Hkk"kktkr vYila[;dksa ds vk;qDr
Commissioner for Linguistic Minorities
pkSaokyhloka izfrosnu
Forty fourth Report
¼tqykbZ 2005 ls twu 2006½
(July 2005 to June 2006)
la[;k/No.
vk;qDr Hkk"kktkr vYila[;d
vYila[;d dk;Z ea=kky;
Hkkjr ljdkj
Commissioner Linguistic Minorities
Ministry of Minority Affairs
Government of India
VsyhQkasu@Telephone: 2468565, 2468593, 2468560, 2468814
40] vej ukFk >k ekxZ
rkj@Telegram: LIMINCOM
fgUnh rkj@Hindi Telegram : Hkk”kkYik;qDr
bykgkckn-211002
QSDl la0@Fax No. 0532-2468544
211002
40, Amar Nath Jha Marg
Allahabad-
fnukad@Date:
From :
COMMISSIONER LINGUISTIC MINORITIES,
To,
THE PRESIDENT OF INDIA,
Your Excellency,
I have the pleasure and the privilege to present the forty fourth Annual
Report to Your Excellency for the period July 2005 to June 2006 prepared as per
Article 350- B (2) of the Constitution.
2.
Based on the information received in respect of implementation of the
constitutional provisions and Nationally Agreed Scheme of Safeguards provided
to linguistic minorities during the period, the report recommends action to be
taken by the Central Government and various State Governments / Union
Territory Administration, to assuage the feelings of the linguistic minorities.
3.
As per the provisions in the constitution, the Report may kindly be laid
before each house the parliament.
Yours faithfully,
2
( SURESH A. KESWANI)
Contents
Serial No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Preface
Introduction
Arunachal Pradesh
Assam
Andhra Pradesh
Orissa
Uttar Pradesh
Uttarakhand
Karnataka
Kerala
Gujarat
Goa
Chattisgarh
Jammu & Kashmir
Jharkhand
Tamilnadu
Tripura
Nagaland
West Bengal
Punjab
Bihar
Madhya Pradesh
Manipur
Maharashtra
Mizoram
Meghalaya
Rajasthan
Sikkim
Haryana
Himanchal Pradesh
Andaman & Nicobar Islands
Chandigarh
Daman & Diu
Dadra & Nagar Haveli
Delhi
Puducherry
Lakshadweep
Government of India Ministries
3
Page No.
5
8
23
24
31
40
42
46
48
53
58
63
67
69
71
74
81
85
88
92
94
97
101
104
106
108
111
118
119
122
123
124
127
128
129
134
136
138
38
Conclusion & Suggestions
140
Annexure
I
II
III
IV
V
VI
VII
Speakers of minority languages
Proposed restructuring of CLM organization
Present CLM Suresh A. Keswani w.e.f. June the 8th 2006
Office of the Commissioner for Linguistic Minorities
Former Commissioners
Minutes of Chief Ministers’ Conference 1961
Questionnaire for the 44th Report
4
144
145
146
147
148
149
156
PREFACE
This is the forty fourth report of the Office of Commissioner Linguistic
Minorities (CLM Organization) covering the period July 2005 to June 2006. The
present commissioner has taken charge w.e.f. June 2006 and therefore this
report is based on the replies received in response to the Questionnaire
forwarded by the Office of the Commissioner Linguistic Minorities Organization to
28 State Governments and Seven Union Territories administrations during the
predecessor’s tenure.
After appointment of the present Commissioner, the office of the
Linguistic Minority Commission during the course of last one year has undergone
further reduction in the effective strength of the officers and staff members. The
reasons are multifold and varied which have been dealt with elsewhere in this
report. It has been noticed by the undersigned that the information provided by
the State Govts. or the administration of Union Territories, even with the help of
the nodal officers located at all 35 locations in the country is incomplete, sketchy
or often outdated and misleading. It had therefore been necessary to go into
further details wherever it was found necessary or possible, within the
constraints of time, manpower and the costs involved to produce this annual
report.
The questionnaire system tried in all variations during past few years have
established beyond doubt that the issues affecting linguistic minorities need to
be dealt with, more seriously than has been possible hitherto. Unfortunately,
this very vital organization which was set up as constitutional office by Pandit
Jawaharlal Nehru’s conscious and deliberate efforts had been allowed to decay
into a dysfunctional limb of bureaucracy. The Commission periodically receives
stale and outdated information, making it impossible to redress the grievances or
initiate investigation. There have in past, been the proposals to close down this
constitutional office. No one seems to have gathered the courage to initiate such
a move.
In my considered opinion, this organization ought to have developed as a
prestigious independent interstate institution either under the Ministry of Home
where it originated or under the Cabinet Secretariat of the Union Govt. and
performed its obligations to support and nurture the spirit of federalism as per
the vision of Pandit Jawaharlal Nehru. How and why this organization failed to
rise to the expectations of linguistic minorities could be a subject of independent
inquiry. The year 1977 where after for over a decade there was no Chairman of
this Commission appointed, appears to be the beginning of the fall. Keeping in
5
view the delicate architecture of the parties ruling the State Governments and
the Union Government since last decade and over the criticality of the need to
restore the strength of all interstate institutions that were created by our
founding fathers has been recognized at several democratic fora. Dealing with
the interstate disputes on language related issues, providing level playing field to
the linguistic minorities everywhere and executing their constitutional obligation
of investigating the implementation or otherwise of the safeguards provided to
the linguistic minorities are the core functions that ought to be handled without
the allegations of either religious or political bias.
The importance of this organization can be realized if one takes a
dispassionate look at the nation’s linguistic scenario, where every language of
the country has become minority language outside its own state. In some
States, no language has remained the language of the majority.
The
globalization has triggered rapid interstate migrations. The universally accepted
fundamental imperative of making primary education available in the mothertongue has produced near hundred per cent literacy levels in all societies all over
the world, who have had good governance. The largest democracy with over a
billion of population with our kind of linguistic and cultural diversity cannot afford
to ignore the constitutional office of the Commissioner Linguistic Minorities and
the mandate provided to this office.
We have experienced highest levels of migrations from one state to
another, particularly among the people living below poverty line, who had to
undertake such migrations in search of work for their bread or their survival and
existence. These economically weaker immigrants have experienced greatest
difficulties when their progeny have been denied primary education in their
mother tongues in their new habitats in the host States. The rate of primary
school level drop outs among them has often risen to over 70%. The result has
been further addition to illiteracy and further addition to the unskilled labour
force.
These teaming millions with low productivity have added to the
intensification of poverty and widening of the gulf of economic disparities. The
rise in rural and forest area crimes or like crimes in the slum areas and
economically backward regions have sourced the manpower required for their
underworld activities or for naxalite type anti-social activities from amongst these
type of groups, among others.
We are in the Golden Jubilee Year of the formation of CLM Organization
which came into being in the year 1957. As a part of the Golden Jubilee
Celebrations we had organized a conference of the speakers of minor languages
(mostly Adivasis or migrants or hill people) which are in hundreds. We had
produced a report of this Conference and circulated to all those who are
connected with the activities of this office. Our Golden Jubilee Year Report i.e.
45th Report covering the period of July 2006 to June 2007 is under process at
6
various levels. The 44th Report is being presented with due apologies for the
shortcomings on account of constraints of logistics. I deem it my benign duty to
express my gratitude to the Ministries of the Govt. of India and the Govts. and
Administrations of States and Union Territories for the cooperation given by them
in discharging my Constitutional obligations. Thanks also to my skeleton office
team and my predecessors Mr. K.K. Sethi and Shri Bishnu Prasad all of whom
worked tirelessly for producing this Report.
Suresh A. Keswani
Commissioner Linguistic Minorities
7
INTRODUCTION
1.1
During the course of the year under reference i.e. 2005 to 2006 a new
Ministry has been set up by the Union Govt. known as the Ministry of
Minority Affairs which has become the nodal Ministry for the constitutional
office of the Commissioner of Linguistic Minorities. If one refers to the
parliamentary debates immediately preceding the creation of this office in
the year 1957, a suggestion to create Ministry of Minority Affairs instead
of this Office was raised. After detailed deliberations at the end of the
debates however the proposal was dropped. The anxiety of the Parliament
to do everything that was necessary and appropriate to assuage the
grievances of linguistic minorities has always been bonafide and
transparent. The problems have however arisen while translating the
plans of the Government’s pious intentions into the meaningful action at
the ground level. The level playing field of equality of opportunity ought
to have been delivered to the recipient linguistic minorities by the State
level administrative and political machinery, which could not be achieved
on account of variety of shortcomings.
1.2
What were regarded as the issues of linguistic minority in respect of their
education, opportunities of employment and trade and equality of social
and political status and their cultural assimilation, have gradually become
the areas of conflict and deprivation because of weakening of the
constitutional machinery (of CLM organization) that was statutorily
installed by the founding fathers. Social tensions and violence experienced
at one time in Belgaum area of Karnataka, which produced lots of reports
but little ground level action is now being repeated at several locations,
most volatile being the happenings in North-East India.
1.3
We have been watching quite helplessly the sufferings of the linguistic
minorities of Assam namely Bengalis, Hindi-speaking Biharis, Rajasthanis,
Deshwalis (people originating from UP), Telugus and Tamils, not to
mention Tea Plantation labourers most of whom are immigrants from
Orissa, Jharkhand, Chhattisgarh, MP and Eastern UP. Most of the northeastern States have Nepali population in significant numbers, to which
there have been additions recently on account of Maoist movements in
Nepal. Bangladesh has also contributed to addition in Bengali speaking
immigrants in North-Eastern States. This additional demographic pressure
on already frugal economic condition of the agrarian people of the NorthEast has resulted in serious flare up into the violent conflicts.
8
1.4
What has been mentioned about Assam and North-East is not less
relevant to most parts of country where the process of globalization,
liberalization and privatization is going to bring in the labour force or white
collar work force from other areas of India. It would therefore be
necessary to install the monitoring machinery of the CLM organization as
originally envisaged at the level of most parliamentary constituencies
where the actual breach of the constitutional safeguards can potentially
materialize. We are, however, fortunate that we no longer have 562
princely States with their own rulers and different laws at all locations.
Mercifully on achieving the independence in 1947 all 562 principalities had
come together to create a federal Govt. of India with States that were
formed on linguistic basis as perhaps the only viable method of securing
the broad cultural unity in such a vast diversity. The third tier of
Panchayati Raj of our Federal Polity is gradually rising with 3.2 million
elected representatives out of which nearly 1.1 million are ladies. This
bottom layer third tier is potentially expected to revolutionize the existing
federal structure and require creation of independent democratic
institutions to sustain the unity in our diversity.
1.5
Fifty years ago, we had to accept that the language could be the unifying
factor for 562 princely states that were merged into one country.
Consequently, the reorganization of States on linguistic basis had resulted
into creation of the pockets of linguistic minorities in every State because
the geographic boundaries dividing the States could not exactly match the
linguistic boundaries that existed since long. This had resulted in creation
of pockets of linguistic minorities in every State. With further interstate
migrations, every language of India had become a minority language
outside its own State. India also had hundreds of minor languages
spoken by various tribes, nomadic groups and ethnic Kabilas etc. The
Constitution provided protection to most languages. It is our view that no
movement like the present one of assisting the preservation and
development of the minority languages can be meaningful except as a
strong public movement. The very definition of the 'minority language' is
that it is spoken by a smaller number and, unless we exercise constant
vigil is likely to be overwhelmed by the language spoken by the majority.
Even though the intentions of the most of the majority groups in the
various states are not averse to the minority languages, (indeed that has
never been the case in India), due to a myriad small incidents, many of
them unintentional, the use of the minority language is getting
discouraged. It was to keep a watch on such aberrations that the office of
the Commissioner Linguistic Minorities was envisaged in the Constitution.
The objectives can be achieved only if there is a strong public opinion
developed to ensure that quick remedies are applied whenever there is a
deviation from the norms accepted.
9
1.6
Positive action on behalf of speakers of the minority languages is required
for which they have to be properly guided and assisted. Simultaneously,
the sensitivities of the majority language speakers are to be kept in
consideration to save avoidable tensions. They have to be sensitized to
the need of the minority language speakers to the extent that any
deviation from the norms makes them think about it. Thus we have to
cater to the requirements of both the majority and minority groups. This
requires a mature, deep understanding of the problem and its
consequences and also its solutions.
1.7
It is therefore our intention to organize a strong ground force right from
the tahsil/ taluk to the state level to keep a constant watch on the
implementation of the safeguards for the linguistic minorities. There is an
urgent need to have a vigil at the lower levels. This can be ensured by a
group of people from both the majority and minority language groups.
They can visit the schools to observe how the studies are going on; they
can go to the offices to find out if the minority language speakers have
any problem facing them. Committees can be constituted which would
monitor the implementation of the safeguards at all levels. The
Honourable Members of Parliament from across the spectrum of political
opinion have been requested to suggest the names of the persons who
would be interested in serving on these committees. We would like to
emphasize that it is not the intentions to form groups which will be
dependent upon the government for support and sustenance. These
activities should be undertaken in a spirit of public service without any
consideration of personal profits. A committee of such persons with an
equally committed bureaucracy will be the best safeguard which the
linguistic minorities would have notwithstanding the fact that the
Constitution has enshrined many of the cherished values of the true
democratic spirit of preserving the language, script and the culture of the
smallest group in the country.
1.8
It would be fair to include here the safeguards as have been enshrined in
the Constitution and their conversion into practical steps for ensuring that
the minority languages are given a fair deal and the linguistic minorities
are made to feel as a part of the larger mosaic. Details regarding the
provisions in the Constitution can be seen in the earlier Reports but briefly
the safeguards are as follows a. Translation and publication of important rules, regulations,
notices, etc., into all languages, which are spoken by at least
15% of the total population at district or sub-district level;
10
b. Declaration of minority languages as second official language in
districts where persons speaking such languages constitute at
least 60% of the population;
c. Receipt of, and reply to, representations in minority languages;
d. Instruction through mother tongues/ minority languages at the
Primary stage of education;
e. Instruction through minority languages at the Secondary stage of
education;
f. Advance registration of linguistic preference of linguistic minority
pupils, and inter-school adjustments;
g. Provision for text books and teachers in minority languages;
h. Implementation of Three-language Formula;
i. No insistence upon knowledge of State’s Official Language at the
time of recruitment. Test of proficiency in the State’s Official
Language to be held before completion of probation;
j. Issue of Pamphlets in minority languages detailing safeguards
available to linguistic minorities;
k. Setting up of proper machinery at the State and district levels.
1.9
Each of these safeguards has been envisaged with a certain objective all
of which revolve around the basic promise to the linguistic minorities that
they will have a place of honour in the State in which they live. It will be
readily seen that nowhere the importance of the principal language is
compromised. Unfortunately some of the groups seem to think that the
use of any language other than theirs is an affront to them. Some of these
feelings erupt into undesirable behavior. This only underscores the
importance of the awareness programmes and it will be our endeavour to
go in for them in a big way. It would be desirable to give historical
perspective of the CLM Organization.
Historical Perspective of last 50 years of CLM Organization
(i)
Article 350 B of the Constitution provides for the appointment of a
special officer for linguistic minorities, formally designated as the
Commissioner for Linguistic Minorities (CLM) in India. In the
beginning, the CLM organization which came under Ministry of
Home Affairs had its headquarters in New Delhi and there were
four regional offices at Chandigarh, Calcutta, Mumbai and Madras.
(ii)
However, within a short time, the headquarters of CLM
Organization was shifted to Allahabad. At a later date, the Mumbai
office was shifted to Belgaum and the Chandigarh office was closed
down permanently bringing the CLM office staff strength down to
the skeleton level. The constitutional office of the CLM was also
moved from Ministry of Home Affairs to Social Welfare whereas the
subject of official languages and the Centre-State relations
11
(iii)
(iv)
1.10
continued with the Home Ministry. The Zonal Councils which used
to function hand in hand with CLM organization also continued with
the Home Ministry. The CLM organization was however moved to
the Ministry of Social Welfare where it was reduced to a section in
that Ministry.
For 11 long years thereafter no CLM was appointed by the Govt. of
India. Almost all senior officers who retired were replaced by
deputationists. The Constitutional machinery that was set up with
a mandate to investigate the implementation of safeguards was
deprived of the investigative machinery (manpower) as well as the
investigative tools, i.e. actionable rules and acts which ought to
have been framed to translate the safeguards into the rights for
linguistic minorities.
The CLM office during last 50 years has produced 43 reports to the
President of India. No attention was however paid to enact the
rules and required legislation to convert the constitutional
provisions into actionable acts and rules. This neglect had very
adversely affected the cause of Linguistic Minorities in India who
are over 16% of the population. The population in the meantime
has nearly tripled and crossed one billion, whereas the size of CLM
organization has been reduced to 1/3rd of its original strength.
Economic metamorphosis of India and migrations of poorest of poor
among linguistic minorities to different States experiencing compounding
of their problems of livelihood.
(a)
During all these years, the economic growth of our country was
causing monumental changes in rural India owing to the process of
resultant migration of workers from Agriculture to Industry and
from one State to another. Science and technology was changing
the economic character of this nation. The new economic policies
brought liberalization, privatization and globalization further
speeding up inter-state migration. At present linguistic minorities
are present in every city of importance, in significant numbers.
The poorest of the poor of them have however suffered the most in
their quest to secure livelihood. The migration of tribals, nomads
and socio-economically backward people among linguistic
minorities are exposed to the greater threat to their life limb and
liberty on account of fast changing socio-political environment in
every State and Union Territory. This has also given us greatest
opportunity to unite and assimilate and give rise to the Indian
Dream of bringing up our productivity.
