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The Parliamentary panel observed that the introduction of the third language from Class 6 had not been accompanied by sufficient preparation time for schools.
The panel called for measures to support education boards in recruiting teachers capable of providing instruction in native languages. (File/Representative Image)
The parliamentary panel has raised concerns over the lack of adequate preparation time given to schools ahead of the implementation of the three-language formula from Class 6. It observed that issues such as delays in recruiting language teachers, insufficient study materials and uncertainty over language choices have placed additional pressure on students, teachers, parents and school administrations.
The observations were made in the Tenth Report of the Committee on Estimates (2026-27), titled “Budget and Policy aspects for providing Affordable and Quality Education in the Country including Review of Central Board of Secondary Education”, which was tabled in the Lok Sabha on Wednesday, reported PTI.
The committee acknowledged the efforts of the Union Ministry of Education to advance multilingual education and mother-tongue-based learning under the National Education Policy (NEP) 2020. It noted that the ministry has worked with state and Union Territory governments as well as specialised institutions to introduce structural reforms, including the flexible three-language formula and the R1-R2-R3 language framework.
According to the panel, significant progress has also been made in making educational resources available in multiple Indian languages. Core subjects such as mathematics, science and social sciences have been translated into all 22 scheduled languages. The ministry has also developed bridge courses and digital content to facilitate smoother transitions within the curriculum.
The committee further highlighted initiatives such as the “Jaadui Pitara” play-based learning kits available in 22 languages, the nationwide Bhasha Sangam programme aimed at increasing exposure to different Indian languages, and 121 mother-tongue primers prepared in collaboration with the Central Institute of Indian Languages (CIIL).
It also pointed to the role of institutions such as the Kendriya Vidyalaya Sangathan (KVS), which has supported multilingual education by engaging contractual teachers from local language backgrounds.
Despite these initiatives, however, the committee said the ministry had not adequately anticipated the practical requirements associated with implementing the three-language policy, particularly in areas such as teaching materials, teacher training and recruitment of language teachers.
“The Committee observed that from Class 6 onwards, third language formula has been introduced, however, the schools have not been provided with enough time to prepare e.g. recruitment of language staff, availability of study material, and clarity on selection of language, which led to stress to students, teachers, parents and the concerned school authorities,” it said.
To address these concerns, the committee urged the ministry to speed up the preparation of textbooks, supplementary learning materials and handbooks, along with their translation into regional languages, and ensure their timely distribution to states and Union Territories.
It also called for measures to support state and UT education boards in recruiting teachers capable of providing instruction in native languages, particularly to strengthen learning during the foundational and preparatory stages.
Further, the committee recommended that the Ministry of Education establish a robust, state-wise distribution mechanism to ensure that translated textbooks, multilingual digital content and “Jaadui Pitara” kits are delivered to every rural and government school before the beginning of each academic session.
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August 13, 2026, 13:52 IST
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