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


        trigger_error($message, E_USER_DEPRECATED);

    }
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 You can disable deprecation warnings by setting `Error.errorLevel` to `E_ALL & ~E_USER_DEPRECATED` in your config/app.php.'
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deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
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Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
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
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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67fd0f23ce546-trace').style.display = (document.getElementById('cakeErr67fd0f23ce546-trace').style.display == 'none' ? '' : 'none');"><b>Notice</b> (8)</a>: Undefined variable: urlPrefix [<b>APP/Template/Layout/printlayout.ctp</b>, line <b>8</b>]<div id="cakeErr67fd0f23ce546-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67fd0f23ce546-code').style.display = (document.getElementById('cakeErr67fd0f23ce546-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67fd0f23ce546-context').style.display = (document.getElementById('cakeErr67fd0f23ce546-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67fd0f23ce546-code" class="cake-code-dump" style="display: none;"><code><span style="color: #000000"><span style="color: #0000BB"></span><span style="color: #007700">&lt;</span><span style="color: #0000BB">head</span><span style="color: #007700">&gt;
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-The Economic Times
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The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;
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In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;
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In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;
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&lt;br /&gt;
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The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
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A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
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Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
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&lt;div style=&quot;text-align: justify&quot;&gt;
The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;
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&lt;br /&gt;
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Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;
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&lt;br /&gt;
&lt;/div&gt;
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Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;
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&lt;br /&gt;
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&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.
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-The Economic Times





The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;





In the...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div style=&quot;text-align: justify&quot;&gt;-The Economic Times&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.&lt;/div&gt;&#039;,
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-The Economic Times
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&lt;div style=&quot;text-align: justify&quot;&gt;
The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;
&lt;/div&gt;
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&lt;br /&gt;
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&lt;div style=&quot;text-align: justify&quot;&gt;
In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.
&lt;/div&gt;&#039;,
	&#039;credit_writer&#039; =&gt; &#039;The Economic Times, 7 June, 2012, http://economictimes.indiatimes.com/news/news-by-industry/services/education/states-criticise-the-no-detention-and-continuous-evaluation-provisions-of-rte/articleshow&#039;,
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-The Economic Times





The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;





In the...&#039;
$disp = &#039;&lt;div style=&quot;text-align: justify&quot;&gt;-The Economic Times&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.&lt;/div&gt;&#039;
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-The Economic Times





The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;





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                <strong>States criticise the &quot;no-detention&quot; and &quot;continuous evaluation&quot; provisions of RTE</strong></h1>
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                <div style="text-align: justify">-The Economic Times</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.</div>               </font>
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		&#039;title&#039; =&gt; &#039;States criticise the &amp;quot;no-detention&amp;quot; and &amp;quot;continuous evaluation&amp;quot; provisions of RTE&#039;,
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-The Economic Times
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The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;
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In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;
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In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;
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The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;
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&lt;br /&gt;
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A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;
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Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;
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The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;
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Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;
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&lt;br /&gt;
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&lt;div style=&quot;text-align: justify&quot;&gt;
Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;
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&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.
&lt;/div&gt;&#039;,
		&#039;credit_writer&#039; =&gt; &#039;The Economic Times, 7 June, 2012, http://economictimes.indiatimes.com/news/news-by-industry/services/education/states-criticise-the-no-detention-and-continuous-evaluation-provisions-of-rte/articleshow&#039;,
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-The Economic Times





The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;





In the...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div style=&quot;text-align: justify&quot;&gt;-The Economic Times&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.&lt;/div&gt;&#039;,
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	&#039;id&#039; =&gt; (int) 15411,
	&#039;title&#039; =&gt; &#039;States criticise the &amp;quot;no-detention&amp;quot; and &amp;quot;continuous evaluation&amp;quot; provisions of RTE&#039;,
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-The Economic Times
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&lt;br /&gt;
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&lt;div style=&quot;text-align: justify&quot;&gt;
The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;
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In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.
&lt;/div&gt;&#039;,
	&#039;credit_writer&#039; =&gt; &#039;The Economic Times, 7 June, 2012, http://economictimes.indiatimes.com/news/news-by-industry/services/education/states-criticise-the-no-detention-and-continuous-evaluation-provisions-of-rte/articleshow&#039;,
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-The Economic Times





The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;





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$disp = &#039;&lt;div style=&quot;text-align: justify&quot;&gt;-The Economic Times&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.&lt;/div&gt;&#039;
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-The Economic Times





The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;





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                <strong>States criticise the &quot;no-detention&quot; and &quot;continuous evaluation&quot; provisions of RTE</strong></h1>
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                <div style="text-align: justify">-The Economic Times</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.</div>               </font>
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-The Economic Times
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The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;
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In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;
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In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;
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The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;
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A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;
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Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;
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&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.
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The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;





In the...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div style=&quot;text-align: justify&quot;&gt;-The Economic Times&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.&lt;/div&gt;&#039;,
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-The Economic Times
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The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;
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In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
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In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
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The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
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A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;
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&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&lt;br /&gt;
&lt;/div&gt;
&lt;div style=&quot;text-align: justify&quot;&gt;
&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.
&lt;/div&gt;&#039;,
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-The Economic Times





The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;





