Under the no-detention policy, no student from class 1 to 8 could be failed. However, now these students can be failed. Also, the failed students will get the opportunity to take the exam again within 2 months. If they fail in this too, they will not be promoted to the next class. According to the no-detention policy of the Right to Education Act, no student can be failed or expelled from school until he completes primary education from class 1 to 8. All students up to level 8 will be automatically promoted to the next class. The main point of the policy is that till class 8, there is no “examination” in the traditional sense. The time demands that all parties should work more seriously, and now the time has come to make efforts to address the remaining issues.
The abolition of the no-detention policy for students in classes 5 and 8 is a significant change in India’s education system. Introduced under the Right to Education Act, the policy was aimed at ensuring universal access to education by preventing student failure. However, with concerns of declining learning outcomes, the amendment seeks to strike a balance between access and quality education by emphasizing academic improvement. Abolishing the no-detention policy ensures that students continue to receive education even if they struggle academically, thereby reinforcing the principle of universal access. Students who would have been expelled for failure now have the opportunity to retake exams and receive remedial support.
By retaining failing students, the policy encourages active participation and accountability while still prioritizing universal access to education. Students who fail in grade 5 now have a chance to improve before moving to the next grade, ensuring they are not left behind. The policy includes provisions for remedial instruction, promoting equitable access by ensuring no student is denied education due to academic struggles. For example, students who fail in grade 5 receive special support and retesting opportunities, helping them to remain in the education system. Parents are actively involved in identifying struggling students and monitoring progress, ensuring all children, regardless of their performance, receive a quality education.
Parents are involved in the learning process through regular communication with teachers, ensuring that no child is overlooked due to academic failure. The policy aims to prevent students from dropping out of school by encouraging them to remain in the education system by giving them multiple opportunities to succeed. After the policy change, students who fail in Class 8 are given another chance to appear for the exams, reducing the dropout rate. The policy change also prompts schools to identify students who need additional support, taking a more customized approach to improve learning outcomes. In Kendriya Vidyalayas, struggling students are now provided with additional coaching to bridge learning gaps, ensuring better academic performance.
The re-examination system focuses on competency-based tests rather than rote learning, ensuring that students’ learning outcomes are more meaningful and impactful. In Sainik Schools, the recently implemented competency-based exams assess practical knowledge, enabling students to understand core concepts rather than memorizing facts. The policy promotes holistic development by ensuring that failing students receive individual attention to address both academic and non-academic needs. In Delhi government schools, struggling students receive academic remediation as well as psychological and emotional support to promote holistic development. Teachers are now responsible for identifying and addressing learning gaps, ensuring they invest more in each student’s progress.
Classroom teachers now maintain progress records and individually monitor students struggling in subjects, allowing for targeted intervention strategies. By providing multiple chances to pass, the policy reduces the stigma of failure, motivating students to stay engaged and improve. Students who had previously failed, at risk of stigma, are now given a second chance, reducing dropout rates and facilitating persistence. Eliminating the no-detention policy balances universal access with improved learning outcomes. By emphasizing accountability and quality education, it can improve teaching and assessment. However, to make this change successful, better training of teachers, remedial support, and better infrastructure to strengthen students’ foundational skills are needed. Instead of addressing the root causes of the poor quality of education in the country, the focus is on reintroducing the pass/fail system. The need of the hour is for all parties to act more seriously, and it is now time to make efforts to address the remaining issues. As a result, the policy should be amended with suitable adjustments to minimize the negative impacts, or it should be replaced with a new, more balanced approach. The main goal should be to encourage the holistic development of children and provide them with life skills.