Should a below-average student be continuously promoted?

        Indian students often fare abysmally in International Tests of intelligence/ability. 

        Since the past 5 years schools have been promoting students up till the 8^th standard, without failing and detaining the under-performers.  This decision was taken by the Government of India vide the RTE Act, 2009.

        As per the ‘No Detention Policy’ no student will repeat a class for more than one academic year till the eight standard.

        While the intention behind the said decision was undoubtedly noble; that of easing the pressure on students due to the ranking system and trauma of failure, it seems to be boomeranging indirectly on the quality of education.

        Since the students are promoted to the higher classes in spite of poor performance, they lack incentive to study well or seriously enough.  One could say that going to school is like a breeze for students till they enter the 9^th standard.

        As all schools want the coveted 100% pass results in the board exams, the under-performing students are ‘failed’ finally in the 9^th standard.  This process of failure should have been done much earlier, so that those students could’ve probably repeated a year in the lower classes, grasped those subjects in which they were weak, again, and then confidently moved to the next, higher class.  Thus this system of auto-promotion is flawed.

        Once a student is retained in class 9 on account of failure, he/she has the option of repeating the class or appearing as an external student (subject to fulfilling the requisite criteria) and clearing the tenth standard exam.  Again, he has to join coaching classes for the tenth and grasp the subjects of the higher class when he is inept at learning the subjects of class nine!

        Let’s examine this issue from another perspective.  Won’t the student be more depressed on failing in the 9^th, as he has got used to clearing the exams of the lower classes; as a matter of ‘right’ or ‘entitlement’?  Won’t he/she feel isolated then as all his/her class-mates have progressed and he/she has been left behind in the rat-race?  Thus students’ lives are being harmed more, by this flawed decision.

        Then there’s plight of the teachers to be considered.  They have to keep dealing with weaker students in the higher classes; who may not be able to grasp the tougher advanced syllabus.  The teachers could end up feeling frustrated and disgruntled as they have to compulsorily promote the weak students; against their judgment of the students’ capability or lack of it!

        Some unscrupulous teachers could also take it easy and not work harder while teaching as they are assured that none of their students need to fail and hence their teaching ability will also not be questioned.  Their motivation to put in greater efforts in teaching will be lessened.

        When one looks at the class-work books of students, one can spot numerous errors in spellings, grammar, syntax and even illegible writing which is just not checked by the concerned teachers. The students learn the same erroneous matter over 9 years, from the 1^st to the 9^th, being none the wiser.

           Many students have poor reading and writing skills.  I have come across 5^th standard students who are not able to even read the questions on the question paper!  How will they answer them correctly then?

         Essay-writing is another casualty as students have not been taught to be creative in their thinking and are inept in expressing their thoughts on any given topic effectively.

        Comprehension and language skills are not developed fully.  Thus these students have a tough time during group discussions, job interviews and even basic interactions with others.

        Schools are primary centers of learning where one’s life is molded and nurtured.  The foundation of learning and assimilation of knowledge is laid down here.  If the foundation itself is weak and shaky, how will one have a stable future?

          Hence, to sum it up, continuous evaluation, assessment and remedial action in every grade is essential. This system of auto-promotion must be revised after due consultations with renowned academicians, parents’ associations, schools and other stake-holders; to stop further damage. After all, as the wise adage goes, “A stitch in time saves nine!”

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The copyright of this article is with Mrs.Priya Ramesh Swaminathan.