(b)
Rising rate of dropouts in Primary Schools among Linguistic
Minorities
12
There were two principal areas of the problem. Firstly, the lack of
primary education in the mother-tongue of the low-income
immigrants caused a large number of primary school drop outs.
These dropouts ultimately ended up further adding to the unskilled
labour force and intensification of poverty and suffering for the
immigrant labour. Secondly, neglect of primary education in minor
language pockets directly added to the crimes or naxalite type
activities. The violence ridden forest areas and rising level of
crimes against immigrant labour in urban areas are a point in the
case. The nexus that exists between poverty and crime points to
its origin in social inequalities. Religion and caste based division of
the society in every State have given rise to crimes against
linguistic minorities. Both are the products of darkness – the ray of
light and hope was creation of the CLM organization, which was
expected to address this issue by protecting their right to primary
education in their mother tongue. It is only when this light reaches
the lowest strata of humanity would we be able to realize the
words of wisdom : “Asato ma sadgamaya tamso ma jyotirgamay”.
(c)
The need for Action and Vision for Future
(i)
Primary education in mother tongue at least among the
poorest of the poor has to be provided for capacity
building among the poor particularly in remote hills and
forest areas in the rural sector and slum areas in the urban
sector.
(ii)
The CLM organization must overcome its inbuilt democratic
deficit and finalize the long pending proposals of the State
Level Advisory Committees in all 28 States and 7 Union
Territories to make sure that people’s participation in this
process would motivate the State Govts. to fulfill their
constitutional obligations and result in the empowerment
of the linguistic minorities.
(iii)
To facilitate the working of state level committees, the
CLM organization will have to undergo structural
metamorphosis (for the creation of vacancies in respect of
which, including framing of recruitment rules and budget
provisions, have since long been submitted to the nodal
Ministry of Minority Affairs, Govt. of India).
(iv)
It would be imperative to ensure participation of
designated members representing most parliamentary
constituencies so that the progress of District-level
administration in the implementation of the Safeguards for
linguistic minorities is properly monitored and recorded
13
(v)
through the proceedings of State-level advisory
committees.
The critical need for empowerment of these lowest strata
by bridging the resource and technology gap between the
immigrant linguistic minority and dominant populace will
also have to be addressed as an additional responsibility of
the CLM organization. (This will have to be the location
specific exercise)
(d)
Immediate need to constitute State Level Committees
The state level Committees consisting of representatives of District
level NGOs / voluntary organizations / civil society / Mahila groups
nominated by public leaders are expected to meet once in two
months at their place of the state capital and twice in a year at
their respective regional office of the CLM organization, to ensure
two way traffic of information, ideas, problems and solutions.
(e)
Need to expand CLM organization to meet the expectations of 16%
population out of ONE BILLION PEOPLE.
In the coming Golden Jubilee year, the CLM organization needs to
restructure itself to deal with the population of the country that has
crossed 1 billion mark. The zonal offices controlling seven regional
offices (as per proposal in the diagram) are proposed to be located
at Delhi, Allahabad and Mumbai each headed by Deputy CLM.
There could thus be three Deputy CLMs and seven ACLMs reporting
to Additional CLM who ought to be appointed at the HQ presided
over by the CLM. It is further expected that for 28 States and 7
Union Territories, if the state level advisory committees meet once
in two months at the state capital, there would be at least 210 (35
x 6) such meetings per year. The volume of work generated at the
said number of meetings, if taken together with the meetings at
regional level would require expanded management infrastructure
as has been proposed. When we take into account 22 languages in
the 8th Schedule and hundreds of non-scheduled languages as also
scheduled tribe languages, the critically needed logistics to monitor
the progress and cost incurred on it would greatly justify the
outcomes that have been envisaged.
We would naturally be looking at the steps which have been taken
in other countries for the promotion of the minority languages since
we believe that this is a universal need which is catered to by
various states in their own way. This time we are looking at the
general scene in Europe. We have referred in an earlier Report to
the European Charter for Regional and Minority Languages. This is
14
a treaty adopted in 1992 under the auspices of the Council of
Europe. It applies to languages traditionally used by the nationals
of the State which significantly differ from the majority or official
language (thus excluding what the state party wishes to consider
as mere local dialects of the official or majority language) and
which either have a territorial basis (and are therefore traditionally
spoken by populations of regions or areas within the State) or are
used by linguistic minorities within the State as a whole (thereby
including such languages as Yiddish and Romani, which are used
over a wide geographic area).
1.11
This definition shows that the number of the speakers of a language is not
a criterion. It will not be necessary to give the details of the languages
which are described as minority languages in various countries as it is a
very long list. We would only illustrate by citing the languages from two
countries lying at the two extremities of Europe. These are Spain and
Austria. In Spain the languages are Basque (co-official in the Basque
Country and Navarre); Catalan (co-official in the Balearic Islands,
Catalonia and Valencia); and Galician (co-official in Galicia). It will be seen
that the languages are given the status of co-official languages in their
own areas much as is done for Bengali in the Cachar valley districts in
Assam or for Nepali in Darjeeling area of West Bengal.
1.12
On the other hand, in Austria the following languages are recognized viz.
Croatian of Burgenland, Slovene (in Carinthia and Styria), Hungarian (in
Burgenland and Vienna), Czech (in Vienna), Slovak (in Vienna), and
Romani (in Burgenland). It is to be noted that some of the recognized
languages are for a city only.
1.13
Some of the unusual languages included in the list are Yezidi (Armenia),
Kurdish (Armenia), Sami (Norway and Sweden), Rusyn (Serbia, Croatia,
Slovakia), Meankieli (Sweden), North Frisian and Saterland Frisian
(Germany), Cornish (UK), Irish Gaelic and Scottish Gaelic (UK). Some of
these languages are spoken by a very small number of people.
1.14
It is not merely the Governments which are acting to protect and promote
these languages. Many independent organizations are also engaged in this
business. Apart from schools, and publishing houses, there are
newspapers to specially report on the events of interest to minority
language speakers. Thus we have a newspaper 'Euro Lang News'. In one
of their issue, the following news items (just to give illustrations) are
found.
15
"Pal Csaky, President of the Party of the Hungarian Coalition in Slovakia, intends
to submit a written question to Prime Minister Robert Fico to question whether
the domestic and international legal provisions ensuring the linguistic rights of
Slovakian minorities can be considered valid and effective" (Slovakia).
"The Microsoft Vista operating system is to be translated to Scottish Gaelic.
Speakers and learners of the language are being urged to assist the project by
contributing views to a consultation by national Gaelic development agency Bord
na Gàidhlig on the terminology used" (Scotland).
"Mr. Attila Markó, head of the Office for Interethnic Relations of Romania, has
announced that a new Institute for Minority Research will be launched in
Kolozsvár -Cluj at the end of 2007" (Romania).
"As English speakers enjoy the new Harry Potter book and film, language
activists in Scotland have renewed calls to have the popular series of books
translated into Gaelic" (Scotland) .
1.15
These are some of the news which gives examples of the work being done
for the minority languages. Unfortunately for us, there is not such
awareness about the minority languages in our country. While there is
tolerance, positive action for a minority language is not prevalent to the
extent which is needed. Our programme, which we have referred to
earlier, is a step in that direction. It is recognized that there will be some
groups which would be agitated if there is a positive movement in favour
of the minority language. We are confident that the democratic spirit
which pervades our nation will help to make these groups understand that
other languages are as important as theirs.
1.16
We have spoken about the positive action. Two news items will explain
this. First one is about a language in Italy.
"A new research project, “Il Friuli: una etnia sui passi di Pier Paolo Pasolini”
(Friuli: an ethnic group in the footsteps of Pierpaolo Pasolini) has been dedicated
to the Italian poet, the region of Friuli and the Friulan language. The initiative,
supported by the Ethno-Linguistic Minority Committee (the Italian Ministry for
Cultural Activities), represents an important study on the relationship between
literature and linguistic minorities.
The work, a reflection on the influence of the Friulan ethnicity on the literary
production of Pasolini, offers a linguistic, philological and anthropological reading
of the territory of Friuli, where language is still a strong identity marker. Through
the use of Friulan, Pasolini strengthened the dialogue between the territory and
its people, and between the people and their own language."
"The Cornish Language Partnership 'MAGA', part of Konsel Kernow / Cornwall
Council, has launched a new Cornish website. The website is intended to be a
16
portal for Cornish and to develop as the language develops, linking out to all
other Cornish language sites and other sites of interest to Cornish speakers.
Apart from information about Cornish and current news, the site also
gives Cornish speakers and learners the capability to develop online resources,
games and interactive material as time goes on. Music clips are available now
and tasters for Cornish language films will follow shortly."
1.17
In India also, we can now find the website for some linguistic minorities
such as www.kamat.com for Konkani, www.boloji.com for Tulu and
www.lepcha.com for Lepcha.
1.18
Before we leave this topic of the use of the minority languages in Europe,
we would like to speak about a minor language Sami of Lapland, an area
covering parts of four countries viz. Norway, Sweden, Finland and Russia.
Their number is not large - 25,000 in Norway, 17,000 in Sweden, 4,000 in
Finland and 2,000 in Russia - 48,000 in all, or maybe 50,000 considering
Sami speakers outside this territory. Sami is one of the Uralic languages.
In the 17th century the kingdoms of Norway and Sweden tried to
assimilate the Sami people by converting them to Christianity and by
forbidding their language. The creation of national borders and division of
the Nordic territories between Sweden, Norway and Finland obliged the
Sami to adapt to the culture of the country they had to live in. But Sami
has survived.
1.19
The Nordic Sami Council was established in 1956 among the Sami in
Finland, Norway and Sweden. Although there still remain questions about
the Sami's rights for land and natural resources, nowadays the Sami
people enjoy official recognition and Sami language and culture courses
are taught at several Scandinavian universities. Adopted in April 1988,
Article 110a of the Norwegian Constitution states: "It is the responsibility
of the authorities of the State to create conditions enabling the Sami
people to preserve and develop its language, culture and way of life." The
Sami Language Act went into effect in the 1990s. Sami is an official
language of the municipalities of Kautokeino, Karasjok, Kåfjord, Nesseby,
Sør-Varanger and Tana. In Finland, the Sami language act of 1991
granted Sami people the right to use the Sami languages for all
government services. The Sami language act of 2003 made Sami an
official language in Enontekiö, Inari, Sodankylä and Utsjoki municipalities.
On April 1, 2002 Sami became one of five recognized minority languages
in Sweden. It can be used in dealing with public authorities in the
municipalities of Arjeplog, Gällivare, Jokkmokk and Kiruna.
1.20
For education we are describing only the situation in Sweden. Instruction
is given in both Swedish and Sami, and the Sami language is taught every
17
year of the child's schooling. Sami can also be studied as a mother tongue
language (previously called home language) in municipal nine-year
compulsory school and upper-secondary school. A special board, the Sami
School Board, is responsible for the operation of the Sami schools. The
Sami schools are funded by the State. In accordance with the Sami
Parliament Act, the Sami Parliament works to promote a living and
dynamic Sami culture which involves initiating activities and proposing
actions that promote Sami culture. The Sami Parliament is also
responsible for allotting government grants and funding for Sami cultural
events and activities as well as for dealing with Sami language issues.
Every municipality is responsible for ensuring that all children one year or
older who have not begun school (at 7 years) are offered pre-school,
family nurseries, or drop-in nurseries. The Sami School Board has stated
that its own pre-schools will have a Sami curriculum and that the goal will
be to preserve and strengthen the Sami language, culture, identity,
traditions, and values. The Sami School Board has produced Sami
textbooks and teaching aids but has not been able to keep up with
demand, especially considering the fact that instruction in Sami is being
offered at more schools. Sami language teaching aids and textbooks
produced in Norway and Finland are also used in Sami instruction in
Sweden. Sami as a subject in upper-secondary school has been taught as
a home language course since 1978. Undergraduate and graduate
programmes in Sami Studies are available at Umeå University.
1.21
All this stands out in contrast with the treatment that is accorded to the so
called tribal languages in India. Rajasthan, Gujarat, Madhya Pradesh and
Maharashtra refuse to even acknowledge that there is a language called
Bhili though it has about 50 lakhs speakers. Same is true of Dadra and
Nagar Haveli, a Union Territory (where Bhili speakers are in majority - 55
%). In West Bengal, Santhali fares a little better because it is being taught
in some schools but the precise information is not available because it is
clubbed under the heading 'Other Languages'. The number of Santhali
speakers is also around 50 lakhs, of whom about 22 lakhs (2001 census computed figures) are in West Bengal only. The 'other languages' had a
total of 9,686 students from class 6 to 10 giving an average of 2000 per
class. It can be imagined where we stand in relation to the concern for
the minor languages.
1.22
One of the reasons cited is the lack of financial resources. We have had
the occasion to comment upon it but it will bear repetition. Is it really that
costly to introduce the minority languages? So far as the major languages
are concerned, the textbooks and other material can be available from the
states where these are principal languages. It is sad but true that most of
the states are now paranoid about their identity. They tend to include
18
some material in their textbooks which will annoy the neighbours. But this
is a small fraction and is certainly not present in the technical subjects like
Mathematics and Science. Social History is the most likely to give offence
but the books can be subjected to scrutiny and such pieces blanked out.
Such an effort should not entail a lot of expenditure. Not that it really
matters because in these days of computer network, you can hardly keep
persons away from such material if they choose to go for it.
1.23
The best example for exchange of textbooks is in the case of Orissa and
Andhra Pradesh. While a Ganjam and Gajapati district of Orissa has a
sizeable Telugu speaking community, Srikakulam district of Andhra
Pradesh has Oriya speaking persons. The two State Governments agreed
in the sixties to exchange the books in Oriya and Telugu and this
arrangement continues even now.
1.24
Coming to the minor languages, it can be conceded that some extra
expenditure will be incurred. But is it that heavy a burden that it can not
be afforded by the State Government? First of all, it would be noted that
these books are substitute for the books in the principal languages and
not in addition to them. The reduction of the expenditure on the books in
principal languages should be offset against the expenditure on the books
in minor languages. Secondly we are talking of the use of the minor
languages at a lower level. Most of them will be for the elementary stage
though some of the advanced languages will continue into the secondary
stage also. Most of the State Governments are committed to the supply of
the textbooks to the students at elementary stage of education free of
cost. If that does not mean a burden, why should a few books in the
minor languages be a stumbling block in fulfilling the constitutional
obligations.
1.25
We have found a lot of enthusiasm in the speakers of the minor
languages in our interaction with them. In a conference held in Delhi for
their representatives, almost everyone was willing to work voluntarily and
without any remuneration if this is what is needed. These voluntary efforts
are spread all over. In Manipur, the local Literature Committees are
preparing the textbooks in minor languages. This is done without any
expectation of financial returns. All that is needed is the assurance that
these books will be put to use. In Delhi, the teachers in some Urdu
schools visited offered to translate the books into Urdu without any
remuneration. In Tamil Nadu, the Sourashtra people have prepared a
book and submitted it to Director of Education for approval long back.
These offers can be made use of. The Sarva Shiksha Abhiyan has got
provisions for preparing the teaching and learning material in minor
languages. There is no dearth of resources. What is needed is a will to
19
work and use these languages. A small help will go a long way to fulfill the
aspirations of the speakers of these minor languages.
1.26
We have spoken of voluntary effort and we have spoken of the advisory
committees earlier also. The commitment is there to see but it is
necessary to canalize it. It is felt that the organization of the
Commissioner Linguistic Minorities is the most suitable for it. It has a long
experience in this field. It has been interacting with the representatives of
the minority languages for a very long time. But if it is really to provide
support for these voluntary efforts, it must be suitably strengthened. To
start a movement is not very difficult given the support of these groups.
To sustain it will require hard work, coordination amongst the groups and
interaction with the State authorities. It is not the place to describe in
detail the requirements. Proposals have already been prepared and
submitted and consultations are going on at a higher level for their
approval. It is hoped that the plans for expansion and restructuring
become a reality in the fiftieth year of this office i.e. 2007 - 08. The
appointment of consultative committees can be achieved only after
organization’s expansion. This would be the fittest way to celebrate the
completion of the fifty years of this office.
(a)
Strengthening the CLM organization
Most of the above proposals have been pending with the Govt. of
India for several months now. The delay caused in dealing with
these issues results in atrocities on linguistic minorities in a number
of regions apart from Belgaum notably Assam and North-East, J&K,
Punjab & Haryana, Kutch in Gujarat, forests of Orissa, Jharkhand,
Chhattisgarh, Madhya Pradesh, Andhra Pradesh, Maharashtra,
Karnataka, Tamil Nadu, etc. The rate of drop outs of children of
linguistic minorities in UP and Bihar has crossed 70% in most
primary schools. If we want to prevent these children from
straying into anti-social activities or if we want to upgrade their skill
levels and information quotient and want to inculcate right attitudes
in them the CLM organization has to be given its rightful place and
strengthened to play its constitutional role. The most critical part is
to bring into existence the machinery that can handle the
responsibility of investigation i.e. summoning of those facing
allegations and recording the evidence.
(b)
To enable the CLM organization to function as per the provisions of
the Constitution, the Members of Parliament ought to cooperate
and provide the information with respect to the progress of
implementation of the Constitutional Safeguards by their State
Govts. in their respective constituencies. The MPs have been
20
requested to fill in the Questionnaire that were sent to them and
provide their inputs to the CLM organization so that the 45th Annual
Report of CLM organization (i.e. the next report) would bring out
the action-oriented report of proposals to Her Excellency the
President of India.
(c)
The Policy issues before National Council of Education, Research
and Training (NCERT) in respect of our statutory imperatives of
teaching in the mother tongue of the pupil and positive outcomes
that we can aim to achieve from the multi-lingual class-rooms of
pupils with different mother tongues have exhaustively been dealt
within the form of proposals in the 43rd report to the President of
India.
