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);

    }
$message = '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.'
$stackFrame = (int) 1
$trace = [
	(int) 0 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/ServerRequest.php',
		'line' => (int) 2421,
		'function' => 'deprecationWarning',
		'args' => [
			(int) 0 => 'The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead.'
		]
	],
	(int) 1 => [
		'file' => '/home/brlfuser/public_html/src/Controller/ArtileDetailController.php',
		'line' => (int) 73,
		'function' => 'offsetGet',
		'class' => 'Cake\Http\ServerRequest',
		'object' => object(Cake\Http\ServerRequest) {},
		'type' => '->',
		'args' => [
			(int) 0 => 'catslug'
		]
	],
	(int) 2 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Controller/Controller.php',
		'line' => (int) 610,
		'function' => 'printArticle',
		'class' => 'App\Controller\ArtileDetailController',
		'object' => object(App\Controller\ArtileDetailController) {},
		'type' => '->',
		'args' => []
	],
	(int) 3 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/ActionDispatcher.php',
		'line' => (int) 120,
		'function' => 'invokeAction',
		'class' => 'Cake\Controller\Controller',
		'object' => object(App\Controller\ArtileDetailController) {},
		'type' => '->',
		'args' => []
	],
	(int) 4 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/ActionDispatcher.php',
		'line' => (int) 94,
		'function' => '_invoke',
		'class' => 'Cake\Http\ActionDispatcher',
		'object' => object(Cake\Http\ActionDispatcher) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(App\Controller\ArtileDetailController) {}
		]
	],
	(int) 5 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/BaseApplication.php',
		'line' => (int) 235,
		'function' => 'dispatch',
		'class' => 'Cake\Http\ActionDispatcher',
		'object' => object(Cake\Http\ActionDispatcher) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 6 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Http\BaseApplication',
		'object' => object(App\Application) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 7 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Routing/Middleware/RoutingMiddleware.php',
		'line' => (int) 162,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 8 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Routing\Middleware\RoutingMiddleware',
		'object' => object(Cake\Routing\Middleware\RoutingMiddleware) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 9 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Routing/Middleware/AssetMiddleware.php',
		'line' => (int) 88,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 10 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Routing\Middleware\AssetMiddleware',
		'object' => object(Cake\Routing\Middleware\AssetMiddleware) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 11 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Middleware/ErrorHandlerMiddleware.php',
		'line' => (int) 96,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 12 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Error\Middleware\ErrorHandlerMiddleware',
		'object' => object(Cake\Error\Middleware\ErrorHandlerMiddleware) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 13 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 51,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 14 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Server.php',
		'line' => (int) 98,
		'function' => 'run',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\MiddlewareQueue) {},
			(int) 1 => object(Cake\Http\ServerRequest) {},
			(int) 2 => object(Cake\Http\Response) {}
		]
	],
	(int) 15 => [
		'file' => '/home/brlfuser/public_html/webroot/index.php',
		'line' => (int) 39,
		'function' => 'run',
		'class' => 'Cake\Http\Server',
		'object' => object(Cake\Http\Server) {},
		'type' => '->',
		'args' => []
	]
]
$frame = [
	'file' => '/home/brlfuser/public_html/src/Controller/ArtileDetailController.php',
	'line' => (int) 73,
	'function' => 'offsetGet',
	'class' => 'Cake\Http\ServerRequest',
	'object' => object(Cake\Http\ServerRequest) {
		trustProxy => false
		[protected] params => [
			[maximum depth reached]
		]
		[protected] data => [[maximum depth reached]]
		[protected] query => [[maximum depth reached]]
		[protected] cookies => [
			[maximum depth reached]
		]
		[protected] _environment => [
			[maximum depth reached]
		]
		[protected] url => 'latest-news-updates/the-enrolment-myth-18942/print'
		[protected] base => ''
		[protected] webroot => '/'
		[protected] here => '/latest-news-updates/the-enrolment-myth-18942/print'
		[protected] trustedProxies => [[maximum depth reached]]
		[protected] _input => null
		[protected] _detectors => [
			[maximum depth reached]
		]
		[protected] _detectorCache => [
			[maximum depth reached]
		]
		[protected] stream => object(Zend\Diactoros\PhpInputStream) {}
		[protected] uri => object(Zend\Diactoros\Uri) {}
		[protected] session => object(Cake\Http\Session) {}
		[protected] attributes => [[maximum depth reached]]
		[protected] emulatedAttributes => [
			[maximum depth reached]
		]
		[protected] uploadedFiles => [[maximum depth reached]]
		[protected] protocol => null
		[protected] requestTarget => null
		[private] deprecatedProperties => [
			[maximum depth reached]
		]
	},
	'type' => '->',
	'args' => [
		(int) 0 => 'catslug'
	]
]
deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 73
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
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

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);

