Which of the following section of the Right to Education Act, 2009 provides for the constitution of State Advisory Council?
34
Understanding the Right to Education Act 2009 and Advisory Councils
The Right of Children to Free and Compulsory Education Act, 2009, commonly known as the Right to Education Act or RTE Act, is a landmark legislation in India. It aims to provide free and compulsory education to all children between the ages of 6 and 14 years.
The Act includes various sections that outline the rights and responsibilities of the government, parents, and schools in ensuring universal elementary education. To effectively implement the provisions of the Act, advisory bodies are constituted at both the national and state levels.
Examining Relevant Sections of the RTE Act 2009
The question asks which specific section of the RTE Act, 2009 deals with the constitution of the State Advisory Council. Let's look at the sections provided in the options:
- Section 31: This section focuses on the protection of the right of children. It talks about the monitoring of the child's right to education by the National and State Commissions for Protection of Child Rights or bodies constituted under the Act.
- Section 32: This section deals with the redressal of grievances. It outlines the process for dealing with complaints regarding the right to education.
- Section 33: This section provides for the constitution of the National Advisory Council. This council advises the Central Government on implementing the provisions of the RTE Act.
- Section 34: This section specifically provides for the constitution of the State Advisory Council. This council advises the State Government on implementing the provisions of the RTE Act within the state.
Determining the Section for State Advisory Council
Based on the analysis of the sections, Section 34 of the Right to Education Act, 2009 is the one that mandates the constitution of the State Advisory Council. This council plays a crucial role in guiding the state government on policies and actions needed to ensure the effective implementation of the right to free and compulsory education for children in the state.
Revision Table: Key Sections of RTE Act 2009
| Section Number | Subject Matter |
|---|---|
| Section 31 | Protection of right of children (Monitoring by Commissions for Protection of Child Rights) |
| Section 32 | Grievance redressal |
| Section 33 | Constitution of National Advisory Council |
| Section 34 | Constitution of State Advisory Council |
Additional Information on RTE Act Advisory Councils
Both the National Advisory Council (under Section 33) and the State Advisory Council (under Section 34) consist of members with knowledge and practical experience in the field of elementary education and child development. These councils provide valuable input to the respective governments, ensuring that the implementation of the RTE Act is informed by expertise and ground realities. Their advice covers various aspects, including curriculum, teacher training, infrastructure, and strategies for reaching out to all eligible children.
Important Questions from Methods of Teaching Science
Which of the following are common features of a learner-centred social science classroom?
I. Reading beyond the textbook
II. Creating space for exploration into social issues
III. Using audiovisual content
Which of the following suggestions cannot help you make teaching-learning process participatory in social science?
In which of the following ways is the pattern-seeking test method different from the unbiased test checking method?
I. In pattern-seeking, pupils cannot easily manipulate or control variables because they are working with natural systems.
II. In pattern-seeking, students should keep in mind the increased importance of selecting an appropriate sample size, taking into account the natural variation within samples.
Which of the following statement regarding Observational learning is correct?
I. It is a key learning method for children when acquiring basic tasks such as language and cultural norms.
II. In Observational learning, students think and judge and learn not only how to do certain things but also what the consequences of their action are likely to be.
Who is credited with originating Discovery Learning?
