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\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
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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
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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 Indian Express&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;RTE Act has not ensured delivery of quality education&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?&lt;br /&gt;
&lt;br /&gt;
The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.&lt;br /&gt;
&lt;br /&gt;
The focus of the RTE Act is primarily on &amp;ldquo;inputs&amp;rdquo; (like infrastructure) rather than &amp;ldquo;outcomes&amp;rdquo;. It has created an adversarial relation between &amp;ldquo;public&amp;rdquo; and &amp;ldquo;private&amp;rdquo; schools. The Act mandates that even private schools &amp;ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&amp;rdquo; The manner in which reimbursement is to be provided has created a number of problems.&lt;br /&gt;
&lt;br /&gt;
The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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RTE Act has not ensured delivery of quality education

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&lt;br /&gt;
&lt;em&gt;RTE Act has not ensured delivery of quality education&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
The focus of the RTE Act is primarily on &amp;ldquo;inputs&amp;rdquo; (like infrastructure) rather than &amp;ldquo;outcomes&amp;rdquo;. It has created an adversarial relation between &amp;ldquo;public&amp;rdquo; and &amp;ldquo;private&amp;rdquo; schools. The Act mandates that even private schools &amp;ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&amp;rdquo; The manner in which reimbursement is to be provided has created a number of problems.&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
Please &lt;a href=&quot;https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-The Indian Express

RTE Act has not ensured delivery of quality education

We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act)..."/>
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                <div align="justify">-The Indian Express<br /><br /><em>RTE Act has not ensured delivery of quality education<br /></em><br />We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?<br /><br />The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.<br /><br />The focus of the RTE Act is primarily on &ldquo;inputs&rdquo; (like infrastructure) rather than &ldquo;outcomes&rdquo;. It has created an adversarial relation between &ldquo;public&rdquo; and &ldquo;private&rdquo; schools. The Act mandates that even private schools &ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&rdquo; The manner in which reimbursement is to be provided has created a number of problems.<br /><br />The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.<br /><br />Please <a href="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/" title="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/">click here</a> to read more. <br /></div>               </font>
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</span></span></code>
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-The Indian Express&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;RTE Act has not ensured delivery of quality education&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?&lt;br /&gt;
&lt;br /&gt;
The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.&lt;br /&gt;
&lt;br /&gt;
The focus of the RTE Act is primarily on &amp;ldquo;inputs&amp;rdquo; (like infrastructure) rather than &amp;ldquo;outcomes&amp;rdquo;. It has created an adversarial relation between &amp;ldquo;public&amp;rdquo; and &amp;ldquo;private&amp;rdquo; schools. The Act mandates that even private schools &amp;ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&amp;rdquo; The manner in which reimbursement is to be provided has created a number of problems.&lt;br /&gt;
&lt;br /&gt;
The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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RTE Act has not ensured delivery of quality education

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&lt;br /&gt;
&lt;em&gt;RTE Act has not ensured delivery of quality education&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
The focus of the RTE Act is primarily on &amp;ldquo;inputs&amp;rdquo; (like infrastructure) rather than &amp;ldquo;outcomes&amp;rdquo;. It has created an adversarial relation between &amp;ldquo;public&amp;rdquo; and &amp;ldquo;private&amp;rdquo; schools. The Act mandates that even private schools &amp;ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&amp;rdquo; The manner in which reimbursement is to be provided has created a number of problems.&lt;br /&gt;
&lt;br /&gt;
The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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RTE Act has not ensured delivery of quality education

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-The Indian Express

RTE Act has not ensured delivery of quality education

We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act)..."/>
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                <div align="justify">-The Indian Express<br /><br /><em>RTE Act has not ensured delivery of quality education<br /></em><br />We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?<br /><br />The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.<br /><br />The focus of the RTE Act is primarily on &ldquo;inputs&rdquo; (like infrastructure) rather than &ldquo;outcomes&rdquo;. It has created an adversarial relation between &ldquo;public&rdquo; and &ldquo;private&rdquo; schools. The Act mandates that even private schools &ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&rdquo; The manner in which reimbursement is to be provided has created a number of problems.<br /><br />The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.<br /><br />Please <a href="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/" title="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/">click here</a> to read more. <br /></div>               </font>
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-The Indian Express&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;RTE Act has not ensured delivery of quality education&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
The focus of the RTE Act is primarily on &amp;ldquo;inputs&amp;rdquo; (like infrastructure) rather than &amp;ldquo;outcomes&amp;rdquo;. It has created an adversarial relation between &amp;ldquo;public&amp;rdquo; and &amp;ldquo;private&amp;rdquo; schools. The Act mandates that even private schools &amp;ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&amp;rdquo; The manner in which reimbursement is to be provided has created a number of problems.&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
Please &lt;a href=&quot;https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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RTE Act has not ensured delivery of quality education