    }
$message = '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.'
$stackFrame = (int) 1
$trace = [
	(int) 0 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/ServerRequest.php',
		'line' => (int) 2421,
		'function' => 'deprecationWarning',
		'args' => [
			(int) 0 => 'The ArrayAccess methods will be removed in 4.0.0.Use getParam(), getData() and getQuery() instead.'
		]
	],
	(int) 1 => [
		'file' => '/home/brlfuser/public_html/src/Controller/ArtileDetailController.php',
		'line' => (int) 74,
		'function' => 'offsetGet',
		'class' => 'Cake\Http\ServerRequest',
		'object' => object(Cake\Http\ServerRequest) {},
		'type' => '->',
		'args' => [
			(int) 0 => 'artileslug'
		]
	],
	(int) 2 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Controller/Controller.php',
		'line' => (int) 610,
		'function' => 'printArticle',
		'class' => 'App\Controller\ArtileDetailController',
		'object' => object(App\Controller\ArtileDetailController) {},
		'type' => '->',
		'args' => []
	],
	(int) 3 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/ActionDispatcher.php',
		'line' => (int) 120,
		'function' => 'invokeAction',
		'class' => 'Cake\Controller\Controller',
		'object' => object(App\Controller\ArtileDetailController) {},
		'type' => '->',
		'args' => []
	],
	(int) 4 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/ActionDispatcher.php',
		'line' => (int) 94,
		'function' => '_invoke',
		'class' => 'Cake\Http\ActionDispatcher',
		'object' => object(Cake\Http\ActionDispatcher) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(App\Controller\ArtileDetailController) {}
		]
	],
	(int) 5 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/BaseApplication.php',
		'line' => (int) 235,
		'function' => 'dispatch',
		'class' => 'Cake\Http\ActionDispatcher',
		'object' => object(Cake\Http\ActionDispatcher) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 6 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Http\BaseApplication',
		'object' => object(App\Application) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 7 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Routing/Middleware/RoutingMiddleware.php',
		'line' => (int) 162,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 8 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Routing\Middleware\RoutingMiddleware',
		'object' => object(Cake\Routing\Middleware\RoutingMiddleware) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 9 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Routing/Middleware/AssetMiddleware.php',
		'line' => (int) 88,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 10 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Routing\Middleware\AssetMiddleware',
		'object' => object(Cake\Routing\Middleware\AssetMiddleware) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 11 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Middleware/ErrorHandlerMiddleware.php',
		'line' => (int) 96,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 12 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 65,
		'function' => '__invoke',
		'class' => 'Cake\Error\Middleware\ErrorHandlerMiddleware',
		'object' => object(Cake\Error\Middleware\ErrorHandlerMiddleware) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {},
			(int) 2 => object(Cake\Http\Runner) {}
		]
	],
	(int) 13 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Runner.php',
		'line' => (int) 51,
		'function' => '__invoke',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\ServerRequest) {},
			(int) 1 => object(Cake\Http\Response) {}
		]
	],
	(int) 14 => [
		'file' => '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Http/Server.php',
		'line' => (int) 98,
		'function' => 'run',
		'class' => 'Cake\Http\Runner',
		'object' => object(Cake\Http\Runner) {},
		'type' => '->',
		'args' => [
			(int) 0 => object(Cake\Http\MiddlewareQueue) {},
			(int) 1 => object(Cake\Http\ServerRequest) {},
			(int) 2 => object(Cake\Http\Response) {}
		]
	],
	(int) 15 => [
		'file' => '/home/brlfuser/public_html/webroot/index.php',
		'line' => (int) 39,
		'function' => 'run',
		'class' => 'Cake\Http\Server',
		'object' => object(Cake\Http\Server) {},
		'type' => '->',
		'args' => []
	]
]
$frame = [
	'file' => '/home/brlfuser/public_html/src/Controller/ArtileDetailController.php',
	'line' => (int) 74,
	'function' => 'offsetGet',
	'class' => 'Cake\Http\ServerRequest',
	'object' => object(Cake\Http\ServerRequest) {
		trustProxy => false
		[protected] params => [
			[maximum depth reached]
		]
		[protected] data => [[maximum depth reached]]
		[protected] query => [[maximum depth reached]]
		[protected] cookies => [
			[maximum depth reached]
		]
		[protected] _environment => [
			[maximum depth reached]
		]
		[protected] url => 'latest-news-updates/the-enrolment-myth-18942/print'
		[protected] base => ''
		[protected] webroot => '/'
		[protected] here => '/latest-news-updates/the-enrolment-myth-18942/print'
		[protected] trustedProxies => [[maximum depth reached]]
		[protected] _input => null
		[protected] _detectors => [
			[maximum depth reached]
		]
		[protected] _detectorCache => [
			[maximum depth reached]
		]
		[protected] stream => object(Zend\Diactoros\PhpInputStream) {}
		[protected] uri => object(Zend\Diactoros\Uri) {}
		[protected] session => object(Cake\Http\Session) {}
		[protected] attributes => [[maximum depth reached]]
		[protected] emulatedAttributes => [
			[maximum depth reached]
		]
		[protected] uploadedFiles => [[maximum depth reached]]
		[protected] protocol => null
		[protected] requestTarget => null
		[private] deprecatedProperties => [
			[maximum depth reached]
		]
	},
	'type' => '->',
	'args' => [
		(int) 0 => 'artileslug'
	]
]
deprecationWarning - CORE/src/Core/functions.php, line 311
Cake\Http\ServerRequest::offsetGet() - CORE/src/Http/ServerRequest.php, line 2421
App\Controller\ArtileDetailController::printArticle() - APP/Controller/ArtileDetailController.php, line 74
Cake\Controller\Controller::invokeAction() - CORE/src/Controller/Controller.php, line 610
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 120
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 94
Cake\Http\BaseApplication::__invoke() - CORE/src/Http/BaseApplication.php, line 235
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\RoutingMiddleware::__invoke() - CORE/src/Routing/Middleware/RoutingMiddleware.php, line 162
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Routing\Middleware\AssetMiddleware::__invoke() - CORE/src/Routing/Middleware/AssetMiddleware.php, line 88
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Error\Middleware\ErrorHandlerMiddleware::__invoke() - CORE/src/Error/Middleware/ErrorHandlerMiddleware.php, line 96
Cake\Http\Runner::__invoke() - CORE/src/Http/Runner.php, line 65
Cake\Http\Runner::run() - CORE/src/Http/Runner.php, line 51
Cake\Http\Server::run() - CORE/src/Http/Server.php, line 98

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

                trigger_error($message, E_USER_WARNING);

            } else {
$response = object(Cake\Http\Response) {

	'status' => (int) 200,
	'contentType' => 'text/html',
	'headers' => [
		'Content-Type' => [
			[maximum depth reached]
		]
	],
	'file' => null,
	'fileRange' => [],
	'cookies' => object(Cake\Http\Cookie\CookieCollection) {},
	'cacheDirectives' => [],
	'body' => '<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
        "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-trace').style.display = (document.getElementById('cakeErr67f19b7169bb4-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="cakeErr67f19b7169bb4-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-code').style.display = (document.getElementById('cakeErr67f19b7169bb4-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-context').style.display = (document.getElementById('cakeErr67f19b7169bb4-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67f19b7169bb4-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;
</span></span></code>
<span class="code-highlight"><code><span style="color: #000000">&nbsp;&nbsp;&nbsp;&nbsp;&lt;link&nbsp;rel="canonical"&nbsp;href="<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">Configure</span><span style="color: #007700">::</span><span style="color: #0000BB">read</span><span style="color: #007700">(</span><span style="color: #DD0000">'SITE_URL'</span><span style="color: #007700">);&nbsp;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$urlPrefix</span><span style="color: #007700">;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">category</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">slug</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>/<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">seo_url</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>.html"/&gt;
</span></code></span>
<code><span style="color: #000000"><span style="color: #0000BB">&nbsp;&nbsp;&nbsp;&nbsp;</span><span style="color: #007700">&lt;</span><span style="color: #0000BB">meta&nbsp;http</span><span style="color: #007700">-</span><span style="color: #0000BB">equiv</span><span style="color: #007700">=</span><span style="color: #DD0000">"Content-Type"&nbsp;</span><span style="color: #0000BB">content</span><span style="color: #007700">=</span><span style="color: #DD0000">"text/html;&nbsp;charset=utf-8"</span><span style="color: #007700">/&gt;
</span></span></code></pre><pre id="cakeErr67f19b7169bb4-context" class="cake-context" style="display: none;">$viewFile = &#039;/home/brlfuser/public_html/src/Template/Layout/printlayout.ctp&#039;
$dataForView = [
	&#039;article_current&#039; =&gt; object(App\Model\Entity\Article) {

