Thursday, June 6, 2019

What National Education Policy Draft – 2019 ignores?

We all aware that introduction of three language policy (which in actual suggested making Hindi compulsory for Non-Hindi states) in National Education Policy (NEP) draft created agitation and debates in the Union and resulted in modification of the draft. On reading the draft1 carefully, we can understand what it ignores from its own words.

“P4.5.3. Exposure to three or more languages in schools: To leverage the enhanced language-learning abilities of young children, all students from pre-school and Grade 1 onwards will be exposed to three or more languages with the aim of developing speaking proficiency and interaction, and the ability to recognise scripts and read basic text, in all three languages by Grade 3. In terms of writing, students will begin writing primarily in the medium of instruction until Grade 3, after which writing with additional scripts will also be introduced gradually.

First of all, introducing all the three languages from Grade1 itself will give burden to children. When the child has not introduced enough vocabularies to express from its own mother tongue, other two languages will make the situation worse. The policy should allow the child to get enough expertise in mother tongue first. Since most of our present school system introduces second language (English) from the beginning, the same should be continued or English can be introduced as a second language from the third standard and the third language should be kept optional after the fifth standard. 

“P2.3. Workbooks on language and mathematics: Every child in Grades 1-5 will have a workbook for languages and mathematics in addition to the school textbook. This will ensure that grade-appropriate, creative, and engaging practice opportunities are available for each child to work at his/her own pace. This would supplement the textbook, build on lessons with a variety of exercises/examples, save teachers’ time, help teachers identify what each child can do and, therefore, help individualise instruction.

Thanks : The Hindu 05-06-2019


This will naturally increase the weight of their backpack. And when it's come to the workbook, teachers should strictly be instructed to help them perform from classrooms. Homework's based on these workbooks will result in mere writing work and when it's come to trilingual workbooks it expects parents also to know all the languages or they need to look for coaching classes. Rather if the policy is modified as stated above, it will reduce the burden of teachers, parents, and learners.

P4.5.2. Bilingual approach for those whose language is different from the primary medium of instruction: The curriculum will encourage a flexible language approach in the classroom. Teachers will be encouraged to use a bilingual approach, including bilingual teaching-learning materials, with those students whose home language may be different from the medium of instruction to ensure a smoother transition from the home language to the medium of instruction.

It is understood from the draft policy that, the committee worried about the dropout rates and gives suggestions to reduce them. The above is one of them. This is a major issue and cannot be solved by the above. How?

If the schools followed three language policy of the committee in the future, for linguistic minorities, they have no option to learn their mother tongue from schools. So, it will end up in teaching three different languages which the child has no relation before it enters into school. Again three language formula fails here. Instead, if we start from one language, children will have enough time to get used to the medium of instruction and can shift to other languages after the third standard.

But, one important question remaining:

1. If there are minimum number children and their language has writing script, why they are not given opportunities to learn their mother tongue? 

This was the main reason behind dropouts in tribal areas. It was statistically established by a Delhi University professor (Even today, in Orissa, if 100 tribal children were taken inside, 75-80 of them drops out of the school before reaching 8th standard.2) and the same is well portrayed in the film, Newton.
So, the language committee should recommend printing books for linguistic minorities in their mother tongue which will decrease dropout rates. It is well established by Tamilnadu, which prints books for linguistic minorities in their language3 and has the lowest dropout rate in the Union.4

“Multilingualism and the power of language (Page 81 of NEP-2019) What then is the reason that English is being pursued by so many in India as a medium of instruction and of conversation, when most other technologically advanced countries of the world have naturally kept their own native languages for these purposes? The answer, of course, is that, since Independence, the economic elite of India have adopted English as their language; only about 15% of the country speaks English, and this population almost entirely coincides with the economic elite (compared with, e.g. 54% of Indians who speak Hindi). Furthermore, the elite often use English (whether deliberately or inadvertently) as a test for entry into the elite class and for the jobs that they control: English is regularly used by the elite as a criterion to determine whether someone is “educated”, and perhaps most unfortunately of all, as a prerequisite for jobs - even in cases of jobs where knowledge of English is entirely irrelevant.

