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


        trigger_error($message, E_USER_DEPRECATED);

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

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


        trigger_error($message, E_USER_DEPRECATED);

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

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

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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr68045c0f84675-trace').style.display = (document.getElementById('cakeErr68045c0f84675-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="cakeErr68045c0f84675-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr68045c0f84675-code').style.display = (document.getElementById('cakeErr68045c0f84675-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr68045c0f84675-context').style.display = (document.getElementById('cakeErr68045c0f84675-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr68045c0f84675-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;
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		&#039;title&#039; =&gt; &#039;RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?&#039;,
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&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;
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The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&lt;br /&gt;
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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&lt;span style=&quot;font-family: &#039;Times New Roman&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot;&gt;&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;86th Constitut&lt;/u&gt;&lt;/span&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;i&lt;/u&gt;&lt;/span&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;onal Amendment&lt;/u&gt;&lt;/span&gt;&lt;/font&gt;&lt;/font&gt;&lt;/a&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt; &lt;/font&gt;
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&lt;a href=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt;The bill is short on transparency and accountability, Madhav Chavan&lt;/font&gt;&lt;/u&gt;&lt;/span&gt;&lt;/a&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt; &lt;/font&gt;
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;p align=&quot;justify&quot;&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;&lt;/p&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: &lt;/p&gt;&lt;/font&gt;&lt;/font&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;font &gt;&lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;font-family: &#039;Times New Roman&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot;&gt;86th Constitutional Amendment&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf&quot; target=&quot;_top&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf&quot; target=&quot;_top&quot;&gt;PRS Legislative Brief&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot; title=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot;&gt;The bill is short on transparency and accountability, Madh&lt;br /&gt;av Chavan&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf&quot;&gt;Azim Premji Foundation&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf&quot;&gt;Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf&quot;&gt;Solution Exchange - Collated responses of the Education Community&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;font &gt;&lt;/font&gt;&lt;/span&gt;&lt;/p&gt;&#039;,
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	&#039;title&#039; =&gt; &#039;RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?&#039;,
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&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;
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The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&lt;br /&gt;
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
&lt;/p&gt;
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say...&#039;
$disp = &#039;&lt;p align=&quot;justify&quot;&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;&lt;/p&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&amp;nbsp;The Bill omits any commitment on the definition of a school. 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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say..."/>
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                <strong>RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?</strong></h1>
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                <p align="justify"><font ><font face="arial,helvetica,sans-serif">Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&rsquo;s earlier commitment of providing the country&rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. </font></font></p><font ><font face="arial,helvetica,sans-serif"><p align="justify"><br />The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. </p><p align="justify"><br />Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. </p><p align="justify">&nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. </p><p align="justify">The main contours of the debate on the Right to Education, the Bill&rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: </p></font></font><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><font ></font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="font-family: 'Times New Roman'"></span><a href="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf" title="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf">86th Constitutional Amendment</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top" title="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top">PRS Legislative Brief</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank" title="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank">The bill is short on transparency and accountability, Madh<br />av Chavan</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf" title="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf">Azim Premji Foundation</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf" title="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf">Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf" title="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf">Solution Exchange - Collated responses of the Education Community</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"><font ></font></span></p>               </font>
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    <link rel="canonical" href="https://im4change.in/<pre class="cake-error"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr68045c0f84675-trace').style.display = (document.getElementById('cakeErr68045c0f84675-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="cakeErr68045c0f84675-trace" class="cake-stack-trace" style="display: none;"><a href="javascript:void(0);" onclick="document.getElementById('cakeErr68045c0f84675-code').style.display = (document.getElementById('cakeErr68045c0f84675-code').style.display == 'none' ? '' : 'none')">Code</a> <a href="javascript:void(0);" onclick="document.getElementById('cakeErr68045c0f84675-context').style.display = (document.getElementById('cakeErr68045c0f84675-context').style.display == 'none' ? '' : 'none')">Context</a><pre id="cakeErr68045c0f84675-code" class="cake-code-dump" style="display: none;"><code><span style="color: #000000"><span style="color: #0000BB"></span><span style="color: #007700">&lt;</span><span style="color: #0000BB">head</span><span style="color: #007700">&gt;
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<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;
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		&#039;title&#039; =&gt; &#039;RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?&#039;,
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&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;
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&lt;br /&gt;
The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&lt;br /&gt;
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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&lt;span style=&quot;font-family: &#039;Times New Roman&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot;&gt;&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;86th Constitut&lt;/u&gt;&lt;/span&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;i&lt;/u&gt;&lt;/span&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;onal Amendment&lt;/u&gt;&lt;/span&gt;&lt;/font&gt;&lt;/font&gt;&lt;/a&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt; &lt;/font&gt;
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&lt;a href=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt;The bill is short on transparency and accountability, Madhav Chavan&lt;/font&gt;&lt;/u&gt;&lt;/span&gt;&lt;/a&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt; &lt;/font&gt;
