Education: Human Rights

This research critically examines the conceptualization and implementation of education as a fundamental human right, with a specific focus on India’s socio-legal and policy landscape. Drawing on international human rights frameworks—such as the Universal Declaration of Human Rights (1948), the International Covenant on Economic, Social and Cultural Rights (1966), and the Convention on the Rights of the Child (1989)—the study explores how legal recognition of education translates (or fails to translate) into lived realities, especially for marginalized groups. Using a mixed-methods approach that combines statistical analysis with qualitative data from fieldwork in urban slums and rural communities, the study reveals substantial disparities in access, quality, inclusion, and awareness of the Right to Education (RTE). While policies like India’s RTE Act (2009) and mid-day meal schemes have significantly improved enrollment, systemic issues such as poverty, gender bias, caste discrimination, poor infrastructure, and a lack of trained educators continue to hinder educational equity. The study also highlights the disconnect between legal rights and community awareness, particularly the invisibility of children’s voices in school governance. Ultimately, the research argues that achieving the right to education requires not only legal guarantees but also culturally responsive, inclusive, and participatory systems that prioritize quality, equity, and empowerment.