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Three-Language Formula
Context:
The ongoing debate between the Centre and the Tamil Nadu government over the implementation of the three-language formula under the New Education Policy (NEP), 2020, has sparked significant discussion.
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While the Union government is pushing for compliance with the three-language policy as a prerequisite for releasing funds under the Samagra Shiksha Abhiyan, Tamil Nadu views this as an attempt at Hindi imposition, insisting on continuing its two-language policy.
Constitutional Provisions and Language Policies
- The Indian Constitution outlines the official language provisions of the Union.
- Hindi was declared the official language of the Union, with English to continue as a secondary official language for 15 years after the Constitution came into effect, until 1965.
- However, the Official Languages Act of 1963 allows English to remain as an official language indefinitely, alongside Hindi.
- States have the freedom to decide on their official language(s), and they may adopt any language or Hindi for official purposes.
- Furthermore, the Constitution mandates the promotion of Hindi to integrate India’s diverse cultures. While Hindi has been the language of promotion for national unity, the States have the liberty to opt for other languages for official communication.
The Three-Language Formula
- The three-language formula was introduced in the NEP 1968, urging non-Hindi speaking states to teach Hindi alongside their regional languages and English.
- This was met with strong resistance in Tamil Nadu, where a two-language policy (Tamil and English) has been firmly followed in schools.
- The NEP 2020, however, has modified the policy, clarifying that no language is imposed on any state. The languages taught will be decided by the States, regions, and students, as long as at least two of the three languages are native to India.
- This modification aims to be more flexible, allowing states to retain their linguistic diversity while also encouraging proficiency in national languages. However, concerns persist in states like Tamil Nadu, which perceive this as an attempt to impose Hindi through a backdoor.
Challenges
- Educational Challenges: Reports like the Annual Status of Education Research (ASER) highlight significant learning gaps.
- For instance, around 60% of Class V students cannot read a Class II level text, and 25% of youth aged 14-18 years struggle with reading in their regional language. These low learning outcomes, especially in numeracy and language skills, underscore the challenges facing India’s education system.
- Expenditure on Education: According to the Ministry of Education’s report on budgeted expenditure, despite significant spending on education (with States contributing 85% and Centres 15%), the total expenditure on education remains far below the 6% of GDP target outlined in the NEP.
Way Forward
- Focus on Mother Tongue and English: While learning Indian languages is important, there is an urgent need to improve teaching of mother tongues or local languages, English, and numeracy skills in government schools.
- Proficiency in Third Languages: In private schools, where a third language is taught, students often lack proficiency in it. Therefore, simply introducing a third language may not be enough to improve language proficiency.
- Language Proficiency and Urbanisation: According to the 2011 Census, 26% of Indians are bilingual and 7% are trilingual, with urban areas showing higher percentages of bilingualism and trilingualism. As migration and urbanisation increase, the need to learn additional languages will grow.
- Dialogue and Autonomy: The importance of a constructive dialogue between the Centre and Tamil Nadu to ensure that funding tied to education policies is not delayed. Additionally, there should be a discussion on granting more autonomy to states in matters of school education, considering the regional diversities and the financial burden that states bear.
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The Source’s Authority and Ownership of the Article is Claimed By THE STUDY IAS BY MANIKANT SINGH
