The periodic debates on continuous and comprehensive evaluation and no-detention policy in media are completely futile, given the current class-wise structure of schools and curricula. As a result, elementary education gets defi ned by the number of years spent in school. The examination system thwarts all attempts at bringing reforms in pedagogy, curriculum and textbooks. Therefore, discarding both examinations and detention is necessary, and an alternative imagination of schools and curriculum organisation is imperative for the success of educational reforms.
