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\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')) {

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&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;What India lacks &amp;mdash; and needs &amp;mdash; is data which can hold the local vision of education and local actors accountable&lt;/em&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;The case of Rajasthan&lt;/em&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &amp;mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &amp;mdash; shocking the education community in India &amp;mdash; these debates do not involve school users.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &amp;mdash; immutable, and hopeless.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more.&amp;nbsp;&lt;/p&gt;
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&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;The case of Rajasthan&lt;/em&gt;&lt;/p&gt;

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What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable

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                <strong>Needed, education data that engages the poor parent -Priyadarshini Singh</strong></h1>
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                <p style="text-align:justify">-The Hindu</p><p style="text-align:justify"><em>What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable</em></p><p style="text-align:justify">When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?</p><p style="text-align:justify"><em>The case of Rajasthan</em></p><p style="text-align:justify">The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &mdash; shocking the education community in India &mdash; these debates do not involve school users.</p><p style="text-align:justify">Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &mdash; immutable, and hopeless.</p><p style="text-align:justify">Please <a href="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true">click here</a> to read more.&nbsp;</p>               </font>
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&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;What India lacks &amp;mdash; and needs &amp;mdash; is data which can hold the local vision of education and local actors accountable&lt;/em&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;The case of Rajasthan&lt;/em&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &amp;mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &amp;mdash; shocking the education community in India &amp;mdash; these debates do not involve school users.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &amp;mdash; immutable, and hopeless.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more.&amp;nbsp;&lt;/p&gt;
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&lt;p style=&quot;text-align:justify&quot;&gt;When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?&lt;/p&gt;

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&lt;p style=&quot;text-align:justify&quot;&gt;Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &amp;mdash; immutable, and hopeless.&lt;/p&gt;

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What India lacks &amp;mdash; and needs &amp;mdash; is data which can hold the local vision of education and local actors accountable

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What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable

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                <p style="text-align:justify">-The Hindu</p><p style="text-align:justify"><em>What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable</em></p><p style="text-align:justify">When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?</p><p style="text-align:justify"><em>The case of Rajasthan</em></p><p style="text-align:justify">The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &mdash; shocking the education community in India &mdash; these debates do not involve school users.</p><p style="text-align:justify">Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &mdash; immutable, and hopeless.</p><p style="text-align:justify">Please <a href="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true">click here</a> to read more.&nbsp;</p>               </font>
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&lt;p style=&quot;text-align:justify&quot;&gt;When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?&lt;/p&gt;

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&lt;p style=&quot;text-align:justify&quot;&gt;The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &amp;mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &amp;mdash; shocking the education community in India &amp;mdash; these debates do not involve school users.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &amp;mdash; immutable, and hopeless.&lt;/p&gt;

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What India lacks &amp;mdash; and needs &amp;mdash; is data which can hold the local vision of education and local actors accountable

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&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;What India lacks &amp;mdash; and needs &amp;mdash; is data which can hold the local vision of education and local actors accountable&lt;/em&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;&lt;em&gt;The case of Rajasthan&lt;/em&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &amp;mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &amp;mdash; shocking the education community in India &amp;mdash; these debates do not involve school users.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &amp;mdash; immutable, and hopeless.&lt;/p&gt;

&lt;p style=&quot;text-align:justify&quot;&gt;Please &lt;a href=&quot;https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true&quot;&gt;click here&lt;/a&gt; to read more.&amp;nbsp;&lt;/p&gt;
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What India lacks &amp;mdash; and needs &amp;mdash; is data which can hold the local vision of education and local actors accountable

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                <strong>Needed, education data that engages the poor parent -Priyadarshini Singh</strong></h1>
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                <p style="text-align:justify">-The Hindu</p><p style="text-align:justify"><em>What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable</em></p><p style="text-align:justify">When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?</p><p style="text-align:justify"><em>The case of Rajasthan</em></p><p style="text-align:justify">The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &mdash; shocking the education community in India &mdash; these debates do not involve school users.</p><p style="text-align:justify">Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &mdash; immutable, and hopeless.</p><p style="text-align:justify">Please <a href="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true">click here</a> to read more.&nbsp;</p>               </font>
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<p style="text-align:justify"><em>What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable</em></p>

