4AS FRAMEWORK IN RIGHT TO EDUCATION: A CRITICAL ANALYSIS

“Politics without Principles, Education without Character, and Science without Humanity and Commerce without Morality are not only useless, but also positively dangerous.” Right to education means that these rights-holders can stand up and that something can be done. Right to education for all is one of the biggest development challenges faced by the International and National community today. Right to education is the most important part of the human development. It is the foundation of free and fulfilled life. Education plays an important role in building a good society; it also promotes good governance and transparency in a state. The growth and development of a state is primarily dependent upon the quality of education given to the people. Right to education has been universally recognized since the UDHR (The Universal Declaration of Human Rights) and has since been enshrined in various international conventions, treaties, constitution and development plans. In some cases, the right exists along with the assumption that the user should pay for this right, undermining the very concept of a right. On the other hand, the right exists in theory, but there is no capacity to implement this right in ground reality. Right to Education is facing various hindrances like, teachers, buildings infrastructure, water and government support. The fulfillment of right to education can be assessed using the 4A‟s which asserts that for education to be meaningful right; it must be available, accessible, acceptable and adaptable. The question is whether right to education is available, accessible, acceptable and adaptable? This paper analytically evaluates right to education under RTE Act, 2009 in the light of 4A‟s framework.