Educationists question revisions in 3-language policy: How can schools adjust to frequent changes?

Indian Express

a day ago

The state government's changing stance on the third language policy has led to a chaotic beginning to the academic year, according to teachers in Maharashtra.
The government's announcement of the formation of a new committee for fresh recommendations on the issue has left many of them baffled, as unit tests are only a month away.
Teachers have urged the government to wait until the next academic year before implementing any new decisions.
After multiple revisions, the Maharashtra government on Sunday halted the three-language policy by revoking two contentious Government Resolutions (GRs) issued in this regard.
As Chief Minister Devendra Fadnavis made the announcement, he also informed about the formation of a new committee headed by Dr Narendra Jadhav to further analyse the policy of introducing a third language in Classes 1 to 5 of Marathi and English medium schools under the Maharashtra State Board.
Questioning the government's intentions, Mahendra Ganpule, former head of the Maharashtra School Principals Association, said, 'The state is simply playing with the future of lakhs of young children. From the imposition of Hindi as the third language to making it optional and changing its learning goals, the government has altered its stance multiple times on the third language—so much so that it also included readjusting the timetable structure for schools.'
'It is not easy to fix a timetable for any school, which is generally finalised well before schools reopen after the summer break. But in June, a new structure was imposed to accommodate the third language, and now there is a pause on its implementation. How are schools expected to adjust to these frequent changes,' he asked.
Ganpule highlighted how some schools might have had to rejig their timetable to match the new structure issued by the State Council for Educational Research and Training (SCERT), which now requires another revision.
'When will they focus on academics?' he questioned, pointing out that unit tests are approaching in August.
The state's school education department initially introduced the third language in Class 1 and made it mandatory to teach Hindi. Following backlash, a revised order stated that students could opt for any other language in place of Hindi, but a teacher would be provided only if there were at least 20 students in a class requesting the alternative—thereby making Hindi the default third language. While opposition continued, School Education Minister Dada Bhuse later announced that in Classes 1 and 2, the third language would focus only on spoken skills, and the reading/writing component would be introduced in Class 3.
Finally, the Chief Minister halted the entire process on Sunday by revoking the two GRs.
'Although the Chief Minister has announced the cancellation of the 'Three Languages from Grade 1' directive, considering past experiences, it is difficult to place trust in this,' said Dr. Madhav Suryavanshi, Chief Coordinator, Education Development Forum, Yashwantrao Chavan Center.
He added, 'Previously, despite public assurances by the Chief Minister and the Education Minister that three languages would not be made mandatory from Grade 1, the government ultimately implemented the decision to mandate three languages from Grade 1 from this academic year. Unless an official order is issued cancelling the 'Three Languages from Grade 1' decision, this government's stance cannot be trusted.'
Questioning the urgency, senior educationist Vasant Kalpande urged the state government to wait until the next academic year. 'This academic year has already started. Instead of disturbing it, it will be better if the government takes time to make a final decision. A new committee is set to study the three-language policy. They should be given time for a thorough study, and their recommendations should be made public for suggestions and objections before a final decision is taken.'
Kalpande further emphasised that when educational decisions are made without taking into confidence all those concerned with the decision, then those become issues of identity. 'When educational issues take on the form of linguistic, caste-based, religious, or cultural identity matters, political interference becomes inevitable. This is exactly what happened in the case of this arbitrarily made decision. It can be avoided if adequate time is spent to follow the procedure.'