students. They should be sublimated through
constructive activities. New techniques and methodology helps in work as well as create a conducive environment which should be the base of the urban and rural prospective teachers. According to study, it can be concluding that there is no significant difference between urban and rural prospective teachers. There is no significant difference in the mean score of urban prospective teachers in comparison to their gender. There is no significant difference in the mean score of rural prospective teachers in comparison to their gender.
IMPLICATIONS OF THE STUDY:
The result of the study can be of great use in our practical life. Study of the RTE awareness of the prospective teachers can reveal the functioning of their mind.
What do they think? In what way they take the things in their day to day life? What are their own views about their own selves? How do they view themselves and others? These are some of the things which can be known very easily.
It is relative through out to the environment in which nurtured with positive RTE awareness. The prospective teachers can manage their working in such a way that they achieve the maximum in their lives through awareness about their rights whether it's about education or other. The result of the study can be of great help to guidance and counseling workers. They may guide the students properly in the modern time, if they aware about the Rights of Education towards the new spectrum of life.
LIMITATIONS:
Many times a person fails to do a thing as perfectly as he wishes to, due to lack of resources and time and not due to lack of knowledge and expertise. Regarding this study the investigator frankly confesses the following limitations:
The sample of the study is only 120 (60 male + 60 female) Prospective Teachers. The socio economic status of the teachers could not be studied. Private and government factors cannot be studied. Awareness is only limited to some prospective teachers & of a particular area and city which does not represent the data of a country.
SUGGESTIONS FOR IMPROVEMENTS OF AWARENESS TOWARDS RTE:

Now these days RTE should be made a compulsory at all levels of education and adequate place should be awarded to it, in the curriculum. Every educational institution should also provide sufficient hours in their college calendar, seminar, debates etc. should be arranged to provide a common platform to foster awareness and consciousness towards RTE. RTE should need to applicable to the fullest extent in also far by areas to meet the complete education target for betterment of the country.
SUGGESTIONS FOR FURTHER STUDY

