Three-Language Policy vs State Autonomy: A Case from Maharashtra

Context: 

The Government of Maharashtra has recently announced the removal of the mandatory three-language policy in schools.

Earlier, students in the state were required to study Marathi, Hindi, and English as compulsory subjects. This move is significant as it indicates a shift toward greater autonomy for schools in designing language curricula and aligns with the broader objectives of National Education Policy (NEP) 2020, which emphasizes flexibility, regional relevance, and student-centric learning.

Key Highlights of the Decision

• The earlier framework required schools to compulsorily teach three languages — Marathi (regional language), Hindi (national link language), and English (global link language).

• Under the new policy:

  • The three-language rule is no longer mandatory in Maharashtra.

  • Schools now have the freedom to select language subjects as per their respective board’s guidelines (e.g., State Board, CBSE, ICSE, IB) and student needs or preferences.

• The move is aimed at:

  • Reducing the academic burden on students.

  • Promoting greater flexibility and contextual relevance in school education.

  • Allowing institutions to focus on languages aligned with career aspirations, cultural needs, and regional significance.

Implications of the Policy Change

1. For Students:

• Lighter academic load with fewer mandatory language subjects.

• Increased ability to focus on:

  • Foreign languages (e.g., French, German, Spanish) for global opportunities.

  • Regional or tribal languages, preserving local cultural identities.

• Offers space for skill-based learning instead of compulsory rote learning in multiple languages.

2. For Schools:

• Need to revise their language curriculum, especially if following the State Board.

• Marathi may still remain a key language, given its cultural and political importance in the state.

• English likely to retain prominence due to its role in higher education, communication, and employment.

• Possibility of diversifying offerings to include international languages or local dialects.

Understanding the Three-Language Policy in India

What is it?
The Three-Language Policy is a linguistic framework introduced in post-independence India to:

• Promote national integration through language.

• Ensure linguistic equity between Hindi and non-Hindi speaking regions.

• Build multilingual competence among students.

Historical Timeline:

• First introduced in the 1968 National Policy on Education (NPE).

• Reiterated in the 1986 NPE and further emphasized in the National Education Policy 2020 (NEP 2020).

Structure of the Policy:

• In Hindi-speaking states:

  • Hindi

  • English

  • One modern Indian language (preferably from the South)

• In non-Hindi-speaking states (like Maharashtra, Tamil Nadu):

  • Regional language (e.g., Marathi, Tamil)

  • English

  • Hindi or another Indian language

Objective:

• Ensure that at least two out of the three languages are native to India.

• Promote cultural inclusivity, linguistic harmony, and educational balance across regions.