| We place this report against the enormously complex backdrop of English language education in India, trying to match aspiration to reality and looking at evidence of how much English India’s school-going children are actually learning, certain only of the fact that this is but the beginning of an enquiry and not the end of the journey. The report is categorically not about whether India needs English or not, or how much English should be taught, by whom or of what kind. Instead, the report is meant to stimulate a wider debate about education and the role of languages in early years of schooling and whether English language learning outcomes is indeed one way of assessing the health of education systems. The body of evidence presented in this report does not seek to draw hasty conclusions but instead attempts to point towards broader inferences that could have a bearing on language policies in public-funded education systems and the improvement of learning outcomes. |
Author(s): ASER Centre
Year Published: 2013
Language: English
Country: India
