Issue # 301 | 16 September 2014










Project Patang: Dynamics Of Inclusion


The idea of “inclusion”, or integration and equal access, has become a hot topic with many educationists. In the context of schools, Section 12(1)(c) or the Right to Education Act has called for 25% reservation in all non-minority unaided private schools to move towards greater social inclusion of students from different backgrounds. However, many schools are still struggling to find out how to address their specific needs and integrate them fully.


As discussed in a previous post, Centre for Civil Society has launched afterschool learning centres named Patang, which will provide support to both students and parents from diverse cultures and socio-economic backgrounds. Teachers at these centres are trained to teach based on student need and incorporate different activities into their instruction, making it more accessible to different students. The hope is that by providing differentiated support after school through a more student-centric approach, students will receive more need-based attention and will further excel in school. Some teachers observed a marked increase in confidence, saying students have begun asking questions in class, participating in discussions, and their test results show significant improvements.










Initiatives Of Department Of School Education And Literacy, Ministry Of Human Resource Development


Initiatives Of Department Of School Education And Literacy, Ministry Of Human Resource Development

This short film released by the Press Information Bureau, Government of India is a quick snapshot of the various initiatives of the Department of School Education and Literacy, Ministry of Human Resource Development - focusing on the quality of and access to education in India's public schools.









Constitutional Rights And Education: An International Comparative Study


We investigate whether the inclusion of social rights in political constitutions affects social performance. More specifically, we analyze whether including the right to education in the constitution has been related to better “educational outcomes.” We rely on data for 61 countries that participated in the 2012 PISA tests. Our results are strong and robust to the estimation technique: we find that there is no evidence that including the right to education in the constitution has been associated with higher test scores.

The quality of education depends on socioeconomic, structural, and policy variables, such as expenditure per student, the teacher-pupil ratio, and families’ background. When these covariates are excluded, the relation between the strength of constitutional educational rights and the quality of education is negative and statistically significant. These results are important for emerging countries that are discussing the adoption of new constitutions, such as Thailand and Chile.













Can Technology Replace The Teacher?


With tremendous innovation in the field of education technology, will our teachers lose the role of agents and acquire that of just facilitators of education?


The Per Child Cost In Delhi Is INR 14,280

This refers to the total amount spent by the Government of NCT of Delhi every year to educate one child from class 1 to class 8 in a government primary school.


3rd NISA School Leaders Summit


National Independent Schools Alliance (NISA) is holding the third national meet of leaders budget private schools (BPS) leaders.

27 September 2014, New Delhi.



Join the talk



Source: The RTE Platform



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Karnataka // Times of India // 12 September 2014

RTE Introduces A Happy Chapter In Many Lives

BANGALORE: When the Centre introduced the Right to Education (RTE) Act four years ago, the aim was to ensure the poorest of children had access to quality education. For many parents, it was a dream come true - to see their child study in an English-medium school alongside the privileged. Taking forward the RTE series, TOI goes back to five parents who now dare to dream big, thanks to the RTE.


All India // The Economic Times // 11 September 2014

There's A Need To Review Sarva Shiksha Abhiyan And Right To Education: Smriti Irani

Smriti Irani, all of 38, was a surprise choice for the heavyweight HRD ministry. And 100 days into her job and a few controversies later, she is resigned to the idea that she will continue to attract controversies because of her stardom. But none of that would take her attention away from all the promises made in BJP manifesto. Excerpts from an interview with ET.


All India // Live Mint // 11 September 2014

Technology, Sanitation And Female Education Tope HRD Priorities

After Modi’s Independence Day speech on improving sanitation and having toilets in every school, the ministry had four rounds of discussions with various stakeholders including states and different central government departments, school education secretary Rajarshi Bhattacharya said. “We had a meeting with various ministries yesterday (10 September) and Rs.400 crore of funds (will be mobilised) for the programme through various PSUs (public sector undertakings),” Bhattacharya told reporters, adding that this was in addition to private sector initiatives.


All India // IBN Live // 11 September 2014

Will Abide By Constitutional Modalities: Smriti Irani On School Books

New Delhi: HRD Minister Smriti Irani on Thursday rejected allegations that her ministry was trying to push books written by Hindutva ideologues, saying it will abide by "constitutional modalities" before taking any step. Emphasising on a new education policy for the country, she said deliberations will begin from next year on the issue and a "review" will be carried out for efficient implementation of the Right to Education and Sarva Siksha Abhiyan programme.


Karnataka // Times of India // 11 September 2014

PIL Challenges 25% Criterion

"Exempting minority schools from the entire RTE Act will undermine the fundamental right to education of a child," the petitioner said. The petitioner pointed out that about 10 % of the private schools in Karnataka have been declared as minorities, so they will not be obligated to follow the minimum quality education norms and standards if they are exempted from the entire RTE Act.






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