A parliamentary panel has expressed concern that schools have not been given adequate time to prepare for the introduction of a third language from Class 6 under the National Education Policy (NEP) 2020. The panel observed that the lack of preparation has caused stress among students, teachers, parents, and school authorities.
The observations are part of the Tenth Report of the Committee on Estimates (2026-27) on “Budget and Policy aspects for providing Affordable and Quality Education in the Country including Review of Central Board of Secondary Education,” presented to the Lok Sabha on Wednesday. The committee noted that the Union Ministry of Education has taken extensive, practical steps under NEP 2020 to promote mother tongue-based instruction and multilingualism in early school grades.
The ministry has collaborated with states, union territories, and specialised bodies to establish structural changes like the flexible three-language formula and the new “R1, R2, R3” language framework. It has also made notable progress by translating core discipline textbooks like mathematics, science, and social sciences into all 22 scheduled languages, alongside creating bridge courses and e-contents for smooth curriculum transitions.
Innovative resources have been deployed, including the “Jaadui Pitara” play-based learning kits in 22 languages, the Bhasha Sangam nationwide language exposure programme, and 121 mother-tongue language primers developed with the Central Institute of Indian Languages (CIIL). Organisations like Kendriya Vidyalaya Sangathan (KVS) have provided pedagogical support by hiring contractual local language teachers.
Despite these strong resource frameworks, the committee noted that the requirement of study materials, teacher training, and language teaching staff have not been foreseen by the ministry. The committee stated, “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.”
The committee recommended that the ministry expedite the development of textbooks, textual materials, handbooks, and their translation into regional languages so that these can be shared with states and union territories at the earliest. It also advised the ministry to take all necessary measures to assist state and union territory education boards in recruiting teachers to provide instruction in native languages, supporting children at foundational and preparatory stages.
Further, the committee recommended that the Union Ministry of Education institutionalise a rigorous, state-wise distribution plan to ensure that translated textbooks, multilingual e-contents, and “Jaadui Pitara” kits reach every rural and government school before the start of each academic session.
Source: EduSaint (based on parliamentary panel report)
