SRINAGAR: The recent policy shift allowing students in Classes 5 and 8 to be held back if they fail their examinations in central schools, including Kendriya Vidyalayas and Jawahar Navodaya Vidyalayas, reflects growing concerns over declining learning outcomes and accountability in the education system, officials said. This change follows years of debate over the effectiveness of the no-detention policy introduced under the Right to Education (RTE) Act of 2009.
The no-detention policy was originally implemented to ensure children aged 6 to 14 complete elementary education without the fear of failure, aiming to reduce dropouts and promote inclusivity. However, over time, it faced criticism for fostering a lack of seriousness among students and teachers. Critics argued that the policy was misinterpreted as a “no-assessment” policy, leading to declining academic standards. Data such as Pratham’s Annual Status of Education Reports revealed a steady drop in basic learning abilities among students in government schools, further fuelling calls for change.
In 2019, the RTE Act was amended to empower states and the Centre to reintroduce examinations and detention in Classes 5 and 8. Advocates of the amendment pointed to the need for periodic assessments to ensure students achieve meaningful learning outcomes. The policy shift was also seen as a response to rising migration towards private schools, which parents perceived as offering better academic accountability.
Despite the change, opinions remain divided. Supporters of the no-detention policy argue that failures are often a reflection of systemic issues, such as inadequate infrastructure and poor teaching quality, rather than student aptitude. They warn that holding students back could demotivate them and lead to increased dropout rates, especially among children from marginalised backgrounds.
Nevertheless, the Centre’s decision to implement the detention policy signals a move towards stricter academic standards, prioritising measurable outcomes over the earlier emphasis on inclusivity and continuous evaluation. It underscores a shift in focus from retention to results, aiming to address the deeper challenges facing the education system.
