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


        trigger_error($message, E_USER_DEPRECATED);

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

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


        trigger_error($message, E_USER_DEPRECATED);

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

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

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-The Hindu
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 Considering Nobel laureate Amartya Sen&#039;s caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.
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ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today&#039;s competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. 
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 Considering Nobel laureate Amartya Sen&#039;s caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation....&#039;,
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 Considering Nobel laureate Amartya Sen&#039;s caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.
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                <strong>School system fails students</strong></h1>
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                <div align="justify">-The Hindu</div><p align="justify"> Considering Nobel laureate Amartya Sen's caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.</p><p align="justify">ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today's competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. </p>               </font>
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-The Hindu
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 Considering Nobel laureate Amartya Sen&#039;s caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.
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ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today&#039;s competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. 
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 Considering Nobel laureate Amartya Sen&#039;s caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation....&#039;,
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                <strong>School system fails students</strong></h1>
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                <div align="justify">-The Hindu</div><p align="justify"> Considering Nobel laureate Amartya Sen's caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.</p><p align="justify">ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today's competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. </p>               </font>
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 Considering Nobel laureate Amartya Sen&#039;s caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.
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ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today&#039;s competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. 
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                <strong>School system fails students</strong></h1>
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                <div align="justify">-The Hindu</div><p align="justify"> Considering Nobel laureate Amartya Sen's caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.</p><p align="justify">ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today's competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. </p>               </font>
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-The Hindu
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 Considering Nobel laureate Amartya Sen's caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity.
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ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today's competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children. 
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School system fails students

-The Hindu Considering Nobel laureate Amartya Sen's caution regarding the insecurity that people face over a lifetime due to the deprivation of basic education, the Annual Status of Education Report (ASER) 2014 calls for a hard look at the situation. Its findings amount to a distressing catalogue of the failures inherent in the pedagogic methods of instruction in vogue. The foremost among them is the overemphasis on a curriculum that is geared to outcomes in the form of examination results, at the expense of a process of learning that is oriented to a mastery of concepts. These shortcomings underlie the original assumption that students of a particular grade would not measure up to commensurate standards; and that any such evaluation would hence be an exercise in futility. That is the apparent rationale behind the ASER assessment of actual student performance based on a lower set of metrics. The report points out that just a small proportion of third-graders are able to read even a text from a lower grade, let alone their own. Any improvement in later years is at best marginal, says the report. The fact is that reading skills are not imparted as part of classroom activity. ASER also shows that pupils from the higher classes are unable to perform even simple tasks of division or subtraction. This may have to do with the inadequate reinforcement of concepts over the years owing to the structure of the syllabus. For instance, the use of logarithms that were once taught from Class 9 has been dropped from the Central Board of Secondary Education (CBSE) curriculum. Students are hence denied the opportunity to learn complex mathematical computations. Besides, the mathematics knowledge that people need in daily life is mostly arithmetic-based. Yet, the latter has been omitted from the Class 9 and 10 syllabus. Time was when students could opt between a basic and advanced level of math from Class 8 or 9 under some State boards. The current CBSE paper, tailored to the requirement of engineering aspirants, may be imposing an undue burden on students inclined to pursue different academic streams. A healthy pupil-teacher ratio could also help overcome many of these shortcomings. The Right of Children to Free and Compulsory Education Act stipulates a 30:1 ratio. ASER notes that the country has come consistently close to universal enrolment in the 6-14 age group for six consecutive years. That may have afforded some consolation in an age where the prevailing wisdom held that poor families are disinclined to send children to school. In today's competitive environment, the ability of students to read, write, count and measure is a bare minimum. The country cannot continue to fail its children.