The Right to Education (RTE) Act, implemented on April 1, 2010, entails the fundamental right of children aged between 6 and 14 to compulsory and free education. It is the first legislation meant to hold the government accountable for children’s admission and fulfilment of rudimentary

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this

‘Merit’. It seems to reflect a neutral benchmark to ensure that everyone gets what he/she deserves. However, we need to ask ourselves, is merit neutral in reality? This question becomes all the more important today when the entire teaching-learning-evaluation process has gone online in this