Learning Blocks



Learning Blocks, a study across 71 districts in 13 states by CRY’s project partners and CRY volunteers, tracks the infrastructural gaps in the implementation of the provisions laid out under the RTE Act.  
The findings showed significant gaps in compliance three years after the Right to Education Act, 2009 ensured every child the fundamental right to free,
quality elementary education . It revealed that necessary provisions like school infrastructure, all-weather buildings, toilets and drinking water facilities, fencing or boundary walls, Pupil Teacher Ratio and the One-Classroom-One-Teacher practice are not at 100 per cent compliance. 

Puja Marwaha, CEO CRY – Child Rights and You says, “One cannot expect children to stay in school without basic infrastructure like safe classrooms, electricity, clean drinking water and functioning toilets.  CRY’s experience on-ground points to the fact that the lack of basic infrastructure – especially facilities for drinking water and separate toilets for girls - is one of the key factors that push children out of school.”

In its 34 years of working with children, their families and communities, CRY has learnt that issues affecting children are always linked. The lack of quality education is directly linked to child labour. Parents often do not perceive any value in sending their children to school, given the dismal education they receive. Instead, they prefer their children learn some skills at an early age so as to help them earn a living.

Although qualifying elementary education as a fundamental right is a welcome step, the Act itself comes with certain limitations.  It is an attempt to ensure universal enrollment, with prescribed norms for elementary education.  The onus of enrollment, attendance and retention of children until they complete their elementary education rests with the State.  The Act crucially leaves children between 3 and 6 years of age - the most formative years of child’s life - out of its purview. 15 to 18 year olds find themselves in a similar situation, with little chance of completing their education if they cannot pay for it.  The Act does not offer much to ensure learning outcomes for children, which is fundamental for any education system to be meaningful.

Therefore, CRY not only demands that the act be effectively implemented, but also urges the government to review the legislation with a view to address some of its significant gaps, thereby making education a meaningful experience for the vast majority of our children .

Read more about the findings of Learning Blocks - http://www.cry.org/resources/pdf/CRY_Report_on_RTE_2013.pdf