<p style="text-align:justify">When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?</p>

<p style="text-align:justify"><em>The case of Rajasthan</em></p>

<p style="text-align:justify">The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &mdash; shocking the education community in India &mdash; these debates do not involve school users.</p>

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<p style="text-align:justify">Please <a href="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true">click here</a> to read more.&nbsp;</p>
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<p style="text-align:justify"><em>What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable</em></p>

<p style="text-align:justify">When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?</p>

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<p style="text-align:justify">The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &mdash; shocking the education community in India &mdash; these debates do not involve school users.</p>

<p style="text-align:justify">Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &mdash; immutable, and hopeless.</p>

<p style="text-align:justify">Please <a href="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true">click here</a> to read more.&nbsp;</p>
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$metaTitle = 'LATEST NEWS UPDATES | Needed, education data that engages the poor parent -Priyadarshini Singh'
$metaKeywords = 'Annual Status of Education Report,ASER,National Achievement Survey,NAS,NCERT,Pratham,District Primary Education Programme,DPEP,Sarva Shiksha Abhiyan,SSA'
$metaDesc = '-The Hindu

What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable

When the children of the poor cannot read and write, when they do not play and dance in school,...'
$disp = '<p style="text-align:justify">-The Hindu</p><p style="text-align:justify"><em>What India lacks &mdash; and needs &mdash; is data which can hold the local vision of education and local actors accountable</em></p><p style="text-align:justify">When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change?</p><p style="text-align:justify"><em>The case of Rajasthan</em></p><p style="text-align:justify">The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to &mdash; the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure &mdash; shocking the education community in India &mdash; these debates do not involve school users.</p><p style="text-align:justify">Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system &mdash; immutable, and hopeless.</p><p style="text-align:justify">Please <a href="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true" title="https://www.thehindu.com/opinion/op-ed/needed-education-data-that-engages-the-poor-parent/article65476583.ece?homepage=true">click here</a> to read more.&nbsp;</p>'
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Needed, education data that engages the poor parent -Priyadarshini Singh

-The Hindu What India lacks — and needs — is data which can hold the local vision of education and local actors accountable When the children of the poor cannot read and write, when they do not play and dance in school, can the poor speak and demand change? We gather data on enrolments, retention, learning, infrastructure, and teacher training to understand the state of our public school system. But is data enough to inspire transformative change? The case of Rajasthan The case of Rajasthan is intriguing. Media writings in recent years have variously highlighted the marked fall or improvement in learning outcomes, depending on the dataset being referred to — the Annual Status of Education Report (ASER) which is led by the non-governmental organisation, Pratham, or the National Achievement Survey (NAS) which is led by the National Council of Educational Research and Training (NCERT). According to ASER 2019 data, Rajasthan was among the bottom five States in learning levels, while in NAS 2017, Rajasthan was among the top performers. Valid as this debate is, it has limited resonance for the ultimate end-user of a government school, i.e. the parent. Much like the Public Report on Basic Education (PROBE) in India of 1999 which highlighted the very poor state of government school infrastructure — shocking the education community in India — these debates do not involve school users. Data on school education is collected to measure and monitor, fix flaws and reward achievements at the State and the national levels. Its end users are school administrators, government agencies, researchers, and civil society activists. Despite near consensus among policymakers and those who produce the data, that parents are one of the key constituencies of school data, and intense efforts to disseminate data among them, it is rarely used by poor parents. For them, schooling is about examination outcome, which is a proxy for learning, English language skills and a chance for secondary and graduate level degrees. Data on school infrastructure at the district level, or learning levels at the State level cannot galvanise the masses; at worse it can come across as a descriptor of the way things are in a government system — immutable, and hopeless. Please click here to read more.