		&#039;id&#039; =&gt; (int) 18808,
		&#039;title&#039; =&gt; &#039;The enrolment myth&#039;,
		&#039;subheading&#039; =&gt; &#039;&#039;,
		&#039;description&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;
-The Indian Express&lt;br /&gt;
&lt;br /&gt;
The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;
&lt;br /&gt;
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;
&lt;br /&gt;
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;
&lt;/div&gt;&#039;,
		&#039;credit_writer&#039; =&gt; &#039;The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0&#039;,
		&#039;article_img&#039; =&gt; &#039;&#039;,
		&#039;article_img_thumb&#039; =&gt; &#039;&#039;,
		&#039;status&#039; =&gt; (int) 1,
		&#039;show_on_home&#039; =&gt; (int) 1,
		&#039;lang&#039; =&gt; &#039;EN&#039;,
		&#039;category_id&#039; =&gt; (int) 16,
		&#039;tag_keyword&#039; =&gt; &#039;&#039;,
		&#039;seo_url&#039; =&gt; &#039;the-enrolment-myth-18942&#039;,
		&#039;meta_title&#039; =&gt; null,
		&#039;meta_keywords&#039; =&gt; null,
		&#039;meta_description&#039; =&gt; null,
		&#039;noindex&#039; =&gt; (int) 0,
		&#039;publish_date&#039; =&gt; object(Cake\I18n\FrozenDate) {},
		&#039;most_visit_section_id&#039; =&gt; null,
		&#039;article_big_img&#039; =&gt; null,
		&#039;liveid&#039; =&gt; (int) 18942,
		&#039;created&#039; =&gt; object(Cake\I18n\FrozenTime) {},
		&#039;modified&#039; =&gt; object(Cake\I18n\FrozenTime) {},
		&#039;edate&#039; =&gt; &#039;&#039;,
		&#039;tags&#039; =&gt; [
			[maximum depth reached]
		],
		&#039;category&#039; =&gt; object(App\Model\Entity\Category) {},
		&#039;[new]&#039; =&gt; false,
		&#039;[accessible]&#039; =&gt; [
			[maximum depth reached]
		],
		&#039;[dirty]&#039; =&gt; [[maximum depth reached]],
		&#039;[original]&#039; =&gt; [[maximum depth reached]],
		&#039;[virtual]&#039; =&gt; [[maximum depth reached]],
		&#039;[hasErrors]&#039; =&gt; false,
		&#039;[errors]&#039; =&gt; [[maximum depth reached]],
		&#039;[invalid]&#039; =&gt; [[maximum depth reached]],
		&#039;[repository]&#039; =&gt; &#039;Articles&#039;
	
	},
	&#039;articleid&#039; =&gt; (int) 18808,
	&#039;metaTitle&#039; =&gt; &#039;LATEST NEWS UPDATES | The enrolment myth&#039;,
	&#039;metaKeywords&#039; =&gt; &#039;Right to Education,education&#039;,
	&#039;metaDesc&#039; =&gt; &#039;
-The Indian Express

The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;-The Indian Express&lt;br /&gt;&lt;br /&gt;The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;&lt;br /&gt;Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;&lt;br /&gt;CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;&lt;/div&gt;&#039;,
	&#039;lang&#039; =&gt; &#039;English&#039;,
	&#039;SITE_URL&#039; =&gt; &#039;https://im4change.in/&#039;,
	&#039;site_title&#039; =&gt; &#039;im4change&#039;,
	&#039;adminprix&#039; =&gt; &#039;admin&#039;
]
$article_current = object(App\Model\Entity\Article) {

	&#039;id&#039; =&gt; (int) 18808,
	&#039;title&#039; =&gt; &#039;The enrolment myth&#039;,
	&#039;subheading&#039; =&gt; &#039;&#039;,
	&#039;description&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;
-The Indian Express&lt;br /&gt;
&lt;br /&gt;
The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;
&lt;br /&gt;
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;
&lt;br /&gt;
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;
&lt;/div&gt;&#039;,
	&#039;credit_writer&#039; =&gt; &#039;The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0&#039;,
	&#039;article_img&#039; =&gt; &#039;&#039;,
	&#039;article_img_thumb&#039; =&gt; &#039;&#039;,
	&#039;status&#039; =&gt; (int) 1,
	&#039;show_on_home&#039; =&gt; (int) 1,
	&#039;lang&#039; =&gt; &#039;EN&#039;,
	&#039;category_id&#039; =&gt; (int) 16,
	&#039;tag_keyword&#039; =&gt; &#039;&#039;,
	&#039;seo_url&#039; =&gt; &#039;the-enrolment-myth-18942&#039;,
	&#039;meta_title&#039; =&gt; null,
	&#039;meta_keywords&#039; =&gt; null,
	&#039;meta_description&#039; =&gt; null,
	&#039;noindex&#039; =&gt; (int) 0,
	&#039;publish_date&#039; =&gt; object(Cake\I18n\FrozenDate) {},
	&#039;most_visit_section_id&#039; =&gt; null,
	&#039;article_big_img&#039; =&gt; null,
	&#039;liveid&#039; =&gt; (int) 18942,
	&#039;created&#039; =&gt; object(Cake\I18n\FrozenTime) {},
	&#039;modified&#039; =&gt; object(Cake\I18n\FrozenTime) {},
	&#039;edate&#039; =&gt; &#039;&#039;,
	&#039;tags&#039; =&gt; [
		(int) 0 =&gt; object(Cake\ORM\Entity) {},
		(int) 1 =&gt; object(Cake\ORM\Entity) {}
	],
	&#039;category&#039; =&gt; object(App\Model\Entity\Category) {},
	&#039;[new]&#039; =&gt; false,
	&#039;[accessible]&#039; =&gt; [
		&#039;*&#039; =&gt; true,
		&#039;id&#039; =&gt; false
	],
	&#039;[dirty]&#039; =&gt; [],
	&#039;[original]&#039; =&gt; [],
	&#039;[virtual]&#039; =&gt; [],
	&#039;[hasErrors]&#039; =&gt; false,
	&#039;[errors]&#039; =&gt; [],
	&#039;[invalid]&#039; =&gt; [],
	&#039;[repository]&#039; =&gt; &#039;Articles&#039;

}
$articleid = (int) 18808
$metaTitle = &#039;LATEST NEWS UPDATES | The enrolment myth&#039;
$metaKeywords = &#039;Right to Education,education&#039;
$metaDesc = &#039;
-The Indian Express

The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...&#039;
$disp = &#039;&lt;div align=&quot;justify&quot;&gt;-The Indian Express&lt;br /&gt;&lt;br /&gt;The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;&lt;br /&gt;Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;&lt;br /&gt;CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;&lt;/div&gt;&#039;
$lang = &#039;English&#039;
$SITE_URL = &#039;https://im4change.in/&#039;
$site_title = &#039;im4change&#039;
$adminprix = &#039;admin&#039;</pre><pre class="stack-trace">include - APP/Template/Layout/printlayout.ctp, line 8
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1413
Cake\View\View::_render() - CORE/src/View/View.php, line 1374
Cake\View\View::renderLayout() - CORE/src/View/View.php, line 927
Cake\View\View::render() - CORE/src/View/View.php, line 885
Cake\Controller\Controller::render() - CORE/src/Controller/Controller.php, line 791
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 126
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</pre></div></pre>latest-news-updates/the-enrolment-myth-18942.html"/>
    <meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
    <link href="https://im4change.in/css/control.css" rel="stylesheet" type="text/css"
          media="all"/>
    <title>LATEST NEWS UPDATES | The enrolment myth | Im4change.org</title>
    <meta name="description" content="
-The Indian Express

The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in..."/>
    <script src="https://im4change.in/js/jquery-1.10.2.js"></script>
    <script type="text/javascript" src="https://im4change.in/js/jquery-migrate.min.js"></script>
    <script language="javascript" type="text/javascript">

        $(document).ready(function () {
            var img = $("img")[0]; // Get my img elem
            var pic_real_width, pic_real_height;
            $("<img/>") // Make in memory copy of image to avoid css issues
                .attr("src", $(img).attr("src"))
                .load(function () {
                    pic_real_width = this.width;   // Note: $(this).width() will not
                    pic_real_height = this.height; // work for in memory images.
                });
        });
    </script>
    <style type="text/css">
        @media screen {
            div.divFooter {
                display: block;
            }
        }