In an awareness towards RTE in a society with different strata same? The investigator understood that following are the area & the aspects, where further studies can be conducted by the researchers at all levels: o The study can be conducted for large sample. o The study can also be conducted to see the difference in awareness of people towards RTE who belongs to different socio-economic strata.
o Study of Private and government colleges can also be made to measure the awareness about RTE.
o The study can also be conducted on people having different background. o Comparative study can also be conducted between different age group. o Study can be conducted among prospective teachers having different levels of academic qualification.
BIBLIOGRAPHY:
Chouhan Aruna (2011), Influence of Some School Climate Factors on quality Education, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 67-71 Dey Nirarander & Beck Binod (2011), The Right of Children to Free and Compulsory Education Act, 2009: Teachers Perception, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 83-90 Jaseena M.P.M Fatima (2011), Right to Education- A Study on the awareness of M.Ed Trainees, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 63-66 K. Kalia Ashok and Anita (2011), Right to Education Act: An Overview, AIJEH, Vol. 1, No. 1, Sept. 2011, PP. 26-28 K. Premlakshmi (2011), Right to Education and Common School System-Perception among Teachers, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 106-111 Kumar Manoj and C. Shastry (2011), A Study of Knowledge Inculcate with Special Reference to Hinduism, Christianity & Muslimism, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 91-96 Mondal Ajit & Nete Jayante (2011), Common School System in the Light of Right to Education Act 2009, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 40-45 Muzaffar Zeenat & Naseer Talat (2011), A Study of Self-Esteem and Teaching Competence of Pupil Teachers, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 97-100 Parveen Akhtar (2011), Indias's Journey towards Bright Future, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 27-32 Pathak Satish P. (2011), An Investigative Overview & Functions of The Right to Education Act-2009, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 16-21
Patra Swati (2011), Awareness of school teachers about the Right to Education(RTE), Journal of community Guidance & Research, Vol. 28, No. 2, July 2011, PP. 269-279 Paul Adam & M. Vanaja, (2011), Teachers' Perception on developing Social Skills of Mentally Challenged Children, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 33-39 Prabha Geeta and Vaishali (2011) Right to Education Act & Challenges Ahead, BRICS Journal of Educational Research, Vol. 1, No. 2, June 2011, PP. 83-86 Prakash Som (2011), Right to Education: A Constituional Mandate in India, Journal of Educational & Psychological Research, Vol. 1, No. 2, July 2011, PP. 95-98 Rana Sudarshana (2011), Right to Education Act 2009: Major Issues & Challenges, BRICS Journal of Educational Research, Vol. 1, No. 2, June 2011, PP. 102-107 R.K. (Jayaprakash 2011), Right to Education Act(RTE 2009) and Kerala: Some real issues, New Frontier in Education, Vol. 8, No.3, July 2011, PP. 242-245 Roy Guha Jaytilak (2010), Right to Education: A futuristic perspective, Indian journal of public administration, Vol. 5, No. 3, Sept. 2010, PP. 593-597 Sharma Savita (2011), The Right to Education-2009: A mission to Empower Children, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 1-6 Singh J.D. & Surinder (2011), Right to Education Act(2009)- A Critical Analysis, EDUSEARCH, Vol. 2, No. 2, Oct. 2011, PP. 46-53
APPENDIX
Appendix I - Tool Questionnaire
Appendix II - a) Validation chart scores (Urban) b) Validation chart scores (Rural)
Appendix III Calculation of Mean and Standard deviation of Urban area a) urban male prospective teachers. b) urban female prospective teachers. Appendix IV - Calculation of Mean and Standard deviation of Rural area a) rural male prospective teachers. b) rural female prospective teachers. Appendix V Calculation of t- Test.
APPENDIX - I QUESTIONNAIRE
Following statements are filled by prospective teachers themselves: Name: Gender: Rural/Urban: Address: Educational qualification (Starting from higher): Stream: Married/Unmarried: Name of the College: Parent's Qualification-Father: Mother: Fathers Name: Occupation: Mother's Name: Occupation: Internet user: Yes/No Class: Religion: Age:
TOPIC: "A STUDY OF AWARENESS OF RIGHT TO EDUCATION ACT AMONG PROSPECTIVE TEACHERS" Note: please tick mark ( ) in the column according to your opinion.
YES 1. Does RTE Act 2009 provides free and compulsory education for children in age group 6-14 years? 2.Is State of Jammu & Kashmir included as part of the SSA scheme? 3.Does RTE Act 2009 provides grievance redressal mechanism? 4. Is the ratio of allocation of Children Education Fund among centre & state is constant throughout the country? 5. Will NCPHR monitor the implementation of the RTE Act 2009? 6. Does RTE Act 2009 provide equal opportunities in all schools? 7. Should Prospective Teachers be aware about RTE Act? 8. Is private tuition banned for all teachers working in private and government schools? 9. Does the RTE Act define a Teacher? 10. Is the student-teacher ratio as desired by RTE Act appropriate? 11. Does base plays an important role in the students education? 12. Does Article 21 A fully include the main tenets of RTE Act? 13. Is this Act satisfactory to fulfill the requirement of society? 14. Does Prospective Teachers thinks that significant changes will arrive after implementation of RTE Act?
NO
15. Is No child shall be held back, expelled or required to pass a board exam a favourable step? 16. Is the reservation of private school justified? 17. Does Directive Principles of the State Education Policy explains the terms clearly? 18. Does awareness means having knowledge about the basic concepts of education? 19. Does implementation of RTE Act 2009 has shown positive outcomes in the field. 20. Is Inclusive education part of RTE Act? 21. Does training play an important role for potential teachers under this Act? 22. Is RTE Act Statutory? 23. Is there paucity of trained teachers in government schools? 24. Does it have provision for under-privileged children? 25. Is RTE Act constitutional? 26. Are private schools in favour of the provisions of the RTE Act 2009? 27. Are government school short by 1.2 billion teachers? 28. Is RTE Act an opportunity to break-gender, class & caste barrier? 29. Have government provided for a whole mission on teacher education in 12th five year plan? 30. Will the RTE Act create psychological pressure on poor kids?
APPENDIX II
VALIDATION CHART SCORES (URBAN) Urban Prospective Teachers Awareness towards RTE
MALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SCORES 20 12 18 22 28 25 15 22 17 16 10 21 20 20 17 19 23 26 20 22 17 11 17 20 18 16 14 12 11 10 FEMALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SCORES 10 11 12 17 23 25 16 18 22 20 11 20 21 17 20 18 16 15 17 22 25 28 19 25 23 18 13 16 17 19
URBAN MALE PROSPECTIVE TEACHERS SCORE:

20 25 10 19 17 16 12 15 21 23 11 14 18 22 20 26 17 12 22 17 20 20 20 10 28 16 17 22 18 11
URBAN MALE PROSPECTIVE DISTRIBUTION TABLE:

TEACHERS
FREQUENCY
URBAN FEMALE PROSPECTIVE TEACHERS SCORES:

10 25 11 18 25 18 11 16 20 16 28 13 12 18 21 15 19 16 17 22 17 17 25 17 23 20 20 22 23 19
URBAN FEMALE PROSPECTIVE DISTRIBUTION TABLE:

