Abstract
Proper infrastructure gives a positive atmosphere where students can develop their potential. Infrastructure in schools has the greatest impact on the students’ cognitive, affective, and psychomotor development. In India, many attempts have been made for the development of the Indian Elementary Education system through different government policies and schemes. Still, in many parts of rural India, there is a lack of basic facilities such as safe drinking water, separate, functional toilets for both boys and girls, electricity, and smooth flooring. The Right of Children to Free and Compulsory Education Act (RTE Act 2009) emphasized the proper implementation of all indicators of school infrastructure, such as sufficient classrooms, teachers, safe and adequate drinking water, toilets, playgrounds, a kitchen for mid-day meal, boundary walls, electricity, and computers for the students’ all-round development. In this paper, an attempt has been made to examine the current status of the available school infrastructure facilities of the rural elementary schools located in tribal areas of West Karbi Anglong district of Assam, in the light of the RTE Act 2009. A descriptive survey method was used in this study, and the data were collected from 20 government elementary schools of Rongkhang Educational Block, West Karbi Anglong district of Assam. From the study, it was found that proper implementations of the infrastructure facilities at the rural elementary schools are still not satisfactory; thus, the proper infrastructure development is essential for enhancing both the quality and quantity of elementary education.
Keywords: Education, Elementary Education, Infrastructure, Right of Children to Free and Compulsory Education Act (2009).