        @media print {
            .printbutton {
                display: none !important;
            }
        }
    </style>
</head>
<body>
<table cellpadding="0" cellspacing="0" border="0" width="98%" align="center">
    <tr>
        <td class="top_bg">
            <div class="divFooter">
                <img src="https://im4change.in/images/logo1.jpg" height="59" border="0"
                     alt="Resource centre on India's rural distress" style="padding-top:14px;"/>
            </div>

        </td>
    </tr>
    <tr>
        <td id="topspace">&nbsp;</td>
    </tr>

    <tr id="topspace">
        <td>&nbsp;</td>
    </tr>
    <tr>
        <td height="50" style="border-bottom:1px solid #000; padding-top:10px;" class="printbutton">
            <form><input type="button" value=" Print this page "
                         onclick="window.print();return false;"/></form>
        </td>
    </tr>

    <tr>
        <td width="100%">
            <h1 class="news_headlines" style="font-style:normal">
                <strong>The enrolment myth</strong></h1>
        </td>
    </tr>
    <tr>
        <td width="100%" style="font-family:Arial, 'Segoe Script', 'Segoe UI', sans-serif, serif"><font size="3">
                <div align="justify">-The Indian Express<br /><br />The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br /><br />Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br /><br />CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br /></div>               </font>
        </td>
    </tr>
    <tr>
        <td>&nbsp;</td>
    </tr>

    <tr>
        <td height="50" style="border-top:1px solid #000; border-bottom:1px solid #000;padding-top:10px;">
            <form><input type="button" value=" Print this page "
                         onclick="window.print();return false;"/></form>
        </td>
    </tr>
</table></body>
</html>'

}
$maxBufferLength = (int) 8192
$file = '/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php'
$line = (int) 853
$message = 'Unable to emit headers. Headers sent in file=/home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php line=853'
Cake\Http\ResponseEmitter::emit() - CORE/src/Http/ResponseEmitter.php, line 48
Cake\Http\Server::emit() - CORE/src/Http/Server.php, line 141
[main] - ROOT/webroot/index.php, line 39

Warning (2): Cannot modify header information - headers already sent by (output started at /home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php:853) [CORE/src/Http/ResponseEmitter.php, line 148]
Code Context
            $response->getStatusCode(),

            ($reasonPhrase ? ' ' . $reasonPhrase : '')

        ));
$response = object(Cake\Http\Response) {

	'status' => (int) 200,
	'contentType' => 'text/html',
	'headers' => [
		'Content-Type' => [
			[maximum depth reached]
		]
	],
	'file' => null,
	'fileRange' => [],
	'cookies' => object(Cake\Http\Cookie\CookieCollection) {},
	'cacheDirectives' => [],
	'body' => '<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
        "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-trace').style.display = (document.getElementById('cakeErr67f19b7169bb4-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="cakeErr67f19b7169bb4-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-code').style.display = (document.getElementById('cakeErr67f19b7169bb4-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-context').style.display = (document.getElementById('cakeErr67f19b7169bb4-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67f19b7169bb4-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;
</span></span></code>
<span class="code-highlight"><code><span style="color: #000000">&nbsp;&nbsp;&nbsp;&nbsp;&lt;link&nbsp;rel="canonical"&nbsp;href="<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">Configure</span><span style="color: #007700">::</span><span style="color: #0000BB">read</span><span style="color: #007700">(</span><span style="color: #DD0000">'SITE_URL'</span><span style="color: #007700">);&nbsp;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$urlPrefix</span><span style="color: #007700">;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">category</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">slug</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>/<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">seo_url</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>.html"/&gt;
</span></code></span>
<code><span style="color: #000000"><span style="color: #0000BB">&nbsp;&nbsp;&nbsp;&nbsp;</span><span style="color: #007700">&lt;</span><span style="color: #0000BB">meta&nbsp;http</span><span style="color: #007700">-</span><span style="color: #0000BB">equiv</span><span style="color: #007700">=</span><span style="color: #DD0000">"Content-Type"&nbsp;</span><span style="color: #0000BB">content</span><span style="color: #007700">=</span><span style="color: #DD0000">"text/html;&nbsp;charset=utf-8"</span><span style="color: #007700">/&gt;
</span></span></code></pre><pre id="cakeErr67f19b7169bb4-context" class="cake-context" style="display: none;">$viewFile = &#039;/home/brlfuser/public_html/src/Template/Layout/printlayout.ctp&#039;
$dataForView = [
	&#039;article_current&#039; =&gt; object(App\Model\Entity\Article) {

		&#039;id&#039; =&gt; (int) 18808,
		&#039;title&#039; =&gt; &#039;The enrolment myth&#039;,
		&#039;subheading&#039; =&gt; &#039;&#039;,
		&#039;description&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;
-The Indian Express&lt;br /&gt;
&lt;br /&gt;
The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;
&lt;br /&gt;
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;
&lt;br /&gt;
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;
&lt;/div&gt;&#039;,
		&#039;credit_writer&#039; =&gt; &#039;The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0&#039;,
		&#039;article_img&#039; =&gt; &#039;&#039;,
		&#039;article_img_thumb&#039; =&gt; &#039;&#039;,
		&#039;status&#039; =&gt; (int) 1,
		&#039;show_on_home&#039; =&gt; (int) 1,
		&#039;lang&#039; =&gt; &#039;EN&#039;,
		&#039;category_id&#039; =&gt; (int) 16,
		&#039;tag_keyword&#039; =&gt; &#039;&#039;,
		&#039;seo_url&#039; =&gt; &#039;the-enrolment-myth-18942&#039;,
		&#039;meta_title&#039; =&gt; null,
		&#039;meta_keywords&#039; =&gt; null,
		&#039;meta_description&#039; =&gt; null,
		&#039;noindex&#039; =&gt; (int) 0,
		&#039;publish_date&#039; =&gt; object(Cake\I18n\FrozenDate) {},
		&#039;most_visit_section_id&#039; =&gt; null,
		&#039;article_big_img&#039; =&gt; null,
		&#039;liveid&#039; =&gt; (int) 18942,
		&#039;created&#039; =&gt; object(Cake\I18n\FrozenTime) {},
		&#039;modified&#039; =&gt; object(Cake\I18n\FrozenTime) {},
		&#039;edate&#039; =&gt; &#039;&#039;,
		&#039;tags&#039; =&gt; [
			[maximum depth reached]
		],
		&#039;category&#039; =&gt; object(App\Model\Entity\Category) {},
		&#039;[new]&#039; =&gt; false,
		&#039;[accessible]&#039; =&gt; [
			[maximum depth reached]
		],
		&#039;[dirty]&#039; =&gt; [[maximum depth reached]],
		&#039;[original]&#039; =&gt; [[maximum depth reached]],
		&#039;[virtual]&#039; =&gt; [[maximum depth reached]],
		&#039;[hasErrors]&#039; =&gt; false,
		&#039;[errors]&#039; =&gt; [[maximum depth reached]],
		&#039;[invalid]&#039; =&gt; [[maximum depth reached]],
		&#039;[repository]&#039; =&gt; &#039;Articles&#039;
	
