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
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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</span></span></code>
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-The Economic Times
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As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. &lt;br /&gt;
&lt;br /&gt;
The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. &lt;br /&gt;
&lt;br /&gt;
Highlighting the slow progress of students, the report said that while &amp;quot;children are expected to read simple words in standard I, less than 30% could read them in standard II and only 40% in standard III&amp;quot;. Even in high performing states, the report said, &amp;quot;Both standard II and standard IV children have difficulty writing simple words correctly&amp;quot;. &lt;br /&gt;
&lt;br /&gt;
Similarly, talking about their ability to do maths, it said 75% of the sampled students were able to solve numerical one digit addition problem, a task they were supposed to do in standard I. It has suggested that systems must be put in place to track attendance, not just enrollment, and ensure regular reporting and monitoring of attendance. &lt;br /&gt;
&lt;br /&gt;
Learning outcomes of students who attend school regularly had dramatically improved. The report stresses on the critical role of the teacher, especially as much as half the students in the rural areas come from home without effective learning support. In this context, it has recommended that teacher recruitment and training policies must assess teachers&#039; knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook. It has also suggested &amp;quot;urgent revisions&amp;quot; in textbooks. These need to start from what children can do and be more realistic and age appropriate in what children are expected to learn, with clear learning goals. &lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. &lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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                <p>-The Economic Times</p><p>&nbsp;</p><div align="justify">As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. <br /><br />The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. <br /><br />Highlighting the slow progress of students, the report said that while &quot;children are expected to read simple words in standard I, less than 30% could read them in standard II and only 40% in standard III&quot;. Even in high performing states, the report said, &quot;Both standard II and standard IV children have difficulty writing simple words correctly&quot;. <br /><br />Similarly, talking about their ability to do maths, it said 75% of the sampled students were able to solve numerical one digit addition problem, a task they were supposed to do in standard I. It has suggested that systems must be put in place to track attendance, not just enrollment, and ensure regular reporting and monitoring of attendance. <br /><br />Learning outcomes of students who attend school regularly had dramatically improved. The report stresses on the critical role of the teacher, especially as much as half the students in the rural areas come from home without effective learning support. In this context, it has recommended that teacher recruitment and training policies must assess teachers' knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook. It has also suggested &quot;urgent revisions&quot; in textbooks. These need to start from what children can do and be more realistic and age appropriate in what children are expected to learn, with clear learning goals. <br /><br />This is especially important in light of the RTE objective of age-grade mainstreaming for all children. The report is critical about classroom facilities, stating that most of the primary school classrooms are &quot;not child-friendly at all&quot; and suggested that indicators for child-friendly education be defined. It suggests that libraries, with take home books, should be monitored as part of RTE Act indicators.</div>               </font>
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-The Economic Times
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As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. &lt;br /&gt;
&lt;br /&gt;
The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. &lt;br /&gt;
&lt;br /&gt;
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&lt;br /&gt;
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As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. &lt;br /&gt;
&lt;br /&gt;
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Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
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                <strong>RTE fails to lift education in rural areas: Report</strong></h1>
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                <p>-The Economic Times</p><p>&nbsp;</p><div align="justify">As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. <br /><br />The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. <br /><br />Highlighting the slow progress of students, the report said that while &quot;children are expected to read simple words in standard I, less than 30% could read them in standard II and only 40% in standard III&quot;. Even in high performing states, the report said, &quot;Both standard II and standard IV children have difficulty writing simple words correctly&quot;. <br /><br />Similarly, talking about their ability to do maths, it said 75% of the sampled students were able to solve numerical one digit addition problem, a task they were supposed to do in standard I. It has suggested that systems must be put in place to track attendance, not just enrollment, and ensure regular reporting and monitoring of attendance. <br /><br />Learning outcomes of students who attend school regularly had dramatically improved. The report stresses on the critical role of the teacher, especially as much as half the students in the rural areas come from home without effective learning support. In this context, it has recommended that teacher recruitment and training policies must assess teachers' knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook. It has also suggested &quot;urgent revisions&quot; in textbooks. These need to start from what children can do and be more realistic and age appropriate in what children are expected to learn, with clear learning goals. <br /><br />This is especially important in light of the RTE objective of age-grade mainstreaming for all children. The report is critical about classroom facilities, stating that most of the primary school classrooms are &quot;not child-friendly at all&quot; and suggested that indicators for child-friendly education be defined. It suggests that libraries, with take home books, should be monitored as part of RTE Act indicators.</div>               </font>
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-The Economic Times
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As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. &lt;br /&gt;
&lt;br /&gt;
The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. &lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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&lt;br /&gt;