In the...&#039;
$disp = &#039;&lt;div style=&quot;text-align: justify&quot;&gt;-The Economic Times&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The &amp;quot;no-detention&amp;quot; and &amp;quot;comprehensive and continuous evaluation&amp;quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &amp;quot;no detention&amp;quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &amp;quot;no evaluation&amp;quot; system. &amp;quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&amp;quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &amp;quot;finished off the older system of tests&amp;quot; in the state. &amp;quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&amp;quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &amp;quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&amp;quot; Biswas asked.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn&#039;t mean no examination. &amp;quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&amp;quot; Raina explained. &amp;quot;The RTE doesn&#039;t prevent a school from holding examination.&amp;quot;&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;Given that there were serious issues with the manner in which &amp;quot;no detention&amp;quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&amp;nbsp;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&lt;br /&gt;&lt;/div&gt;&lt;div style=&quot;text-align: justify&quot;&gt;&amp;quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&amp;quot; Sibal said. The committee will submit their report in three months.&lt;/div&gt;&#039;
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-The Economic Times





The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;





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                <strong>States criticise the &quot;no-detention&quot; and &quot;continuous evaluation&quot; provisions of RTE</strong></h1>
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                <div style="text-align: justify">-The Economic Times</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.</div>               </font>
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-The Economic Times
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.
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-The Economic Times





The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;





In the...',
	'disp' => '<div style="text-align: justify">-The Economic Times</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.</div>',
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	'title' => 'States criticise the &quot;no-detention&quot; and &quot;continuous evaluation&quot; provisions of RTE',
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-The Economic Times
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;
</div>
<div style="text-align: justify">
<br />
</div>
<div style="text-align: justify">
&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.
</div>',
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-The Economic Times





The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;





In the...'
$disp = '<div style="text-align: justify">-The Economic Times</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The &quot;no-detention&quot; and &quot;comprehensive and continuous evaluation&quot; provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a &quot;no detention&quot; policy or moving to an assessment system based on comprehensive and continuous evaluation.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as &quot;no evaluation&quot; system. &quot;At the stage at which are in at present, we cannot have a system that has no evaluation,&quot; Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had &quot;finished off the older system of tests&quot; in the state. &quot;parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained.&quot; He stressed that it had seriously affected the quality of students graduating from class VIII.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. &quot;there are no teachers, or sometimes one teacher, what kind of CCE can you have,&quot; Biswas asked.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. &quot;Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better,&quot; Raina explained. &quot;The RTE doesn't prevent a school from holding examination.&quot;&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">Given that there were serious issues with the manner in which &quot;no detention&quot; had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.&nbsp;</div><div style="text-align: justify"><br /></div><div style="text-align: justify">&quot;There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it,&quot; Sibal said. The committee will submit their report in three months.</div>'
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States criticise the "no-detention" and "continuous evaluation" provisions of RTE

-The Economic Times The "no-detention" and "comprehensive and continuous evaluation" provisions of the Right to Education came under criticism from some states particularly Bihar, Chhattisgarh, and Assam at the 59th meeting of the Central Advisory board of Education on Wednesday.  In the two years that the Right to Education has been implemented there appears to have been a great deal of misconception about the intent of having a "no detention" policy or moving to an assessment system based on comprehensive and continuous evaluation.  In an effort to address this situation, the CABE has constituted a committee for assessment and implementation of the comprehensive and continuous evaluation in the contest of the no detention provision of the RTE Act. This CABE Committee will be headed by Haryana education minister Geeta bhukkal, and will comprise state education ministers, academics and members of civil society.  The confusion that exists was clearly articulated by Bihar education minister PK Shahi, who said that the no-detention policy was being seen on the ground as "no evaluation" system. "At the stage at which are in at present, we cannot have a system that has no evaluation," Shahi said. He explained that the private schools have more evaluation under the comprehensive and continuous evaluation (CCE) system, while children government schools are not evaluated at all. This, he argued, only served to create a wider educational achievement gap between the students of government schools and private schools.  A similar complaint was put forward by Brijmohan Agarwal, education minister of Chhattisgarh. He said that the evaluation system and no detention policy manadated by the Right to Education had "finished off the older system of tests" in the state. "parents are no longer being strict with the children to study as there is no test in which to score high marks or pass and no student can be detained." He stressed that it had seriously affected the quality of students graduating from class VIII.  Assam education minister Hemant Biswas joined issues by saying that given the paucity of teachers, particularly in rural and difficult areas, made it difficult to undertake comprehensive and continuous evaluation. "there are no teachers, or sometimes one teacher, what kind of CCE can you have," Biswas asked.  The ministers demanded that a mid-term appraisal be undertaken so that these problems can be addressed. There issues and concerns with these systems notwithstanding, the education ministers were clear that they did not want board examinations but instead wanted clarity and a system of evaluation that could be implemented in all schools especially those in remote areas.  Education expert and member of the national Advisory Council of the RTE Vinod Raina explained that no detention doesn't mean no examination. "Under CCE you can have as many examinations and tests as you want. The purpose of these tests is not to fail a student but to map their progress, so that students can be helped to learn and perform better," Raina explained. "The RTE doesn't prevent a school from holding examination."  Given that there were serious issues with the manner in which "no detention" had been translated on the ground and that some states were facing problems with the CCE, it was decided that a committee would be set up.  "There is a gap in the understanding of the system as envisaged in the Act and how it is being understood on the ground. The committee will study these gaps and suggest ways to narrow it," Sibal said. The committee will submit their report in three months.