Sharma, G. (2018). Reversal of
Children’s Right to No Detention. The New Leam. Retrieved: http://thenewleam.com/2018/08/reversal-of-childrens-right-to-no-detention/
Children’s Right to No Detention. The New Leam. Retrieved: http://thenewleam.com/2018/08/reversal-of-childrens-right-to-no-detention/
The article
presents the author’s views on the reversal of section 16 of the Right to Free
and Compulsory Education Act 2009 after the report of the CABE in 2014
recommended reintroduction of detention beyond primary classes. The modification
introduced leaves the states to decide whether to practice detention in classes
V and/or VIII.
presents the author’s views on the reversal of section 16 of the Right to Free
and Compulsory Education Act 2009 after the report of the CABE in 2014
recommended reintroduction of detention beyond primary classes. The modification
introduced leaves the states to decide whether to practice detention in classes
V and/or VIII.
The author
highlights that the arguments against the NDP stating that it has diluted the ‘quality’
of learning and “NDP discourages
children from learning and does not keep them motivated about taking studies
seriously” are not grounded in adequate research. The effect of the
reversal will also be seen in the implementation of other provisions of the act
including the implementation of CCE.
highlights that the arguments against the NDP stating that it has diluted the ‘quality’
of learning and “NDP discourages
children from learning and does not keep them motivated about taking studies
seriously” are not grounded in adequate research. The effect of the
reversal will also be seen in the implementation of other provisions of the act
including the implementation of CCE.
The act had been a culmination of long standing
recommendations of the Yashpal Committee report (1993) and NCF (2005) that put
forth the need to create a stress and trauma free school environment. In this
context, Sharma highlights that “The experiences of evaluation resulting in
failure, humiliation, guilt and stressful competition, are traumatic for young
learners – especially for those who have entered the school system for the
first time.” The arguments made against the NDP fail to take cognisance of
the role of CCE as a mechanism for providing feedback on the progress of
students. While the act had placed the onus on teachers, schools, and the state
on monitoring the students’ needs and interests in the process of learning, the
reversal of the NDP has come as a setback in the provision of education as children’s
right.