Maharashtra Scraps Three-Language Policy

Why in the News?

On June 30, 2025, the Maharashtra government decided to scrap the implementation of the three-language policy for Classes 1 to 5 in State government schools. 

• This move followed sustained public and political opposition, including from ruling coalition member NCP and opposition parties like the Shiv Sena (UBT) and Maharashtra Navnirman Sena (MNS). 
• The government has now formed a committee under economist Narendra Jadhav to review the issue afresh and decide on the future of the policy.

Background

Three-Language Formula (TLF)

This policy, rooted in the National Policy on Education, 1968, advocates the teaching of three languages: the regional language, Hindi, and English. It has been debated for decades over implementation disparities across states.

Maharashtra Context

• The state currently implements TLF only at the secondary level (Classes 6 and above).
• Two government orders (GOs) were issued in April and June 2025 to extend the TLF to Classes 1 to 5, across both Marathi and English medium schools.
• The policy would have affected nearly 80 lakh students in primary classes.

Protests and Opposition

• The GOs faced intense opposition from Marathi language activists, educators, and political parties, who viewed the move as an imposition of Hindi and a dilution of Marathi cultural identity.
  Shiv Sena (UBT), MNS, and parts of the academic community burnt copies of the GOs in protest.
  The opposition feared an “RSS-Hindu-Hindustan” RSS ideological push at the cost of linguistic federalism.

Features of the Proposed Policy (Now Scrapped)

• Mandatory Inclusion of a third language (presumed to be Hindi) from Class 1 onwards.
• Applicability to both Marathi and English medium schools under the State Board.
• Intended to bring uniformity in linguistic instruction across all primary schools.
• The state had planned a dual implementation, beginning with the lower classes.

Challenges and Controversies

Linguistic Imposition:

• Critics argued that the policy attempted to impose Hindi in a traditionally non-Hindi state, violating the spirit of linguistic federalism.

Cultural Identity Concerns:

• The move was viewed as an attack on the Marathi language and identity, triggering fears of cultural erosion.

Lack of Consultation:

• There was no broad-based consultation with linguistic experts or local stakeholders before issuing the GOs.

Educational Burden:

• Introducing three languages at the primary level was seen as pedagogically inappropriate, especially in schools lacking qualified language teachers.

Political Angle:

• Many opposition leaders viewed it as a BJP-RSS ideological imposition, particularly in the run-up to elections.

Scepticism about the Committee:

• The formation of the Narendra Jadhav Committee, while welcomed in part, raised doubts about neutrality and the intention to delay rather than cancel the policy.
  Critics also questioned Jadhav’s domain expertise in language pedagogy and primary education.

Way Forward

Transparent Consultation:

• The government must engage with language experts, teachers’ associations, and civil society, ensuring any language policy reflects the state’s cultural and linguistic fabric.

Decentralised Approach:

• Language education should respect regional diversity. States must have the freedom to adapt the TLF based on their socio-linguistic realities.

Strengthening Marathi Education:

• Focus should be on improving the quality of Marathi teaching, digital resources, and incentivising mother tongue instruction, especially in early childhood years.

Pedagogical Feasibility:

• The age-appropriateness of learning three languages from Class 1 must be scientifically assessed. Language acquisition at that age must not lead to cognitive overload.

Committee Accountability:

• The Jadhav Committee must function transparently and publish its findings publicly, including dissenting views, if any, to ensure democratic accountability.
  Clarity in Policy Direction
• The government must communicate its final stance, avoiding ambiguity and political flip-flops that disrupt school planning and public trust.

Conclusion

The Maharashtra government’s decision to scrap the three-language policy for primary classes reflects the power of public resistance and regional linguistic assertion. However, the formation of a review committee signals a policy pause, not a reversal. As India aspires to multilingualism under NEP 2020, it must balance national objectives with regional sensitivities, ensuring language education becomes a tool for empowerment, not alienation.

MAINS PRACTICE QUESTION

Question: Critically examine the reasons behind Maharashtra’s decision to scrap the three-language policy for primary education. What does this episode reveal about the challenges of implementing language policy in a federal and multilingual country like India?

PRELIMS PRACTICE QUESTION