TEACHERS
FREQUENCY
VALIDITY CHART- SCORES (RURAL) Rural Prospective Teachers Awareness towards RTE
MALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
SCORES
17 14 12 25 24 23 18 10 23 16 13 11 17 20 22 21 15 16 25 19 19 21 22 17 11 13 14 15 16 18
FEMALE PROSPECTIVE TEACHERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
SCORES
16 15 13 21 22 10 18 25 19 19 11 13 15 16 18 25 12 17 23 18 19 11 17 14 16 10 23 25 12 17
RURAL MALE PROSPECTIVE TEACHERS SCORE:

17 23 13 21 19 13 14 18 11 15 21 14 12 10 17 16 22 15 25 23 20 25 17 16 24 16 22 19 11 18
RURAL MALE PROSPECTIVE DISTRIBUTION TABLE:

NS.No. 1 2 3 4 Class-Interval 10-15 15-20 20-25 25-30
TEACHERS
frequency 8 12 8 2
FREQUENCY
N=30 RURAL FEMALE PROSPECTIVE TEACHERS SCORES:

16 10 11 25 19 15 16 18 13 12 11 23 13 25 15 17 17 25 21 19 16 23 14 12 22 19 18 18 16 17
RURAL FEMALE PROSPECTIVE DISTRIBUTION TABLE:

TEACHERS
frequency 9 14 4 3 N=30
FREQUENCY
APPENDIX -III Calculation of Mean and Standard Deviation from Urban Male Prospective Teachers Questionnaire:
fx'=9 and fx'2=185 Assumed Mean=17.5 N=30, i=5 MEAN:

Mean A.M . fx' i N
= 17.5 + 9/30 x 5 = 17.5 +1.5 MEAN = 19 STANDARD-DEVIATION:
S.D. i
fx' ( fx' ) 2 N N
5 185/30 - (9/30)2
= 5 185/30 81/900
= 5 6.166 0.09 = 5 6.076 = 5 x 2.46 S.D.= 12.3
Calculation of Mean and Standard Deviation from Urban Female Prospective Teachers Questionnaire:
S.No. 1 2 3 4 ClassInterval 10-15 15-20 20-25 25-30 Mid-Point 12.5 17.5 22.5 27.5 f 5 13 11 1 x' -1 0 1 2 fx' -5 0 11 2 fx'=8 fx'2 25 0 121 4 2 fx' =150

Mean A.M . fx' i N
fx' ( fx' ) 2 S.D. i N N

= 5 150/30 - (8/30)2
= 5 150/30 64/900 = 5 5 0.0711 = 5 4.92 = 5 x 2.218 S.D.= 11.09
APPENDIX - IV Calculation of Mean and Standard Deviation from Rural Male Prospective Teachers Questionnaire:

Mean A.M . fx' i N
S.D. i
=
fx' ( fx' ) 2 N N
5 144/30 - (4/30)2
= 5 144/30 16/900 = 5 4.8 0.0178 = 5 4.782 = 5 x 2.186 S.D.= 10.93
Calculation of Mean and Standard Deviation from Rural Female Prospective Teachers Questionnaire:

fx' i N
MEAN:
Mean A.M .
= 17.5 + 1/30 x 5 = 17.5 +0.16 MEAN = 17.66
STANDARD-DEVIATION:
S.D. i
fx' ( fx' ) 2 N N
= 5 133/30 - (1/30)2 = 5 150/30 64/900 = 5 4.43 0.001 = 5 4.429 = 5 x 2.104 S.D.= 10.725
THE MEAN STANDARD DEVIATION AND t- RATIO ARE GIVEN IN THE FOLLOWING SCALE:
TABLE
GROUP MALE(U) FEMALE(U) MALE(R) FEMALE(R)
MEAN 19 18.83 18.16 17.66
S.D. 12.3 11.09 10.93 10.72
t-RATIO 0.0562 0.0562 0.178 0.178
Table determines the significance of statistic; we find the value of t for 58 df is 0.0562 & 0.178, which are significant at 0.01 and 0.05 level. From above it is clear that our hypothesis that- There is no significant difference between the mean awareness score of male and female prospective teachers of rural and urban area towards the awareness of RTE.
APPENDIX -V
CALCULATION FOR t- TEST: CALCULATION OF URBAN PROSPECTIVE TEACHERS:

t = D/ D Where, D is the difference of means, and D = M1 M2 = 19 18.83 = 0.17
12
N1
2 2
N2
Here , M1 = M2 = 1 = 2= N1 = N2 =
19 18.83 12.3 11.09 30 30
t = M1 + M2 / D = 0.17 (12.3)2 + (11.09)2 30 30 0.17 151.29 + 122.98 30 30 0.17 274.27/30
0.17 9.142
0.17 3.023
= 0.0562
df = N1+ N2 2 = 30 +30 2 = 58
CALCULATION FOR t- TEST: CALCULATION OF RURAL PROSPECTIVE TEACHERS:

t = D/ D Where, D is the difference of means, and D = M1 M2 = 18.16 17.66 = 0.5
12
N1
2 2
N2
Here , M1 = 18.16 M2 = 17.66 1 = 10.93 2 = 10.72 N1 = 30 N2 = 30
t = M1 - M2 / D = 0.506 (10.93)2 + (10.725)2 30 30 0.506 119.46 + 115.02 30 30 0.506 234.48/30 0.506 7.816 = 0.506 2.795
= 0.178
df = N1 + N2 2 = 30 +30 2 = 58
A STUDY OF AWARENESS OF RIGHT TO EDUCATION ACT AMONG PROSPECTIVE TEACHERS

A
Dissertation submitted to M.D.U., Rohtak for the requirement For the degree of Master of Education Session-2011-12
SUPERVISOR: Dr.Seema Serohi (Associate Professor of,C.R college of Education Rohtak)
INVESTIGATOR: Sarika Malik Class- M.Ed Rollno.-310
C.R. COLLEGE OF EDUCATION M.D.UNIVERSITY OF ROHTAK HARYANA
CERTIFICATE
This is to certify that Dissertation entitled "A STUDY OF AWARENESS OF RIGHT TO
EDUCATION ACT AMONG PROSPECTIVE TEACHERS"submitted by Miss Sarika Malik

to Maharshi Dayanand University , Rohtak, in the partial fulfillment of the requirement for the digree of Master of Education for the session 2011-2012has been carried out by the candidate herself and is original. The present dissertation, which is an outcome of her own sincere efforts is complete in all respect and is fit for submission and evaluation.
Dr.( Mrs.) Seema Serohi
(Associate professor of C.R.College of Education Rohtak)
ACKNOWLEDGEMENT
I wish to place on records my sincere gratitude to a number of individuals who have in some way or other made it possible for me to undertake this study. This humble attempt of mine owes its origin mainly to the inspiration and encouragement I received from my esteemed guide Dr. (Mrs) Seema Serohi, and Dr. (Mrs.) Renu Mann Professor of C.R College of Education Rohtak. Infact, I find myself short of words that could encompass the sincere and deep feelings of gratitude and thankfulness that I have for her. Her sympathetic, pains taking and scholarly guidance can better be recorded in cerebrum that in this print, her expert advice, valuable suggestions and incessant encouragement have led this manuscript to its present form. Thanks are due to all teachers and friends for providing extensive help during entire period of this study. Special thanks are due to all the university students, whom I have taken as samples. Considerate emphasis was laid down in referring to major journals and review articles in this project, thanks to all the students of different departments, whose reports are the basis of many facts and tables presented here. I would like to put my sincere thanks to Mrs.Sunita Sharma (librarian mam) for her help and cooperating during all phase of library. For rendering their help and cooperating during all phases of library and department work. Perhaps the paucity of words may leave me in a state of abasement in paying grateful acknowledgement to all my family members, my parents; who gave me a chance to do this work with admission in M.Ed., without whose everlasting help and encouragement, this study of mine was impossible. Moreover, my family members stood by me in all difficult times and have always been a constant source of inspiration in all spheres of life. Their blessing and good wishes helped me to carry out this study with courage and determination.
No choice of words will suffice to adequately register my gratitude to my siblings for their constant and valuable efforts in helping me to make this work into this shape.
Lastly I would like to say that thought I have put in my sincere efforts with full devotion in completion of this study. Yes I beg to be creased for any short-comings, omissions and commissions.
Finally I bow to the all mighty for making everything worthwhile.
NOVEMBER , 2012
Sarika Malik
CONTENTS
S.NO.
CHAPTERS
1)
INTRODUCTION
2)
REVIEW OF RELATED LITERATURE
3)
PROCEDURE OF THE STUDY
4)
ANALYSIS AND INTERPRETATION OF DATA
5)
FINDINGS,CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS
SUMMARY
BIBLIOGRAPHY
APPENDIX
CHAPTER -1 INTRODUCTION
CHAPTER- II A REVIEW OF RELATED LITERATURE
CHAPTER- III PROCEDURE OF THE STUDY
CHAPTER-IV ANALYSIS INTERPRETATION OF DATA
CHAPTER-V
FINDINGS, CONCLUSIONS, IMPLICATIONS, LIMITATIONS, & SUGGESTION
SUMMARY
BIBLIOGRAPHY
APPENDIX

