LANGUAGE ISSUES AS PER NPE 1986 (NATIONAL POLICY OF EDUCATION, 1986)
The National Policy on Education (NPE) of 1986 was a comprehensive framework that aimed to provide a direction for education in India. It was formulated by the Government of India, under the leadership of Prime Minister Rajiv Gandhi, and was revised in 1992.
GOALS OF NPE 1986 (National Policy of Education)
1. Provide universal access to quality education for all citizens.
2. Promote equality and social justice in education.
3. Encourage vocational education and skill-based training.
4. Improve the quality and relevance of education.
5. Ensure the use of modern and innovative teaching methods.
6. Promote the use of technology in education.
7. Encourage the preservation and promotion of national and cultural heritage.
8. Address the needs of marginalized and disadvantaged groups in education.
9. Encourage international cooperation and exchange programs.
10. Promote education for sustainable development.
11. Ensure a balanced and comprehensive curriculum.
12. Encourage the participation of parents and community in education.
13. Address issues of gender discrimination in education.
14. Encourage the use of native languages as a medium of instruction.
15. Promote teacher training and professional development.
16. Ensure effective management and governance of educational institutions.
17. Address issues of education financing and resource allocation.
18. Promote research and innovation in education.
19. Encourage lifelong learning and adult education.
20. Promote values of democracy, secularism, and social harmony in education.
LANGUAGE ISSUES AS PER NPE 1986 (NATIONAL POLICY OF EDUCATION, 1986)
The language issues identified with regard to NPE, 1986 (National Policy on Education, 1986) are as follows:
IMPLEMENTATION OF THREE LANGUAGE FORMULA
The policy for teaching and learning of languages was set out in the National policy on Education 1968. The NPE 1986 recommended the implementation of the Policy of 1968 “energetically” and “purposefully”.
Regional languages and development of literature is a must for educational and cultural development. The three-language formula should be adopted at the secondary stage which includes the study of a modern Indian language, preferably one of the other southern languages, apart from Hindi and English.
- Hindi: Efforts should be made to promote the development of Hindi. As given in Article 351 of the Constitution, Hindi usage will act as a medium of expression for all the elements of the composite culture of India.
- Sanskrit: Sanskrit has a peculiar contribution to the cultural unity of the country so the teaching of Sanskrit should be offered on a liberal scale.
- International Languages: Special emphasis needs to be paid on the study of English and other international languages. For keeping pace with scientific and technological developments in other parts of the world, international languages should be encouraged.
Recommendations for Implementation of three language formula were made as:
- Language proficiency to be attained in respect of each language.
- Improvement in language competencies of students at different stages of education.
- Specification of the class and the duration for which the three languages will be taught.
- The objectives of teaching different languages to be specified.
- The three national level language development institutions should undertake the training of teachers of Hindi, English and Modern Indian Languages.
- Whether the medium for teaching is Hindi or any other modern Indian language, importance should be given not merely for language teacher training but also for teaching of subjects in the respective language.
USE OF TECHNOLOGY IN LANGUAGE DEVELOPMENT
NPE 1986 encourages the English language teaching Institutes (ELTI). English Language teaching Institutes to undertake need based extension work in developing and testing teaching learning materials, The use of satellites in broadcasts by English teachers on Akashwani and Doordarshan was given due weightage.
Preparation of bilingual and multilingual dictionaries to be initiated. Dictionaries in Hindi and for technical terminology in Science was also planned to be prepared.
LINKING LANGUAGES
National Policy on Education favoured the use of English as a linking language. All institutions would be strengthened with continuous supply of relevant learning material including journals. Priories should be made for translations at central level. The functioning for these translations and preparation of dictionaries would be done by state and central agencies.
Languages cells are to be created in universities to promote regional languages. All modern methods e.g. videotapes, videoconferencing and computer programmes to be prepared and developed in different languages. Language tests, surveys and training methods to be evolved through experimentation in the high schools and universities.
REORGANIZATION OF ELEMENTARY TEACHER EDUCATION
NPE (National Policy on Education) suggested an important radical transformation of the present system of elementary teacher education. The national council for teacher educating (NCTE) will be given the statutory status and necessary resources to play its role. The features of an elementary teacher education institution would be:-
- Pre-service and in service education of teachers in the language of their choice.
- Induction level and continuing education of non-formal and adult education instructions and supervisors in regional languages.
- Training and orientation of heads of institutions and micro level planning.
- Action research and experimentation work,
- Consultation and advices to District Boards of Education and creation of Task force by the state in regional languages.
PRODUCTION OF EDUCATION LITERATURE
Non-availability of adequate educational literature in Indian languages is one of the main handicaps of the elementary teachers in India. Steps have to be taken to produce the literature in all the Indian languages. The primary responsibility for the production would be on central agencies like National Council for Education Research and Training (NCERT) and then state agencies i.e. state institutes of elementary education are equally responsible for literature in Local languages.
TRAINING OF LANGUAGE TEACHERS
NPE 1986 recommended establishment of institutions to provide in-service training to teachers. State institutes of education should prepare instructional materials and teaching aids for the use and guidance of teachers. Language teachers should be trained to undertake studies and investigations in all problems of education and to conduct research in methods of teaching and curriculum development in elementary schools. The study leave to the teachers to be granted and conditions for this level to be liberalized. Advance increments or higher scales pay was recommended for language teachers who acquire higher academic or professional qualifications. Language teachers who acquire higher qualifications should be eligible for promotion to training institutions.
STUDY OF ENGLISH
The study group on the study of English at the school stage was appointed by the Government of India in 1964. NPE 1986 suggested reorientation of course in teaching of English at school stage. Each state would work out the number of teacher required on the basis of qualifications prescribed. For middle school, a graduate with one year training in content and methods in English was required. For high school, a graduate with compulsory English and a year training in teaching of English or who has undergone a special content course in English for a year.
The central institute of English should be expanded to double the number of key personnel that it trains every years. Admission to MA (English) courses in colleges and university departments to be increased. Provisions of facilities for the study of English and other foreign languages was given due weightage.
LANGUAGE AND ROLE OF AGENCIES
Text books are published in English, Hindi and Urdu by NCERT. The Urdu publications are sold/distributed by Urdu academy. NCERT has setup regional production cum distribution centers and it gives copyright permission to various state agencies and education boards for some of textbooks. It has also granted permission to National Book Trust for translating and printing human rights: a source book into Bengali, Gujrati, Kannada, Marathi, Malayalam, Oriya, Punjabi, Tamil and Telugu.
Journals are published in English and translated in Hindi by NCERT and other national agencies, Languages and environmental studies are made compulsory and books related to both the subjects are printed and disseminated by state and central agencies.
The Kendriya Hindi Sansthan (KHS) and Central Institute of English and Foreign Languages (CIEFL) trains teachers for Hindi, English and modern Indian languages. The Kendriya Hindi Sansthan (KHS) trains teachers from non-Hindi speaking states in the teaching of Hindi as second or third language. The role of these agencies is teacher training in nature where as other states agencies conduct programmes for developing language skills.
NPE also recommended state level agencies to ensure teaching of Hindi, Sanskrit, and Urdu at university level as optional subject.