(d)
The three language formula with modification to include the fourth
language with relevant proviso as was proposed by my predecessor
in 43rd report on the grounds of home language advantage, are
some of the issues which are pending at various levels in the Govt.
and have not been repeated here. There is however no escaping
the reality that the three or four language formula that is supported
by similar recommendations from UNESCO is the only viable way to
make uniform primary and secondary school level education to all
linguistic groups throughout the length and breadth of our country.
(e)
Our next 50 years are going to require the coming generations to
deal with the global market places and global languages. In the
information age, the knowledge and communication abilities are
going to be the only tools for any exchange or interaction. Our
languages have blessed us with a huge reservoir of information and
skill enhancing techniques, besides character and attitude building
abilities. To unlock this reservoir and rekindle the spirit of our
oneness and summon all our ancient wisdom we must act and that
action must be taken now.
(f)
With these remarks, we will go on to discuss the situation in the
various states but it has to be pointed out that many of them will
be missing in the analysis. They have not been able to submit their
statistical and other data which will enable us to describe the
current position. The earlier data can be seen in the Reports for the
relevant year. This does not, truly speaking, discourage us but only
goads us to redouble our efforts to sensitize the officers and the
Government of these states towards the commitment to the
linguistic minorities. The need to set up the monitoring committees
is only underlined by such lapses.
21
1.27
We would be naturally looking forward to support from all the ministries of
Central Government to work in their respective fields keeping the above
requirements of the linguistic minorities in mind. It would be our
endeavour to formulate the line of action by the various ministries in
consultation with them.
22
2. Arunachal Pradesh
2.1
Historically, Arunachal Pradesh had been under the influence of the
Ahom Kings and the modern period begins with the start of British rule
after the treaty of Yandaboo. Before 1962, the area was popularly know
as the North East Frontier Agency (NEFA) and was constitutionally a part
of Assam. In 1972 it was constituted as a Union Territory and renamed
Arunachal Pradesh. On 20 February 1987, it became the 24th State of
the Indian Union. The state has a literacy rate of 54.2% though the
density of the population is lower in comparison to other states. Major
economic activity in the state is growing cash crops and the economy is
gradually being modernized with the introduction of industrial activity.
The state has appointed the Director, Social Welfare as Nodal Officer for
the linguistic minorities.
2.2
The state of Arunachal Pradesh is gifted with a rich variety of different
dialects and even in one district many languages may be found. The
linguistic minorities have to be taught in their mother tongue. We have
earlier pointed out in our 43rd report that such an experiment may not
face the constraint of lack of script as Devanagari Assamese or any
other script can be used. This interaction could have lead to
development of a commonly accepted lingua franca. It is better to make
start in some languages if not in all.
2.3
The Government of Arunachal Pradesh agrees that there are several
dialects and languages and that there is no script. The statistics about
languages spoken are said to be not available though the state
government could have referred to the Census Commissioner’s Report,
which would have given them the necessary information. It appears that
the matter has been dealt with at a lower level and mind has not been
applied at the higher echelons of administration - political and civil
service. Perhaps a contribution at the higher level may solve the
problem. The CLM has already suggested the approach to overcome
obstacles by removal of the democratic deficit through appointing state
advisory committee (SAC), the proposal for which has yet to get
financial approval of the Central Government.
23
3. Assam
3.1
Assam has a rich heritage of culture and civilization. The state abounds in
natural richness and human wealth. Being the homeland of myriad races
of men-Austric, Mongolian, Dravidian and Aryan that came to dwell in her
hills and valleys at different times since remote antiquity-Assam has
developed an enviable composite culture. Assam known as Pragjyotisha or
the place of eastern astronomy and also as Kamrupa, is an agricultural
state. Agriculture accounts for the livelihood of about four-fifths of the
state’s population and holds the key to the state’s economic growth.
Assam is also fairly rich in petroleum and natural gas, limestone and coal.
Exploration, exploitation and refining of petroleum form the bulk of the
industries in the state. Apart from this, Assam has always enjoyed the
highest reputation for the excellence of her arts and crafts associated with
her cottage industries.
3.2
A detailed reply has been received for of the questionnaire for the 44th
Report. The language wise break up for the state is as follows:-
Hkk"kk
Languages
çfr'krrk
Persons
Percentage
1,29,58,088
57.81
CkaXkk Bengali
yh
48,56,532
21.67
cksMks Bodo
11,84,569
5.28
fgUnh
Hindi
10,35,474
4.62
fef'kax
Mishing
3,81,562
1.70
djch
Karbi
3,55,032
1.58
fneklk
Dimasa
84,654
0.38
vlfe;k
Assamese
O;fä
This linguistic profile for the state is based on the figures for the census
1991 as the figures for the census 2001 are not yet available.
3.3
District wise break up of the speakers of minority language has been
informed by the Government of Assam. Thus Karimganj, Hailakandi and
24
Cachar district have respectively 84.8; 82.3 and 75.6 % of population
which speaks Bengali. Other districts where their population is more
than 15 % are Barpeta, Bongaigaon, Nagaon, Goalpara, Kokrajhar,
Dhubri and N. C. Hills. Other prominent minority language is Bodo which
is spoken by 39.5 % people in Kokrajhar; and 16.5 % in Bongaigaon.
Mishing is spoken by 26.0 % people in Dhemaji; Karbi by 44 % in Karbi
Anglong; Dimasa by 32 % in N. C. Hills.
3.4
Besides Assamese, Bengali and Bodo are additional official languages in
their respective areas of concentration. Though the petitions are
received in the minority languages and also replied to in these
languages, this does not apply to the minor languages such as Mishing,
Karbi and Dimasa, which requires immediate attention.
3.5
Assamese, Bengali and Bodo are the media of examination for
recruitment. The question papers are not in the minority languages but
the replies can be written in them. It is still not clear if knowledge of
Assamese is a prerequisite in areas like Cachar, Hailakandi and Karimganj
where Bengali is the dominant language and is used for all official
purposes. The policy decided by the state should be such that is able to
reduce language conflicts involving linguistic minorities.
3.6
Director of Elementary Education is the recognizing authority for all lower
primary and upper primary linguistic minority schools. Board of Secondary
Education is the prescribed authority for secondary schools. 357 institutes
have been so recognized. Seven applications - five for Bengali and two
for Bodo are pending. The break up of recognized schools is as follows:-
ek/;e
caXkkyh
cksMks
ef.kiqjh
fgUnh
usikyh
3.7
Medium
mPp çkFkfed
'kkyk;sa
Upper Primary schools
333
Bengali
Bodo
12
Manipuri
2
Hindi
8
Nepali
2
Director of Elementary Education is the sanctioning Authority for grants
for LP schools and UP schools while Government sanction grants for the
secondary schools. The number of schools receiving grants is as follows:-
25
Language
Hkk"kk
mPp
çkF
kfe
d
Primary
309
Upper
Primary
70
Bodo
87
33
Hindi
12
Bengali
caxkyh
cksMks
fgUnh
ef.kiqjh
xkjks
;ksx
3.8
çkFkfed
Manipuri
4
1
Garo
6
5
Total
457
148
The number of schools, students and teachers for different languages are
as follows:-
'kkyk;sa @Schools
Hkk"
Language
k
k
Bengali
caXk
Provincialized Govt.
Aided
jkT;d`r
Nk=/ Students
v/;kid / Teachers
Provincialized Govt.
jkT;
lgk;r
k
çkIr
jkT;d`r
jkT;
Provinciali
zed
jkT;d`r
Govt.
Aided
jkT;
lgk;rk
çkIr
3,813
309
6,05,850
13,705
7,625
618
185
4
23,360
180
370
8
1,713
87
1,99,790
4,015
3,426
174
38
6
6,012
300
76
12
k
y
h
ef.ki
Manipuri
q
j
h
cksM Bodo
k
s
Xkkj Garo
k
26
s
gekj Hmar
usiky Nepali
h
fgUn Hindi
h
vlfe;k Assamese
& Bodo
@
cksM
ks
3.9
5
1,290
10
5
1,850
10
78
12
39
610
156
1,756
Language
rkbZ
fef'kax
jkHkk
djch
usikyh
fc".kqfç;k
ef.kiqjh
'kkyk;sa /
Schools
200
Tai
Mising
230
Rabha
70
Karbi
25
Nepali
100
Bishnupriya
Manipuri
52
Each of these schools has one teacher. But the number of students is not
informed to CLM. In addition, it has been decided to teach Deuri language
also but the number of schools has not yet been finalized.
3.11. In the Upper Primary level the figures for medium are as follows:-
27
24
78
In addition the following languages are taught as subjects -
Hkk"kk
3.10
5,390
Hkk"k
k
Language
Schools/ 'kkyk;sa
jkT;d`r
Students/ Nk=
jkT; jkT;d`r
lgk;rk
çkIr
jkT;
lgk
;rk
çkI
r
Teachers/ v/;kid
jkT;d`r
jkT;
lgk;r
k
izkIr
Provincialized
caxky
h
ef.kiqj
h
cksM
k
s
xkjks
gekj
usiky
h
fgUnh
vlfe;k
rFkk
cksM
ks
Govt.
Provincia- Govt. Aided Provincialized Govt.
Aided
lized
Aided
994
70
84,685
5,250
5,982
350
Bengali
Manipuri
68
1
6,950
75
408
5
Bodo
215
33
27,585
2,970
1,075
165
Garo
6
5
1,490
450
30
25
Hmar
2
775
10
Nepali
3
685
18
Hindi
14
8,365
84
Assamese
& Bodo
37
3,151
185
3.12
Hindi is being taught as the third language in 6,730 schools to 11,99,515
students through 7,330 teachers.
3.13
The Information about the secondary schools has not been given.
3.14
Under the Three Language Formula, the languages taught, other than
Hindi and English are as follows :
Hkk"kk
Language
d{kk 5
caxkyh
Bengali
Nk= / Students
d{kk 6
d{kk 7
Class 5
44,968
28
Class 6
29,978
Class 7
14,989
cksMks
ef.kiqjh
gekj
xkjks
fefJr
ek/;
e
usikyh
Bodo
15,278
10,185
5,092
3,513
2,342
1,170
Hmar
388
258
129
Garo
970
647
323
1,576
1,050
525
343
228
114
Manipuri
Mixed
Medium
Nepali
3.15
Information about class 9 and 10 is not given. It is only remarked that at
the secondary level, English, Hindi and mother tongue are taught.
3.16
The CLM is aware that posts of teachers have been created for the
minority languages both for the medium and for the subject. The number
of posts is given as follows:-
Hkk"kk
Language
ek/;e @ Medium
inksa dh la[;k
fo"k;@ Subject
Hkk"kk Language inksa
dh la[;k
Number of Posts
Number of
Posts
mPp çkFkfed ;ksx
Total
çk Lower
Primary
Fk
fe
d
çkFkfed
Lower
Primary
Upper
Prim
ary
caxkyh
ef.kiqjh
cksMks
Xkkjks
gekj
usikyh
fgUnh
Bengali
Manipuri
5,982
7,626 13,608
402
370
772
Bodo
1,075
4,346
5,421
Garo
30
76
106
Hmar
10
10
20
Nepali
18
10
28
Hindi
84
156
240
29
rkbZ
jkHkk
fef'kax
usikyh
djch
Tai
200
Rabha
70
Mising
230
Nepali
100
Karbi
25
3.17
There are five institutes for training the teachers in Bengali, two DIETs at
Cachar and Karimganj; and three BTC at Udarband, Kaliganj and
Hailakhandi. For Bodo there is one institute viz. BTC Kokrajhar.
3.18
Advance registers are being maintained in the schools for recording choice
of the language by the students. 230 schools in seven districts are
maintaining these registers. Information about other districts is not
available.
3.19
We have been informed by the Govt. of Assam that the SEBA/ SCERT and
Assam State Textbook Production and Publication Corporation are the
agencies for publication and procurement of textbooks in respect of the
medium of instruction.
3.20
Regarding the monitoring of the safeguards for the linguistic minorities,
Government has constituted the Assam Linguistic Minorities Development
Board. Information about its composition, terms of reference and the
exact role are not informed to the CLM. It is also not specified if and when
this Board has met and what is the nature of deliberations. At the State
level, the Department of Welfare of Minorities and Development
Department is in charge of the affairs regarding the linguistic minorities.
At the district level, District Inspector of Schools in respect of the
Secondary Education and District Elementary Education Officer in respect
of the elementary education are in charge.
3.21
As regards the publicity of the facilities for the linguistic minorities, the
Govt. of Assam informs that the Government provides teachers and free
textbooks as funds permit and mechanism for publicity is inbuilt in the
schools themselves. There are standing orders to the effect that there is
provision for facilities of learning minority language, the condition being
that in the lower primary school, there is an enrolment of 40 students in
the school or ten students in a class for learning that language. These
orders are circulated from time to time amongst the officers concerned.
Commissioner, however, feels that the public advertisement of these
provisions will help the linguistic minorities to know about the steps being
taken by the State Government about their welfare.
3.22
As regards the grievances and complaints, Director of Elementary
Education receives the
complaints. He solves them as per the
authority vested in him. Other points are submitted to the Government
with necessary comments for such action as may be decided. As regards
the obstacles, the State Government faces, it has been informed that
minority language medium secondary schools remain a major problem
30
due to paucity of funds. The CLM would like to add that people’s
participation in policy framing via involvement of the proposed SAC
mechanism is expected to lead to relief in all the major problem areas.
3.23
A very significant fact brought to the notice of the CLM is the lack of
administrative response which prevails at the lower level of governance
with which minority groups are in frequent contacts in districts and sub
divisions. The grievances need to be resolved in view of the fact that a
lack of basic or infrastructural facilities in primary sector is deeply
affecting the life of people. The common man in Assam is mostly worried
about two things viz, instability all around and the core competence failure
of the government machinery causing a feeling of insecurity among the
linguistic minorities.
3.24
The tea laboures accounting for nearly 70 racial factions including Manjhi,
Tanti, Orriya, Santhali, Bhojuri, Mallah, Telanga, Bhumij, Sanatan,
Dhanwar, Nagbanshi, Khandaits, Ghatowar along with Christians
constitute most of the linguistic minority apart from laboures in tea, oil
and petrol producing areas. Complexity of states surrounding Assam i.e.;
Sikkim, Arunachal Pradesh, Mizoram, Nagaland, Meghalaya & Tripura are
immense. The CLM feels that to preserve tranquility and peace in north
east and to handle grievances of linguistic minorities an extension of the
CLM office under an Assistant Commissioner is essential in the form of a
regional office at Guwahati.
31
4. Andhra Pradesh
4.1
The earliest mention of the ‘Andhra’ is said to be in Aitereya Brahmana
(2000 BC). Regular history of Andhra begins with 236 BC. During the
following centuries, Satvahanas, Sakas, Ikshvakus, Eastern Chalukyas,
Kakatiyas ruled the Andhras. Other dynasties that ruled over the area in
succession were the kingdoms of Vijayanagar, Qutub Shahi and the
Nizams. Gradually, from the 17th century onwards, the British constituted
the single province of Madras. After Independence, Telugu speaking areas
were separated from the composite Madras Presidency and a new State of
Andhra Came into being on the 1st October 1953. With the passing of the
States Reorganisation Act, 1956, there was a merger of Hyderabad State
and Andhra State, and consequently Andhra Pradesh came into being on
the 1st November 1956. Andhra Pradesh is bound on the north by Orissa
and Chhattisgarh, on the west by Maharashtra and
Karnataka, on the
south by Tamil Nadu and on the east by the Bay of Bengal with a
coastline of 974 kms. Agriculture is the main occupation of about 62
percent of the people in Andhra Pradesh. Rice is a major food crop and
staple food of the State contributing about 77 per cent of the food grain
production. Andhra Pradesh is also having rich heritage sites like
Golconda, and Nagarjunakonda.
4.2
The population of Andhra Pradesh as per the census 2001 is 7,62,10,007
whereas it was 6,65,08,008 as per the census 1991. The languages
spoken by more than one percent of the people are as follows –
32
Hkk"k Language
k
O;fä
çfr'krrk
Persons
Percentage
rsyqxq Telugu
6,41,94,236
84.77
mnwZ Urdu
63,30,822
8.36
fgUnh Hindi
20,97,653
2.77
Tamil
2,55,721
1.13
rfey
More than 60 % of the people speak a minority language. The following
are the areas where Urdu is said to be spoken by more than 15 % of the
population-Nellore Urban; Chitoor Urban; Kadappa Urban; Rayachot
(Distt. Kadappa); Kadia (Distt. Anantpur); Kurnool Urban, Atmakur,
Nandyal (Distt. Kurnool); Hyderabad Urban; Mehboobnagar; Ranga
Reddy; Zeeharabad (Distt. Medak); Bodhan (Distt Nizamabad); Adilabad
Mandal; Warangal Urban and Guntur Urban. Other languages are not
mentioned but there are pockets with sizeable number of speakers of
Kannada, Tamil, Marathi, and Oriya.
4.3
4.4
4.5
The official language of the State is Telugu but Urdu has also been
recognized as the additional official language for thirteen districts for the
specified purposes. These districts are – Nellore, Chittoor, Cuddapah,
Anantpur, Kurnool, Hyderabad, Mehboob Nagar, Rangareddy, Medak,
Nizamabad, Adilabad, Warangal and
Guntoor. Urdu can be used for
recruitment to certain services such as ministerial and judicial ministerial
services. It can also be used for publication of rules, regulations
and
notifications. If there are a minimum of ten students in a class or 45
students in a school desiring to do so, instruction should be through the
medium of Urdu for those students. Other languages also need
consideration by the state governments though the Govt. had not
mentioned any, in the information made available to the CLM.
