Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 73
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Deprecated (16384): The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead. - /home/brlfuser/public_html/src/Controller/ArtileDetailController.php, line: 74
 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php. [CORE/src/Core/functions.php, line 311]
Code Context


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 74
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

Warning (512): Unable to emit headers. Headers sent in file=/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php line=853 [CORE/src/Http/ResponseEmitter.php, line 48]
Code Context
            if (Configure::read('debug')) {

                trigger_error($message, E_USER_WARNING);

            } else {
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-The Indian Express &lt;br /&gt;
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The Right to Education Act, or RTE, has been justly criticised as forcing all of India&amp;rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi&amp;rsquo;s tendency to obsessively centralise, divorced from the actual realities of education in the states, has tripped the RTE up repeatedly in its implementation.&lt;br /&gt;
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                <div align="justify">-The Indian Express <br /></div><div align="justify">&nbsp;</div><div align="justify">The Right to Education Act, or RTE, has been justly criticised as forcing all of India&rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi&rsquo;s tendency to obsessively centralise, divorced from the actual realities of education in the states, has tripped the RTE up repeatedly in its implementation.<br /><br />One such pressing problem is the inability of some states &mdash; Chhattisgarh, Madhya Pradesh, Assam and Manipur &mdash; to meet the teacher qualification norms written into the RTE: every school teacher must have either a bachelor&rsquo;s degree in education, or a diploma. Naturally, these states must be given exemptions as soon as possible. West Bengal, Bihar and Orissa have already been granted exemptions, as they have never had such rules on the books, and compliance will take some time. In the government sector alone, India is short of seven lakh teachers; five lakh more teachers need to be appointed; and the number of untrained teachers is another seven lakh. Can we conceivably manage to train 20 lakh new teachers in the time we have available?<br /><br />We must return, in this case, to whether such a rule made sense at all. While it could be argued that some teacher-training process is essential, is it necessary for the Union government to mandate exactly what the nature and duration of that training should be? That it requires an entire bachelor&rsquo;s degree, for example, rather than a straightforward, hands-on training process? It can be argued with some justice that having sat through a bachelor&rsquo;s degree in some other field does not mean that someone is capable of being a decent teacher. Yet, we still need not mandate an all-India, extra-high bar for prospective teachers to jump over. In the end, parents must be able to transparently judge the quality of teachers in prospective schools for their children. For what matters is the quality of teaching they receive, not the number of years their teacher spent in training. The RTE consistently focuses on inputs instead of accountability, and such problems are a consequence of that error.</div>               </font>
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</span></span></code>
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</span></code></span>
<code><span style="color: #000000"><span style="color: #0000BB">&nbsp;&nbsp;&nbsp;&nbsp;</span><span style="color: #007700">&lt;</span><span style="color: #0000BB">meta&nbsp;http</span><span style="color: #007700">-</span><span style="color: #0000BB">equiv</span><span style="color: #007700">=</span><span style="color: #DD0000">"Content-Type"&nbsp;</span><span style="color: #0000BB">content</span><span style="color: #007700">=</span><span style="color: #DD0000">"text/html;&nbsp;charset=utf-8"</span><span style="color: #007700">/&gt;
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-The Indian Express &lt;br /&gt;
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</span></span></code>
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</span></code></span>
<code><span style="color: #000000"><span style="color: #0000BB">&nbsp;&nbsp;&nbsp;&nbsp;</span><span style="color: #007700">&lt;</span><span style="color: #0000BB">meta&nbsp;http</span><span style="color: #007700">-</span><span style="color: #0000BB">equiv</span><span style="color: #007700">=</span><span style="color: #DD0000">"Content-Type"&nbsp;</span><span style="color: #0000BB">content</span><span style="color: #007700">=</span><span style="color: #DD0000">"text/html;&nbsp;charset=utf-8"</span><span style="color: #007700">/&gt;
</span></span></code></pre><pre id="cakeErr680265fe64fe0-context" class="cake-context" style="display: none;">$viewFile = &#039;/home/brlfuser/public_html/src/Template/Layout/printlayout.ctp&#039;
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-The Indian Express &lt;br /&gt;
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&lt;br /&gt;
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Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
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Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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-The Indian Express 