	},
	&#039;articleid&#039; =&gt; (int) 18808,
	&#039;metaTitle&#039; =&gt; &#039;LATEST NEWS UPDATES | The enrolment myth&#039;,
	&#039;metaKeywords&#039; =&gt; &#039;Right to Education,education&#039;,
	&#039;metaDesc&#039; =&gt; &#039;
-The Indian Express

The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;-The Indian Express&lt;br /&gt;&lt;br /&gt;The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;&lt;br /&gt;Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;&lt;br /&gt;CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;&lt;/div&gt;&#039;,
	&#039;lang&#039; =&gt; &#039;English&#039;,
	&#039;SITE_URL&#039; =&gt; &#039;https://im4change.in/&#039;,
	&#039;site_title&#039; =&gt; &#039;im4change&#039;,
	&#039;adminprix&#039; =&gt; &#039;admin&#039;
]
$article_current = object(App\Model\Entity\Article) {

	&#039;id&#039; =&gt; (int) 18808,
	&#039;title&#039; =&gt; &#039;The enrolment myth&#039;,
	&#039;subheading&#039; =&gt; &#039;&#039;,
	&#039;description&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;
-The Indian Express&lt;br /&gt;
&lt;br /&gt;
The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;
&lt;br /&gt;
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;
&lt;br /&gt;
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;
&lt;/div&gt;&#039;,
	&#039;credit_writer&#039; =&gt; &#039;The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0&#039;,
	&#039;article_img&#039; =&gt; &#039;&#039;,
	&#039;article_img_thumb&#039; =&gt; &#039;&#039;,
	&#039;status&#039; =&gt; (int) 1,
	&#039;show_on_home&#039; =&gt; (int) 1,
	&#039;lang&#039; =&gt; &#039;EN&#039;,
	&#039;category_id&#039; =&gt; (int) 16,
	&#039;tag_keyword&#039; =&gt; &#039;&#039;,
	&#039;seo_url&#039; =&gt; &#039;the-enrolment-myth-18942&#039;,
	&#039;meta_title&#039; =&gt; null,
	&#039;meta_keywords&#039; =&gt; null,
	&#039;meta_description&#039; =&gt; null,
	&#039;noindex&#039; =&gt; (int) 0,
	&#039;publish_date&#039; =&gt; object(Cake\I18n\FrozenDate) {},
	&#039;most_visit_section_id&#039; =&gt; null,
	&#039;article_big_img&#039; =&gt; null,
	&#039;liveid&#039; =&gt; (int) 18942,
	&#039;created&#039; =&gt; object(Cake\I18n\FrozenTime) {},
	&#039;modified&#039; =&gt; object(Cake\I18n\FrozenTime) {},
	&#039;edate&#039; =&gt; &#039;&#039;,
	&#039;tags&#039; =&gt; [
		(int) 0 =&gt; object(Cake\ORM\Entity) {},
		(int) 1 =&gt; object(Cake\ORM\Entity) {}
	],
	&#039;category&#039; =&gt; object(App\Model\Entity\Category) {},
	&#039;[new]&#039; =&gt; false,
	&#039;[accessible]&#039; =&gt; [
		&#039;*&#039; =&gt; true,
		&#039;id&#039; =&gt; false
	],
	&#039;[dirty]&#039; =&gt; [],
	&#039;[original]&#039; =&gt; [],
	&#039;[virtual]&#039; =&gt; [],
	&#039;[hasErrors]&#039; =&gt; false,
	&#039;[errors]&#039; =&gt; [],
	&#039;[invalid]&#039; =&gt; [],
	&#039;[repository]&#039; =&gt; &#039;Articles&#039;

}
$articleid = (int) 18808
$metaTitle = &#039;LATEST NEWS UPDATES | The enrolment myth&#039;
$metaKeywords = &#039;Right to Education,education&#039;
$metaDesc = &#039;
-The Indian Express

The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...&#039;
$disp = &#039;&lt;div align=&quot;justify&quot;&gt;-The Indian Express&lt;br /&gt;&lt;br /&gt;The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;&lt;br /&gt;Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;&lt;br /&gt;CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;&lt;/div&gt;&#039;
$lang = &#039;English&#039;
$SITE_URL = &#039;https://im4change.in/&#039;
$site_title = &#039;im4change&#039;
$adminprix = &#039;admin&#039;</pre><pre class="stack-trace">include - APP/Template/Layout/printlayout.ctp, line 8
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1413
Cake\View\View::_render() - CORE/src/View/View.php, line 1374
Cake\View\View::renderLayout() - CORE/src/View/View.php, line 927
Cake\View\View::render() - CORE/src/View/View.php, line 885
Cake\Controller\Controller::render() - CORE/src/Controller/Controller.php, line 791
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 126
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</pre></div></pre>latest-news-updates/the-enrolment-myth-18942.html"/>
    <meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
    <link href="https://im4change.in/css/control.css" rel="stylesheet" type="text/css"
          media="all"/>
    <title>LATEST NEWS UPDATES | The enrolment myth | Im4change.org</title>
    <meta name="description" content="
-The Indian Express

The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in..."/>
    <script src="https://im4change.in/js/jquery-1.10.2.js"></script>
    <script type="text/javascript" src="https://im4change.in/js/jquery-migrate.min.js"></script>
    <script language="javascript" type="text/javascript">

        $(document).ready(function () {
            var img = $("img")[0]; // Get my img elem
            var pic_real_width, pic_real_height;
            $("<img/>") // Make in memory copy of image to avoid css issues
                .attr("src", $(img).attr("src"))
                .load(function () {
                    pic_real_width = this.width;   // Note: $(this).width() will not
                    pic_real_height = this.height; // work for in memory images.
                });
        });
    </script>
    <style type="text/css">
        @media screen {
            div.divFooter {
                display: block;
            }
        }

        @media print {
            .printbutton {
                display: none !important;
            }
        }
    </style>
</head>
<body>
<table cellpadding="0" cellspacing="0" border="0" width="98%" align="center">
    <tr>
        <td class="top_bg">
            <div class="divFooter">
                <img src="https://im4change.in/images/logo1.jpg" height="59" border="0"
                     alt="Resource centre on India's rural distress" style="padding-top:14px;"/>
            </div>

        </td>
    </tr>
    <tr>
        <td id="topspace">&nbsp;</td>
    </tr>

    <tr id="topspace">
        <td>&nbsp;</td>
    </tr>
    <tr>
        <td height="50" style="border-bottom:1px solid #000; padding-top:10px;" class="printbutton">
            <form><input type="button" value=" Print this page "
                         onclick="window.print();return false;"/></form>
        </td>
    </tr>

    <tr>
        <td width="100%">
            <h1 class="news_headlines" style="font-style:normal">
                <strong>The enrolment myth</strong></h1>
        </td>
    </tr>
    <tr>
        <td width="100%" style="font-family:Arial, 'Segoe Script', 'Segoe UI', sans-serif, serif"><font size="3">
                <div align="justify">-The Indian Express<br /><br />The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br /><br />Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br /><br />CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br /></div>               </font>
        </td>
    </tr>
    <tr>
        <td>&nbsp;</td>
    </tr>