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-The Economic Times


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As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate..."/>
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                <strong>RTE fails to lift education in rural areas: Report</strong></h1>
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                <p>-The Economic Times</p><p>&nbsp;</p><div align="justify">As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. <br /><br />The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. <br /><br />Highlighting the slow progress of students, the report said that while &quot;children are expected to read simple words in standard I, less than 30% could read them in standard II and only 40% in standard III&quot;. Even in high performing states, the report said, &quot;Both standard II and standard IV children have difficulty writing simple words correctly&quot;. <br /><br />Similarly, talking about their ability to do maths, it said 75% of the sampled students were able to solve numerical one digit addition problem, a task they were supposed to do in standard I. It has suggested that systems must be put in place to track attendance, not just enrollment, and ensure regular reporting and monitoring of attendance. <br /><br />Learning outcomes of students who attend school regularly had dramatically improved. The report stresses on the critical role of the teacher, especially as much as half the students in the rural areas come from home without effective learning support. In this context, it has recommended that teacher recruitment and training policies must assess teachers' knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook. It has also suggested &quot;urgent revisions&quot; in textbooks. These need to start from what children can do and be more realistic and age appropriate in what children are expected to learn, with clear learning goals. <br /><br />This is especially important in light of the RTE objective of age-grade mainstreaming for all children. The report is critical about classroom facilities, stating that most of the primary school classrooms are &quot;not child-friendly at all&quot; and suggested that indicators for child-friendly education be defined. It suggests that libraries, with take home books, should be monitored as part of RTE Act indicators.</div>               </font>
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-The Economic Times
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&nbsp;
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As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. <br />
<br />
The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. <br />
<br />
Highlighting the slow progress of students, the report said that while &quot;children are expected to read simple words in standard I, less than 30% could read them in standard II and only 40% in standard III&quot;. Even in high performing states, the report said, &quot;Both standard II and standard IV children have difficulty writing simple words correctly&quot;. <br />
<br />
Similarly, talking about their ability to do maths, it said 75% of the sampled students were able to solve numerical one digit addition problem, a task they were supposed to do in standard I. It has suggested that systems must be put in place to track attendance, not just enrollment, and ensure regular reporting and monitoring of attendance. <br />
<br />
Learning outcomes of students who attend school regularly had dramatically improved. The report stresses on the critical role of the teacher, especially as much as half the students in the rural areas come from home without effective learning support. In this context, it has recommended that teacher recruitment and training policies must assess teachers' knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook. It has also suggested &quot;urgent revisions&quot; in textbooks. These need to start from what children can do and be more realistic and age appropriate in what children are expected to learn, with clear learning goals. <br />
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This is especially important in light of the RTE objective of age-grade mainstreaming for all children. The report is critical about classroom facilities, stating that most of the primary school classrooms are &quot;not child-friendly at all&quot; and suggested that indicators for child-friendly education be defined. It suggests that libraries, with take home books, should be monitored as part of RTE Act indicators.
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<br />
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RTE fails to lift education in rural areas: Report

-The Economic Times   As the government gears up for a year-long campaign to spread awareness about the Right to Education, a report on teaching and learning in rural India finds that progress in learning ability of students has not been commensurate to the massive investment in primary education and increase in enrolment. The study conducted by the ASER Centre, a network of civil society organisations led by Pratham, in collaboration with Unicef and Unesco, draws attention to gaps that need to filled for effective roll out of universal elementary education. The study, conducted in Andhra Pradesh, Assam, Himachal Pradesh, Jharkahnd, and Rajasthan, focused on school organisations, teacher background, teacher capability for teaching, classroom processes and learning outcomes. Highlighting the slow progress of students, the report said that while "children are expected to read simple words in standard I, less than 30% could read them in standard II and only 40% in standard III". Even in high performing states, the report said, "Both standard II and standard IV children have difficulty writing simple words correctly". Similarly, talking about their ability to do maths, it said 75% of the sampled students were able to solve numerical one digit addition problem, a task they were supposed to do in standard I. It has suggested that systems must be put in place to track attendance, not just enrollment, and ensure regular reporting and monitoring of attendance. Learning outcomes of students who attend school regularly had dramatically improved. The report stresses on the critical role of the teacher, especially as much as half the students in the rural areas come from home without effective learning support. In this context, it has recommended that teacher recruitment and training policies must assess teachers' knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook. It has also suggested "urgent revisions" in textbooks. These need to start from what children can do and be more realistic and age appropriate in what children are expected to learn, with clear learning goals. This is especially important in light of the RTE objective of age-grade mainstreaming for all children. The report is critical about classroom facilities, stating that most of the primary school classrooms are "not child-friendly at all" and suggested that indicators for child-friendly education be defined. It suggests that libraries, with take home books, should be monitored as part of RTE Act indicators.