Why the 'no detention policy' in schools should not be revised

Recently, Vinod Tawde, Maharashtra's Minister for Education, announced that the state government is considering doing away with one of the most controversial policies in education, the 'no detention policy' in schools which states that no child up to Class 8 shall be detained under any circumstances. He further mentioned that the decision would be taken in consultation with various stakeholders across the state.

Ever since the policy was introduced, it has faced scathing criticism from teachers and principals alike. But having closely worked in municipal schools and the low income education space for a few years now, I strongly feel that blaming the policy for poor learning outcomes is merely an excuse to pass the buck.

Currently, the state’s education system is in shambles. With almost 89 lakh children enrolled at the primary level in 1.06 lakh government schools across Maharashtra, the system needs an urgent overhaul. Taking in view the current situation of schools in the state, although most of the schools have decent infrastructure and sufficient funding, the quality of teaching has left a lot to desire for. Recently, Tehelka did a report on how government residential schools for tribal children are in an extremely dismal condition with some schools literally having no teachers. Hence, if the 'no detention policy' is scrapped, it will leave the children with an even more stark future.

People working as peons, drivers, delivery boys, security guards, etc need a minimum qualification ranging from being a Class 8 pass to a Class 12 pass depending upon the organisation. Consider a young man, 19 years old, who has studied till Class 8 in a municipal school but didn’t really acquire much knowledge as he didn’t get a proper education in his school. Today, he is working as a delivery boy with a pizza company. The company has trained him in basic English and other skills, which he needs to do his job successfully. He is a content man and sends some money to his poor parents every month.
Now, let us imagine 10 years back in time, and assume that the policy never existed at all. The same student is in Class 4. Since his parents don't have the money to afford tuition or put him in an English medium private school, he is struggling with his studies and has already failed once in his class. He will continue to fail as he neither gets a good education in his school nor has the necessary financial or academic support to improve his grades and knowledge. He would most probably, not be able to reach Class 8 and eventually, won’t be able to secure a job even with a pizza company.

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National Family Health Survey Data 2005-06, Maharashtra

For the girls, withdrawing the 'no detention policy' will make the situation even worse. Girls enrolled in government schools mainly belong to low income families and communities, and are generally married off at an early age. It is a well known fact that having a lesser educational qualification means the girl’s family has to pay more dowry. While teaching in a municipal school during my Teach For India Fellowship, I personally made efforts to get a 14-year-old girl, studying in Grade 2 in my school, admitted in Grade 6 in a nearby secondary school so that by the time she turns 18, the standard marriageable age in her family, she can call herself a Class 10 pass, which will enable her family to negotiate the dowry. Moreover, if a family sees that their daughter is failing continuously or not able to do much on the academic front, they might marry her off even earlier than the legal age of 18, thereby putting the life of the girl in jeopardy.

Therefore, scrapping the 'no detention policy' in isolation will further deteriorate the social situation. For a significant percentage of India’s population, education still isn’t the most important thing in their lives. If we do want to give an excellent education to the students, then the efforts have to come from teachers and principals. Having or not having a 'no detention policy' doesn’t really matter. What matters is the motivation and the effort of the teacher who has to take charge and lead from the front. 

Irrespective of the possible outcomes, if the state government becomes adamant to scrap the policy, it must also make sure that the education department revamps itself and motivate the teachers and principals to ensure a good education for millions of children. Students from economically disadvantaged backgrounds already face many barriers and struggles in their lives because of not getting a good education. Revoking the policy in isolation without drastically overhauling the education system would only add more woes to their already overburdened lives. 

Devanik Saha is Data Editor, The Political Indian. Previously, he has worked with Monitor Deloitte, World Bank, Teach For India and in the Office of MP Anurag Thakur.