    <tr>
        <td height="50" style="border-top:1px solid #000; border-bottom:1px solid #000;padding-top:10px;">
            <form><input type="button" value=" Print this page "
                         onclick="window.print();return false;"/></form>
        </td>
    </tr>
</table></body>
</html>'

}
$reasonPhrase = 'OK'
header - [internal], line ??
Cake\Http\ResponseEmitter::emitStatusLine() - CORE/src/Http/ResponseEmitter.php, line 148
Cake\Http\ResponseEmitter::emit() - CORE/src/Http/ResponseEmitter.php, line 54
Cake\Http\Server::emit() - CORE/src/Http/Server.php, line 141
[main] - ROOT/webroot/index.php, line 39

Warning (2): Cannot modify header information - headers already sent by (output started at /home/brlfuser/public_html/vendor/cakephp/cakephp/src/Error/Debugger.php:853) [CORE/src/Http/ResponseEmitter.php, line 181]
Code Context
                    $value

                ), $first);

                $first = false;
$response = object(Cake\Http\Response) {

	'status' => (int) 200,
	'contentType' => 'text/html',
	'headers' => [
		'Content-Type' => [
			[maximum depth reached]
		]
	],
	'file' => null,
	'fileRange' => [],
	'cookies' => object(Cake\Http\Cookie\CookieCollection) {},
	'cacheDirectives' => [],
	'body' => '<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
        "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-trace').style.display = (document.getElementById('cakeErr67f19b7169bb4-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="cakeErr67f19b7169bb4-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-code').style.display = (document.getElementById('cakeErr67f19b7169bb4-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr67f19b7169bb4-context').style.display = (document.getElementById('cakeErr67f19b7169bb4-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr67f19b7169bb4-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;
</span></span></code>
<span class="code-highlight"><code><span style="color: #000000">&nbsp;&nbsp;&nbsp;&nbsp;&lt;link&nbsp;rel="canonical"&nbsp;href="<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">Configure</span><span style="color: #007700">::</span><span style="color: #0000BB">read</span><span style="color: #007700">(</span><span style="color: #DD0000">'SITE_URL'</span><span style="color: #007700">);&nbsp;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$urlPrefix</span><span style="color: #007700">;</span><span style="color: #0000BB">?&gt;&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">category</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">slug</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>/<span style="color: #0000BB">&lt;?php&nbsp;</span><span style="color: #007700">echo&nbsp;</span><span style="color: #0000BB">$article_current</span><span style="color: #007700">-&gt;</span><span style="color: #0000BB">seo_url</span><span style="color: #007700">;&nbsp;</span><span style="color: #0000BB">?&gt;</span>.html"/&gt;
</span></code></span>
<code><span style="color: #000000"><span style="color: #0000BB">&nbsp;&nbsp;&nbsp;&nbsp;</span><span style="color: #007700">&lt;</span><span style="color: #0000BB">meta&nbsp;http</span><span style="color: #007700">-</span><span style="color: #0000BB">equiv</span><span style="color: #007700">=</span><span style="color: #DD0000">"Content-Type"&nbsp;</span><span style="color: #0000BB">content</span><span style="color: #007700">=</span><span style="color: #DD0000">"text/html;&nbsp;charset=utf-8"</span><span style="color: #007700">/&gt;
</span></span></code></pre><pre id="cakeErr67f19b7169bb4-context" class="cake-context" style="display: none;">$viewFile = &#039;/home/brlfuser/public_html/src/Template/Layout/printlayout.ctp&#039;
$dataForView = [
	&#039;article_current&#039; =&gt; object(App\Model\Entity\Article) {

		&#039;id&#039; =&gt; (int) 18808,
		&#039;title&#039; =&gt; &#039;The enrolment myth&#039;,
		&#039;subheading&#039; =&gt; &#039;&#039;,
		&#039;description&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;
-The Indian Express&lt;br /&gt;
&lt;br /&gt;
The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;
&lt;br /&gt;
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;
&lt;br /&gt;
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;
&lt;/div&gt;&#039;,
		&#039;credit_writer&#039; =&gt; &#039;The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0&#039;,
		&#039;article_img&#039; =&gt; &#039;&#039;,
		&#039;article_img_thumb&#039; =&gt; &#039;&#039;,
		&#039;status&#039; =&gt; (int) 1,
		&#039;show_on_home&#039; =&gt; (int) 1,
		&#039;lang&#039; =&gt; &#039;EN&#039;,
		&#039;category_id&#039; =&gt; (int) 16,
		&#039;tag_keyword&#039; =&gt; &#039;&#039;,
		&#039;seo_url&#039; =&gt; &#039;the-enrolment-myth-18942&#039;,
		&#039;meta_title&#039; =&gt; null,
		&#039;meta_keywords&#039; =&gt; null,
		&#039;meta_description&#039; =&gt; null,
		&#039;noindex&#039; =&gt; (int) 0,
		&#039;publish_date&#039; =&gt; object(Cake\I18n\FrozenDate) {},
		&#039;most_visit_section_id&#039; =&gt; null,
		&#039;article_big_img&#039; =&gt; null,
		&#039;liveid&#039; =&gt; (int) 18942,
		&#039;created&#039; =&gt; object(Cake\I18n\FrozenTime) {},
		&#039;modified&#039; =&gt; object(Cake\I18n\FrozenTime) {},
		&#039;edate&#039; =&gt; &#039;&#039;,
		&#039;tags&#039; =&gt; [
			[maximum depth reached]
		],
		&#039;category&#039; =&gt; object(App\Model\Entity\Category) {},
		&#039;[new]&#039; =&gt; false,
		&#039;[accessible]&#039; =&gt; [
			[maximum depth reached]
		],
		&#039;[dirty]&#039; =&gt; [[maximum depth reached]],
		&#039;[original]&#039; =&gt; [[maximum depth reached]],
		&#039;[virtual]&#039; =&gt; [[maximum depth reached]],
		&#039;[hasErrors]&#039; =&gt; false,
		&#039;[errors]&#039; =&gt; [[maximum depth reached]],
		&#039;[invalid]&#039; =&gt; [[maximum depth reached]],
		&#039;[repository]&#039; =&gt; &#039;Articles&#039;
	
	},
	&#039;articleid&#039; =&gt; (int) 18808,
	&#039;metaTitle&#039; =&gt; &#039;LATEST NEWS UPDATES | The enrolment myth&#039;,
	&#039;metaKeywords&#039; =&gt; &#039;Right to Education,education&#039;,
	&#039;metaDesc&#039; =&gt; &#039;
-The Indian Express

The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;-The Indian Express&lt;br /&gt;&lt;br /&gt;The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;&lt;br /&gt;Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;&lt;br /&gt;CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;&lt;/div&gt;&#039;,
	&#039;lang&#039; =&gt; &#039;English&#039;,
	&#039;SITE_URL&#039; =&gt; &#039;https://im4change.in/&#039;,
	&#039;site_title&#039; =&gt; &#039;im4change&#039;,
	&#039;adminprix&#039; =&gt; &#039;admin&#039;
]
$article_current = object(App\Model\Entity\Article) {

