Letter and spirit

The Ministry of Education has introduced new norms for student assessment, mandating final examinations at the end of Class 5 and Class 8, and reintroducing the detention policy for underperforming students. This marks a reversal from earlier policies, including Continuous and Comprehensive Evaluation (CCE) and the 'no detention' policy, which sought to reduce pressure on students.

Policy Reforms and Reversals

• Continuous and Comprehensive Evaluation (CCE): Initially introduced under the Right to Education Act, CCE aimed to reduce the focus on high-stakes exams by evaluating students’ performance throughout the academic year.
• No Detention Policy: This policy aimed to ensure that students were not detained until the completion of Class 8, focusing on a supportive learning environment rather than punitive measures.
• Reversal by NDA Government: In 2019, the government decided to remove the no detention policy and gave discretion to states. The recent change mandates final exams for Class 5 and Class 8 students, with provisions for detention if students fail.

Learning Outcomes and Practical Necessity

• Gap in Learning Outcomes: Despite the reforms, many students still graduate from primary school without foundational literacy and numeracy skills, and the gap persists through middle school. This has raised concerns about the effectiveness of earlier reforms.
• Need for Change: The government’s decision to reintroduce examinations and detention is a response to the need for improving learning outcomes and preparing a skilled workforce to benefit from the demographic dividend.
• Collective Failure of Society: The issue of poor learning outcomes is viewed as a societal failure, not just a school or family issue, and requires collective efforts for improvement, which the new policy aims to address.

Concerns and Criticisms of the New Policy

• Impact on Private and Government Schools: While private schools, especially those affiliated with CBSE, can easily implement the new policy, it could be politically contentious for state-run schools, especially in poorer areas where resources are limited.
• Regression to Single Exam Focus: Critics argue that bringing back a single final examination is a regression, as it undermines the spirit of the National Education Policy (NEP) 2020, which emphasizes continuous, holistic, and formative assessments.
• Potential for Discriminatory Practices: There are concerns that private schools might use the policy as a justification to expel underperforming students, particularly those from disadvantaged backgrounds. Safeguards will be necessary to prevent such practices.

Practice Question:

Q. Evaluate the shift from the 'No Detention' policy to the reintroduction of final exams and detention in schools. How does this align or conflict with the goals of the National Education Policy 2020? Discuss the implications for marginalized students and the overall education system.