This sad scenario and attitude (again, it may well be inadvertent) have resulted in the marginalisation of large sections of society based on language, keeping them out of higher-paying jobs and the higher socio-economic strata. This attitude has kept the elite class and the jobs they control segregated from the economically weaker sections of society, which of course contain many hardworking, smart, high quality, highly skilled, and educated people who happen not to speak the language of the colonists and current elite. It has created an unnatural aspiration of parents for their children to concentrate on learning and speaking languages that are not their own.

We further observe that English has not become the international language that it was expected to become back in the 1960s. As already noted, most advanced countries use their own native languages as the languages of interaction and transaction, and it is suggested that India works towards the same, or its rich language and cultural heritage, along with the rich power of expression, may slowly be lost. It is also strongly recommended that interactions between people within India be conducted in languages native to India; thus Indian languages must be heavily promoted again and with new vigour

Of course, English has become an international common language in certain realms such as science and technology research, e.g. most high-level scientific journals around the world at the current time publish predominantly in English. For this reason, it is also important for children (especially those who intend to pursue scientific subjects at a postgraduate level) to become bilingual in science and to be able to communicate science fluently both in their home/local language and in English. This is in concurrence with the practice in all technologically advanced countries.

We don’t know from which census data the policy draft talking about the percentage of English and Hindi speakers. But it gives us a sign to understand Hindi supremacy in the Union.

1.     First, the statement, English is the language of 15% economic elite is unbelievable. Most of the schools in the Union teach English as a second language. It is mingled with all Indian languages and hence Indians. English is not tied to elite, a non-Hindi speaker can communicate to the Union government only using English.

2.     If the whole idea is about opposing English supremacy, then why not even for context purpose Indian languages not considered as a whole? Why Hindi only highlighted as 54%? Instead if the statement be like only about 15% of the country speaks English, and this population almost entirely coincides with the economic elite (compared with, e.g. 85% of Indians who speak do not speak English).it will make the argument stronger. When it comes to Indian Union, why Hindi only comes to mind? Perfect example of Delhi centric thought!

3.     For a debate sake, if we consider this population percentage is true (and we know how this Hindi speaker’s percentage is attained5 – including Languages like Rajastani which has nearly 3 crore speakers under Hindi) we have three more sub-questions:

i.                 Here, one who doesn't have Hindi as his mother tongue cannot write national level entrance exams like AIIMS, IIT-JEE, and NET in her/his mother tongue. These exams conducted only in Hindi and English. Which means, the Union government(s) itself ignores the rest? (100-15+54=31% non-Hindi/non-English speakers)

ii.               Here, one cannot write a letter/get a letter to/from a Union government office in his/her mother tongue. Which means, the Union government operates only for the 69% Hindi and English speakers?

iii.              If the percentage is true, why can’t Union government make all languages as official languages and treat them equally as Hindi by giving opportunity for a non-Hindi speaker to write national level exams in his/her mother tongue?

4.     Draft states “English considered as a prerequisite for jobs - even in cases of jobs where knowledge of English is entirely irrelevant.” The same suits for Union government jobs and Hindi. Hindi considered as a prerequisite for some of the Union government jobs - even in cases of jobs where knowledge of Hindi is entirely irrelevant and because of that, many non-Hindi speakers are not getting through it. This attitude has kept the Hindi speakers and the jobs they control segregated from the non-Hindi speakers of society, which of course contain many hardworking, smart, high quality, highly skilled, and educated people who happen not to speak the language of the Union government. It has created an unnatural aspiration of parents for their children to concentrate on learning and speaking languages that are not their own. This was repeatedly written by Professor Garga Chatterjee.6

5.     “We further observe that English has not become the international language that it was expected to become back in the 1960s.” The same applies to Hindi and Sanskrit also. We know that Hindi has not become the majorities language that it was expected to become back in the 1960s. They were repeatedly promoted by spending an excess of tax money, majority contributed from non-Hindi states and miscalculations in census data.

