Role of LSG in Realising the Right to Education in North India

This paper investigates the role of local self-governance in realising the Right to Education (RTE) through a comparative study of Punjab, Haryana, and Himachal Pradesh. The study utilises a mixed-method research design with a sample of 1,050 respondents, which comprises 150 Panchayat members and 900 beneficiaries. The research evaluates the performance of Panchayati Raj Institutions (PRIs) through the "Respect, Protect, Fulfil, and Promote" (RPFP) framework and also assesses the implementation of the Sarva Shiksha Abhiyan (SSA) and the RTE Act of 2009. The paper suggests that, in spite of the availability of well-developed physical infrastructure and awareness about legal provisions, there is a significant gap in community engagement and monitoring of student dropouts. It asserts that the role of decentralisation has played a vital institutional role in linking rights-based legislation with the provision of services. However, its transformative role is being obstructed by limited financial autonomy, capacity-building, and a tendency to focus on procedural compliance rather than people-centred governance. Improving capacity, enhancing financial autonomy, and focusing on outcome-based monitoring are crucial for the Right to Education to move from access to the realisation of substantive educational opportunities and dignity for every child.