A representative image showing students writing an exam.
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The Central government’s recent decision to amend the rules under the Right of Children to Free and Compulsory Education Act 2009 and permit schools to detain students in Classes 5 and 8 if they fail to meet the promotion criteria based on year-end examination results has sparked a conversation. Some have welcomed the decision while others have strongly opposed it and expressed significant concerns.
Although efforts in this direction began in 2019 when the act was amended after which several states and UTs decided to detain students, the recent move allows central government-run schools to also exercise this option. The decision to abolish the no-detention policy was primarily driven by concerns over declining student learning outcomes.
Several surveys including the Annual Status of Education Report (ASER) conducted by the NGO Pratham in 2022 stated that only 69% of class eight students could read a class two-level text. Similarly, the survey highlighted the students’ arithmetic skills – only 44.6% of the class eight students could do division. The survey also pointed out that there was scope for improvement in schools in both the government and private sector. While 41.8% of the class eight students could do division in government schools, the percentage was higher in private schools: 53.8%.
Originally, Section 16 of the RTE Act had stated: “No child admitted in a school shall be held back in any class or
expelled from school till the completion of elementary education (classes 1 to 8). However, now with the abolition of the no detention policy, the new rules state that students in classes five or eight who do not clear the exam will be given remedial coaching and allowed to attempt a re-examination in two months. However, the government’s decision to abolish the policy without implementing complementary measures to
enhance children’s learning outcomes reflects a short-sighted approach.
This shift would once again place emphasis on the year-end examination, compelling students to demonstrate their abilities through a single test. As a result, the academic pressure on them would persist. However, the end of the no-detention policy should not signify a return to punitive measures but rather serve as a stepping stone for schools to explore holistic approaches to improve children’s learning.
Breaking the norms
Educational institutions and governments must make efforts to follow the principles of the Continuous and Comprehensive Evaluation which mandated several formative and summative assessments so that there is no pressure of a single year-end examination. These assessments can be innovative and remove the focus from rote learning. Besides having regular assessments, schools should focus on foundational literacy and numeracy and have tailored interventions and remedial classes so that they address the gaps during the upper primary classes and ensure a strong learning base.
Schools should adopt experiential and activity-based learning. Students should be allowed to experiment and engage in hands-on activities. A leaf could be taken from the Karnataka Government’s Nali Kali teaching pedagogy that promotes joyful learning in lower primary classes in government schools. The teaching pedagogy which promotes multi-grade, multi-level, activity-based teaching and learning has been well-received among students and parents. Furthermore, teachers can create personalised learning plans for students that take into account their strengths and weaknesses. This, however, should not be limited to academic outcomes but also consider extra-curricular activities. Schools must also incorporate life skills education – such as communication, critical thinking, teamwork, and decision-making – into the curriculum.
Schools must also create a supportive environment by integrating mental health education into the curriculum and providing access to counsellors. A happy, stress-free child is more likely to excel academically and socially. More importantly, the teachers must be empowered and governments should invest in their continuous professional development, equipping them with innovative pedagogical strategies and subject-specific expertise. Instead of imposing top-down training programmes, teachers should be empowered through professional development opportunities tailored to their specific needs and requirements.
While many stakeholders debate on the abolition of the no-detention policy, this conversation should be an opportunity for introspection and reform. This can only be done when the focus is not just merely on promoting students but truly educating them. It is our collective responsibility to ensure that education serves as a tool for empowerment rather than a series of hurdles. This vision requires collaboration among educators, policymakers, parents, and communities – a partnership that puts the child at the centre.
(The writer is general secretary, Managements of Independent CBSE Schools Association, Karnataka)