The state govt. has assured that the representations are received in the
minority languages and replied to also in those languages. Presumably
this would also include languages other than Urdu too.
Department of Minority Welfare is in charge of the linguistic minorities
affairs. It is reported that a state level committee has been set up to
33
look after the implementation of the safeguards but no details about the
composition of the committee or its meetings, if any, have been given.
Minority Welfare Commission has been set up in the State and it also
takes care of the affairs regarding the linguistic minorities. But no further
details about its activities in this regard have been given. These should be
intimated.
4.6
The CLM has been informed that publicity for the safeguards is given
through the public notifications. It is also agreed that the district and
tahsil offices can be directed to exhibit the safeguards on their hoardings.
The state government has not specified whether this has been achieved.
4.7
So far as the recognition of the linguistic minority institutions is
concerned, it is the view of the government of Andhra Pradesh that for
primary and upper primary schools, District Education Officer and for the
high schools, Regional Joint Director is the recognizing authority. The
number of recognized institutes is given language wise. No application
is pending. It is to be noted that the figures for this year are much lower
than what were intimated last year. The comparative chart is as follows:
Hkk"kk
Language
2004 - 05
2005 - 06
mnwZ
Urdu
3316
2522
mfM+;k
Oriya
188
96
rfey
Tamil
97
85
fgUnh
Hindi
80
69
ejkBh
Marathi
52
35
xqtjkrh
Gujarati
2
2
CakXkkyh
Bengali
14
Nil
The figures given by the state government indicate that a lot of
progress is needed in this area.
4.8
One explanation can be that information is not received from many of the
districts. But if this is not true, then this is a serious situation and the state
34
government is urged to enquire into this and intimate the results of the
enquiry.
4.9
Government is the authority for approving the institutes for grant in aid
but grants have not been sanctioned for any institute during the year.
4.10 The educational facilities for the students at primary level are provided in
the minority languages. The details are as follows –
Hkk"kk
Language
'kkyk
Nk=
v/;kid
Schools
Students
Teachers
2,522 2,57,074
7,466
mnwZ
Urdu
mfM+;k
Oriya
96
7,304
103
rfey
Tamil
85
8,025
255
déM+
Kannada
62
10,276
172
fgUnh
Hindi
69
14,356
396
ejkBh
Marathi
35
3,294
105
xqtjkrh
Gujarati
2
486
12
4.11 There was a question about schools where the minority languages are
taught as a subject though they are not the media of instruction. A 'NIL'
reply has been given though last year such schools were listed. The
statistics were as follows -
Hkk"kk
Language
'kkyk;sa
Schools
mnwZ
Urdu
déM+
Nk=
v/;kid
Students
Teachers
1,074
89,128
2,262
Kannada
25
2,595
53
ejkBh
Marathi
9
646
24
mfM+;k
Oriya
6
252
10
35
fgUnh
1
Hindi
524
6
4.12 The CLM urges the state government to review the position and
explain the variation.
4.13
At the upper primary level, where the minority language is the
medium, information is as follows –
Hkk"kk
2004 - 05
Language
'kkyk
Nk=
2005 - 06
v?;kid
'kkyk
Nk=
v?;kid
Schools Students Teachers Schools Students Teachers
mnwZ
Urdu
399
69,844
1,985
332
57,911
1,589
mfM+;k
Oriya
54
4,844
122
26
3,271
73
déM+
Kannada
19
4,429
77
17
4,091
53
ejkBh
Marathi
14
2,554
60
14
2,034
62
fgUnh
Hindi
7
1,470
35
9
1,625
51
rfey
Tamil
6
1,636
47
6
944
25
caxkyh
Bengali
3
241
10
4.14 The variation is significant and needs looking into. Even in Hindi, where
the number of institutes has gone up, the number of students has come
down. In Tamil, the number remains the same for institutes but the
number of students has
gone down. Bengali has been given up, it
appears.
4.15
For teaching of minority language as a subject, the data for the last
year is as follows –
Hkk"kk
Language
'kkyk
Nk=
v?;kid
Schools
Students
Teachers
36
4.16
fgUnh
Hindi
mnwZ
Urdu
déM+
ejkBh
1,149 1,30,742
4,548
246
34,554
946
Kannada
4
798
14
Marathi
4
783
14
For the secondary level of education, the information about the medium is
as follows-
Hkk"kk
2004 - 05
Language
'kkyk
Nk=
2005 - 06
v?;kid
'kkyk
Nk=
v?;kid
Schools Students Teachers Schools Students Teachers
mnwZ
Urdu
365
73,887
2,607
441
77,928
2,705
fgUnh
Hindi
35
7,070
237
39
7,430
280
mfM+;k
Oriya
25
4,435
67
28
4,927
70
rfey
Tamil
15
4,161
96
25
6,159
164
déM+
Kannada
12
2095
80
12
2,661
82
ejkBh
Marathi
12
2,221
60
10
2,076
57
4.17
The number of students has gone up for all languages other than
Marathi where the number of schools has also come down.
4.18 For teaching of minority language as a subject at this stage, the
numbers are as follow –
Hkk"kk
2004 - 05
Language
'kkyk
Nk=
2005 - 06
v?;kid
'kkyk
Nk=
v?;kid
Schools Students Teachers Schools Students Teachers
fgUnh
Hindi
916 1,90,687
5,097
12
1,318
60
mnwZ
Urdu
278
1,324
204
31,289
1,151
32,117
37
déM+
Kannada
2
800
18
7
1,562
51
ejkBh
Marathi
1
319
7
8
1,318
60
rfey
Tamil
17
330
92
4.19 The discrepancy between the figures for the two years is apparent. The
reasons for it are not apparent. May be there is an explanation. The CLM
would like to be made aware of that.
4.20 Another issue was about the teaching of the languages under the Three
Language Formula. The number of the students informed to the CLM is as
follows –
Hkk"kk
mnwZ
fgUnh
mfM+;k
rfey
déM+
ejkBh
Language
d{kk 6
d{kk 7
d{kk 8 d{kk 9
d{kk
Urdu
Class 6
25,313
Class 7
21,596
Class 8
17,676
Class 9
15,114
10
Class 10
12,680
Hindi
1,865
1,792
1,753
1,586
1,358
Oriya
1,405
1,438
1,262
1,197
960
Tamil
1,527
1,448
1,291
1,159
1,004
Kannada
1,050
794
677
522
425
770
573
591
500
437
Marathi
It appears that this information is for the linguistic minority schools
only.
4.21 One of the problems normally is that the teachers are not earmarked for
the languages or media as such. This results in filling up the vacancies
arising due to retirement of the teachers by those who do not know that
language or can not teach through that language. The CLM has been
informed that during the year 2005-06 no posts were created, however,
the overall position is yet to be clarified. This should be noted by the state
government for compliance.
4.22 For training of Urdu teachers DIETs with an annual intake of 650 persons
are reported. For Tamil there is an institute with an annual intake of 50
persons. Other languages are not mentioned.
4.23 About the maintenance of the Advance Registers for registering the
students desirous of taking the minority languages as media/ subjects, it
is said that information is not readily available. Regarding textbooks,
38
they are prepared and published by Government Textbooks Board. It is
said that the books are supplied in time.
4.24 There was a query by the CLM about the Academies set up for minority
languages. 'NIL' reply has been given by the state whereas it is known to
us that Urdu and Hindi Academies exist. It has not been stated whether
this year they have been abolished. In fact they have been mentioned in
the reply to our query which was actually about non Academy institutes
(such as NGOs) and individuals. However, there also it is stated that no
grants have been released this year. Such discrepancies should be
avoided in future for the sake of clarity of information.
4.25 Assistant Commissioner Linguistic Minorities visited Srikakulam district. He
met the district officers and the representatives of the linguistic minorities
(Oriya and Urdu) and ascertained the position on the ground. There is a
shortage of the teachers and proposals to create another 156 posts are
pending with the Government for a long time. The need to post qualified
teachers was stressed in many of the areas that Assistant Commissioner
visited. There were also demands to upgrade the existing primary or
upper primary schools to junior college level so that the children can
continue their studies.
4.26 Other grievances included unfairness of adopting 1:40 ratio for providing
the teachers in view of the backwardness of the area; non availability of
textbooks and study material in Oriya; question papers not being in Oriya;
the dilapidated condition of the school buildings, non posting of Oriya
knowing officers in the area; assistance to libraries for providing Oriya
newspapers and magazines; and lack of Hindi teachers in the Oriya medium
schools.
4.27 Assistant Commissioner also visited Vishakhapatnam, East Godavari,
Vijayawada (Krishna) and Hyderabad districts. In Vishakhapatnam
district, Urdu is spoken in some pockets and there is one Urdu High
School and three high schools with Urdu sections. In East Godavari
district, there are 26 primary Urdu schools and 7 high schools with Urdu
sections. There are 167 Urdu schools in Krishna district, including 25
schools (15 primary, 6 with parallel sections, 3 upper primary and one
high school) under the Vijayawada Corporation. There are also aided
schools for Tamil and Gujarati speaking students. In Krishna district, it
was said that textbooks are available but not always in sufficient number.
39
In Urdu book on science, the lesson on AIDS was not included. Some
posts of teachers were also said to be vacant.
4.28
In one Tamil school, Telugu is started from class 6 in a composite course.
This should be approved by the Government and should be applied to
other linguistic minorities’ schools. Some posts were found to be vacant in
this school also. There are 208 students in this school (Thiruvalluvar Tamil
Patasalai, Purannandapet). In a Gujarati school (L. P. C. T. Gujarati
Vidyalaya) there are 502 students, 285 in elementary and 217 in
secondary sections. Three posts are vacant including that of Head Master.
Four appointments made by management are to be regularised. In
Hyderabad, Marathi school was visited which had 432 students from class
1 to 10. There were 12 teachers against the sanctioned strength of 19. In
a Government Urdu medium school, 107 pupils were there and six
teachers. In a Kannada school, 80 students were studying from class 1 to
7. There were 7 teachers against a sanctioned strength of 12.
4.29
In general, the shortage of teachers is the main problem. There is also a
need to update and publish the pamphlets detailing the concessions
available to the linguistic minorities. It is also noted that the Advance
Registers are not maintained in many schools to ascertain the linguistic
preference of the students. The CLM feels that sincere efforts by state
government, motivating right sort of people through the proposed SAC
mechanism and involving nodal and district level officer will improve the
situation in future.
40
5. Orissa
5.1
Reply to the questionnaire for the Forty Fourth Report has not been
received from Orissa till 15th November 2007, even after a lot of efforts.
We are unable, on this account, to give information about the updated
position about the implementation of the safeguards for the linguistic
minorities.
5.2
The State Government is urged to send reply of the questionnaire in
time. However; for the benefit of users of this document we are
presenting a summary of the Linguistic Minorities scenario in the State
of Orissa; which has been prepared on the basis of the information sent
by the State Government and already incorporated in our 43rd Report.
5.3
The Government of Orissa has informed the CLM that the minorities and
Backward Classes Department is the Nodal Department and Director
(OBC) cum Additional Secretary, Minorities and Backward Classes
Department is the Nodal Officer.
5.4
Districts where the percentage of the linguistic minorities is more than
15% are Phulbani – Kui; Mayurbhanj – Santhali; Sundargarh – Hindi. If
41
the identification is done on the basis of sub district level, there are
expected to be many more languages and many more areas. Not much is
being done for these languages. There is no practice of posting officers, to
these places, who know local languages. The important rules are not
published in the minority languages. There is no agency for translation.
5.5
District Education Officer is the authority for recognition of the minority
institutions. 29 High schools and 166 madarasas have been recognised as
minority institutions. 30 applications are said to be pending. Language
wise information has not been provided. No grants had been sanctioned
during the year 2004 – 05. It may be remarked that the madarasas are
not necessarily the linguistic minority schools. At the lower level, it
appears that the number of linguistic minority schools is as follows –
Telugu - 202 Linguistic Minority Schools, 168 Bilingual Schools; Bengali –
11 and 4; Urdu – 119 and 5. Hindi and Gujarati have respectively 16 and
3 minority schools.
5.6
Another statement gives the number of primary/upper primary schools
and the students and teachers therein. The information is as follows –
Telugu – 165 schools, 18, 976 students, 465 teachers; Hindi – 64/15792/
128; Bengali – 24/960/48; Urdu – 64/4416/128; Assamese – 3/300/6;
Kannada – 5/201/10; Punjabi – 3/133/6; Sanskrit – 3/100/6; Gujarati – 6/
300/12; Nepali – 3/78/6; and Sindhi – 1/22/2. The information appears to
be for teaching of the language as a subject. Also, there is a variance
between the figures of the schools here and elsewhere.
5.7
In giving the number of teachers, the number of only the Urdu teachers is
given and the number is 50 for the medium and 30 for the subject. For
training, once again, only Urdu is mentioned. There is one institution and
the annual intake is 50.
5.8
There in no agency for preparation of the textbooks in minority languages.
It is said that private publishers supply the books. The Government does
not concern itself with whether the books are available or not. Such
unconcern is not warranted. Similarly when it comes to Academies, only
Orissa State Board of Madarasas as is mentioned which requires a little
more elaboration by the state government.
5.9
There is no machinery to monitor. It is said that there are no complaints
though attention was drawn in the 42nd report towards a plethora of
complaints at various levels. The information supplied does not create any
confidence that the State Government is serious about the implementation
of the safeguards for the linguistic minorities. Some suggestions were
given to the State for consideration but apart from saying that these have
42
been sent to the respective departments, nothing is done. These
suggestions include identification of areas where the proportion of the
linguistic minorities is more than 15%; use of Kui for imparting
instructions in Phulbani district; and other languages in their respective
areas; preparation of question papers in minority languages; supply of
free textbooks in minority languages; information about studies in the
tribal languages by Tribal Research Institute. The State is also requested
to look into various complaints sent to it by the Commissioner and by
other complainants especially shortage of teachers, non posting of
minority language teachers in the respective schools, training of teachers
and absence of appropriate books.
5.10
We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action.
6. Uttar Pradesh
6.1
Uttar Pradesh is blessed with the multi-hued Indian Culture coexisting
since times immemorial. Bestowed with a variety of geographical land and
much cultural diversity, Uttar Pradesh, has been the area of activity of
historical heroes like- Rama, Krishna, Buddha, Mahavira, Ashoka, Harsha,
Akbar, Rani Laxmi Bai, Pt. Jawaharlal Nehru, Lal Bhadur Shastri and Indira
Gandhi. Uttar Pradesh has been the most dominant state in Indian politics
and culture since independence, producing five of India’s prime ministers.
Uttar Pradesh is the most populous state in the country accounting for
16.16 percent of the country’s population. It is also one of the large states
in area covering 7.3 percent of the country’s geographical area,
encompassing 2,40,928 square kilometers and comprising of 70 districts
and 97,942 inhabited villages. The density of population in the state is 690
person per square kilometers as against 324 for the country. After
Buddha, in successive centuries Ayodhya, Prayag, Varanasi, Mathura and
several other cities played significant role in the making of religious and
cultural history of India. Hindi and Urdu literature flourished further and
work of translation of Sanskrit book into Persian gained momentum.
Ramananda and his famous disciple Kabir, Tulsidas, Surdas, Keshavdas,
Bhushan, Malik Mohammad Jayasi, Raskhan, Matiram, Ghananand, Bihari,
43
and Giridhar Kaviraj were some of the great poets, who contributed to the
growth and development of Hindi and other languages and produced
literature of extraordinary beauty. Uttar Pradesh is also well known for the
significant contribution of the people of the state in National Freedom
Movement. In the first war of Indian independence in 1857 A.D., the
people of Uttar Pradesh Played an exemplary role. In the historic struggle
Rani Laxmi Bai of Jhansi, Begum Hazrat Mahal of Avadh, Bakht Khan,
Nana Saheb, Maulvi Ahmadullah Shah, Raja Beni Madhav Singh, Azimullah
Khan and a number of other patriots became martyrs to the cause of
freedom. U.P. was an active centre of Indian National Congress. It was in
Allahabad that in 1920, in a conference Mahatma Gandhi proposed his
programme of non-violent resistance to achieve independence. At the
level of higher education and technical education Uttar Pradesh has 16
general universities, 3 technical universities, one Indian Institute of
Technology (Kanpur), one Indian Institute of Management (Lucknow),
one Indian Institute of Information Technology (Allahabad) and a large
number of polytechnics, engineering institutes and industrial training
institutes. This provides the state with firm basis for higher education to
its youth.
6.2
Reply to the questionnaire for the 44th Report has been received by the
CLM from the Government of Uttar Pradesh. Strangely it does not list the
only minority language of significance in Uttar Pradesh i.e. Urdu. The
percentage of Urdu speakers was 9.15 % in 1991 census. There are no
districts where Urdu is mother tongue of more than 60 % of the
population. Previously, we have listed districts of Saharanpur, Bijnor,
Meerut, Moradabad, Rampur, Bareilly and Muzzafarnagar as such districts
where Urdu speakers were more than 15% of the population of the
districts. There are some other districts where some areas have more than
15 % of population with minority language such as Ghaziabad, Pilibhit,
Gonda, Barabanki, Siddhartha Nagar, Deoria, Lucknow, Kanpur Urban,
Budayun, Bulandshahar, Bharaich and Shahjahanpur. In the 1991 census
there were 275 municipal areas/nagar panchayats/notified area
committees where their population is more than 15 % of the population of
that area. But all this information is given a short shift. As a sequel to this
the information about publication of the Acts and rules in Urdu, has been
given in negative. But it is admitted by the state that Urdu is the second
official language of the State. Details of these, however, have been given
in our previous Report.
