A Positive Turn in Education Policy

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A Positive Turn in Education Policy


- Rajeeva Nayan Pathak

(The writer is the Principal of Woodridge International School, Siliguri, India)

The recent notification by the Ministry of Education, dated 16th December 2024, has introduced a much-needed amendment to the Right of Children to Free and Compulsory Education (RTE) Rules, 2010. 

This change introduces Part VA: Examination and Holding Back in Certain Cases, which allows schools to hold students back in classes V and VIII based on performance. This significant policy shift aims to address the declining academic rigour observed in schools since the enactment of the original RTE Act, 2009.

Understanding the Amendment

The newly introduced section mandates regular examinations at the end of classes V and VIII. If students fail to meet the promotion criteria:

They will receive additional instruction and the opportunity for a re-examination within two months of the results.

Persistent failure in the re-examination could result in the student being detained in the same class.

The notification emphasises that the examinations will be competency-based, focusing on holistic development rather than rote learning. Furthermore, teachers and schools are required to offer personalised support to identify and address learning gaps.

Provisions in the RTE Act

The initial provisions of the RTE Act, 2009, prohibited the detention of any student up to class VIII, ensuring seamless promotion. While this policy sought to reduce the dropout rate and promote universal education, it inadvertently led to a decline in academic standards. Many students, and even their parents, grew complacent, knowing promotion was guaranteed regardless of performance. This lack of accountability severely impacted students' preparedness for higher classes, especially when they encountered the rigorous demands of secondary education.

The results were concerning:

Increased dropouts in class IX: Students accustomed to automatic promotion struggled with higher expectations and academic challenges, leading to failures and an increased dropout rate.

Psychological distress: The pressure of adapting to new academic standards at this stage led to mental health issues among students, with the National Crime Bureau reporting a rise in suicides in the age group of classes IX-XII.

The Merits of the New Policy

The recent amendment addresses these issues by striking a balance between flexibility and accountability:

Restoring accountability: The possibility of being detained reinstates a sense of responsibility among students and parents, encouraging consistent effort throughout the academic year.

Personalised interventions: By mandating additional instructional support for struggling students, the policy ensures that no child is left behind without a fair chance to improve.

Improved academic culture: The emphasis on competency-based assessment promotes deeper learning, fostering critical thinking and conceptual clarity.

Potential Challenges

While the policy is a step in the right direction, its success hinges on effective implementation:

Teacher readiness: Educators need adequate training to conduct competency-based assessments and provide meaningful remediation.

Parental involvement: Parents must actively engage in their child's education, supporting the school’s efforts to bridge learning gaps.

Avoiding stigmatisation: Holding back a student should not lead to feelings of inferiority or discourage learning. Schools must handle such situations sensitively.

A Hopeful Future

This policy has the potential to revitalise the culture of study and discipline in schools. By holding students accountable from an early stage, it prepares them better for the challenges of secondary education. While immediate results may not be visible, the long-term benefits could manifest within four to five years, as more students develop a strong academic foundation.


***Jai Hind***

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