	&#039;id&#039; =&gt; (int) 18808,
	&#039;title&#039; =&gt; &#039;The enrolment myth&#039;,
	&#039;subheading&#039; =&gt; &#039;&#039;,
	&#039;description&#039; =&gt; &#039;&lt;div align=&quot;justify&quot;&gt;
-The Indian Express&lt;br /&gt;
&lt;br /&gt;
The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;
&lt;br /&gt;
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;
&lt;br /&gt;
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;
&lt;/div&gt;&#039;,
	&#039;credit_writer&#039; =&gt; &#039;The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0&#039;,
	&#039;article_img&#039; =&gt; &#039;&#039;,
	&#039;article_img_thumb&#039; =&gt; &#039;&#039;,
	&#039;status&#039; =&gt; (int) 1,
	&#039;show_on_home&#039; =&gt; (int) 1,
	&#039;lang&#039; =&gt; &#039;EN&#039;,
	&#039;category_id&#039; =&gt; (int) 16,
	&#039;tag_keyword&#039; =&gt; &#039;&#039;,
	&#039;seo_url&#039; =&gt; &#039;the-enrolment-myth-18942&#039;,
	&#039;meta_title&#039; =&gt; null,
	&#039;meta_keywords&#039; =&gt; null,
	&#039;meta_description&#039; =&gt; null,
	&#039;noindex&#039; =&gt; (int) 0,
	&#039;publish_date&#039; =&gt; object(Cake\I18n\FrozenDate) {},
	&#039;most_visit_section_id&#039; =&gt; null,
	&#039;article_big_img&#039; =&gt; null,
	&#039;liveid&#039; =&gt; (int) 18942,
	&#039;created&#039; =&gt; object(Cake\I18n\FrozenTime) {},
	&#039;modified&#039; =&gt; object(Cake\I18n\FrozenTime) {},
	&#039;edate&#039; =&gt; &#039;&#039;,
	&#039;tags&#039; =&gt; [
		(int) 0 =&gt; object(Cake\ORM\Entity) {},
		(int) 1 =&gt; object(Cake\ORM\Entity) {}
	],
	&#039;category&#039; =&gt; object(App\Model\Entity\Category) {},
	&#039;[new]&#039; =&gt; false,
	&#039;[accessible]&#039; =&gt; [
		&#039;*&#039; =&gt; true,
		&#039;id&#039; =&gt; false
	],
	&#039;[dirty]&#039; =&gt; [],
	&#039;[original]&#039; =&gt; [],
	&#039;[virtual]&#039; =&gt; [],
	&#039;[hasErrors]&#039; =&gt; false,
	&#039;[errors]&#039; =&gt; [],
	&#039;[invalid]&#039; =&gt; [],
	&#039;[repository]&#039; =&gt; &#039;Articles&#039;

}
$articleid = (int) 18808
$metaTitle = &#039;LATEST NEWS UPDATES | The enrolment myth&#039;
$metaKeywords = &#039;Right to Education,education&#039;
$metaDesc = &#039;
-The Indian Express

The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...&#039;
$disp = &#039;&lt;div align=&quot;justify&quot;&gt;-The Indian Express&lt;br /&gt;&lt;br /&gt;The dismal picture painted in Pratham&amp;rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&amp;rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&amp;rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &amp;mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.&lt;br /&gt;&lt;br /&gt;Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&amp;rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&amp;rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&amp;rsquo;s abilities &amp;mdash; so she must race to complete the assigned syllabus by the schooling year&amp;rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&amp;rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &amp;mdash; most of them with tutoring support, as other findings by Pratham indicate.&lt;br /&gt;&lt;br /&gt;CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. &lt;br /&gt;&lt;/div&gt;&#039;
$lang = &#039;English&#039;
$SITE_URL = &#039;https://im4change.in/&#039;
$site_title = &#039;im4change&#039;
$adminprix = &#039;admin&#039;</pre><pre class="stack-trace">include - APP/Template/Layout/printlayout.ctp, line 8
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1413
Cake\View\View::_render() - CORE/src/View/View.php, line 1374
Cake\View\View::renderLayout() - CORE/src/View/View.php, line 927
Cake\View\View::render() - CORE/src/View/View.php, line 885
Cake\Controller\Controller::render() - CORE/src/Controller/Controller.php, line 791
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 126
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</pre></div></pre>latest-news-updates/the-enrolment-myth-18942.html"/>
    <meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
    <link href="https://im4change.in/css/control.css" rel="stylesheet" type="text/css"
          media="all"/>
    <title>LATEST NEWS UPDATES | The enrolment myth | Im4change.org</title>
    <meta name="description" content="
-The Indian Express

The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in..."/>
    <script src="https://im4change.in/js/jquery-1.10.2.js"></script>
    <script type="text/javascript" src="https://im4change.in/js/jquery-migrate.min.js"></script>
    <script language="javascript" type="text/javascript">

        $(document).ready(function () {
            var img = $("img")[0]; // Get my img elem
            var pic_real_width, pic_real_height;
            $("<img/>") // Make in memory copy of image to avoid css issues
                .attr("src", $(img).attr("src"))
                .load(function () {
                    pic_real_width = this.width;   // Note: $(this).width() will not
                    pic_real_height = this.height; // work for in memory images.
                });
        });
    </script>
    <style type="text/css">
        @media screen {
            div.divFooter {
                display: block;
            }
        }

        @media print {
            .printbutton {
                display: none !important;
            }
        }
    </style>
</head>
<body>
<table cellpadding="0" cellspacing="0" border="0" width="98%" align="center">
    <tr>
        <td class="top_bg">
            <div class="divFooter">
                <img src="https://im4change.in/images/logo1.jpg" height="59" border="0"
                     alt="Resource centre on India's rural distress" style="padding-top:14px;"/>
            </div>

        </td>
    </tr>
    <tr>
        <td id="topspace">&nbsp;</td>
    </tr>

    <tr id="topspace">
        <td>&nbsp;</td>
    </tr>
    <tr>
        <td height="50" style="border-bottom:1px solid #000; padding-top:10px;" class="printbutton">
            <form><input type="button" value=" Print this page "
                         onclick="window.print();return false;"/></form>
        </td>
    </tr>

    <tr>
        <td width="100%">
            <h1 class="news_headlines" style="font-style:normal">
                <strong>The enrolment myth</strong></h1>
        </td>
    </tr>
    <tr>
        <td width="100%" style="font-family:Arial, 'Segoe Script', 'Segoe UI', sans-serif, serif"><font size="3">
                <div align="justify">-The Indian Express<br /><br />The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br /><br />Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br /><br />CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br /></div>               </font>
        </td>
    </tr>
    <tr>
        <td>&nbsp;</td>
    </tr>

    <tr>
        <td height="50" style="border-top:1px solid #000; border-bottom:1px solid #000;padding-top:10px;">
            <form><input type="button" value=" Print this page "
                         onclick="window.print();return false;"/></form>
        </td>
    </tr>
</table></body>
</html>'

}
$cookies = []
$values = [
	(int) 0 => 'text/html; charset=UTF-8'
]
$name = 'Content-Type'
$first = true
$value = 'text/html; charset=UTF-8'
header - [internal], line ??
Cake\Http\ResponseEmitter::emitHeaders() - CORE/src/Http/ResponseEmitter.php, line 181
Cake\Http\ResponseEmitter::emit() - CORE/src/Http/ResponseEmitter.php, line 55
Cake\Http\Server::emit() - CORE/src/Http/Server.php, line 141
[main] - ROOT/webroot/index.php, line 39