6.3
The CLM enquired if the knowledge of Regional Language was compulsory
for recruitment to the services. The Regional Language, in the context of
Uttar Pradesh was meant to be Hindi (Just as Tamil is Regional Language
for Tamil Nadu). But the term regional language is misunderstood and it is
44
said that its knowledge is not necessary but that of Hindi is. And the
standard expected is of class 12. As a matter of fact the dominant
language i.e. the language spoken by the majority is the regional
language for any particular area. The state govt. is urged to apply the
concept in their future replies to the CLM. The non Hindi knowing people
are thus supposedly appears to have been excluded from competing for
the Services.
6.4
For declaration of the private organizations as minority institutions, it is
said that Minority Welfare and Waqf Department is the recognizing
authority. The number of the recognized institutions is said to be 376.
But it is said that they are minority institutes and not linguistic minority
institutes. The question is how many of them are religious minority and
how many linguistic minorities. Education Department is the Authority for
sanctioning of grants-in-aid to such institutions but again no figures are
provided. This point needs further elaboration from the state government.
6.5
Regarding the education facilities at the primary level for Urdu, it is said
that there are 422 schools where Urdu is the medium of instruction. There
are 422 teachers and about 8,800 students. Another 6,974 schools are
mentioned where Urdu is not the medium but it is taught as a subject.
The number of teachers is 3,900 and that of students about 3.88 lakhs. It
appears that the detailed information about the number of students is not
gathered and hence, approximate figures are given. The number of Urdu
teachers is, prima facie, short of requirements. It is pertinent to mention
that on an earlier occasion during the visit of Dy. CLM, it was found that
there were no Urdu schools in Varanasi, Mau and Azamgarh and no
statistics were available even at district level. CLM has not been aware of
any improvement in the situation. The finding was reported in our 43rd
report and may now be attended to by the state government.
6.6
6.7
At the upper primary level, there are said to be 38 schools, 58 teachers
and about 900 students with Urdu as medium. For Urdu as a subject, the
figures are about 2,000 schools, about 68,000 students and about 1,500
teachers. Here also the number of teachers needs to be properly
maintained. There is no mention of such schools at secondary level.
Further, the information about Three Language Formula merely repeats
the figures of about 68,000 students for Urdu. It is also mentioned that all
students are taught Sanskrit from class 3 to 8 in Parishadiya schools. Just
what is meant by 'Parishadiya' is not clear and may be elaborated by the
state government.
About training of teachers, no specific information is given though it is
reported that annual intake of Urdu teachers in DIETs is 8,000 per annum.
45
6.8
Academies have been set up for Urdu, Punjabi and Sindhi. Another
organization for Urdu viz. Fakhruddin Ali Ahmad Memorial Committee
(FAAM) is also working. Sindhi Academy has a budget of Rs. 25 lakhs for
the year 2005 - 06. Punjabi Academy has a budget of Rs. 1.05 lakhs; Urdu
Academy of Rs. 90.88 lakhs. FAAM has a budget of Rs. 13.55 lakhs. The
details of their activities and achievements during the year are not given.
6.9
It is mentioned that 42 persons have been given old age pension of Rs.
1.80 Lakhs. Presumably this is for the old writers. Another Rs. 1.50 lakhs
has been given as assistance to four persons for the publication of their
manuscripts.
6.10 The Minority Welfare and Waqf Department has replied the questionnaire
to the CLM but it is also said that the Language Department is looking
after this work. Secretary, Minority Welfare and Waqf Department is
described as the Nodal Officer. There is no committee for the monitoring
of the implementation of the safeguards. At the district level, the work is
not assigned to any officer but, generally, all work relating to minorities is
looked after by the District Minority Welfare Officer.
6.11 For the publicity of the safeguards etc. there is a magazine ‘Naya Daur’ of
the Information and Publicity Department. There is no compilation of
standing orders for the information of the officers or the public.
6.12 There is no officer designated to receive the complaints at the state or the
district level but generally the complaints are received at district level by
District Minority Welfare Officer. Obviously the question regarding the
problems faced is brushed aside by saying that it is not relevant.
6.13 The reply has not been satisfactorily provided the position prevalent in the
state because some crucial questions have not been given due attention
but there is marked improvement in the information given. It is hoped
that exact number regarding the institutions which have been recognized,
the number of students and teachers will be given. The details about the
work done by the Academies should also be supplied. It is also necessary
to make some arrangements to see that the facilities given by the
Government are actually available at the field level.
6.14 In the previous Report, it was stated that it is not clear that, despite the
Official Language Act, the publication of Acts etc. is being done in Urdu.
In reply to this, it is said that the position is clear in the Government
Order dated 6.10.2005. But what is in this order has not been intimated.
It is hoped that information will be given about this aspect.
46
6.15 It has been intimated that the budget for Hindustani Academy, Allahabad
was Rupees ten Lakhs each in the year 2003 - 04 and year 2004 - 05. But
what this institution is doing for the promotion of the languages has still
not been intimated. However, for FAAM, it has been intimated that it gives
financial assistance to the Urdu writers from the entire country for
publication of their outstanding creations.
7. Uttarakhand
7.1
Uttarakhand finds mention in the ancient Hindu scriptures as the land of
Gods (Dev Bhoomi) because of its various holy places and abundant
shrines. The present State of Uttarakhand was earlier a part of United
Province of Agra and Awadh which came into existence in 1902. In 1950,
United Province was renamed as Uttar Pradesh. Uttarakhand carved out of
Uttar Pradesh became the 27th state of India on November 9th, 2000. It is
located in the foothills of the Himalayas. About 90% of population
depends on Agriculture. The state is rich in mineral deposits like
limestone, rock phosphate, dolomite, magnetite, copper, graphite, soap,
stone, gypsum etc.
7.2
The linguistic profile of the state has been shown as follows:-
Hkk"kk
fgUnh
mnwZ
iatkch
caxkyh
Language
O;fä
çfr'krrk
Hindi
Persons
74,88,995
Percentage
88.22
Urdu
4,89,815
5.77
Punjabi
2,23,260
2.63
Bengali
1,23,090
1.45
47
vU;
Others
1,63,837
1.93
7.3
The state government has informed the CLM that there are no districts
or areas where the population of the linguistic minorities is more than
sixty percent or fifteen percent. We are of the opinion that the concept
of linguistic minorities is not properly understood by the state. Linguistic
minorities have not been defined anywhere, however the inference of
all the debates on the subject is that the speakers of any language other
than that spoken by the majority i.e. the dominant or regional language
constitutes the linguistic minority. When properly understood, it would
be easier for the state to define policy guide lines. An example of this
misunderstanding is also evident in the reply the CLM has got in
response to the query as to which is the agency for recognition of the
linguistic minorities’ institutions
7.4
The state informs that "As of now, no such authority exists since the
State of Uttarakhand does not recognize any linguistic minority." It has
been clarified earlier, and it will bear repetition, that there is no
provision for such recognition either in the Constitution or in any statute.
Any one, whose mother tongue is not the language which is the
principal language of the state and which happens to be Hindi for
Uttarakhand, will belong to linguistic minorities. The Constitution permits
the administration of educational institutions by the minorities and
further enjoins that they shall not be discriminated against. The
Government has to recognize such linguistic minorities and apply the
safeguards which have been listed in the Constitution or which have
been traditionally agreed to by the Chief Ministers of the earlier era.
7.5
There is a reference to the madrasas as which are 153 in number and are
said to be imparting instruction in Urdu. Madrasas are religious institutions
and do not fall within the scope of the questionnaire. There is an
exception when the madrasas are covered under the 'Modernization of
Madrasas' scheme of the Central Government and teachers are appointed
to teach Mathematics, Science, English etc. But this does not appear to be
case here.
7.6
Department of Social Welfare is in charge of the work relating to the
linguistic minorities and its Principal Secretary is said to be the Nodal
Officer. But the reply to the questionnaire is sent by the Secretary of the
State Minority Commission. CLM advises that the reply should have been
sent by the Nodal Officer so that it could have been drafted in the proper
perspective. It is hoped that the matter will be reexamined by the
authorities and action taken to know and to apply the safeguards.
48
8. Karnataka
8.1
8.2
Karnataka was ruled by mighty kings in the past. Pulkesin II was a great
emperor who even defeated Harshavardhana of Kanauj. This dynasty
created fine monuments at Badami, Aihole and Pattadakal both structural
and rockcut. Aihole has been one of the cradles of temple architecture in
the country. The Rastrakutas of Malkhed who succeeded them levied
tribute on the rulers of Kanauj successively in the so-called ‘Age of
Imperial Kanauj’. After Independence the new united Mysore state was
created in 1956 and was renamed Karnataka in 1973. Karnataka is
situated to the south of Goa and Maharashtra, to the west of Andhra
Pradesh and Tamil Nadu and to the north of Kerala. Agriculture and allied
activities account for nearly 65 per cent of the work force in the State.
The sate is famous for its sandal soap and sandal wood oil. The state is
also rich in mineral resources. Karnataka, the silicon state, is the most
favored destination for IT industry. Karnataka accounts for a third of the
total software exports form India.
The language profile of Karnataka is as follows –
Hkk"k
Language
O;fä @
çfr'krrk @
Persons
Percentage
49
k
mnw
Z
Urdu
64,63,127
9.72
rsyq
xq
Telugu
37,51,098
8.34
rfey
Tamil
17,18,129
3.82
ejkB
h
Marathi
17,76,599
3.75
8.3
The information about Tulu, Hindi, Malayalam, Konkani, Lamani and
Kodagu has not been given whereas there is significant presence of
speakers of these languages in the State.
8.4
Gulbarga and Bidar are said to be districts where the population of the
linguistic minorities is sixteen percent for Urdu. Belgaum is a similar
district for Marathi. Actually the areas should be worked out on the basis
of the tahsils so that compact areas with significant population of the
linguistic minorities can be identified. It is felt that there will be many such
areas for example South Kanara district for Konkani and Tulu; Coorg for
Kodagu and so on. These areas would also need attention. Unfortunately
there is no declaration of such areas and due publicity about the
safeguards which the linguistic minorities are entitled to. The State
Government is urged to do so and put up the hoardings informing the
public about the safeguards in the tahsil offices of the identified areas.
8.5
CLM is informed that no representations or applications are received in
minority languages. This needs checking up. It is also necessary that the
revenue papers in minorities’ languages should be made available in the
tahsils where the linguistic minorities are actually in majority. There can
be bilingual records for the use of the officers and ministerial staff.
Documents in these languages should also be accepted in the revenue,
civil and other courts. We are strongly in support of peoples participation
in conflict resolution and CLM has proposed the introduction of State
Advisory Committee (SAC) to make the working of the CLM more
democratic.
8.6
The proposal is still under consideration of the central government. The
State Government is the authority for the recognition of the linguistic
minorities’ institutions. The number of institutes recognized as on June 30,
2006 were 406 for Urdu; 214 for Marathi; 118 for Tamil; 60 for Telugu; 8
50
for Malayalam; and 7 for Gujarati. (Total is 813). Tulu, Konkani and
Kodagu are not mentioned. It appears that there are no such institutions.
The Government is requested to give necessary help and guidance for
such institutions. The sanctioning authority for the grants is the State
Government. But no new schools are being sanctioned grants due to
economy measures. How many of the institutions are being given grants
at present is not indicated by the Government of Karnataka.
8.7
The information about the schools, students and teachers in the
elementary education (including both primary and upper primary stages)
where minority language is the medium is as follows –
Hkk"kk
mnwZ
ejkBh
rfey
Rskyqxq
Language
2004 - 05
'kkyk
Urdu
Marathi
Tamil
Telugu
Nk=
2005 - 06
v?;kid 'kkyk
Nk=
v?;kid
Schools Students Teachers Schools Students Teachers
4,097 5,74,152
17,227
2,326 5,63,135
17,779
1008 1,68,920
6,463
432 1,60,842
5,726
175
29,264
669
44
28,665
654
92
13,747
416
58
12,092
334
8.8
From a perusal of the reply of the state, the CLM observes that there is not
much change in the number of students (though it is remarkable that
number of students in all these languages has come down when compared
with the figure for the last year, even if marginally), the number of schools
has gone down almost by 44 % for Urdu; 60 % for Marathi; 75 % for Tamil
and 40 % for Telugu. It appears that this is on account of the upper
primary schools not being included in the figures. A separate table gives the
number of the upper primary schools but the figures of the students and
the teachers are repeated. Thus there are 1798 upper primary schools for
Urdu, 561 for Marathi; 120 for Tamil and 48 for Telugu. Taken together all
the number of schools for elementary education (primary plus upper
primary) for Urdu will be 4124, which is almost the same as for the last
year. For Marathi the figures are 963; for Tamil 164; and for Telugu 106.
8.9
The CLM has information from the state government regarding schools
etc. where minority languages are taught as a subject. In the secondary
stage of education, the information is as follows:-
Hkk"kk
Language
2004 – 05
'kkyk
Nk=
2005 - 06
v/;kid 'kkyk
Nk=
v/;kid
Schools Students Teachers Schools Students Teachers
51
mnwZ
ejkBh
rsyqxq
rfey
Urdu
297
64,768
2,182
325
68,204
2,275
Marathi
181
35,026
1,575
184
37,637
1,668
Telugu
16
2,206
101
15
1,728
103
Tamil
2
302
19
16
1,963
106
We observe that the number of schools, students and teachers are
marginally up except that in Tamil, the number of schools has gone up
substantially.
8.10
The information provided to the CLM about the third language in the
Three Language Formula (English and regional language are the other
two). Information is as follows –
Hkk"kk
mnwZ
rfey
rsyqxq
ejkBh
Language
d{kk d{kk
Urdu
6
7
8
9
10
class 6 class 7
Class 8 class 9
class 10
67173
62090
24102
23438
18664
d{kk
d{kk
d{kk
Tamil
3806
2591
717
621
625
Telugu
1453
1411
603
588
537
Marathi
22342
23457
12944
12730
11963
We observe that the number of students is slightly down from those of
the previous year. It is noted that the information has been limited to the
four languages which are considered to be the minority languages. The
information about Malayalam and Hindi has been left out. It is noted that
Tulu, Konkani and Kodagu are not mentioned as medium or the subject
taught at any stage of education.
8.11
As regards the number of posts of teachers sanctioned the CLM is
informed it to be 2,275 for Urdu; 1,668 for Marathi, 106 for Tamil and 103
for Telugu. Last year the number of teachers sanctioned for different
languages are as follows –
Hkk"kk
mnwZ
ejkBh
rfey
Language
çkjfEHkd ek/;fed
Elementary Secondary
16,538
807
Urdu
Marathi
4,948
Tamil
654
52
161
rsyqxq
ey;kye
Telugu
296
Malayalam
68
12
8.12
We observe that this information keeps on varying from year to year. It
needs looking into and correct figures be intimated not only to this office
but to the educational authorities so that the replacement of the teachers
of a particular language by a teacher of the same language is ensured.
8.13
Regarding the training of the teachers, it is informed that Government is
providing in service training to teachers. The number of institutes and
seats for various languages is not given.
8.14
Regarding the maintenance of the Advance Registers, it is mentioned that
2863 primary, 2330 upper primary and 540 secondary schools are
maintaining the Registers.
8.15
It is informed that SCERT is in charge of preparation of textbooks for the
minority language. These are supplied on time to the students.
8.16
No information has been given to CLM about the Academies, about their
budget, about their activities and their achievements. It is just stated that
enough funds are being provided for infrastructure, building etc. for
development of the minority languages. In the previous years the details,
sometimes at least, were given about Urdu, Konkani, Tulu and Kodagu
Academies. The State Government is urged to give this information.
8.17
Regarding the machinery for monitoring the implementation of the
safeguards, no information has been given. Director Linguistic Minorities is
said to be the Nodal Officer and it is known that there is a separate wing
in the Social Welfare department for the Minority Welfare. There is no
committee at any level to monitor the implementation. It is stated that the
Minority Commission is given the task of monitoring but there are no
details about their reports, if any. There is no attempt to give publicity to
the schemes and concessions for the linguistic minorities. The CLM is of
the view that a lot of effort from the government and people is still
required for peaceful implementation of safeguards to the linguistic
minorities. The steps suggested by the various members of parliament are
relevant in case of Karnataka i.e. formation of SAC in all states/union
territories in India and involvement of nodal and education officers. The
proposal could not be implemented during the Golden Jubilee Year of the
CLM organization due to lack of manpower and funds for which CLM
organization has already forwarded a proposal to the central government.
53
9. Kerala
9.1
Kerala is situated in the south-west of the Indian peninsula. After
Independence India amalgamated small states together. The erstwhile
Travancore and Cochin states of Kerala were integrated to form
Travancore-Cochin State on 1 July 1949. However, Malabar remained
under the Madras province. Under the States Re-organisation Act 1956,
Travancore-Cochin state and Malabar were united to form the States of
Kerala on the 1st November 1956. Kerala is bound by high Western Ghats
on the east and the Arabian Sea on the west. 44 rivers (41 west flowing
and 3 east flowing) cut across Kerala with their innumerable tributaries
and branches. The backwaters form an attractive and economically
valuable feature of Kerala. It is a major producer of coconut, rubber,
pepper, cardamom, ginger, cocoa, cashew, betel-nut, coffee and tea. It is
54
also known for its rich cultural activities and performing arts like Mohini
Aattam and Kalaripayattu.
9.2
Kerala has sent a reply to the questionnaire for the 44th Report. The reply
for the questionnaire pertaining to the 43rd Report was not received in
time for inclusion in the 43rd Report. The information pertaining to the
previous year and this year is being processed in the present Report.
9.3
General Administrative Department is in charge of the affairs regarding
the linguistic minorities. Additional Secretary, GAD is the Nodal Officer.
9.4
The population of the state is 318.4 lakhs as per 2001 census. In the
absence of linguistic details for this census, the figures for the 1991
census have been given. Tamil speakers form 2.12 % of the population
and Kannada speakers 0.26 %. Konkani speakers are 0.22 % of the
population. Tulu has not been mentioned though Tulu speakers number
1,11,670. Furthermore they are concentrated in Kasargod district. Their
strength should also be taken note of and appropriate action be taken for
promotion of Tulu language also.
9.5
The areas where the population of the linguistic minorities is significant
are declared. There are no areas where they are more than 60 %.
Peerumedu, Devikulam and Udumbanchola tahsils in Idduki district;
Chittoor and Palakkad in Palakkad district, Kasargod tahsil in Kasargod
district are so declared; the last named for Kannada and others for Tamil.
Thiruvanantpuram is also mentioned for Tamil. Konkani is spoken in
Ernakulam but there is no area of concentration as such.
9.6
Gist of the important rules, regulations etc. are published in minority
languages. During year 2004 - 05, four ordnances and rules were
published in Tamil and three in Kannada. The numbers of Acts so
published are 34 for Tamil and 22 for Kannada. District Collector is in
charge of such translations. Representations are received in the minority
languages and are answered in the same language. Minority languages
are also allowed as media for recruitment examinations. Knowledge of
Malayalam is not a pre requisite for recruitment.
9.7
As regards machinery for monitoring, there is a committee headed by the
Chief Minister. The date of meeting of this committee in 2004 - 05 or 2005
- 06 is not indicated. At the district level also, the committees exist for
monitoring. Palakkad committee met on 30.4.2003; and 31.12. 2004 while
Kasargod committee met on 26.7.2004. The Idukki committee did not
meet in 2004 or 2005. A regular meeting will be helpful in solving the local
district level problems.
55
9.8
As regards publicity for the safeguards, linguistic minority cells functioning
in the district headquarters of Thiruvanantpuram, Idukki, Palakkad and
Kasargod are constituted for providing the information.
9.9
Mechanism also exists for receiving the complaints. Some of the
complaints received relate to the out of turn promotion of teachers in
linguistic minority areas. Actually, the fact is pointed out that some non
Kannadigas teachers pass an examination in Kannada and get out of turn
promotion and are posted in Kannada language areas. Their only interest
is to get out of turn promotions as soon as possible and they are neither
interested nor competent to teach in Kannada medium. The rules should
be changed so that only those who are capable of teaching in Kannada
medium are given such out of turn promotions and posted in the schools
where Kannada is the medium of instruction.
9.10
It is reported that the linguistic minority institutions are given special
treatment for recognition. Based on the recommendations of Director of
Public Instruction, Government issues orders permitting an agency to start
a school. The orders are issued by District Education Officer in accordance
with Kerala Education Rules.156 institutions have been recognized as
linguistic minorities though the language wise breakup is not available.
Last year, 76 Kannada and 68 Tamil schools were mentioned. It is
expected that remaining two are Konkani schools. No applications for
linguistic minorities’ schools are pending. 89 schools for Tamil and
Kannada are receiving grants from the Government.
9.11
For the primary education, the media of instruction are Malayalam, Tamil
and Kannada. The number of students for whom the facility of teaching in
the minority language is given is eight for a class, an improvement on the
number of ten, which was recommended by the Chief Ministers’
conference. The number of institutions, students and teachers for the year
2004 - 05 which were included in the last Report are repeated here for
ready reference. These are as follows –
Hkk"kk
rfey
déM+
dksad.kh
Language
'kkyk
Tamil
Schools Students Teachers
279
10,302
369
Nk=
v/;kid
Kannada
90
18,144
867
Konkani
2
357
2
56
xqtjkrh
Gujarati
1
32
1
9.12
The information for the year 2005 - 06 is considerably different from the
above information. The number of Tamil schools is mentioned as 62, The
number of students 5,424 and of teachers, 141. Similarly for Kannada, the
figures are 89; 10,547; and 257 respectively.
9.13
Tamil is also said to be taught in five schools as a subject, where there
are 150 students and 5 teachers. It appears that Konkani and Gujarati are
taught only as subjects in their respective schools. It is noted that Tulu is
not there.
9.14
At the upper primary level, the number of schools for year 2005 - 06 is
given as follows:-
Hkk"kk
Language
'kkyk
rfey
déM+
Tamil
Schools Students Teachers
23
1,314
43
Kannada
Nk=
31
v/;kid
6,593
189
9.15
Tamil is also taught as a subject in another two schools where the number
of students is 40 and there are two teachers.
9.16
At the secondary education level the figure for the minority language
schools etc. for the two years are as follows:-
Hkk"kk
rfey
déM+
Language
2004 - 05
'kkyk
Tamil
Kannada
Nk=
2005 - 06
v/;kid
'kkyk
Nk=
v/;kid
Schools Students Teachers Schools Students Teachers
14
9,616
325
9
2,108
95
24
5,607
223
14
5,897
172
9.17.
The variation is significant. It should be checked. It is noted that Tamil is
taught as a subject in another 14 schools, the number of students and
teachers being 6,146 and 116 respectively.
9.18
Advance Registers are maintained in 328 primary and 36 secondary
schools.
9.19
The CLM is aware that in the Three Language Formula, the languages
taught are as under (figures are for the year 2004 - 05) -
57
Hkk"kk
laLd`r
vjch
mnwZ
rfey
déM+
Language
d{kk 6
d{kk
d{kk
d{kk
d{kk
;ksx
Class 6
7
Class 7
8
Class 8
9
Class 9
2,04,313
Sanskrit
66,005
64,988
25,809
24,415
10
Class
10
23,096
Arabic
80,797
88,735
86,312
87,989
75,655
4,19,488
Urdu
26,339
27,310
14,802
14,645
11,833
94,929
Tamil
3,585
3,466
3,137
2,847
2,388
15,418
Kannada
5,040
5,406
4,513
4,210
3,362
22,531
Total
9.20
The number of teachers for these languages is Sanskrit - 3,613; Arabic 7,710; Urdu - 1,593; Tamil - 152; and Kannada - 101.
9.21
For the year 2005 - 06, the figures are given only for Tamil and Kannada.
These are:
Hkk"kk
rfey
déM+
9.22
Language
d{kk 6
d{kk
d{kk
d{kk
d{kk
Class 6
7
Class 7
8
Class 8
9
Class 9
Tamil
2,104
2,055
8,911
2,012
10
Class
10
1,688
Kannada
2,020
2,393
2,113
2,081
1,703
;ksx
Total
16,770
10,310
Once again the variation is to be noted and explained.
9.23
The posts for teachers are earmarked for the minority languages. Tamil
has 60 posts earmarked and Kannada 618. If we add up the number of
teachers mentioned for various levels, the total is much more than these.
9.24
The Tamil teachers are trained at T. T. I.s Chalai, Thiruvanantpuram; T.
T. I.s at Munnar, Idduki; Kumili, Idduki; and Chittoor, Palakkad. For
Kannada teachers, seats are reserved in Kasargod DIET.
9.25
Textbooks are said to be available in suitable number and at the right
time. State Council for Educational Research and Training (SCERT) is in
charge of preparation and publication of the textbooks.
9.26
There is no Academy for the development of languages nor is there a
scheme to give assistance to any organization for development of
languages. Some of the suggestions made in the previous Reports have
been acted upon. But it is noted that positive action expected to be taken
has not yet materialized. Some are brushed aside. For example, it was
58
found that some schools, where even the teachers were not well versed in
Malayalam were having Malayalam encyclopedia. The teachers said that
they were obliged to buy it. The reply of the state Government says that
DD(E) Kasargod said that no one was forced to buy the encyclopedia. But
its very presence in the school shows that we can suggest that
"Malayalam encyclopedia or magazines should not have been supplied to
Kannada medium schools where they can not be put to use".
10. Gujarat
10.1
Gujarat is the land of Lord Krishna who according to mythology left
Mathura and settled at Dwaraka on the west coast of Saurashtra. In later
period Gujarat prospered under Chalukyas and in spite of several
invasions, the state maintained its well being and prosperity. Before
Independence, the present territories of Gujarat used to be in two partsthe British and the Princely territories. With the Reorganisation of the
state, the Union of the State of Saurashtra and Union Territory of Kachchh
59
alongwith the former British Gujarat became a part of the bilingual state
of Bombay. The present state of Gujarat came into being on 1 May, 1960.
Gujarat is the main producer of tobacco, cotton and groundnut in the
country and provides inputs for important industries like textiles,
petrochemicals and engineering. Gujarat is among the leading
industrialized states in the country. The state has approximately 74,031
km of roads. Gujarat has 40 ports of which Kandla is a major one.
10.2
The linguistic profile of Gujarat (as per 1991 census) is as follows–
Hkk"kk
xqtjkrh
fgUnh
flU/kh
ejkBh
mnwZ
Language
Gujarati
O;fä
çfr'krrk
Persons
Percentage
3,77,92,933
91.49
Hindi
12,15,825
2.94
Sindhi
7,04,088
1.70
Marathi
5,66,191
1.37
Urdu
5,47,737
1.33
10.3
Sindhi figures are outdated and inaccurate. Same is the case with
kachchis, their number is same as Sindhis. Kachchi and Sindhi are similar
languages speakers of which are scattered all over Gujarat. Kachchi are
mainly in Kachchh district and their language should also be treated as
minority language.
10.4
Department of Social Justice and Empowerment is the department
looking after the work relating to the linguistic minorities. Joint Secretary
of the department is the Nodal Officer. There is no mechanism for
monitoring the implementation of the safeguards. There is no specific
officer at the district level for looking after the implementation of the
safeguards. There is no machinery for receiving complaints or for looking
into grievances. There is no reference to the knowledge of the officers
about the local languages before they are posted there. The question of
receiving or entertaining representations in minority languages does not
arise. It is part of the safeguards that there should be appropriate
monitoring arrangements at the state and the district level. A committee
headed by Chief Secretary was recommended. In Kerala, West Bengal and
Assam there are committees headed by the Chief Minister.
10.5
As for the declaration of the areas where there is more than 15% of the
population belonging to the linguistic minorities, no areas are mentioned
whereas there should have been Sindhi and Kachchhi in parts of Kutch
60
district. In previous years, Dangs, Surat, Ahmedabad were mentioned as
the areas where minority language speakers were more than 15 %.
10.6
Gujarati is the official language as well as the language for the
competitive examinations for recruitment to the services.
10.7
Commissioner, Mid-day Meals and Schools in Education Department is the
recognizing authority for the institutions belonging to the linguistic
minorities. 108 institutes have been so recognized as on June 30, 2006.
No applications are reported to be pending. For sanctioning grants in aid
to the institutions, Education Department is responsible. However, no
schools have been sanctioned grants in aid during the year 2004 - 06.
10.8
Information about the number of schools, students or the teachers for the
year 2005 – 06 has been received. The information about the elementary
level (class 1 to 7), of schools, students and teachers is as follows –
Hkk"kk
Language
'kkyk
rsyqxq
ey;kye
mfM+;k
mnwZ
rfey
ejkBh
flU/kh
fgUnh
Telugu
Schools Students Teachers
8
3,080
69
Nk=
v/;kid
Malayalam
1
120
5
Oriya
5
1,995
16
Urdu
170
53,409
1,200
Tamil
20
4,845
144
Marathi
98
47,265
946
Sindhi
36
5,060
230
Hindi
277
91,810
2,001
10.9
The CLM is informed that Hindi is taught as a subject, but is not a
medium, in 37,822 schools where 27,85,925 students are taught by
37,822 teachers. Presumably this is part of the Three Language Formula
and is not related to minority languages as such. The idea was to find out
if minority languages like Sindhi and Marathi are taught as a subject to
students even when the medium is English or Gujarati. Hindi is, of course
a minority language and, to that extent, the information given is in order.
10.10 For secondary level, it is informed to CLM that Hindi is the medium in 47
schools; Marathi in eight; Sindhi in eleven; Urdu in nine; Telugu in one;
and Tamil in one school. The number of the students and the teachers is
not given. It is also informed that these minority languages are not taught
as a subject in any school. This needs checking up.
61
10.11 Under the Three Language Formula, 'NIL' information is given but this
does not square with the information given last year which is reproduced
here to provide the contrast.
i<+kbZ tk jgh Hkk"kkvksa ds ckjs esa tkudkjh &
o"kZ 2004&05
Information regarding languages taught - year 2004 - 05
Hkk"kk Language
d{kk 8
d{kk 9
d{kk 10
Class 8
Class 9
Class 10
309
206
91
rsyqxq Telugu
mfM+;k
mnwZ
rfey
ejkBh
flU/kh
fgUnh
Oriya
108
104
98
Urdu
833
1007
935
Tamil
118
135
97
Marathi
2250
2192
1968
Sindhi
1,868
1,793
1,573
Hindi
45,304
32,210
14,340
10.12 It was enquired if there were any posts of teachers earmarked for the
minority languages or for teaching through them. The idea was that there
should be earmarked posts so that the replacement becomes easier. Thus
if 40 Sindhi language teachers are about to retire, advertisement can
mention this number and qualifications also laid down accordingly so that
a Sindhi language teacher is replaced by a Sindhi language teacher.
Otherwise this can lead to mismatch. State Government would like to
think over this aspect and earmark the posts for various languages.
10.13 Advance registers for the registration of the students desirous of taking up
the minority languages as a subject and medium are not kept.
10.14 The text books are supplied by the Gujarat Textbook Board. But the
question whether these are supplied in time is not answered.
10.15 Urdu and Sindhi Academies have been set up in 1993. The budget for
year 2005 – 06 is Rs. 9,85,000 for Urdu Academy and Rs. 9,00,000 for the
Sindhi Academy. This is a very sizeable increase over the allocations for
the last year which was Rs. 2,80,000 for either Academy.
10.16 Urdu Academy has spent the budget on the following items.
Gaurav Puraskar
Assistance to new writers
42,000
8,000
62
Shresth Pustak Puruskar
Assistance to old writers
Assistance to writers for publication
Assistance to libraries with books
Books publication
Other programmes
11,000
1,22,000
44,000
1,00,000
90,000
1,08,000
10.17 For Sindhi Academy the expenditure has been as follows –
Assistance to new writers
Assistance to old writers
Books publication
Assistance to libraries with books
Other programmes
5,000
17,000
88,000
46,000
2,88,000
10.18 It would have been more useful if there were information about the
achievements (the number of writers assisted or the number of books
published). It would also be of interest to know whether the Academies
are running any classes for teaching the language to such persons who
are desirous of learning these.
10.19 It was informed last year that Academy for Kachchhi language has been
set up under the name Kachchhi Sahitya Academy under the Culture
Department. A budget of Rs. 4.60 lakhs has been made for various
programmes similar to those listed above. Its activities have not been
reported. This may be done. But it is intimated that a general meeting of
the Academy has been convened.
10.20 Regarding Development of Languages, there is a scheme to assist the
individuals also. The items and their expenditure in year 2004 - 05 is
shown as follows:-
Hkk"kk
mnwZ
Language
Urdu
O;fä;ksa
dh la[;k
lgk;rk
fooj.k
No. of
individuals
13
Assistance
Particulars
67,000
iqjkus ys[kdksa dks
lgk;rk
Financial Assistance to old
writers
mnwZ
Urdu
3
63
34,000
ys[kdksa dks iqLrd
çdk'ku ds fy;s lgk;rk
Financial Assistance to writers
for book publication
flU/kh
Sindhi
3
1,18,000
iqjkus ys[kdksa dks
lgk;rk
Financial Assistance to old
writers
flU/kh
Sindhi
1
10,000
ys[kdksa dks iqLrd
çdk'ku ds fy;s lgk;rk
Financial Assistance to writers
for book publication
10.21 The number of persons for financial assistance to old writers in Sindhi
appears to be not correct, considering the amount. Whereas Gujarat is
continuing its good work at the primary education level and the Academy
level, the creation of the mechanism for monitoring is necessary to see if
there are shortcomings. In the previous years, many such shortcomings
were reported which should be looked into.
10.22 Some of the suggestions given in the previous Report by the CLM have
been commented upon. Some of the suggestions have been noted and it
is assured that care will be taken to act accordingly in future. These
concerned the discrepancies that were pointed out. But in some cases
there are comments which should be taken note of.
10.23 One of the suggestions was that question papers should be in minority
languages also. It is pointed out that the number of examinees is less
than 500 and as such, in the interest of security, question papers are in
Gujarati, English and Hindi. But the examinees can write their answers in
minority languages.
10.24 About the non mentioning of minority language in Three Language
Formula, it is said that the present syllabus prescribes four languages and
this takes care of the minority languages. Minority languages Marathi,
Urdu, Sindhi and Tamil are offered in this category. Our point was that to
avoid burden of too many languages, there should be composite courses
as in Maharashtra. It has been referred to the Education Department rd
and we hope that this will be given due consideration.
10.25 The suggestion regarding periodical meetings of stakeholders at the state
and the district level has been accepted. We look forward to the holding
of the meetings and we have no doubts about their efficacy. We will
request to be kept posted with the information regarding these meetings.
64
11. Goa
11.1 Goa is a situated on the western coast of the Indian peninsula and it had
been ruled by different Kings since the first Century of the Christian era.
The Portuguese continued to rule over the territory except for an interlude
during the later half of the 17th century when Shivaji conquered a few
areas in and around Goa. Even after India’s independence, Goa continued
to be in the hands of the Portuguese. On 19 December 1961, Goa was
liberated and made a composite Union Territory with Daman and Diu. On
30 May 1987, Goa was conferred statehood and Daman and Diu were
made a separate Union Territory.
11.2 The population of Goa is 13,43,998 as per 2001 census. However linguistic
profile is available according to the 1991 census, which is as follows –
Hkk"kk
dksad.kh
ejkBh
déM+
mnwZ
fgUnh
ey;kye
Language
çfr'krrk
O;fä
Konkani
Percentage Persons
51.52 6,02,626
Marathi
33.36 3,90,270
Kannada
4.64
54,323
Urdu
3.41
39,944
Hindi
3.17
37,073
Malayalam
1.11
12,962
11.3
Goa has only two districts and CLM is informed that the linguistic
minorities are not more than 60 % of the population in either. Though it
has been denied but the Marathi speaking persons are obviously more
than 15 % in both the districts. In fact, in North Goa, Marathi speaking
persons outnumber the Konkani speaking persons.
11.4
Konkani is the official language of the State and it is said that there is no
other official language. It was informed earlier that Marathi is used for the
purpose of replies by the Government whenever communications are
received in that language. The Official Language Act also says that
Marathi can be used for the educational, social and cultural activities. It
further says that “There shall not be any discrimination against any
institute in the matter of grants-in-aid on ground of language”. If there is
a change in this position, it should be confirmed.
11.5
There are no specific guidelines for the recognition of the linguistic
minority institutions. But it is also said that all those institutions which
65
have applied for grants/ registration have bee granted grants/ recognized.
Probably in these circumstances, the number of institutes being given
grants is not intimated.
11.6
11.7
At the primary level minority language schools are, language wise, as
follows:-
Hkk"kk
Language
'kkyk
Nk=
v/;kid
mnwZ
déM+
ey;kye
rsyqxq
fgUnh
Urdu
Schools
26
Students
1,913
Teachers
73
13
1,703
68
Malayalam
1
7
1
Telugu
1
50
2
Hindi
4
171
7
Kannada
At the upper primary level, the information is as follows :-
Hkk"kk
Language
'kkyk
Nk=
Schools
mnwZ
déM+
Urdu
3
Students
708
Kannada
3
621
v/;kid
Teachers
28
25
11.8
Hindi is being taught as a subject in 71 schools where 456 teachers are
teaching 68,537 students. It is obvious that this is being taught under the
three-language formula. But how the figure of 71 is obtained is not clear.
11.9
At the secondary level, there are only two Urdu medium schools where 31
teachers are teaching 822 students. In the earlier reports of the CLM four
Urdu schools and two Kannada schools were shown. What happened to
the other schools is not clear. The State Government will like to clarify the
situation.
11.10 Advance Registers for registration of the choice of language by the
students are being maintained in all the 1003 primary schools in the State
as also 73 upper primary and 364 secondary schools.
66
11.11 Information about the languages being taught under the Three Language
Formula has been given and it is as follows:-
Hkk"kk
ejkBh
mnwZ
déM+
Language
d{kk
6
Nk= @ Students
d{kk d{kk d{kk d{kk
7
8
9
10
;ksx
Class 6
Class 7
Class 8
Class 9
Total
Marathi
620
647
331
229
Class
10
149
Urdu
255
231
114
93
64
757
Kannada
230
167
110
86
48
641
1076
Figures for English are also given by the state but the CLM is restricting
this study to Indian languages only. The basis for this information is not
clear. What was envisaged was to find out, how many students are
learning which language? This information concerned all the schools in the
State and not only the linguistic minority schools. Perhaps the intention
could not be understood.
11.12 There are no training facilities for the teachers for linguistic minorities as
such. The normal facilities probably do for these teachers also. In one of
the earlier reports, a reference was made to the need for relaxation, on a
one time basis, so that the teachers from the neighboring states can be
recruited to overcome the shortage. This can still be considered.
11.13 About the text-books in the minority language, it has been stated that
Maharashtra books are used. Whether this applies to Kannada medium
schools also is not clear. It will be recalled that it was represented to the
Commissioners that Maharashtra books are not in accordance with the
syllabi of Goa and as such the books should be produced internally. It was
agreed that the proposal would be examined. Conclusion reached, if any,
may be intimated to the CLM by the state.
11.14 No academy for the development of minority languages has been set up
nor are there facilities for giving assistance to any organization or
individual to develop the minority language. Perhaps the small size of Goa
forecloses the option for such plans.
11.15 For monitoring of the implementation of the safeguards for the linguistic
minorities, there is a committee headed by the Chief Secretary but there
67
is no report that it has met during the year under review. In fact it is not
clear if this committee has formally ever met to consider specifically the
problems of the linguistic minorities. There is no machinery for monitoring
at the district level. It is suggested that a formal committee may be
constituted which should have representatives of the linguistic minority
groups so the local grievances can be resolved in the meetings of these
committees.
11.16 The CLM observes that there is no machinery for receiving the complaints
from the linguistic minorities and its disposal nor is there any effort to give
publicity to the safeguards or the facilities extended to the linguistic
minorities. This situation needs rectification.
68
12. Chhattisgarh
12.1
Reply to the questionnaire for the Forty Fourth Report has not been
received from Chhattisgarh even after a lot of efforts. We are unable, on
this account, to give information about the updated position about the
implementation of the safeguards for the linguistic minorities.
12.2
The State Government is urged to send reply of the questionnaire in time.
However; for the benefit of users of this document we are presenting a
summary of the Linguistic Minorities scenario in the State of Chhattisgarh;
which has been prepared on the basis of the information sent by the
State Government and already incorporated in our 43rd Report.
12.3
The State has identified the areas where the number of the linguistic
minorities is more than 15 % of the population. Gondi in Dantewada
district, Halabi in Bastar, Kurukh in Jashpur is dominant languages. The
identification has been done on the basis of districts and not on the basis
of tahsil/ municipal area. It should also be done. There is no move to use
these minority languages for education and communication purposes.
12.4
There are primary schools with Telugu and Oriya as medium. The number
of schools, students and teachers is as follows – Telugu -5/598/24 and
Oriya – 1/136/4 respectively. The schools where minority languages are
taught as subjects are as follows – Urdu – 38/5623/84; Bengali –
63/6056/63; and Oriya – 1/157/4. At the upper primary level, Telugu is
shown as medium in one school with 105 students and 3 teachers. As
subjects, the number is Bengali – 9/1699/9; Urdu – 4/272/9; and
Telugu – 1/122/1. The information for the secondary schools is ‘nil’ for
the medium but as a subject, Urdu is taught in one school to 71 students
and Telugu to 25 students in one school. So far as teachers are
concerned, there are 473 posts of teachers for Urdu. Only 167 posts are
filled up and 306 are vacant. No information is given about other
languages. 165 madarasas have been registered. The number of students
is 12,981 and of teachers, 167. Of them 33 madarasas are being given
grants.
12.5
Urdu Academy was set up in 2003 and the budget for the year 2003 – 04
was stated as Rs. 20 lakhs. The Academy is running a few centres for
teaching of Urdu but the exact number of students could not be
ascertained. Chhattisgarh Bhasha Parishad had a budget of Rs. 2.50 lakhs
but no information was given about its activities.
69
12.6
Director, Public Instruction has been named as the Nodal Officer. There is
no monitoring mechanism. There are significant numbers of Rajasthani,
Sikh and Sindhi inhabitants running their own schools etc, however no
information is furnished.
12.7
It was pointed out that the proposal to use the tribal languages as the
medium of instruction in tribal schools was placed before the Tribal
Advisory Committee but it was opposed by almost all the members on the
basis that this will keep the tribal communities backward. Perhaps the
entire thing was not considered in the right perspective. It is only in the
first two or three years that the tribal language is to be used to give the
child a strong foundation in communicating his ideas after which the
regional language (Hindi in case of Chhattisgarh) will be used. In this
context, the findings of the study group about the use of tribal languages
in the nineties, which indicated positive response from the guardians and
the students, could be referred to. It was agreed that the issue will be
once again be put up to the TAC.
12.8
We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action.
70
13. Jammu and Kashmir
13.1
Reply to the questionnaire for the Forty Fourth Report has not been
received from Jammu and Kashmir even after a lot of efforts. We are
unable, on this account, to give information about the updated position
about the implementation of the safeguards for the linguistic minorities.
Once CLM organization regional office at Chandigarh starts functioning as
proposed, we will not face the same situation as we are doing today.
13.2
The State Government is urged to send reply of the questionnaire in time.
However; for the benefit of users of this document we are presenting a
summary of the Linguistic Minorities scenario in the State of Jammu &
Kashmir; which has already been incorporated in our 43rd Report.
13.3
Reply to the questionnaire even for the Forty Third Report had not been
received from Jammu and Kashmir. The comments are being made on the
basis of a visit to the State. The CLM held discussions with the Chief
Secretary, Secretary, Social Welfare and Secretary Education. The
Commissioner also met representatives of Kashmiri, Dogri, Gojri and other
languages.
13.4
Chief Secretary pointed out that the State has now introduced Kashmiri,
Dogri and other languages in the primary schools. Teachers have been
trained for the purpose. The books have been prepared and have reached
the students. It was agreed that the Education Department may be
named as the Nodal Department for the linguistic minorities. The
Education Secretary can send a consolidated reply to the Commissioner
Linguistic Minority.
13.5
A view was expressed that for historical reasons, Urdu is being taught. In
effect this will mean that the student will be forced to learn four language
viz. mother tongue, Urdu, Hindi and English. This will mean too much
burden for the child. By staggering the introduction of different languages,
the burden can be reduced.
13.6
The introduction of Kashmiri and Dogri as additional official languages in
their respective areas is suggested. These languages can be introduced
for limited purposes to start with.
13.7
It was pointed out by the representatives that Kashmiri and Dogri are
being neglected not only in education but also by the media like TV and
AIR. No advertisements are issued in Kashmiri or Dogri. Even the senior
71
administrative officers did not know Kashmiri and it will not be possible for
them to interact with the public. The introduction of Kashmiri, Dogri,
Punjabi, Gojri in schools is half-hearted and no efforts are being made to
ensure that it is done. There was a demand to publish translated version
of important books in the state languages. Besides Kashmiri, Dogri and
Gojri, demands were also made in favour of Pahari, Ladhakhi,
Bhadarwahi, Kishtwari, Balti, Purigpa and Gaddi. Some of the languages
like Burakpa are in serious danger. There was a demand to teach Shina
laso, preferably in Sharda script.
13.8
The J & K Arts, Culture and Languages Academy, established in 1963, was
made an autonomous body in 1979. Kashmiri, Dogri, Gojri, Pahari, Dardi,
Balti, Punjabi and Ladakhi were the languages covered. The development
of these languages is done through publication of books by the Academy
as also by giving assistance to the writers for getting their books
published. The Academy publishes a magazine called Sheeraza in
Kashmiri, Dogri, Punjabi, Hindi, Ladakhi, Gojri and Pahari. There is nothing
common in these magazines except the name. The Kashmiri version is a
monthly magazine whereas the rest are bi-monthly. Books are also
published for the preservation of the folk lore. 25 volumes in Kashmiri, 33
in Dogri, 7 in Punjabi, 27 in Ladakhi, 27 in Gojri and 42 in Pahari have
been prepared. There is no attempt to prepare any text-book in any of the
languages. Academy also gives grants to other institutions which are
engaged in the task of development of languages. Dogri Sanstha is being
given a grant of Rs. One lakh while Qamra Adbi Markaz is given
Rs. 50,000. Other institutions are given grants ranging from Rs. 5,000 to
Rs. 25,000. The budget of the Academy is Rs. 6 crores in the Non Plan
and Rs. 2 crores in the Plan sector.
13.9
The CLM feels that action should be taken to prepare the textbooks for
instruction through the mother tongue at the primary level of education.
Kashmiri, Dogri and other languages should be introduced in class one
rather than class 4 or 5. Urdu/ Hindi can be introduced from class 2.
13.10 We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action.
72
14. Jharkhand
14.1 Jharkhand the 28th State of the Union came into being on November 15,
2000 and known as the homeland of the tribals. It was a part of the
Presidency of Bengal during the British Period. It was separated with the
state of Bihar & Orissa in 1912 A.D. The betterment of the ‘Adivasis’ the
original inhabitants of the area, has been the prime cause of concern of
the movement. The first demand of separate Jharkhand state was raised
by ‘Chhotanagpur Unnati Samaj’ (established in 1915) before Simon
Commission in 1928. The Chhotanagpur & the Santal Parganas Tenancy
Acts were enacted in 1933 to safeguard the interest of the tribal people of
the region. The tribal population consists of mainly Santhal, Oraon,
Munda, Ho and Kharia. The others Birhor, Birajia, Savara, Vaida, Bathundi,
Khod and Godait are in limited number. India cannot forget the
contribution of Birsa Munda in its independence movement.
14.2 The reply to only part two of the questionnaire sent for the 44th Report
has been received from Jharkhand. This is from the Director Tribal
Welfare Research Institute. It is stated that the first part, which was about
the statistics of the education in various minority languages, is not related
to them. It is sad that despite repeated requests, the educational statistics
are not supplied. Coming to think of it, it is not fair to appoint Director,
Tribal Research Institute as the Nodal Officer for the linguistic minorities.
While there is no doubt that he is intimately connected with the linguistic
minorities since all the tribal languages are minority languages, it should
be borne in mind that tribal languages are not the only minority
languages. Thus the speakers of Urdu, Bengali, Oriya are also part of the
linguistic minorities. The CLM urges the State Government to appoint a
Secretariat Officer to be the Nodal Officer and he be charged with the
responsibility of coordinating the role of various departments which are
concerned with the implementation of the safeguards for the linguistic
minorities.
14.3
As it is, there is not much to report. The population of Jharkhand as per
2001 census is 2,69,45,829. The language profile is not given since the
figures for 2001 census are still not available. A very rudimentary
calculation would have given up the break up for the languages spoken in
Jharkhand on the basis of district wise break up which is available for the
1991 census. In the earlier Reports we have even tried to do this for the
state. According to this Bengali (9.33 %), Urdu (6.88 %), Santhali (5.56).
Munda (4.64), Ho (3.96), Kurukh (3.69) and Oriya (2.53 %) are the main
minority languages. Other languages used in the State are Kharia, Bhumij
73
and Chero. Nagpuria (Sadri) and Panch Pargania are the lingua franca in
the Chhota Nagpur areas for contact with the tribals. These are classified
as the sub languages of Hindi.
14.4 The reply from the Director Tribal Welfare gives the list of the tahsils
where the various tribal languages are spoken by more than 15 % of the
population. They range up to 89.34 % for Bishnupur tahsil in Gumla
district. Details can be seen in the 43 rd Report. It is to be noted that all
these areas have not been formally declared as such. Nor are there any
orders to post officers who know the local language in these areas. There
is no question of publishing the important notices etc. in the minority
languages. There are no translation facilities for these languages. The
representations are not received in the local languages. It has been
admitted that 'there is no highlight on barriers in development
programmes and problems of reading and teaching in real willingness of
local people'. It is not clear what exactly is meant but it is apparent that
this leads to hindrance in the execution of the development programmes;
difficulties in educational programmes; and inability to know the real
wishes of the local people. It is hoped that officers will be trained in these
languages and posted to these areas so that the interaction between them
and the public can increase and become meaningful.
14.5
Besides Hindi and English, Santhali and Bengali are being used in the
State. Santhali is used in the educational stream in all districts of Santhal
Pargana Division and East Sinhbhum district of Kolhan Division. Bengali is
used in both education and for maintenance of the revenue records in the
areas adjoining West Bengal and Orissa and different districts of Santhal
Pargana Division. For recruitment, however, only Hindi and English are
used.
14.6 The books in the tribal languages are prepared by the Tribal Welfare and
Research Institute and also the Jharkhand Education Project Council. The
books are distributed through the Deputy Commissioner of the concerned
districts.
14.7 Information about giving financial assistance to organizations and
individuals for development of languages is not given but it is informed
that Tribal Academy has been established for the purpose of nourishment
and conservation of tribal languages and literature. The decision was
taken in 1981 but the Academy is still not registered as an autonomous
organization and all its activities are paralyzed.
14.8 Regarding other information, the CLM has been suggested to contact
other offices which mean that the Government of Jharkhand has not
74
properly understood the concept of Linguistic Minorities. However, a
suggestion to overcome the problems of the minority languages is given
viz. that a Linguistic Minorities Commission should be set up. Considering
that the linguistic minorities consist of 20 % of the population of the
State, this appears to be a good suggestion and is recommended to the
State Government by the CLM.
75
15. Tamil Nadu
15.1
Tamil Nadu has been mentioned in the early sangam classics through
historical references. From the Pallavas onwards the recorded history is
available. South India had remained under the hegemony of the Cholas,
the Cheras and the Pandyas for centuries. The Pallavas held supremacy
from about second quarter of the fourth century (AD). They were the
originators of famous Dravidian style of temple architecture. By the middle
of the 14th century, Muslims gradually strengthened their position, which
led to establishment of the Bahamani Sultanate in the Deccan. At the
same time, the Vijayanagar kingdom quickly consolidated itself and
extended it over the whole of South India to become the supreme power
in South. However, it crumbled at the battle of Talikota in 1564 to the
confederate forces of the Deccan Sultans. Even during the period of the
tumultuous confusion that followed battle of Talikota, European
commercial interest had appeared as rivals in area of South India. The
Portuguese, the Dutch, the French and the English came in quick
succession and established trading centers. Thus, Tamil Nadu was one of
the first of British settlements in India. The State is the successor to the
old Madras Presidency which in 1901 covered the bulk of the southern
peninsula. The composite Madras State was later reorganized and the
present Tamil Nadu was formed. Tamil Nadu is bound by Andhra Pradesh
and Karnataka on north, Kerala on west; the Bay of Bengal on east; and
the Indian Ocean on south. Agriculture is the major occupation in Tamil
Nadu. The principal food crops include paddy, millets and pulses. The
State is known for its rich cultural tradition and Temples. Barathanatyam
and other folk dances are the popular performing arts.
