Page 106 - Kashmir and National Education Policy by Dr. Amarpreet Kour

KASHMIR & NATIONAL EDUCATION POLICY 2020 || DR. AMARPREET KOUR

advancements while emphasizing ethics and values, as highlighted in
NEP 2020. At the same time, it must be inclusive and neutral, free from
political influences, and designed to foster holistic development.

To remain impactful and relevant, education must balance the
integration of experiential learning, moral education, and technology.
By doing so, it can ensure that students are well-equipped to navigate
a rapidly changing world while contributing meaningfully to society.

The no-detention policy introduced under NEP 2020 has undoubtedly
contributed to lowering dropout rates, but it has also posed significant
challenges, especially in rural and far-flung areas like District Budgam.
Issues such as mental and physical punishment, fear of examinations,
irregular attendance, and low punctuality persist and need immediate
attention and reform.

A major challenge arises from the inability to detain students, even
when they fail to meet academic requirements. Many students enroll
in schools in March but leave for upper reaches within a few months,
making it difficult for them to keep up academically. Socio-economic
factors, such as engagement in agriculture and cattle rearing, further
affect their attendance. Teachers, despite their willingness to give their
100%, struggle to impart knowledge effectively when students are
frequently absent.

The non-detention policy has inadvertently removed teachers’ authority
to enforce attendance, leading to increased absenteeism. When classes
are full, teaching becomes enjoyable and effective. However, with
absenteeism on the rise, students often later complain about incomplete
syllabi or inadequate teaching. This leaves teachers vulnerable to
criticism from both students and colleagues, even when the situation
is beyond their control.

Detention, when used judiciously, could provide students with the
additional time they need to grasp missed concepts and improve
academically. Teachers should also be equipped with the tools and
training necessary to address these challenges effectively. Reconsidering
the no-detention policy could significantly enhance academic outcomes
and ensure better learning opportunities for students, especially in
socio-economically disadvantaged regions.

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