Education experts and teachers say the biggest challenge is the lack of resources. Many rural schools have teacher shortages and inadequate infrastructure, making the implementation of new curricula difficult.
Published Feb 21, 2025 | 7:51 PM ⚊ Updated Feb 21, 2025 | 7:51 PM
NEP in Tamil Nadu.
Synopsis: The implementation of the NEP has sparked concerns in Tamil Nadu, where students and educators argue that it exacerbates existing inequalities rather than bridging them. They argue that the focus on multiple languages and changes in curriculum place an extra burden on students who already struggle with basic access to education. However, some say it is good if it proves beneficial in the long run.
Tamil Nadu has been opposing the three-language policy in education since 1966, ever since the Kothari Commission or the National Education Commission submitted its report advocating for the same.
The state’s opposition to the policy has again come to the forefront after Union Education Minister Dharmendra Pradhan said it would not receive Samagra Shiksha Abhiyan funding unless it implements the National Education Policy (NEP) 2020.
The NEP was introduced with the goal of transforming India’s education system by emphasizing multidisciplinary learning, flexibility in subject choices, vocational training, and a shift towards regional languages in early education.
The NEP states that no language will be imposed on any state. Students must learn three languages, with at least two being native to India, and the choice of languages will be determined by states, regions, and students. The policy also allows students to change one or more of their selected languages in Grade 6 or 7, provided they demonstrate basic proficiency in three languages, including one Indian language at the literature level, by the end of secondary school.
However, the implementation of the NEP has sparked concerns in Tamil Nadu, where students and educators argue that it exacerbates existing inequalities rather than bridging them. Issues such as lack of access to quality infrastructure, trained teachers, digital resources, and the emphasis on multilingual education have made it harder for rural students to cope with the changes.
Pradhan has defended the policy, claiming it provides holistic and inclusive education, but rural students and educators in Tamil Nadu feel otherwise. They argue that the focus on multiple languages and changes in curriculum place an extra burden on students who already struggle with basic access to education.
Additionally, Tamil Nadu has been advocating for its two-language policy, which focuses on Tamil and English.
Muthuvel, a grade 11 student from the Cuddalore district, said the policy’s emphasis on multidisciplinary learning and vocational training sounds promising but remains impractical in areas that lack access to quality schools.
“We barely have enough teachers to cover our subjects. How will we study coding or artificial intelligence when we struggle to get basic math and science classes?” Muthuvel asked.
“If we are taught only in Tamil until Class 5, how will we compete with city students who learn English from the beginning?” asked Sangeetha, a high school student.
Also, Education experts and teachers from Salem say the biggest challenge is the lack of resources. Many rural schools have teacher shortages and inadequate infrastructure, making the implementation of new curricula difficult.
Pradhan, in a statement, acknowledged infrastructure challenges but insisted the policy would “bring transformative change to the education system.” However, local educators argue that without substantial investment, rural students will be left behind.
G Theresa Catherine, a school teacher from Cuddalore told South First that most students in rural Tamil Nadu often pursue vocational courses after 8th standard and hence the new policy might not have much impact on them.
“In many villages and rural areas of Tamil Nadu, students often do not pursue subjects like science and mathematics beyond the 8th standard. Instead, they tend to opt for vocational courses, as practical skills are seen as more beneficial for immediate employment. Only those performing exceptionally well after the 10th standard are encouraged to pursue academic courses. In this scenario, policies regarding higher education often do not significantly impact a large section of rural students as they have already transitioned into vocational training or employment,” Catherine said.
“Many students in these areas view science and similar subjects as difficult and lose interest early on, especially since vocational courses offer them an easier alternative. Additionally, a lack of awareness about the importance of education further drives students away from formal schooling. If they belong to agricultural families, they often start working on their lands, while others take up small jobs to support their families,” she added.
Catherine said the economic reality forces many children to enter the workforce at the young age of 14, as child labour laws restrict employment before that age.
“However, the outright imposition of the three-language policy is unnecessary. In Kendriya Vidyalaya schools in Tamil Nadu, Tamil teachers are often absent, while Sanskrit and Hindi teachers are brought in, subtly enforcing the learning of these languages. This policy is problematic because it does not consider the local needs and learning environment of Tamil Nadu students,” she said.
