No-Detention Policy Revisited : A Solution to the Alarming Learning Gap?

Context

In December 2024, the Union government made an important change to the Right to Education (RTE) Act, 2009. It now allows schools, including Central government-run schools, to detain students in Classes 5 and 8 if they fail their year-end exams.

To ensure fairness, students who fail will get a second chance through re-examinations after two months of additional teaching. This policy is part of a larger effort to address learning gaps and aligns with a 2019 amendment that removed the no-detention policy in the RTE Act. Before this national amendment, 18 States and Union Territories had already introduced detention in their schools.

What Was the No-Detention Policy?

1. Original Idea (2009)

   • The RTE Act introduced a no-detention policy to ensure:
     • A stress-free environment for students in Classes 1 to 8.
     • A shift from traditional year-end exams to Continuous and Comprehensive Evaluation (CCE) for holistic learning.

2. Purpose

   • To reduce the pressure of exams on children and allow them to focus on learning, not just passing.

Why Did the No-Detention Policy Fail?

1. Misinterpretation of the Policy

   • Many schools stopped conducting meaningful assessments.
   • Students were automatically promoted to the next class, regardless of whether they understood the material.

2. Focus on Inputs, Not Outcomes

   • The education system focused on providing resources like books and infrastructure but ignored actual learning progress.

3. Failure of CCE (Continuous and Comprehensive Evaluation)

   • CCE was poorly implemented because of:
     • Lack of teacher training.
     • Insufficient resources.
     • Low commitment from schools.
   • Teachers often filled evaluation forms without genuinely assessing students.
   • Many education boards gave up on CCE and returned to traditional exams.

What Were the Results of the No-Detention Policy?

1. Declining Learning Levels

   • Basic literacy and numeracy skills dropped among students over the years.

   • ASER 2022 findings:

     • Only 42.8% of Class 5 students could read a Class 2-level text (down from 50.5% in 2018).
     • Only 25.6% could solve basic arithmetic problems (down from 27.9% in 2018).

   • ASER 2023 findings for youth (ages 14-18):

     • A quarter of students could not fluently read a Class 2-level text in their regional language.
     • Over 50% struggled with division problems, a skill taught in Classes 3 and 4.

2. High Failure Rates in Board Exams (2023)

   • Over 65 lakh students failed Classes 10 and 12 board exams.
   • Failure rates:
     • 12% in national boards.
     • 18% in state boards.

3. Widening Gaps During COVID-19

   • The pandemic disrupted education, making existing learning gaps worse.

4. Expert Observations

   • The no-detention policy reduced accountability among schools and teachers.
   • Poor implementation led to declining teaching standards and worsened student outcomes.

Why Was the Policy Rolled Back?

1. To Address Learning Gaps

   • Many students in higher classes lacked basic skills because they were promoted without mastering earlier concepts.
   • Detention was seen as a way to ensure students learn the necessary material before moving to the next class.

2. Evidence from Surveys

   • Studies like ASER 2022 and 2023 revealed serious issues in foundational skills like reading and math.

3. Expert Support

   • Education experts agreed that automatic promotion harms students in the long run.
   • They supported detention as a way to hold schools and teachers accountable.

The Way Forward

1. Regular Assessments

   • Schools should conduct frequent tests in every class to identify learning gaps early.
   • Teachers should use these assessments to help students improve before year-end exams.

2. Better Teacher Accountability

   • Teachers should be trained and evaluated regularly to ensure they meet teaching standards.
   • Schools should introduce incentives for good teachers and consequences for poor performance.

3. Focus on Helping Students

   • Instead of just detaining students, schools must provide specialized teaching to help them catch up.
   • School heads should personally monitor the progress of students who are struggling.

4. Shift Responsibility from Students to Teachers

   • Detaining students punishes them for not learning, but the real issue is the lack of effective teaching.
   • Teachers must ensure all students, especially those from disadvantaged backgrounds, receive proper attention.

Conclusion

The rollback of the no-detention policy is a step toward addressing India’s learning crisis. However, detention alone is not the solution. To improve education, the government and schools need to focus on:

• Better teacher training.
• Regular student assessments.
• Supportive teaching methods.

By combining accountability with targeted interventions, this policy change can create a more effective and equitable education system for all students.