Reactions from just one and a half lines in the draft National Education Policy show how sensitive the issue of language is in the country.
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The draft National Education Policy prepared by the Ministry of Manpower Development of India is somewhat surprising. The draft not only gave the Indian government a sense of humor, but also caused great dissatisfaction. In the end, the government had to testify without explanation that this was just a draft. 4.5.9 will be rewritten and the issue of compulsory teaching of Hindi in school education in non-Hindi states will be omitted.
The language policy adopted by India in 1960 is still in force today. The late Prime Minister of India Jawaharlal Nehru testified on behalf of the government in 1959 and 1963 that as long as the non-Hindi speaking people of the region did not reject the Trilingual Sutra, Hindi along with English would remain the official working language of the Central Government. According to the provisions of the Constitution (Article 343-3), English has been allowed to be used as the official language of India indefinitely. Accordingly, in 1963, the Official Language Act was passed recognizing English for more than 15 years.
This article uses the term "universal consensus" because, in fact, no one, be it Tamil Nadu or the northern states of the country, will do much to ensure that the Trilingual Sutra is properly implemented. They will try their best to teach their citizens English in some form or proportion with their regional languages, and leave the decision of what to do to the citizens. In fact, an honest look at our experiences over the last 60 years or so will prove that this is true.
Attempts have been made to respect the same purpose as the earlier attempt to solve the linguistic problem. Kasturirangan has done this in the draft of the new education policy. In the objective of this policy, he said: This new National Education Policy 2019 has been formulated with a view to meet the demands of a rapidly changing knowledge-based society. And in creating it, the social, traditional, cultural and linguistic diversity of India has been taken into account. At first glance, this does not seem to be the case.
Regarding the language issue, the draft policy report (Article / Section 4.5) states that the majority of children in India learn a language they do not understand, and that is why these children start lagging behind even before they start progressing. This means that when a student starts learning, there is a great need for early learning to be in his local language. The report further states that in addition to the main local language, a minority of students whose mother tongue is different should also have the opportunity to learn in their local or mother tongue. In fact, the new educational policy is based on the premise that "while in school, students should be able to learn in the language of their choice".
In the case of the Trilingual Sutra, only the provisions of the 1968 language policy have been used in this draft. Regarding the Tribhashasutra, the draft says that the way forward will be based on the constitutional provisions, the sentiments of the people and the region, as well as the concept of a federation. At the same time, the draft also states (4.5.6) that the policy has not been properly implemented to date and that is why it needs to be implemented out of a sense of duty. From this consideration, it can be said with certainty that indirectly the Hindi speaking states have been made aware of their great responsibility very sensitively.
On the issue of teaching three languages to the students in the school, the draft states that (4.5.3), in order to enhance the language learning skills of the children, three or more languages will be taught to the pre-school and post-first students. The aim is to improve the pronunciation and communication skills of these students by the time they reach the third standard, to introduce them to different scripts, to help them recognize important words.
In fact, it could be a good idea. But for that, the curriculum at this stage should be limited to language and basic mathematics only. And other issues should be considered for later years. For that too, the nature of the curriculum should be gradually changed. But if this is not done, it will put more stress on the students. Of course, the ideas put forward by Airstol, Rousseau, Montessori and Tagore should also be considered. All of these had a definite role to play in what the method of education should be for any child up to the age of seven. It may be worthwhile to consider that role. But there is no need to think much about it now.
From this consideration, it can be said that indirectly, only the Hindi speaking states have been made aware of their great responsibility with utmost sensitivity. However, at the same time, in some parts of the country, especially in Hindi-speaking states, it can be implemented for national unity. For this, the opportunity to learn other languages of India can be given or taught in Hindi speaking schools in the area.
The main problem or confusion here is that, as stated above, if the drafters conclude that Hindi-speaking states are not honestly implementing the Trilingual Sutra as in this draft, they should not have made non-Hindi-speaking states responsible for teaching Hindi (excluding this provision in the new revised draft). Has come.). Secondly, he has strongly advised Hindi speaking states to teach languages in other parts of the country. In that case, there should be more clarity in this draft.
The kind of reactions from across the country came from just one and a half lines in this draft. Which may have been dropped inadvertently or on purpose, shows how sensitive the language issue is in India today and will remain so forever. Every language is equally important and dear to that speaker. Importantly, such language problems cannot be solved by the majority alone.
According to the 2011 census, the number of Hindi speakers in the country is 46.3 per cent. We need to understand exactly how these statistics came about. For this, Bhojpuri, Maithili, Marwari and many other small speaking groups were also included in the group of Hindi speakers at the time of census. In this way, the number of Hindi speakers in the country has increased, but these numbers are inflated. At the same time, there is another issue under discussion, which is that the number of Hindi speakers is growing faster than the Dravidian speaking groups. The implication is that Hindi speakers are ignoring the principle of family planning in comparison to the way other language groups are following the principle of family planning.
Another thing to understand here is that the importance of any language depends on the importance of the country or region in which the people who speak that language live. The popularity of English is due to the achievements of Great Britain to this day. On the other hand, the rapid development of a country like China has made Mandarin popular, and people want to learn it. Compared to the way in which states in India have given importance to Hindi since post-independence times, Hindi-speaking states have not achieved anything that should make them ideal to others. Nilanjan Ghosh has recently developed a ranking of 23 Indian states based on what ORF Kolkata has achieved in line with its Sustainable Development Goals. Of the top seven states, four are in the south, while Chhattisgarh, Madhya Pradesh, Jharkhand,
In the same vein, Tamil Nadu has the highest share of domestic tourists at 20.9 per cent. This means that the people of Tamil Nadu do not speak Hindi well, or that they cannot speak Hindi fluently, which has not adversely affected tourism there or tourists from all over India.
The discussion on English language education in this draft is confusing. This means that the language belongs to colonialism and high-class economists. The draft also talks about the dominance or strength of the language, but also says that the language should have been removed from use in the 80's. At the same time, the draft states that English should be taught to a very high standard in all government and non-government schools. But at the same time, the draft says that English is not a big enough international language. The draft states that students should learn English for higher education in science and technology. Importantly, if by the same token, English is used in subjects related to anthropology, it is a wonder that those subjects do not become very important or powerful subjects.
Nehru has been instrumental in making language an important issue in politics. Once again, the time has come for all Indians to make Hindi compulsory. It's a code that some people don't understand. Robert D. In his book Nehru and the Language Politics of India (Oxford, 1997), King writes, "The language problem has never been as it seems, because it has some hidden propaganda relating to language." An honest attempt was employed to conceal it. " Understanding these noble words of Robert King may help to solve these deadlock or puzzle.
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