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;p align=&quot;justify&quot;&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;&lt;/p&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: &lt;/p&gt;&lt;/font&gt;&lt;/font&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;font &gt;&lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;font-family: &#039;Times New Roman&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot;&gt;86th Constitutional Amendment&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf&quot; target=&quot;_top&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf&quot; target=&quot;_top&quot;&gt;PRS Legislative Brief&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot; title=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot;&gt;The bill is short on transparency and accountability, Madh&lt;br /&gt;av Chavan&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf&quot;&gt;Azim Premji Foundation&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf&quot;&gt;Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf&quot;&gt;Solution Exchange - Collated responses of the Education Community&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;font &gt;&lt;/font&gt;&lt;/span&gt;&lt;/p&gt;&#039;,
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&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;
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The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&lt;br /&gt;
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say...&#039;
$disp = &#039;&lt;p align=&quot;justify&quot;&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;&lt;/p&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. 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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say..."/>
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                <strong>RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?</strong></h1>
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                <p align="justify"><font ><font face="arial,helvetica,sans-serif">Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&rsquo;s earlier commitment of providing the country&rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. </font></font></p><font ><font face="arial,helvetica,sans-serif"><p align="justify"><br />The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. </p><p align="justify"><br />Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. </p><p align="justify">&nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. </p><p align="justify">The main contours of the debate on the Right to Education, the Bill&rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: </p></font></font><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><font ></font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="font-family: 'Times New Roman'"></span><a href="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf" title="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf">86th Constitutional Amendment</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top" title="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top">PRS Legislative Brief</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank" title="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank">The bill is short on transparency and accountability, Madh<br />av Chavan</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf" title="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf">Azim Premji Foundation</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf" title="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf">Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf" title="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf">Solution Exchange - Collated responses of the Education Community</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"><font ></font></span></p>               </font>
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<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;
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		&#039;title&#039; =&gt; &#039;RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?&#039;,
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&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;
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&lt;br /&gt;
The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&lt;br /&gt;
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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&lt;span style=&quot;font-family: &#039;Times New Roman&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot;&gt;&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;86th Constitut&lt;/u&gt;&lt;/span&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;i&lt;/u&gt;&lt;/span&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;onal Amendment&lt;/u&gt;&lt;/span&gt;&lt;/font&gt;&lt;/font&gt;&lt;/a&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt; &lt;/font&gt;
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&lt;a href=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot;&gt;&lt;span style=&quot;color: #006699; font-family: &#039;Arial&#039;&quot;&gt;&lt;u&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt;The bill is short on transparency and accountability, Madhav Chavan&lt;/font&gt;&lt;/u&gt;&lt;/span&gt;&lt;/a&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot; size=&quot;3&quot;&gt; &lt;/font&gt;
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say...&#039;,
	&#039;disp&#039; =&gt; &#039;&lt;p align=&quot;justify&quot;&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;&lt;/p&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: &lt;/p&gt;&lt;/font&gt;&lt;/font&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;font &gt;&lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;font-family: &#039;Times New Roman&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf&quot;&gt;86th Constitutional Amendment&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf&quot; target=&quot;_top&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf&quot; target=&quot;_top&quot;&gt;PRS Legislative Brief&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot; title=&quot;http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/&quot; target=&quot;_blank&quot;&gt;The bill is short on transparency and accountability, Madh&lt;br /&gt;av Chavan&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf&quot;&gt;Azim Premji Foundation&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;/span&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf&quot;&gt;Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;a href=&quot;http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf&quot; title=&quot;http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf&quot;&gt;Solution Exchange - Collated responses of the Education Community&lt;/a&gt;&lt;font &gt; &lt;/font&gt;&lt;/p&gt;&lt;p style=&quot;margin-left: 0pt; margin-right: 0pt&quot; align=&quot;justify&quot;&gt;&lt;span style=&quot;color: #000000; font-family: &#039;Arial&#039;&quot;&gt;&lt;font &gt;&lt;/font&gt;&lt;/span&gt;&lt;/p&gt;&#039;,
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&lt;font size=&quot;3&quot;&gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;
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The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&lt;br /&gt;
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
&amp;nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
&lt;/p&gt;
&lt;p align=&quot;justify&quot;&gt;
The main contours of the debate on the Right to Education, the Bill&amp;rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say...&#039;
$disp = &#039;&lt;p align=&quot;justify&quot;&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&amp;rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&amp;rsquo;s earlier commitment of providing the country&amp;rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. &lt;/font&gt;&lt;/font&gt;&lt;/p&gt;&lt;font &gt;&lt;font face=&quot;arial,helvetica,sans-serif&quot;&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&lt;br /&gt;Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&amp;nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&amp;rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. &lt;/p&gt;&lt;p align=&quot;justify&quot;&gt;&amp;nbsp;The Bill omits any commitment on the definition of a school. 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                <strong>RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?</strong></h1>
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                <p align="justify"><font ><font face="arial,helvetica,sans-serif">Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&rsquo;s earlier commitment of providing the country&rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. </font></font></p><font ><font face="arial,helvetica,sans-serif"><p align="justify"><br />The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. </p><p align="justify"><br />Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. </p><p align="justify">&nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. </p><p align="justify">The main contours of the debate on the Right to Education, the Bill&rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: </p></font></font><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><font ></font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="font-family: 'Times New Roman'"></span><a href="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf" title="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf">86th Constitutional Amendment</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top" title="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top">PRS Legislative Brief</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank" title="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank">The bill is short on transparency and accountability, Madh<br />av Chavan</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf" title="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf">Azim Premji Foundation</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf" title="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf">Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf" title="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf">Solution Exchange - Collated responses of the Education Community</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"><font ></font></span></p>               </font>
