Revised Policy on No Detention and the Role of Community Resource Centers (CRC) in Supporting Adolescent Learning

By, Pramodini Naik, Program Manager, CYDA

In a significant move, the Government of India has amended the Right to Education (RTE) Act, 2009 with the “Right of Children to Free and Compulsory Education (Amendment) Rules, 2024,” which removes the No Detention Policy for Classes 5 and 8. This policy shift allows schools to hold back students who fail to meet promotion criteria.

The Right to Education (RTE) Act, 2009 has been a landmark legislation in India, ensuring free and compulsory education for all children between the ages of 6 and 14. One of the key features of the RTE was the No Detention Policy (NDP), which prohibited holding back students until they completed their elementary education (up to the 8th standard). This policy was intended to encourage continuous learning, reduce dropout rates, and foster an environment where children could develop without the stigma of failure. However, following concerns over declining academic standards and the lack of accountability, the Government of India has recently made amendments to the RTE Act. In a gazette notification titled the “Right of Children to Free and Compulsory Education (Amendment) Rules, 2024,” the Centre has formally done away with the No Detention Policy for Classes 5 and 8. According to the new rules, students who fail to meet the promotion criteria in these classes can now be held back and asked to repeat the grade.

The End of No Detention: Educational and Policy Implications

The No Detention Policy (NDP), introduced as part of the RTE Act, 2009, was intended to prevent children from being demotivated and dropping out of school due to failure. The policy was grounded in the belief that failure at an early age could negatively impact a child’s self-esteem and cause long-term harm to their education. Furthermore, educationists argued that children should be allowed to progress at their own pace without the pressure of failing and repeating grades.

However, the policy faced significant criticism that many students were being promoted without mastering fundamental academic skills, especially in subjects like mathematics, reading, and writing. This led to academic underachievement in the higher classes, particularly after Class 8. Secondly Without the possibility of detention, there were concerns that students and teachers were not adequately accountable for performance. Also, Students who were promoted without sufficient learning in elementary grades often faced academic challenges when they entered secondary education.

To address these concerns, the Amendment Rules, 2024 permit schools to detain students in Class 5 and Class 8 if they fail to meet the promotion criteria. However, students who do fail will be given a chance to reappear for exams, and only after repeated failures will they be detained.

Connection these Policy Shift with Community Resource Centers (CRC)

The shift in policy to allow detention in Classes 5 and 8 is likely to place additional pressure on both students and teachers. However, the importance of remedial education, support structures, and motivational guidance cannot be overstated, especially for adolescents who might struggle to meet academic standards. This is where Community Resource Centers (CRCs), run by the CYDA, play a crucial role.

CRC is a vital space where adolescents who are at risk of failing are provided with:

• Conducive Learning Environments: CRCs offer an informal, stress-free space where students can learn without the pressure of formal examinations. These centers use innovative teaching methods that focus on student strengths rather than weaknesses.
• Remedial Education: For students who fall behind in class, CRCs provide personalized remedial education. This ensures that students who struggle with core concepts can receive extra attention and the opportunity to catch up.
• Motivation and Guidance: Adolescents often face challenges in terms of self-esteem and motivation, particularly after the failure of traditional academic assessments. CRCs focus on building resilience, fostering self-confidence, and providing continuous encouragement to keep students engaged and focused on their learning journey.
• Holistic Development: CRCs are not just about academics; they focus on the overall development of the adolescents. Activities like life skills workshops, career guidance, and sports, music, arts are integrated into their learning approach, helping adolescents build a growth mind set and emotional intelligence.

Given the new changes in the policy, CRCs play a pivotal role in ensuring that students who face academic challenges do not fall through the cracks. By providing a conducive learning environment and offering targeted interventions, CRCs support students in overcoming the difficulties they face due to the transition in policy. The support structures provided at CRCs will be essential in maintaining student engagement and ensuring that no child is left behind despite the stricter promotion criteria.

References

1. Right of Children to Free and Compulsory Education (Amendment) Rules, 2024, Ministry of Education, Government of India.
2. Right to Education Act (RTE), 2009, Government of India, Ministry of Human Resource Development.
3. Continuous and Comprehensive Evaluation (CCE), National Council of Educational Research and Training (NCERT), 2009.
4. National Curriculum Framework (NCF), 2005, National Council of Educational Research and Training (NCERT).