Info Change India

An archive of knowledge resources of social justice and sustainable development
in India

Mon10162017

Last updateSat, 22 Jul 2017 6am

Linguistic inclusion on the internet

Linguistic inclusion on the internet

By AlokeThakore

Not a single one of the Eighth Schedule Indian languages is used by more...

Net neutrality: Superhighway to digital inclusion

Net neutrality: Superhighway to digital inclusion

By Ashoak Upadhyay

If users have to pay for the services available via the internet unde...

Ambivalent internet: Freedoms and fears

Ambivalent internet: Freedoms and fears

By Shivani Gupta

The internet is not a gender-neutral space. Women from patriarchal backg...

Digital inequality in the Global South

Digital inequality in the Global South

By TT Sreekumar

Studies which focus on information and communication technologies (ICTs)...

Caste concerns in landmark e-governance projects

Caste concerns in landmark e-governance projects

By Rahul De’

Many e-governance programmes in developing countries reach into the furthes...

By Ramakant Rai

The budget for implementation of the RTE Act throughout the country is just half of the amount spent on the 2010 Commonwealth Games, so funds are scarcely the problem. Why is there a resistance to complete implementation of the Act from states, centre and civil society?

Right to education act

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By Mini Shrinivasan

The government’s film, School Chale Hum, shows children all over the country eagerly running to school. Indeed, 98% of habitations now have a school within 1 km. But with unintended irony, the scenes shot inside the schools are all about rote learning or copying from the blackboard. Will the historic Right to Education Act 2009 bring in schools that do something more for our children? 

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By Mini Shrinivasan

According to the 2001 Census, 65 per cent of Indians are literate. And almost every child now has access to a school, with around 95 per cent of our rural population having a primary school within one kilometre of their habitation. This is a significant achievement. But the big questions are: does the socio-economic condition of children allow them to go to those schools? How many dro p out within a year or two? And what is the quality of education available at these schools?

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