“It is already difficult for students to gain access to quality Tamil education due to infrastructure and technical limitations. The additional burden of an imposed third language only exacerbates these challenges, making it an unwarranted and impractical policy for Tamil Nadu’s rural and urban students alike,” she added.
Another major issue is the NEP’s impact on higher education and entrance exams. With a shift toward a Common University Entrance Test (CUET), students from underprivileged backgrounds fear they will be at a disadvantage compared to urban students having access to better coaching facilities.
“We don’t even know what CUET is. Our school has never prepared us for competitive exams. We barely pass the state board exams,” said Azhagar, a student in Madurai.
A significant point of contention in the policy is its approach to language learning. Educationist Gajendra Babu, in an appeal to Chief Minister MK Stalin, has raised serious concerns regarding language imposition and its impact on non-Hindi-speaking states like Tamil Nadu.
“Language is introduced to a child by its mother. A child is naturally familiar with the languages spoken in its environment. Children are comfortable learning through their mother tongue or the state language because it is the language of their surroundings,” Babu argued.
However, he highlighted the disparity created by English in higher education and private-sector employment, making it a burden on students.
According to Babu, the NEP fails to distinguish between the medium of education and a language for communication. “A second language is for communication and does not require intense grammatical or literary studies. Children need to articulate their thoughts rather than master linguistic rules,” he said.
The introduction of a third language at the primary level is another area of criticism. “It is an additional burden and unnecessary stress on children. If students have the facility to learn in one language they are familiar with, they can always learn other languages later in life when needed. Forcing multiple languages early on is unscientific,” Babu said, emphasising that such impositions lead to resentment.
Babu further criticised the NEP for its preferential treatment of Sanskrit. “NEP 2020 does not place all Indian languages on an equal footing. It glorifies Sanskrit disproportionately while downplaying the significance of other languages,” he pointed out.
As an example, NEP 2020 para 4.17 states: “Sanskrit, while also an important modern language mentioned in the Eighth Schedule of the Constitution of India, possesses classical literature that is greater in volume than Latin and Greek combined… Sanskrit will thus be offered at all levels of school and higher education as an important, enriching option for students.”
“No such description is provided for other classical languages in India. This is a deliberate effort to prioritize Sanskrit while sidelining regional languages,” he added.
Additionally, he highlighted the Union Government’s financial allocations.
“The Centre allotted ₹50 crores in the Union Budget 2019-20 for Hindi teachers in non-Hindi-speaking states and spent ₹643.84 crores on Sanskrit promotion over the last three years. This is a clear agenda to impose Hindi first, followed by Sanskrit, across the country,” he said.
The concern is also about incentivising Hindi over other Indian languages in qualifying exams for various central sector, PSU, allied services jobs. Take Ekalavya school teachers recruitment exams for example.
South First’s detailed series on mandatory Hindi proficiency as qualification for recruitment throws light on the indirect imposition of the language in non-Hindi speaking states. Read here. When Hindi is set as mandatory or preferred language in recruitments, students and parents are presumably compelled to pick Hindi as the second Indian language after mother tongue.
P Thiyagarajan, BT Assistant (Tamil) at the Forest Middle School Melpet in Tiruvannamalai told South First that the three-language policy was necessary.
“It is being imposed but remains optional. English is essential for job opportunities, and if Hindi is taught in schools, parents won’t have to spend extra money on private classes. It is being imposed, yes, but in terms of pressure — every subject is a pressure. Learning an additional language isn’t adding something entirely new; it’s just another subject,” he said.
Venkatesan, a parent from Tiruvannamalai said, “I know Hindi is being imposed, but if it benefits my child in the long run, I don’t mind. If learning an extra language improves their job prospects, then it wouldn’t hurt the most. However, the government should ensure that Tamil is not sidelined in the process.”
Rekha (name changed), a student from Tirunelveli told South First, “Why should we learn Hindi when we haven’t even mastered Tamil yet? My priority is learning Tamil properly before taking on other languages. Hindi might be useful for some, but for me, it is unnecessary.”
Rekha also highlighted there is already a lack of good Tamil teachers.
Rajan, a Salem native and parent of two, currently residing in Chennai, told South First, “The Union Government may not be directly forcing Hindi on students, but the way policies are structured, it becomes an indirect imposition. Competitive exams, Union government jobs, and even some university admissions favour Hindi speakers. This puts Tamil-speaking students at a disadvantage unless they learn a language they never needed before.”
(Edited by Muhammed Fazil.)
