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
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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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')) {

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-The Hindu&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;The amendment to the Right to Education Act will only undermine its intent&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&amp;rsquo;s schooling system. But these are determined not only by a student&amp;rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &amp;ldquo;broken&amp;rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.&lt;br /&gt;
&lt;br /&gt;
The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. &lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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&lt;em&gt;The amendment to the Right to Education Act will only undermine its intent&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
Please &lt;a href=&quot;https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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The amendment to the Right to Education Act will only undermine its intent

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The amendment to the Right to Education Act will only undermine its intent

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                <strong>Detention no cure: on RTE Act amendment</strong></h1>
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                <div align="justify">-The Hindu<br /><br /><em>The amendment to the Right to Education Act will only undermine its intent<br /></em><br />The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&rsquo;s schooling system. But these are determined not only by a student&rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &ldquo;broken&rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.<br /><br />The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. <br /><br />Please <a href="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true" title="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true">click here</a> to read more. <br /></div>               </font>
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</span></span></code>
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-The Hindu&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;The amendment to the Right to Education Act will only undermine its intent&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&amp;rsquo;s schooling system. But these are determined not only by a student&amp;rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &amp;ldquo;broken&amp;rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.&lt;br /&gt;
&lt;br /&gt;
The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. &lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
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The amendment to the Right to Education Act will only undermine its intent

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The amendment to the Right to Education Act will only undermine its intent

The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is..."/>
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                <div align="justify">-The Hindu<br /><br /><em>The amendment to the Right to Education Act will only undermine its intent<br /></em><br />The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&rsquo;s schooling system. But these are determined not only by a student&rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &ldquo;broken&rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.<br /><br />The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. <br /><br />Please <a href="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true" title="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true">click here</a> to read more. <br /></div>               </font>
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&lt;em&gt;The amendment to the Right to Education Act will only undermine its intent&lt;br /&gt;
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The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&amp;rsquo;s schooling system. But these are determined not only by a student&amp;rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &amp;ldquo;broken&amp;rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.&lt;br /&gt;
&lt;br /&gt;
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                <strong>Detention no cure: on RTE Act amendment</strong></h1>
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                <div align="justify">-The Hindu<br /><br /><em>The amendment to the Right to Education Act will only undermine its intent<br /></em><br />The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&rsquo;s schooling system. But these are determined not only by a student&rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &ldquo;broken&rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.<br /><br />The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. <br /><br />Please <a href="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true" title="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true">click here</a> to read more. <br /></div>               </font>
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-The Hindu<br />
<br />
<em>The amendment to the Right to Education Act will only undermine its intent<br />
</em><br />
The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&rsquo;s schooling system. But these are determined not only by a student&rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &ldquo;broken&rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.<br />
<br />
The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. <br />
<br />
Please <a href="https://www.thehindu.com/opinion/editorial/detention-no-cure/article24514436.ece?homepage=true">click here</a> to read more. <br />
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<em>The amendment to the Right to Education Act will only undermine its intent<br />
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The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India&rsquo;s schooling system. But these are determined not only by a student&rsquo;s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a &ldquo;broken&rdquo; school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter.<br />
<br />
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Detention no cure: on RTE Act amendment

-The Hindu The amendment to the Right to Education Act will only undermine its intent The legislation to amend the Right to Education Act to give States the power to detain students who fail an examination in Class 5 or 8 is a negative measure. Although many States want such a change, the amendment passed by the Lok Sabha goes against the view of many educationists, who argue that it would weaken one of the progressive features of the RTE Act, which is to guarantee the continued presence of the child in school during the formative learning phase. The proposed change will allow State Boards to declare a student failed and detain her on the basis of an examination, although Section 30(1) of the RTE Act holds out the assurance that no child shall be required to face any Board examination till completion of elementary education. There are genuine concerns on learning outcomes produced by India’s schooling system. But these are determined not only by a student’s effort but also by the number and quality of teachers, processes for continuous assessment and, crucially, active engagement of parents and the community in encouraging excellence. It is the lack of attention to some of these determinants that has created what Human Resource Development Minister Prakash Javadekar calls a “broken” school education system. Detaining already disadvantaged children can only break it further, and render the RTE Act a dead letter. The case to replace the no-detention provision with one that reintroduces examinations in grades 3, 5 and 8 was made by a sub-committee of the Central Advisory Board of Education set up to review the provision, but its assumptions were faulty. For one, it concluded that the crucial guarantee could be implemented only under ideal conditions, and these were not available, while the pioneering RTE Act wanted to extend it to all grades within its purview. Yet, the provision is central to the objects of the law, since it seeks to check dropouts and enable all children to attend school in order to derive benefits that go beyond rote-learning. Please click here to read more.