The recent policy shift by the Central Board of Secondary Education (CBSE) to restrict question papers to only English and Hindi for the classes 10 and 12 examinations represents a regressive step in educational inclusivity, particularly affecting students from Urdu medium backgrounds. This decision not only undermines linguistic diversity but also poses significant educational barriers for students across India, including those at institutions like the Maulana Azad National Urdu University (MANUU).
Historically, the CBSE’s approach to education has been to foster a national character while respecting regional linguistic practices. However, the latest directive seems to overlook this foundational principle, opting instead for a homogenization that disregards the mother tongue of many students, thereby contradicting the spirit of India’s National Education Policy which encourages education in regional languages.
Impact on Urdu Medium Students:
- Educational Disadvantage: Students who have been educated in Urdu since childhood are now forced to navigate through question papers in languages they might not be as proficient in. This sudden shift can drastically affect their performance and morale, potentially leading to higher dropout rates or poorer academic results.
- Cultural Erasure: By mandating English or Hindi, CBSE is subtly promoting linguistic hegemony, which could lead to the marginalization of other Indian languages like Urdu, diminishing cultural identity and heritage among these students.
- Administrative Overreach: The CBSE was aware of the medium of instruction in MANUU and other similar schools at the time of affiliation. Changing the rules midway without preparing or transitioning these students adequately is an administrative failure that shows a lack of foresight and empathy.
- Legal and Ethical Concerns: This policy might breach constitutional rights to education without discrimination. The imposition could be seen as violating linguistic rights, especially when considered against the backdrop of India’s linguistic diversity.
A Call for Reconsideration:
The Salahuddin Ayyubi Foundation calls upon the CBSE to reconsider this policy. Education should be a tool for empowerment, not a barrier to opportunity. Here are some actionable steps:
- Reintroduce Urdu Question Papers: Acknowledge the existing educational framework of Urdu medium schools and restore the provision of question papers in Urdu.
- Phase-In Period: If linguistic integration is indeed necessary, introduce a gradual transition with bilingual papers or additional language support.
- Inclusivity in Policy Making: Engage with stakeholders from various linguistic backgrounds before implementing such policies. Representation matters in ensuring that educational decisions reflect the linguistic mosaic of India.
- Support Structures: Establish support systems like language courses specifically designed for these students to help them transition if the policy remains.
The Foundation urges the CBSE to reflect on the implications of its policies beyond immediate administrative convenience, considering the long-term educational and cultural ramifications for students across India. Education in one’s mother tongue is not just about comprehension but about identity, comfort, and continuity of cultural heritage. Let us not let this policy be another chapter in the Hindi-Urdu controversy but an opportunity for inclusive growth.