<head>

    <link rel="canonical" href="<?php echo Configure::read('SITE_URL'); ?><?php echo $urlPrefix;?><?php echo $article_current->category->slug; ?>/<?php echo $article_current->seo_url; ?>.html"/>

    <meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>

$viewFile = '/home/brlfuser/public_html/src/Template/Layout/printlayout.ctp'
$dataForView = [
	'article_current' => object(App\Model\Entity\Article) {

		'id' => (int) 18808,
		'title' => 'The enrolment myth',
		'subheading' => '',
		'description' => '<div align="justify">
-The Indian Express<br />
<br />
The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br />
<br />
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br />
<br />
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br />
</div>',
		'credit_writer' => 'The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0',
		'article_img' => '',
		'article_img_thumb' => '',
		'status' => (int) 1,
		'show_on_home' => (int) 1,
		'lang' => 'EN',
		'category_id' => (int) 16,
		'tag_keyword' => '',
		'seo_url' => 'the-enrolment-myth-18942',
		'meta_title' => null,
		'meta_keywords' => null,
		'meta_description' => null,
		'noindex' => (int) 0,
		'publish_date' => object(Cake\I18n\FrozenDate) {},
		'most_visit_section_id' => null,
		'article_big_img' => null,
		'liveid' => (int) 18942,
		'created' => object(Cake\I18n\FrozenTime) {},
		'modified' => object(Cake\I18n\FrozenTime) {},
		'edate' => '',
		'tags' => [
			[maximum depth reached]
		],
		'category' => object(App\Model\Entity\Category) {},
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[hasErrors]' => false,
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'Articles'
	
	},
	'articleid' => (int) 18808,
	'metaTitle' => 'LATEST NEWS UPDATES | The enrolment myth',
	'metaKeywords' => 'Right to Education,education',
	'metaDesc' => '
-The Indian Express

The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...',
	'disp' => '<div align="justify">-The Indian Express<br /><br />The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br /><br />Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br /><br />CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br /></div>',
	'lang' => 'English',
	'SITE_URL' => 'https://im4change.in/',
	'site_title' => 'im4change',
	'adminprix' => 'admin'
]
$article_current = object(App\Model\Entity\Article) {

	'id' => (int) 18808,
	'title' => 'The enrolment myth',
	'subheading' => '',
	'description' => '<div align="justify">
-The Indian Express<br />
<br />
The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br />
<br />
Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br />
<br />
CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br />
</div>',
	'credit_writer' => 'The Indian Express, 19 January, 2013, http://www.indianexpress.com/news/the-enrolment-myth/1061528/0',
	'article_img' => '',
	'article_img_thumb' => '',
	'status' => (int) 1,
	'show_on_home' => (int) 1,
	'lang' => 'EN',
	'category_id' => (int) 16,
	'tag_keyword' => '',
	'seo_url' => 'the-enrolment-myth-18942',
	'meta_title' => null,
	'meta_keywords' => null,
	'meta_description' => null,
	'noindex' => (int) 0,
	'publish_date' => object(Cake\I18n\FrozenDate) {},
	'most_visit_section_id' => null,
	'article_big_img' => null,
	'liveid' => (int) 18942,
	'created' => object(Cake\I18n\FrozenTime) {},
	'modified' => object(Cake\I18n\FrozenTime) {},
	'edate' => '',
	'tags' => [
		(int) 0 => object(Cake\ORM\Entity) {},
		(int) 1 => object(Cake\ORM\Entity) {}
	],
	'category' => object(App\Model\Entity\Category) {},
	'[new]' => false,
	'[accessible]' => [
		'*' => true,
		'id' => false
	],
	'[dirty]' => [],
	'[original]' => [],
	'[virtual]' => [],
	'[hasErrors]' => false,
	'[errors]' => [],
	'[invalid]' => [],
	'[repository]' => 'Articles'

}
$articleid = (int) 18808
$metaTitle = 'LATEST NEWS UPDATES | The enrolment myth'
$metaKeywords = 'Right to Education,education'
$metaDesc = '
-The Indian Express

The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in...'
$disp = '<div align="justify">-The Indian Express<br /><br />The dismal picture painted in Pratham&rsquo;s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India&rsquo;s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students&rsquo; ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students &mdash; compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes.<br /><br />Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE&rsquo;s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India&rsquo;s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom&rsquo;s abilities &mdash; so she must race to complete the assigned syllabus by the schooling year&rsquo;s end, whether her students have kept pace or not. Year on year, this can increase the student&rsquo;s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students &mdash; most of them with tutoring support, as other findings by Pratham indicate.<br /><br />CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks. <br /></div>'
$lang = 'English'
$SITE_URL = 'https://im4change.in/'
$site_title = 'im4change'
$adminprix = 'admin'

include - APP/Template/Layout/printlayout.ctp, line 8
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1413
Cake\View\View::_render() - CORE/src/View/View.php, line 1374
Cake\View\View::renderLayout() - CORE/src/View/View.php, line 927
Cake\View\View::render() - CORE/src/View/View.php, line 885
Cake\Controller\Controller::render() - CORE/src/Controller/Controller.php, line 791
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 126
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

The enrolment myth

-The Indian Express The dismal picture painted in Pratham’s latest Annual Status of Education Report must provoke policymakers to urgently assess and tackle the crisis in India’s primary school education. Pratham, an NGO, has done stellar work these past years in surveying the learning outcomes in schools countrywide. Its 2012 report details a rapid decline in students’ ability to keep up with the syllabus. It has found, for example, that only 30 per cent of children in Class III could read a text appropriate for the skill set of Class I students — compared to 50 per cent just four years ago. Arithmetic skills have registered a similar decline. This slide comes against the backdrop of the implementation of the landmark Right to Education Act, with its guarantee of putting children in the 6-14 age group in school and of quality learning, encapsulated in the phrase, age appropriate mainstreaming. Clearly, success in increasing enrolment and upgrading school infrastructure is not translating into better learning outcomes. Arguably, this may be an occasion to examine shortcomings in the RTE Act. Could it be that continuous comprehensive evaluation (CCE), enshrined in the law, with its promise of holding no child back, has led to a relaxation in classroom rigour? Interestingly, while Human Resource Development Minister Pallam Raju refused to put the blame on CCE, he did note that he receives representations from parents to roll it back. Assessment of CCE’s possibly deleterious effect should, however, be located in a wider appraisal of the curricular design. Experts contend that India’s curriculum moves too fast and is not configured to stop and carry along children who may be lagging. The system requires of the teacher that she teach to the syllabus, not to the classroom’s abilities — so she must race to complete the assigned syllabus by the schooling year’s end, whether her students have kept pace or not. Year on year, this can increase the student’s inability to measure up to age-appropriate learning. The system just races on, delivering finally to the desired level of academic achievement a small minority of students — most of them with tutoring support, as other findings by Pratham indicate. CCE may indeed be a problem, but it would only be exacerbating an existing problem in curriculum design and teaching techniques. There needs to be a wider examination of the curriculum as well as a realisation that to slow it down does not in any way imply a dumbing down. What is unconscionable is to carry on with business as usual and take enrolment figures alone as appropriate benchmarks.