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-The Indian Express&lt;br /&gt;
&lt;br /&gt;
&lt;em&gt;RTE Act has not ensured delivery of quality education&lt;br /&gt;
&lt;/em&gt;&lt;br /&gt;
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?&lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
The focus of the RTE Act is primarily on &amp;ldquo;inputs&amp;rdquo; (like infrastructure) rather than &amp;ldquo;outcomes&amp;rdquo;. It has created an adversarial relation between &amp;ldquo;public&amp;rdquo; and &amp;ldquo;private&amp;rdquo; schools. The Act mandates that even private schools &amp;ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&amp;rdquo; The manner in which reimbursement is to be provided has created a number of problems.&lt;br /&gt;
&lt;br /&gt;
The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.&lt;br /&gt;
&lt;br /&gt;
Please &lt;a href=&quot;https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/&quot;&gt;click here&lt;/a&gt; to read more. &lt;br /&gt;
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-The Indian Express

RTE Act has not ensured delivery of quality education

We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act)..."/>
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                <strong>Failing Its Purpose -Anil Swarup</strong></h1>
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                <div align="justify">-The Indian Express<br /><br /><em>RTE Act has not ensured delivery of quality education<br /></em><br />We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?<br /><br />The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.<br /><br />The focus of the RTE Act is primarily on &ldquo;inputs&rdquo; (like infrastructure) rather than &ldquo;outcomes&rdquo;. It has created an adversarial relation between &ldquo;public&rdquo; and &ldquo;private&rdquo; schools. The Act mandates that even private schools &ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&rdquo; The manner in which reimbursement is to be provided has created a number of problems.<br /><br />The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.<br /><br />Please <a href="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/" title="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/">click here</a> to read more. <br /></div>               </font>
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-The Indian Express<br />
<br />
<em>RTE Act has not ensured delivery of quality education<br />
</em><br />
We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?<br />
<br />
The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.<br />
<br />
The focus of the RTE Act is primarily on &ldquo;inputs&rdquo; (like infrastructure) rather than &ldquo;outcomes&rdquo;. It has created an adversarial relation between &ldquo;public&rdquo; and &ldquo;private&rdquo; schools. The Act mandates that even private schools &ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&rdquo; The manner in which reimbursement is to be provided has created a number of problems.<br />
<br />
The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.<br />
<br />
Please <a href="https://indianexpress.com/article/opinion/columns/failing-its-purpose-school-right-to-education-5426217/">click here</a> to read more. <br />
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-The Indian Express<br />
<br />
<em>RTE Act has not ensured delivery of quality education<br />
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We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education?<br />
<br />
The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation.<br />
<br />
The focus of the RTE Act is primarily on &ldquo;inputs&rdquo; (like infrastructure) rather than &ldquo;outcomes&rdquo;. It has created an adversarial relation between &ldquo;public&rdquo; and &ldquo;private&rdquo; schools. The Act mandates that even private schools &ldquo;shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.&rdquo; The manner in which reimbursement is to be provided has created a number of problems.<br />
<br />
The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education.<br />
<br />
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RTE Act has not ensured delivery of quality education

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Failing Its Purpose -Anil Swarup

-The Indian Express RTE Act has not ensured delivery of quality education We have a belief that enacting a legislation is a panacea for all ills. The Right of Children to Free and Compulsory Education Act, 2009 (popularly known as RTE Act) was born out of this mindset. This approach raises a few questions. Why should the executive arm of the government require a law to do something which it is authorised to do, in any case, under the extant legal provisions? Could the purpose have been served without the law? Has it been served after the enactment of the RTE Act? Has the Act made it more complicated to deliver quality education? The government could (should) have provided free quality education without a law as a number of countries have done. In fact, successive governments were attempting to do that but were unable to do so. The inability was certainly not on account of absence of a legislation. A number of non-legislative factors have created a mess in the last few decades in the education sector. Education does not provide for immediate results that a political party can show off. The impact of initiatives in education are visible only in the long run. Perhaps, legislation was one way to show that the government was concerned about education. However, if we go by the available evidence, enactment of RTE hardly led to any improvement in delivery of quality education. Learning outcomes, in fact, declined during the years that followed the legislation. The focus of the RTE Act is primarily on “inputs” (like infrastructure) rather than “outcomes”. It has created an adversarial relation between “public” and “private” schools. The Act mandates that even private schools “shall admit in Class I, to the extent of at least 25 per cent of the strength of that class, children belonging to weaker section and disadvantaged group.” The manner in which reimbursement is to be provided has created a number of problems. The norms and standards prescribed in the schedule for a school are far removed from ground reality. What is perhaps desirable has been made mandatory. This has resulted in a phenomenal increase in the number of teachers. During 2015-16, there were 39,608 government schools that had less than 10 children but each school was mandated to have a minimum of two teachers. The budget private schools, most of whom are doing a great job in imparting education, are under enormous pressure to meet the prescribed standards or face closure. On an average, around Rs 10,000 per child gets spent in government schools. The budget schools do that for far less and impart as good, if not better, education. Please click here to read more.