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<font size="3"><font face="arial,helvetica,sans-serif">Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&rsquo;s earlier commitment of providing the country&rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. </font></font>
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The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
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<p align="justify">
<br />
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
</p>
<p align="justify">
&nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
</p>
<p align="justify">
The main contours of the debate on the Right to Education, the Bill&rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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<span style="font-family: 'Times New Roman'"></span><a href="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>86th Constitut</u></span><span style="color: #006699; font-family: 'Arial'"><u>i</u></span><span style="color: #006699; font-family: 'Arial'"><u>onal Amendment</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
</p>
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<a href="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>PRS Legisla</u></span><span style="color: #006699; font-family: 'Arial'"><u>t</u></span><span style="color: #006699; font-family: 'Arial'"><u>ive Brief</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
</p>
<p style="margin-left: 0pt; margin-right: 0pt" align="justify">
<a href="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank"><span style="color: #006699; font-family: 'Arial'"><u><font face="arial,helvetica,sans-serif" size="3">The bill is short on transparency and accountability, Madhav Chavan</font></u></span></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>Azim Pre</u></span><span style="color: #006699; font-family: 'Arial'"><u>m</u></span><span style="color: #006699; font-family: 'Arial'"><u>ji Foundation</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf"><span style="color: #006699; font-family: 'Arial'"><u><font face="arial,helvetica,sans-serif" size="3">Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal</font></u></span></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<p style="margin-left: 0pt; margin-right: 0pt" align="justify">
<a href="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>Solution Exchange - Collated r</u></span><span style="color: #006699; font-family: 'Arial'"><u>e</u></span><span style="color: #006699; font-family: 'Arial'"><u>sponses of the Education Community</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<span style="color: #000000; font-family: 'Arial'"><font face="arial,helvetica,sans-serif" size="3"></font></span>
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say...',
	'disp' => '<p align="justify"><font ><font face="arial,helvetica,sans-serif">Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&rsquo;s earlier commitment of providing the country&rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. </font></font></p><font ><font face="arial,helvetica,sans-serif"><p align="justify"><br />The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. </p><p align="justify"><br />Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. </p><p align="justify">&nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. </p><p align="justify">The main contours of the debate on the Right to Education, the Bill&rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: </p></font></font><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><font ></font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="font-family: 'Times New Roman'"></span><a href="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf" title="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf">86th Constitutional Amendment</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top" title="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top">PRS Legislative Brief</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank" title="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank">The bill is short on transparency and accountability, Madh<br />av Chavan</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf" title="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf">Azim Premji Foundation</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf" title="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf">Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><a href="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf" title="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf">Solution Exchange - Collated responses of the Education Community</a><font > </font></p><p style="margin-left: 0pt; margin-right: 0pt" align="justify"><span style="color: #000000; font-family: 'Arial'"><font ></font></span></p>',
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	'title' => 'RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?',
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<font size="3"><font face="arial,helvetica,sans-serif">Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state&rsquo;s earlier commitment of providing the country&rsquo;s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. </font></font>
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The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. 
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<br />
Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class&nbsp;X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham&rsquo;s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level. 
</p>
<p align="justify">
&nbsp;The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. 
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The main contours of the debate on the Right to Education, the Bill&rsquo;s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 
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<span style="font-family: 'Times New Roman'"></span><a href="http://www.azimpremjifoundation.org/downloads/86th_Amendment_to_the_Constitution.pdf"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>86th Constitut</u></span><span style="color: #006699; font-family: 'Arial'"><u>i</u></span><span style="color: #006699; font-family: 'Arial'"><u>onal Amendment</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<a href="http://www.azimpremjifoundation.org/downloads/RighttoEducationBill2005.pdf" target="_top"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>PRS Legisla</u></span><span style="color: #006699; font-family: 'Arial'"><u>t</u></span><span style="color: #006699; font-family: 'Arial'"><u>ive Brief</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
</p>
<p style="margin-left: 0pt; margin-right: 0pt" align="justify">
<a href="http://www.screenindia.com/news/the-bill-is-short-on-transparency-and-accountability/422954/" target="_blank"><span style="color: #006699; font-family: 'Arial'"><u><font face="arial,helvetica,sans-serif" size="3">The bill is short on transparency and accountability, Madhav Chavan</font></u></span></a><font face="arial,helvetica,sans-serif" size="3"> </font>
</p>
<p style="margin-left: 0pt; margin-right: 0pt" align="justify">
<span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/RtE%20Foundation%20Position%20Paper-Jan%202009.pdf"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>Azim Pre</u></span><span style="color: #006699; font-family: 'Arial'"><u>m</u></span><span style="color: #006699; font-family: 'Arial'"><u>ji Foundation</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
</p>
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<span style="color: #000000; font-family: 'Arial'"></span><a href="http://www.azimpremjifoundation.org/downloads/AnilSadgopal1.pdf"><span style="color: #006699; font-family: 'Arial'"><u><font face="arial,helvetica,sans-serif" size="3">Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal</font></u></span></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<p style="margin-left: 0pt; margin-right: 0pt" align="justify">
<a href="http://www.azimpremjifoundation.org/downloads/SolutionExchange_RtE.pdf"><font size="3"><font face="arial,helvetica,sans-serif"><span style="color: #006699; font-family: 'Arial'"><u>Solution Exchange - Collated r</u></span><span style="color: #006699; font-family: 'Arial'"><u>e</u></span><span style="color: #006699; font-family: 'Arial'"><u>sponses of the Education Community</u></span></font></font></a><font face="arial,helvetica,sans-serif" size="3"> </font>
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<span style="color: #000000; font-family: 'Arial'"><font face="arial,helvetica,sans-serif" size="3"></font></span>
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Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India&rsquo;s educationists and Civil Society activists alike. To say...'
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RIGHT TO EDUCATION: TOO LITTLE, TOO LATE?

