CBSE: 47% Of Schools Already Offer Two Indian Languages

The Central Board of Secondary Education (CBSE) has informed the Supreme Court that a significant number of its affiliated schools are already compliant with the three-language policy. As of now, 47.3% of the 28,848 CBSE-affiliated schools offer two or more Indian languages to Class 9 students, which means they do not require additional teachers to meet the policy requirements.

According to the CBSE, this information was submitted in a counter affidavit to the Supreme Court, along with separate affidavits from the Ministry of Education and the National Council of Educational Research and Training (NCERT). The affidavits were filed in response to petitions challenging the CBSE's three-language policy.

The CBSE also stated that 99.19% of its affiliated schools have at least one Indian-language teacher, which is a significant indicator of the schools' ability to implement the policy. To help schools build their teaching capacity in different Indian languages, the CBSE has allowed flexible staffing arrangements as an interim measure.

The petitions challenging the CBSE's language policy were filed by parents from Delhi, Gurugram, Noida, and Chennai, as well as foreign-language teachers. The petitioners argue that the decision to make three languages compulsory for Class 9 students from July 1, 2026, is arbitrary and unconstitutional. They claim that the decision reverses an earlier CBSE notification that had deferred the implementation of the third-language requirement until the 2029-30 academic session.

The petitioners also argue that schools are being asked to implement the policy without adequate textbooks, trained teachers, or a board assessment framework. However, the CBSE has responded to these concerns by arguing that they have been addressed through its implementation guidelines and clarification circular.

The CBSE has also rejected claims that foreign languages are being removed from schools. According to the board, there is no prohibition on studying foreign languages, and students may continue to study a foreign language either as one of the three languages or as an additional fourth language under the revised framework.

In a separate development, the NCERT has informed the Supreme Court that it has undertaken the preparation, review, and dissemination of textbooks in 22 Scheduled Languages. The Ministry of Education has also constituted a High-Powered Task Force to expedite the development of Class 9 textbooks required during the transition phase.

The matter is scheduled to be heard by the Supreme Court on July 14. The court's decision will be crucial in determining the fate of the CBSE's three-language policy and its implementation in schools across the country.

The CBSE's three-language policy has been a topic of debate in recent months, with some arguing that it will promote the learning of Indian languages and others claiming that it will be difficult to implement. The Supreme Court's decision will provide clarity on the issue and help to resolve the concerns of schools, teachers, and parents.

In the context of India's linguistic diversity, the three-language policy is significant. The country has 22 Scheduled Languages, and the policy aims to promote the learning of these languages in schools. The CBSE's efforts to implement the policy are part of a broader initiative to promote language learning and cultural diversity in the country.

The Supreme Court's decision on the matter will have implications for the education sector and the country as a whole. It will be important to watch how the court's decision is received by schools, teachers, and parents, and how it will impact the implementation of the three-language policy in the coming months.

In conclusion, the CBSE's submission to the Supreme Court highlights the progress made by schools in implementing the three-language policy. The court's decision will be crucial in determining the fate of the policy and its implementation in schools across the country. The issue is significant not only for the education sector but also for the country's linguistic diversity and cultural heritage.