Three-Language Scheme: Centre Assures Action on Class 6 Reprieve
The debate over the three-language scheme has reached another significant stage, with the Centre informing the Supreme Court that it has concerns over treating English as an indigenous or native language under the current framework. At the same time, the Union government has assured the Court that consultations will be undertaken promptly on providing a one-time reprieve to the existing Class 6 batch from certain examination requirements.
During the hearing on September 9, the Centre indicated that discussions with the concerned officials would be held shortly to examine the issue. The Supreme Court has been considering petitions concerning the implementation of the Central Board of Secondary Education (CBSE) three-language policy and has emphasised the need for a practical and well-planned transition for students.
The policy is linked to the National Education Policy (NEP) 2020 and seeks to strengthen multilingual education by requiring students to study three languages, with at least two drawn from Indian languages. The implementation has raised concerns regarding the availability of qualified teachers, textbooks, academic resources and adequate preparation time.
The Court has indicated that the broader objective of multilingual education may continue, but its implementation should be streamlined so that students are not subjected to unnecessary academic pressure. It has also considered whether the current Class 6 students should receive transitional relief, particularly because they entered the new framework during an ongoing stage of their schooling.
The English-language classification issue has emerged as an important policy question. The Centre has sought an opportunity to place its submissions before the Court, while the judiciary continues to examine the broader implications of the terminology used in the language framework.
The matter has consequently highlighted the importance of policy clarity, institutional preparedness and student-centric implementation. A balanced approach could help preserve the objectives of multilingual education while ensuring that schools, teachers and students receive sufficient time and resources to adapt to the revised framework.
