Again and again for years on end we’ve been seeing ‘No Detention policy’ (NDP) being blamed for sub standard performance in government schools across the subcontinent. Whether news reporters, teachers unions or government departments that should know better, they are all speaking the same language.
The objective of ‘NDP’ in the context of CCE is simply to ensure gaps in learning outcomes of each child are dealt on a continuous and dynamic basis. There are students that need special attention and in the old system these children were most often left to flounder while getting no attention at all, let alone special attention. This approach obviously requires extra work and skills from the teacher and yet education departments across the country are not operationalizing CCE so teachers don’t know what is expected of them or how to respond. Once teachers are properly trained and CCE is implemented, everyone will understand complaining about NDP has been a deflection of responsibility with the objective of going back to the old and easy way of teaching we refer to and learning and forgetting.
So what is CCE? “The Report of the International Commission on Education for 21st Century to UNESCO (1) referred to four planes of living of human individuals namely; physical, intellectual, mental and spiritual. Thus, all round development as the stated purpose of education implies optimization of hidden potential of every child in the physical, intellectual, mental and spiritual planes. The CBSE in 2010 initiated for the first time an effort to translate the lofty goal of all round development into practice by introducing CCE – Scheme into all schools.” Click here to view the report.
Continuous and Comprehensive Evaluation(CCE) refers to an approach to school-based assessment of students that covers all aspects of students’ development. ‘Continuous’ refers to a developmental process of assessment that emphasizes both learning and behavioral outcomes, while ‘Comprehensive’ means attending to both the Scholastic and the Co-Scholastic aspects of students’ growth and development.
The CCE process is more comprehensive than the ‘learn and forget’ approach that encourages wrote learning, and includes both summative and formative assessments. Formative assessments are designed to provide dynamic support and encouragement while building the self-esteem of the child. It is well understood the system of end of year examinations by itself can only assess only one aspect of any child’s understanding and capabilities while ignoring so many aspects of the child’s all round development.
The problem as usual has been a political one. Even with CCE mandated by law since 2010 and supported by Article 21A of the constitution, Governments across the country have not been accountable to operationalizing CCE with the lives of almost 100 million children in the breach. Ill informed teacher’s lobbies have become the stooges of their political patrons seeking to divert attention from the real issue, which is their abject failure to deliver quality education to at least half of India’s children, simply because they are from the most powerless and easiest to ignore classes.
 CBSE handout 2A – Concept Note on Conceptual Framework of Continuous and Comprehensive Evaluation (CCE)