6.     The draft says, “Of course, English has become an international common language in certain realms such as science and technology research, e.g. most high-level scientific journals around the world at the current time publish predominantly in English.” But what the Official language committee recommendation7, which was signed by our former President and which came to amendment says is:

The Committee is of the opinion that Scientific/Research and other Research institutions spend a large amount on purchase of books. If this exemption continues the major portion of the library budget will be spent on the purchase of the journals and reference books and will adversely affect the purchase of Hindi books. This will be a deviation from the original purpose. Therefore, clear orders in this regard may be issued that in any case 50% out of the total amount for the purchase of books should be used for the purchase of Hindi books. The Committee recommends that in the offices where library budget is not allocated, a minimum 1% of the Office Expenditure Head may be spent on the purchase of Hindi books. It is also to be kept in mind that 50% of the total library budget or 1% of the total Office Expenditure Head, whichever is more, may be spent on the purchase of Hindi books.

This reduced buying of English books/journals in the research institutions and Hindi books bought under these plan are found no readers. 

Propagation of Sanskrit is another topic. Repeatedly highlighting that, even by false claims like it will help the development of Indian languages also seen in the draft. In fact, the Union government already done much by spending lots of amount through Sanskrit Prachar Sabha and through some amendments through ministry. what it has done to promote/preserve other Indian languages?

When majority of the above affects the opportunities of non-Hindi speaking children, why National Education Policy draft -2019 refuses to talk about Hindi supremacy? 

P4.5.14 Considering the special importance of Sanskrit to the growth and development of Indian languages, and its unique contribution to knowledge development in as well as the cultural unity of the country, facilities for the study of Sanskrit, its scientific nature, and including samplings of diverse ancient and medieval writings in Sanskrit from a diverse set of authors (e.g. the plays of Kalidasa and Bhasa), will be made widely available in schools and higher educational institutions.

Here Sanskrit is projected as it will contribute to the growth of the Indian languages which is a false claim. As far as Tamil is concerned, it has its own root and can act independently. It’s not a mere Tamil pride, Dravidian languages has their own roots8 and scholars would answer better.

P22.5 While languages such as Hindi and Sanskrit, which are not primarily tied to one State, could be handled at the Central level in consultation with States, other languages would primarily be taken care of at the State level, with suitable Centre/States coordination to ensure maximal terminology in common.
Hindi and English are the Official languages of the Union Government. How Sanskrit will be helpful in the progress of States, which is spoken less than 25000 people in the Union? If it is for the promotion, why not other languages?

Chapter 23: Rashtriya Shiksha Aayog: 

Why it is titled in a way which a non-Hindi speaker cannot understand?

Hence, from the above, it is clear that it is created from a Hindi centric mind set and Hindi imposition through three language policy is a part of it.
·        
Above all, we have one more question remaining regarding reliability of words coming out from public representatives. The signals for Hindi imposition through NEP has come before its arrival. It was the beginning of January this year. There is a news spread that, NEP will be recommending Hindi to become mandatory in all schools. At that time, Union HRD minister Prakash Javadekar came forward and tweeted there is no plan to make Hindi compulsory.9  But, when we see the draft after its arrival, it was submitted to the minister on December 15, 2018 (page 3) and the committee head also thanked him for engaging throughout the progress and suggesting ideas (page 24). If so, what is the reason behind the denial of minister and silence of the committee members?

References:
2.     Kalachuvadu (Tamil Monthly), Vol 30, Issue March 2018 & Hindi Imposition in Education https://sannaloram.blogspot.com/2019/02/hindi-imposition-in-education.html
6.     How Hindi is becoming a hurdle for those who want to join the Army https://www.dnaindia.com/analysis/column-how-hindi-is-becoming-a-hurdle-for-those-who-want-to-join-the-army-2247911
8.     Dravidian language family is 4,500 years old: study https://www.thehindu.com/sci-tech/science/dravidian-language-family-is-4500-years-old-study/article23314180.ece
9.     No plans to make Hindi compulsory: Prakash Javadekar

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