In this decision, the Supreme Court of India upheld the constitutionality of section 12 of the Right of Children to Free and Compulsory Education Act (RTE Act), which requires all schools, both state-funded and private, to accept 25% intake of children from disadvantaged groups. However, the Court held that the RTE Act could not require private, minority schools to satisfy a 25% quota, as this would constitute a violation of the right of minority groups to establish private schools under the Indian Constitution. This case affirms that the authority of the State to fulfil its obligations under the right to education can be extended to private, non-State actors. Because the State has the authority to determine the manner in which it discharge this obligation, it can elect to impose statutory obligations on private schools so long as the requirements are in the public interest.
On 12 June 2014, during the June Session of the Human Rights Council, the Portuguese Mission, together with Privatisation in Education Research Initiative (PERI) and the Global Initiative for Economic, Social and Cultural Rights (GI-ESCR), convened a side-event on privatisation and its impact on the right to education at Palais des Nations in Geneva. In this podcast, Anjela Taneja, from the Global Campaign for Education, shares the Indian case.
The UNESCO Institute for Educational Planning (IIEP-UNESCO) has just published six case studies from Asia and the Pacific to inspire and inform open school data policies in and beyond the region, and to empower citizens to fight corruption in education.
The case studies look at a range of school report card initiatives (both government-led and citizen-led) to create a new evidence base for more informed policy-making on how to use school-related data to create a more transparent and accountable education system.
They look at who publishes school data, what type of data is published, and the level of accessibility and use by various stakeholders. Each case study also draws from a survey of some 250 school-level actors to understand how users of school data currently interact with various school report card initiatives. The case studies conclude with a number of recommendations for more effective school report card design and implementation.