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CHAPTER-1 INTRODUCTION:

RIGHT TO EDUCATION ACT:

MAIN FEATURES OF RIGHT TO EDUCATION 2009 ACT:

RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT, 2009 (PROVISIONS):

Union Government (Sections 6 to 8 and 35 to 38)

State/UT Government (sections 6 to 8 and 35 to 38)

National/State Commission for Protection of Child Rights (sections 31 to 32)

Local Authorities (Sections 9)

School Management Committee (sections 21 to 23)

Schools (sections 12 to 20)

Teachers (section 25 to 28)

RIGHT TO EDUCATION ACT, 2009 RULES:

WHAT DO WE MEAN BY RIGHTS IN EDUCATION?

HISTORY OF RIGHT TO EDUCATION ACT IN INDIA:

THREE LEVELS OF RIGHT TO EDUCATION:

ROLE OF COMMUNITY AND PARENTS TO ENSURE RTE ACT:

BENEFITS OF RIGHT TO EDUCATION ACT, 2009 FOR PROSPECTIVE TEACHERS:

SIGNIFICANCE OF THE STUDY:

STATEMENT OF THE PROBLEM:

OPERATIONAL DEFINITION OF KEY TERMS:

OBJECTIVES OF THE STUDY:

HYPOTHESES OF THE STUDY:

DELIMITATIONS OF THE STUDY:

CHAPTER-II REVIEW OF RELATED LITERATURE

PROCEDURE OF THE STUDY

METHODOLOGY OF THE STUDY:

OBJECTIVES OF THE STUDY:

HYPOTHESES OF THE STUDY:

SELECTION OF THE SAMPLE:

Following example can clarify the scoring key:

Items from assumed mean.

N = Total no. of items I = Class interval

fx' ( fx' ) 2 S.D. i N N

According to Kerlinger F.N., Interpretation takes the result of analysis, influences

According to Good, Barr and Scates, Process of interpretations essentially one of

SCORE CHART NO -1 Urban Prospective Teachers Awareness towards RTE

SCORE CHART NO -2 Rural Prospective Teachers Awareness towards RTE

URBAN MALE PROSPECTIVE TEACHERS SCORE:

URBAN MALE PROSPECTIVE DISTRIBUTION TABLE:

fx'=9 and fx'2=185 Assumed Mean=17.5 N=30, i=5

= 17.5 + 9/30 x 5 = 17.5 +1.5 Mean = 19 STANDAR-DEVIATION:

= 5 185/30 81/900 = 5 6.166 0.09 = 5 6.076 = 5 x 2.46 S.D.= 12.3

URBAN FEMALE PROSPECTIVE TEACHERS SCORES:

URBAN FEMALE PROSPECTIVE DISTRIBUTION TABLE:

fx'=8 and fx'2=150 Assumed Mean=17.5 N=30, i=5

= 17.5 + 8/30 x 5 = 17.5 +1.33 Mean = 18.83 STANDAR-DEVIATION:

= 5 150/30 - (8/30)2 = 5 150/30 64/900 = 5 5 0.0711 = 5 4.92 = 5 x 2.218 S.D.= 11.09

RURAL MALE PROSPECTIVE TEACHERS SCORE:

RURAL MALE PROSPECTIVE DISTRIBUTION TABLE:

fx'=4 and fx'2=144 Assumed Mean=17.5 N=30, i=5

= 17.5 + 4/30 x 5 = 17.5 +0.66 MEAN = 18.16 STANDARD-DEVIATION:

RURAL FEMALE PROSPECTIVE TEACHERS SCORES:

RURAL FEMALE PROSPECTIVE DISTRIBUTION TABLE:

fx'=1 and fx'2=133 Assumed Mean=17.5 N=30, i=5

= 17.5 +0.16 MEAN = 17.66 STANDARD DEVIATION:

fx' ( fx' ) 2 S.D. i N N

= 5 150/30 64/900 = 5 4.43 0.001 = 5 4.429 = 5 x 2.104 S.D.= 10.725

CALCULATION FOR t- TEST: CALCULATION OF URBAN PROSPECTIVE TEACHERS:

19 18.83 12.3 11.09 30 30

t = M1 - M2 / D = 0.17 (12.3)2 + (11.09)2 30 30

= 0.17 151.29 + 122.98 30 30 = 0.17 274.27/30 0.17 9.142

CALCULATION FOR t- TEST: CALCULATION OF RURAL PROSPECTIVE TEACHERS:

Performance of urban male prospective teachers about RTE awareness: