Why in the News?

Recently, the Union government revised the Rules of the Right to Education Act, 2009, permitting schools to retain students in Classes 5 and 8 if they fail to meet the promotion criteria based on a year-end examination.

What have schools been allowed to do? 

• Detaining Students: Schools can now hold back students in Classes 5 and 8 if they fail to meet the promotion criteria after a year-end examination. This marks a departure from the previous no-detention policy that prohibited such actions until the completion of elementary education.
• Re-Examination Opportunities: If a student does not pass the initial examination, they are given an opportunity for a re-examination within two months after receiving additional instruction. If they still do not meet the criteria after this second chance, they can be detained in their current class.
• Monitoring and Support: The rules require class teachers to identify learning gaps and provide specialized support to students who are at risk of being held back. The head of the school is also mandated to monitor the progress of these students.
• Competency-Based Assessments: The examinations and re-examinations are intended to be competency-based, focusing on holistic development rather than rote memorization.
• Implementation Across Central Schools: This amendment applies to around 3,000 central schools, including Kendriya Vidyalayas and Jawahar Navodaya Vidyalayas, extending the option for detention beyond state-run schools.

Is there something wrong with the appraisal system? 

• Poor Implementation of Continuous Evaluation: The original aim of continuous and comprehensive evaluation (CCE) was undermined by inadequate resources and training for teachers. Many schools failed to conduct meaningful assessments, leading to automatic promotions without evaluating students’ actual learning outcomes.
• Lack of Accountability: The previous no-detention policy created an environment where accountability for student performance diminished. Teachers often did not engage in effective monitoring or support for students struggling academically, resulting in significant learning gaps.
• Focus on Final Examinations: The shift towards allowing detention may lead to a renewed emphasis on final examinations rather than continuous assessment throughout the academic year, potentially reversing some of the progressive educational practices intended by the RTE Act.

Who should be made accountable?

• Teachers: Teachers should be held accountable for their students’ learning outcomes. They are crucial in identifying learning gaps, providing necessary support, and ensuring that all students receive adequate attention and instruction.
• School Administrators: School heads and administrators must monitor student progress and implement effective teaching strategies. They are responsible for creating an environment that encourages accountability among teachers and supports student learning.
• Education Authorities: Government bodies and education authorities at both state and national levels should be accountable for implementing educational policies effectively.
• Parents and Communities: Engaging parents and local communities in the educational process can enhance accountability.
• Policymakers: Lawmakers and policymakers must be accountable for creating a robust framework that supports quality education. This includes adequate funding, resource allocation, and the establishment of clear standards and expectations for schools.

What are some of the best ways to test a child’s learning? (Way forward)

• Continuous and Comprehensive Evaluation (CCE): Implement regular assessments through a mix of formative (ongoing, classroom-based) and summative (end-of-term) evaluations to track progress across cognitive, emotional, and social domains.
• Skill-Based Assessments: Focus on grade-appropriate competencies in reading, writing, and arithmetic through practical tasks, quizzes, and interactive activities, rather than relying solely on rote-based exams.
• Individualized Feedback Mechanisms: Use assessments that provide personalized insights into a child’s strengths and weaknesses, allowing for tailored remedial interventions to address specific learning gaps.

Mains PYQ:

Q The Right of Children to Free and Compulsory Education Act, 2009 remains indadequate in promoting incentive-based system for children’s education without generating awareness about the importance of schooling. Analyse. (UPSC IAS/2022)

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