Read the following passage and answer the items that follow. Your answers to these items should-be based on the passage only.
Now India’s children have a right to receive at least eight years of education, the gnawing question is whether’ it will remain ‘on paper’ or ‘become a reality. One hardly needs a reminder that this right is different from the others enshrined in the Constitution, that the beneficiary—a six year old child cannot demand it, nor can she or height a legal battle when the right is denied or violated. In all cases, it is the adult society which must act on behalf of the child. In another peculiarity, where a child’s right to education is denied, no compensation offered later can be adequate or relevant. This is so because childhood does not last. If a legal battle fought on behalf of a child is eventually won, it may be of little use to the boy or girl because the opportunity missed at school during childhood cannot serve the same purpose later in life. This may be painfully true for girls because our society permits them only a short childhood, if at all. The Right to Education (RTE) has become law at a point in India’s history when the ghastly practice of female infanticide has resurfaced in the form of foeticide. This is ‘symptomatic of a deeper turmoil’ in society which compounding the traditional obstacles to the education of girls. ‘Tenacious prejudice against the intellectual potential of girls runs across our cultural diversity and the system of education has not been able to address it.’
Which one of the following statements conveys the key message of the passage?
The passage repeatedly underscores the unique challenges and vulnerabilities associated with the Right to Education (RTE) for girl children. It highlights that childhood is transient, making missed educational opportunities irreversible, a situation particularly acute for girls due to societal norms. Furthermore, the text links the implementation of RTE with the resurgence of female foeticide and persistent societal prejudice against girls' intellectual potential, which the education system has failed to address. These points collectively emphasize the critical necessity of protecting and ensuring the educational rights of girls, making this the central message.
Option A: While the passage acknowledges that India's children now have a right to education, this statement merely presents a factual premise. The core of the passage delves into the profound challenges and complexities surrounding the implementation of this right, particularly for girls, rather than just its declaration. Therefore, it is too narrow to be the key message.
Option B: The passage indicates that "adult society must act on behalf of the child" and details various societal and structural impediments to education, such as prejudice and foeticide. It does not attribute the implementation challenges primarily to a lack of keenness on the part of adult society but rather to deeper, systemic issues and ingrained prejudices.
Option D: The passage notes that "the system of education has not been able to address" the prejudice against girls' intellectual potential. While this suggests a necessary role for the education system, it is a specific observation within a broader argument. The key message encompasses the multifaceted societal and structural obstacles, especially for girls, and the urgency of safeguarding their right, which extends beyond the sole responsibility of the education system.