LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION
The Kothari Education Commission, officially known as the Indian Education Commission (1964-66), was a significant initiative undertaken by the Government of India to assess and recommend reforms in the education system. The commission was chaired by Daulat Singh Kothari, an eminent physicist, and it submitted its report in 1966. It consisted of sixteen members, eleven bring Indians and five foreign experts.
PRIMARY OBJECTIVES OF KOTHARI EDUCATION COMMISSION
Expansion of Education: The commission aimed to devise strategies for expanding educational opportunities at all levels to meet the growing demands of the population.
Improvement of Quality: It sought ways to improve the quality of education, emphasizing the enhancement of teaching standards, curriculum development, and examination reforms.
Reorganization of School Education: The commission proposed the reorganization of the school education system, including a new structure for school education, integration of academic and vocational streams, and the introduction of a common school system.
Equalization of Educational Opportunities: The commission focused on reducing disparities in educational opportunities among different social and economic groups, aiming for greater equity in access to education.
University Education: Recommendations were made to restructure and strengthen the higher education system, including reforms in university governance, curriculum development, and the examination system.
Teacher Education: The commission stressed the importance of teacher education and professional development to enhance the quality of teaching.
Utilization of Resources: It emphasized the efficient utilization of resources, both human and material, in the education sector.
LANGUAGE ISSUES IDENTIFIED BY KOTHARI EDUCATION COMMISSION
The report highlighted several language-related issues in the Indian education system. Some of the key language-related recommendations and issues identified by the Kothari Education Commission include:
THREE-LANGUAGE FORMULA
The Three-Language Formula was a key recommendation of the Kothari Education Commission. It proposed that students in schools should learn three languages:
- Mother Tongue: The language spoken at home, providing a strong foundation for communication and understanding.
- Regional Language: The language of the region, fostering a sense of cultural identity and regional integration.
- Hindi or English: The national language (Hindi) and the international language (English) were considered essential for national unity and global communication.
MOTHER TONGUE AS MEDIUM OF INSTRUCTION
The Commission advocated for the use of the mother tongue as the medium of instruction, particularly at the primary level. This approach aimed to facilitate better understanding, communication, and cognitive development among students. It recognized that a strong foundation in the mother tongue could enhance overall learning abilities.
PROMOTION OF HINDI AND ENGLISH
While emphasizing the promotion of Hindi as the official language of India, the Commission acknowledged the practical importance of English as a global language. It recommended a balanced approach, ensuring proficiency in both Hindi and English, with a focus on their utility in different contexts.
REGIONAL LANGUAGES
Recognizing India’s linguistic diversity, the Commission stressed the importance of promoting and developing regional languages. It recommended measures to strengthen these languages in education to preserve cultural heritage and ensure inclusivity.
FLEXIBILITY IN LANGUAGE POLICY
The Commission recognized the need for flexibility in language policy, allowing states and regions to determine the medium of instruction based on local needs and preferences. This flexibility aimed to accommodate the linguistic and cultural diversity across different states in India.
LANGUAGE IN HIGHER EDUCATION
The Commission recommended that higher education institutions have flexibility in choosing the medium of instruction. It suggested a preference for the use of regional languages or Hindi, but also acknowledged the practical necessity of using English in certain specialized fields to meet global academic and professional standards.
Overall, the Kothari Education Commission aimed to strike a balance between national unity and linguistic diversity, recommending a nuanced approach to language education that considered the cultural, regional, and global aspects of language use in the Indian context.