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                <div align="justify">-The Indian Express <br /></div><div align="justify">&nbsp;</div><div align="justify">The Right to Education Act, or RTE, has been justly criticised as forcing all of India&rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi&rsquo;s tendency to obsessively centralise, divorced from the actual realities of education in the states, has tripped the RTE up repeatedly in its implementation.<br /><br />One such pressing problem is the inability of some states &mdash; Chhattisgarh, Madhya Pradesh, Assam and Manipur &mdash; to meet the teacher qualification norms written into the RTE: every school teacher must have either a bachelor&rsquo;s degree in education, or a diploma. Naturally, these states must be given exemptions as soon as possible. West Bengal, Bihar and Orissa have already been granted exemptions, as they have never had such rules on the books, and compliance will take some time. In the government sector alone, India is short of seven lakh teachers; five lakh more teachers need to be appointed; and the number of untrained teachers is another seven lakh. Can we conceivably manage to train 20 lakh new teachers in the time we have available?<br /><br />We must return, in this case, to whether such a rule made sense at all. While it could be argued that some teacher-training process is essential, is it necessary for the Union government to mandate exactly what the nature and duration of that training should be? That it requires an entire bachelor&rsquo;s degree, for example, rather than a straightforward, hands-on training process? It can be argued with some justice that having sat through a bachelor&rsquo;s degree in some other field does not mean that someone is capable of being a decent teacher. Yet, we still need not mandate an all-India, extra-high bar for prospective teachers to jump over. In the end, parents must be able to transparently judge the quality of teachers in prospective schools for their children. For what matters is the quality of teaching they receive, not the number of years their teacher spent in training. The RTE consistently focuses on inputs instead of accountability, and such problems are a consequence of that error.</div>               </font>
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-The Indian Express <br />
</div>
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&nbsp;
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The Right to Education Act, or RTE, has been justly criticised as forcing all of India&rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi&rsquo;s tendency to obsessively centralise, divorced from the actual realities of education in the states, has tripped the RTE up repeatedly in its implementation.<br />
<br />
One such pressing problem is the inability of some states &mdash; Chhattisgarh, Madhya Pradesh, Assam and Manipur &mdash; to meet the teacher qualification norms written into the RTE: every school teacher must have either a bachelor&rsquo;s degree in education, or a diploma. Naturally, these states must be given exemptions as soon as possible. West Bengal, Bihar and Orissa have already been granted exemptions, as they have never had such rules on the books, and compliance will take some time. In the government sector alone, India is short of seven lakh teachers; five lakh more teachers need to be appointed; and the number of untrained teachers is another seven lakh. Can we conceivably manage to train 20 lakh new teachers in the time we have available?<br />
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We must return, in this case, to whether such a rule made sense at all. While it could be argued that some teacher-training process is essential, is it necessary for the Union government to mandate exactly what the nature and duration of that training should be? That it requires an entire bachelor&rsquo;s degree, for example, rather than a straightforward, hands-on training process? It can be argued with some justice that having sat through a bachelor&rsquo;s degree in some other field does not mean that someone is capable of being a decent teacher. Yet, we still need not mandate an all-India, extra-high bar for prospective teachers to jump over. In the end, parents must be able to transparently judge the quality of teachers in prospective schools for their children. For what matters is the quality of teaching they receive, not the number of years their teacher spent in training. The RTE consistently focuses on inputs instead of accountability, and such problems are a consequence of that error.
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-The Indian Express 


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The Right to Education Act, or RTE, has been justly criticised as forcing all of India&rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to...',
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-The Indian Express <br />
</div>
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&nbsp;
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<div align="justify">
The Right to Education Act, or RTE, has been justly criticised as forcing all of India&rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi&rsquo;s tendency to obsessively centralise, divorced from the actual realities of education in the states, has tripped the RTE up repeatedly in its implementation.<br />
<br />
One such pressing problem is the inability of some states &mdash; Chhattisgarh, Madhya Pradesh, Assam and Manipur &mdash; to meet the teacher qualification norms written into the RTE: every school teacher must have either a bachelor&rsquo;s degree in education, or a diploma. Naturally, these states must be given exemptions as soon as possible. West Bengal, Bihar and Orissa have already been granted exemptions, as they have never had such rules on the books, and compliance will take some time. In the government sector alone, India is short of seven lakh teachers; five lakh more teachers need to be appointed; and the number of untrained teachers is another seven lakh. Can we conceivably manage to train 20 lakh new teachers in the time we have available?<br />
<br />
We must return, in this case, to whether such a rule made sense at all. While it could be argued that some teacher-training process is essential, is it necessary for the Union government to mandate exactly what the nature and duration of that training should be? That it requires an entire bachelor&rsquo;s degree, for example, rather than a straightforward, hands-on training process? It can be argued with some justice that having sat through a bachelor&rsquo;s degree in some other field does not mean that someone is capable of being a decent teacher. Yet, we still need not mandate an all-India, extra-high bar for prospective teachers to jump over. In the end, parents must be able to transparently judge the quality of teachers in prospective schools for their children. For what matters is the quality of teaching they receive, not the number of years their teacher spent in training. The RTE consistently focuses on inputs instead of accountability, and such problems are a consequence of that error.
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The Right to Education Act, or RTE, has been justly criticised as forcing all of India&rsquo;s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to...'
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B.Ed blues

-The Indian Express   The Right to Education Act, or RTE, has been justly criticised as forcing all of India’s educational establishments into a bureaucratic straitjacket. Its aim is laudable and urgent: to ensure that every Indian child has access to an education that meets certain minimum standards. But figuring out those standards is hard, and this is where Delhi’s tendency to obsessively centralise, divorced from the actual realities of education in the states, has tripped the RTE up repeatedly in its implementation. One such pressing problem is the inability of some states — Chhattisgarh, Madhya Pradesh, Assam and Manipur — to meet the teacher qualification norms written into the RTE: every school teacher must have either a bachelor’s degree in education, or a diploma. Naturally, these states must be given exemptions as soon as possible. West Bengal, Bihar and Orissa have already been granted exemptions, as they have never had such rules on the books, and compliance will take some time. In the government sector alone, India is short of seven lakh teachers; five lakh more teachers need to be appointed; and the number of untrained teachers is another seven lakh. Can we conceivably manage to train 20 lakh new teachers in the time we have available? We must return, in this case, to whether such a rule made sense at all. While it could be argued that some teacher-training process is essential, is it necessary for the Union government to mandate exactly what the nature and duration of that training should be? That it requires an entire bachelor’s degree, for example, rather than a straightforward, hands-on training process? It can be argued with some justice that having sat through a bachelor’s degree in some other field does not mean that someone is capable of being a decent teacher. Yet, we still need not mandate an all-India, extra-high bar for prospective teachers to jump over. In the end, parents must be able to transparently judge the quality of teachers in prospective schools for their children. For what matters is the quality of teaching they receive, not the number of years their teacher spent in training. The RTE consistently focuses on inputs instead of accountability, and such problems are a consequence of that error.