Is the Right to Education Bill a landmark legislation as it is made out to be? The opinion is divided and it is not an exaggeration that the Bill has disappointed India’s educationists and Civil Society activists alike. To say the least, what got passed in Lok Sabha was a huge compromise from the state’s earlier commitment of providing the country’s children easy and equitable access to quality education without discrimination. It provides easy but not equitable, and the bare minimum rather than quality education. The biggest problem is that there is no commitment to quality in the Bill and there is no punishment for those who flout its provisions. It guarantees promotion by removing exams without setting standards for learning. It has ignored an earlier suggestion to benchmark the minimum quality of education to the level of Kendriya Vidyalayas. The other problem is that it has nothing for children below six and above 14 years of age. Madhav Chavan who heads education initiative Pratham has been advocating minimum standards of reading, writing, arithmetic and teacher training along with an open examination system at three levels up to Class X in order to assess the students, teachers and the schools. However the government has left the issue of quality to school bureaucracy in the states. Pratham’s Annual Status Report on Education (ASER 2008) is already a classic in assessing education quality at the primary level.  The Bill omits any commitment on the definition of a school. This means that a state government official can fulfil the constitutional obligation by allowing one-room shacks to be recognised as schools, a practice already common in desperately poor areas. The Civil Society activists who have been rooting for a right to education for decades would have liked to see at least four to six classrooms, a playground, provisions for drinking water and toilets and a library included in the definition of a school. The main contours of the debate on the Right to Education, the Bill’s provisions, its criticism and an assessment of its strengths and weaknesses are contained in the following links: 86th Constitutional Amendment PRS Legislative Brief The bill is short on transparency and accountability, Madh av Chavan Azim Premji Foundation Misconceiving Fundamentals, Dismantling Rights, Anil Sadgopal Solution Exchange - Collated responses of the Education Community