15.2
Tamil Nadu has a population of 6,24,05,679 as per 2001 census and
5,58,58,946 as per 1991 census. The linguistic profile (census 1991) is as
follows –
15.3
Hkk"kk
Language
rfey
rsyqxq
déM+
mnwZ
ey;kye
O;fä
çfr'krrk
Tamil
Persons
4,84,34,44
Percentage
86.71
Telugu
45,18,109
8.09
Kannada
12,08,296
2.16
Urdu
10,36,660
1.86
6,61,137
1.18
Malayalam
There are 2,16,364 Sourashtri speakers also who are mainly concentrated
in districts like Madurai, Dindigul where their number is significant.
76
15.4
There are no districts where the linguistic minorities form more than 60 %
of the population of the district but there are areas where they are more
than 15 %. Such areas have been declared. There is no practice of issuing
the gist of the important orders etc. in the minority languages in these
areas.
15.5
Director, Elementary Education; and Director, School Education are the
authorities for the recognition of the linguistic minority institutes. As on
June 30, 2006, the number of recognized institutions was as follows –
Hkk"kk
rsyqxq
mnwZ
ey;kye
déM+
fgUnh
xqtjkrh
Language
çkFkfed
'kkyk;sa
mPp çkFkfed
'kkyk;sa
vU;
'kkyk;sa
Primary Schools
14
Upper Primary Schools
8
Others Schools
29
Urdu
39
5
22
Malayalam
23
3
11
Telugu
Kannada
5
Hindi
4
9
Gujarati
2
2
15.6
There are no applications pending. In the previous year the number of
recognized schools was significantly higher. There were said to be 879
elementary schools (primary and upper primary), 78 other schools and 50
colleges. The variation should be checked and exact position should be
intimated.
15.7
The sanctioning authority for the grant in aid for the primary schools is
the Assistant Elementary Education Officer and for the secondary schools
the District Education Officer. 98 primary schools (44 Urdu, 26 Malayalam,
22 Telugu, 4 Hindi and 2 Gujarati) and 78 secondary schools (29 Telugu,
22 Urdu, 11 Malayalam, 9 Hindi, 5 Kannada and 2 Gujarati) are getting
the grants. These figures are the same as for the last year. It appears that
for recognition also, these schools are mentioned but there may be other
schools, which are not receiving grants, are recognized. However this will
be clear when the information provided is reviewed.
15.8
In the primary education, Urdu, Telugu, Malayalam, Kannada, Hindi and
Gujarati are the minority languages used as media. The number of
schools, students and teachers is :
Hkk"kk
Language
77
'kkyk
Nk=
v/;kid
mnwZ
rsyqxq
ey;kye
déM+
fgUnh
xqtjkrh
15.9
Schools
279
Students
30,589
Teachers
551
352
32,457
785
Malayalam
90
9,704
122
Kannada
47
1,863
122
Hindi
4
691
15
Gujarati
2
70
2
Urdu
Telugu
In the upper primary education, the number of schools where medium is a
minority language are:
Hkk"kk
mnwZ
rsyqxq
ey;kye
déM+
Language
'kkyk
Urdu
Schools Students Teachers
27
4,694
210
Nk=
v/;kid
Telugu
39
5,336
200
Malayalam
32
2,455
54
7
1,504
40
Kannada
15.10 The number in respect of the upper primary schools where the minority
languages are taught as a subject for the two years 2004 - 05 and 2005 06 is as follows –
Hkk"kk
mnwZ
rsyqxq
ey;kye
déM+
fgUnh
xqtjkrh
Language
2004 - 05
'kkyk
Urdu
Nk=
2005 - 06
v/;kid 'kkyk
Nk=
v/;kid
Schools Students Teachers Schools Students Teachers
25
3,403
72
22
9,797
141
Telugu
44
5,196
176
29
6,576
133
Malayalam
14
2,234
46
11
2,048
51
3
498
9
5
1,949
41
Hindi
9
1,302
60
Gujarati
2
70
2
Kannada
15.11 The information about the schools where the minority languages are
taught as subjects and are not media is as follows:-
Hkk"kk
Language
çkjfEHkd @ Elementary ek/;fed @ Secondary
'kkyk Nk= v/;kid 'kkyk Nk= v/;kid
78
mnwZ
rsyqxq
ey;kye
déM+
fgUnh
Urdu
Schools Students Teachers Schools Students Teachers
237
18,221
429
36
7,423
178
Telugu
325
28,401
690
88
25,796
745
Malayalam
82
7,920
118
64
15,778
455
Kannada
51
2,869
45
13
5,465
66
36
4,661
101
Hindi
15.12 The numbers in respect of the secondary schools where the minority
languages are media are as follows –
Hkk"kk
mnwZ
rsyqxq
ey;kye
déM+
fgUnh
xqtjkrh
Language
'kkyk
Nk=
v/;kid
Schools
22
Students
9,797
Teachers
141
Telugu
29
6,576
133
Malayalam
11
2,048
51
Kannada
5
1,302
60
Hindi
9
1,302
60
Gujarati
2
33
5
Urdu
15.13 The number in respect of the secondary schools where the minority
languages are taught as a subject is as follows –
Hkk"kk
mnwZ
rsyqxq
ey;kye
déM+
fgUnh
Language
'kkyk
Nk=
v/;kid
Urdu
Schools
36
Students
7,423
Teachers
178
Telugu
88
25,795
745
Malayalam
64
15,778
455
Kannada
13
5,465
66
Hindi
36
4,661
101
15.14 There is no information about the languages taught in the Three
Language Formula because the State does not follow the Formula.
15.15 Advance Registers for recording the linguistic preference of the students
are maintained by 470 primary schools, 63 upper primary schools and 78
secondary schools.
79
15.16 Textbooks are supplied by Tamil Nadu Textbook Board and are said to be
available in time.
15.17 Information about the number of posts of teachers sanctioned for
different languages (subject or medium) is not specified. The CLM’s query
has been linked to the Three Language Formula (which Tamil Nadu does
not follow) but it was not intended to be so. Since the State is running
many schools where different media are in vogue and since these minority
languages are also being taught as subjects, there must be a number of
teachers appointed for this specific job. In some states, the teachers
normally recruited are asked to teach the languages or through the
languages. Some states adopt the practice of having teachers which are
trained to teach the languages and to teach using these languages. This is
the correct approach and the intention of the CLM is to find out if this is
the practice adopted in Tamil Nadu and if it is not, to adopt it.
15.18 The information about the academies has not been supplied. For some
reason this is also linked up with the Three Language Formula. The
intention here was to enquire whether the State Government is helping in
development and promotion of the minority languages in their respective
areas. In the preceding years there was an indication that such academies
would be set up or schemes initiated for this purpose. This may be looked
into and the exact position indicated.
15.19 Director of School Education and the Director of Elementary Education are
both listed as the Nodal Officers. At the district level, the departmental
representative is the officer responsible for the implementation of the
safeguards.
15.20 The quarries of CLM about the monitoring mechanism have not been
answered. The existence, or otherwise, of the State Level Monitoring
Committee or the district level monitoring committees are not indicated.
Nor is the question about State Minority Commission been answered.
15.21 In a meeting with the Commissioner, Linguistic Minorities (CLM) the
representatives of the linguistic minorities informed him that a circular has
been issued on 19th June 2006, which made it compulsory for all the
schools to teach Tamil from class 1 to 10. This was depriving the linguistic
minority students from learning their mother tongue. As was envisaged in
the earlier Reports, there is no objection to teaching of Tamil as a subject
but it was expected that this will be introduced in the linguistic minority
schools from class 5 or so. It will not, however, replace the minority
language but remain as an additional subject.
80
15.22 Assistant Commissioner visited Salem, Erode, Kanyakumari and
Virudhnagar districts to monitor the implementation of the safeguards. In
Erode district, Gobichattipalayam, Perundurai and Sathyamangalam taluks
are the declared linguistic minority areas. Telugu and Kannada are the
dominant minority languages but Urdu also has a presence. There are 50
schools (34 primary, 12 middle, one high and 3 higher secondary) for
Kannada and Urdu. The number of students is 6,211. There are no Telugu
schools. This has to be attended to. The number of teachers is
inadequate. In one Urdu school, there were two teachers for 225 Urdu
learning students. Tamil section of the school has 24 teachers for 771
students. In Kannada school at Talavadi, there are only six Kannada
teachers for 472 students. Some non-Kannada knowing teachers have
been posted there. Advance registers are not being maintained in any
school.
15.23 In other grievances, it is said that the petitions written in Kannada are not
accepted, all the signs on public buildings are in Tamil only. In
Government offices also, there is a dearth of Kannada knowing workers.
Electoral rolls are not printed in Kannada.
15.24 Telugu and Kannada are the minority languages in Salem district. Urdu
speaking people also have a presence and it is noted that they are looked
after well. There are 19 schools for them (4 primary with medium, 11
primary and four middle schools with Urdu as a subject). There is an
Assistant Education Officer for Urdu schools. But schools for Telugu and
Kannada medium or having them as subjects are conspicuous by their
absence. It is hoped that these will be started soon.
15.25 In Kanyakumari district, two taluks have been declared for Malayalam
minority language. There are 52 primary/ middle schools, 8 high schools
and 16 higher secondary schools. The number of students is
approximately 3,500. There is not enough demand for Malayalam as a
medium or as a subject. In one school, there are only five students from
class 1 to 5. But some schools do have a good presence. At Manakuzhi,
there are 112 students; at Kalalallabillai 82, at Venkangi 115. Petitions in
Malayalam are rarely received and there are not many Malayalam knowing
officers in police stations or the tahsil offices.
15.26 In Virudhnagar, four taluks are declared areas for Telugu. But there are
no schools at any level for Telugu language, let alone for it as a medium.
It is said by the officers that there is no demand for such schools. But the
representatives did ask for Telugu being given the minority language
status. Even if the demand for education is not there, there should be
81
schemes to help the Telugu speaking persons in maintaining their cultural
identity.
15.27 In Tamil Nadu, there is a standing demand for Sourashtri language being
accorded the minority language status. Even in the absence of such
recognition, Sourashtra Samaj people are maintaining their language and
even using it for social events. There was an old Sourashtra Lipi and the
Samaj tried to adopt a modified Tamil script also. Now they are trying
with Devnagari script. (It may be mentioned that Sourashtra people are
said to have migrated to this part about six centuries back from Gujarat
and their language has many phonetic similarities with Aryan languages).
The preparation of books should now become easier. The Tamil Nadu
Government is requested to decide to support this language and help the
people to maintain their culture, their language and their way of life.
15.28 Some suggestions were given in the last Report. Comments have been
received for some of them while others have been left unanswered. Some
clarifications were also sought. Thus in one of the communication earlier,
it was said that guidelines for minority institutes were drawn up in 1998
but it was changed to say that there are no separate guidelines.
Explanation is given regarding litigation and its pendency in Supreme
Court about the Act of 1974 and rules made there under. But there is no
reference to 1998 guidelines.
15.29 A suggestion was made that grants have been stopped from 1991 for the
educational institutes. A relaxation in this should be made in the favour of
minority institutes so that their educational facilities can catch up. In
comments, the factual position that no one is receiving grants has been
advanced. The recommended relaxation is neither discussed nor is it
rejected by the state government.
15.30 Another suggestion was that Tamil should also be taught as a subject in
the schools where the medium is the minority language. As Tamil Nadu
follows two-language formula, hence only the minority language and
English are taught. The state government has informed that "Students
studying in Tamil Nadu are expected to be proficient in official language
namely Tamil which will enable them to secure job in the state". Precisely
our argument but the government should clarify whether the suggestion
was accepted or not.
15.31 The majority of the suggestions by CLM do not get comments as to their
implementation. We hope that they are under consideration and a reply
will follow. Some of them are referred to Education Department. We hope
82
that they will be followed up and the reply of Education Department be
communicated to us.
16. Tripura
16.1
Tripura has a long and historic past comprising its unique tribal culture
and a fascination folklore. There are references of Tripura in the
Mahabharata and Puranas. According to “Rajmala” the rulers were know
by the surname ‘Fa’ Meaning ‘Father’. Nineteenth century marked the
beginning of the modern era in Tripura when King Maharaja Birchandra
Kishore Manikya Bahadur modeled his administrative set-up on the British
India pattern and brought in various far-reaching reforms. His successors
ruled over Tripura till 15th October 1949 when it merged with the Indian
Union. It attained a full-fledged statehood status in 1972.
16.2
Reply from Tripura has been received by the CLM only for part two of the
questionnaire sent for the purpose of Report. Part one, concerned with
the statistics of school going students has not been replied to.
16.3
The population of Tripura as per 2001 census is 31,91,168. In 1991, it
was 27,57,205. The position of the minority languages is as follows -
Hkk"kk
dksdcksjksd
pdek
eks?k
gye
ef.kiqjh
fc".kqfç;k
ef.kiqjh
16.4
Language
O;fä
çfr'krrk
Persons Percentage
6,46,196
23.48
Kokborok
Chakma
95,250
3.45
Mogh
27,966
1.01
Halam
11,771
0.42
Manipuri
19,737
0.72
Bishnupriya
Manipuri
18,996
0.69
The number of Halam speakers was earlier reported to be 24,123. It is not
known if these people have been split into separate categories (Halam
and Kuki). This may be indicated.
83
16.5
It is said that Kokborok (or Tripuri) is spoken by 28.82 % of the people in
North Tripura; and by 23.22 % of the people in South Tripura. But these
figures are not correct. As per census, 18.15 % people in South Tripura
have Kokborok as their language whereas 23.22 is the percentage in West
Tripura. This should be noted and acted upon. There is no practice of
declaring such areas but there should be so that the public is aware of it.
It should also be accompanied by the rights given to the minority
language speakers in these areas. The CLM is informed that notifications
are also published in the minority languages. Details of these may be
given. It is to be noted that the Official Language Act of Tripura has
specifically directed that Kokborok will be the additional official language
and shall be used for the Bills, Acts, and Rules etc.
16.6
It is reported that representations in the minority languages are received
and their replies are also given in the same language in which these are
received.
16.7
Bengali and Kokborok are the official languages of the State. There is,
however, no publication of the Act, Rules and Notifications in Kokborok.
Orders have been issued by the Law Department to answer the questions
in the assembly if the question is asked in Kokborok.
16.8
In the question regarding the medium of examination for recruitment to
state services, Bengali and English are mentioned. It should be
endeavoured that Kokborok is developed to the extent that it can also be
used as the medium for such examination.
16.9
It is reported that there are 1,416 schools where Kokborok is the medium.
There are 2,364 teachers in these schools and 19,551 students. Minority
languages are being taught as subject in some schools. The statistics are
as follows:-
Hkk"kk
Language
fo".kqfiz;k
Bishnupriya
Manipuri
Chakma
pdek
ef.kiqjh
gye dqdh
'kkyk
Nk=
v/;kid
Schools Students Teachers
36
2,180
42
9
1,497
9
Manipuri
20
883
28
Halam Kuki
17
1,100
20
All the secondary level Kokborok is taught as a subject. But it is said that
twenty more schools have been selected for introducing Kokborok. In the
84
existing school, there are six teachers and 123 students. These statistics
should be checked up for consistency because class wise number of
students does not agree with these figures. Class wise numbers of
students of Kokborok are
Class 6
Class 7
Class 8
Class 9
Class 10
Total
412
442
443
64
69
1,430
16.10 It is said that instructions have been issued for the maintenance of the
Advance Registers for registration of the choice of the students in the
schools. But they are not, as yet, being maintained. This is a repetition of
the position informed by the state during last year. It is hoped that the
instructions will be followed at the school level.
16.11 There are no earmarked posts of teachers for any language. It is said that
all are deputed teachers and they are deputed because they know the
respective languages. In fact, language teaching has its own methods of
teaching and it is expected that the teachers will be trained in the
methodology. Earmarking means that the replacement will be by similarly
trained persons. Of course, the training may be in service through DIETs
or by running short-term courses at the training colleges.
16.12 It is reported that the textbooks in various languages are prepared by
Tripura Board of Secondary Education and are available to the students in
time.
16.13 There is no Academy for the development of these languages and there is
no scheme to assist any organization, which may take up such work. But
the Tribal Research Institute is said to be engaged in the work of
developing the minority languages. The budget of TRI is said to be Rs. 1.5
lakhs, which appears to be a small amount compared to what is expected
from it. Details of the work being done by the TRI should be intimated. It
is known that there are some voluntary organizations working for the
development of these languages. They should be suitably assisted to
make their venture a success. It is also suggested that Tribal Research
Institute should not confine itself to merely making textbooks but should
also encourage creative writing.
16.14 The SC, OBC & Minorities Welfare Department is in charge of the affairs
regarding the linguistic minorities. Director SCERT is the Nodal Officer. It
85
is reported that there is no state level committee for monitoring the
safeguards but the suggestion to set up a committee is under
consideration. Earlier it was informed that a committee has been
constituted under the chairmanship of the Chief Minister to monitor the
implementation of the safeguards. Similar action to constitute committees
at district level is also contemplated.
16.15 It is reported that a special Language Commission was constituted to look
into the development of Kokborok language. It has submitted its Report.
It is said that the report has not yet been published. We feel that when it
is published, a copy of the Report may be sent to this office for record.
Steps taken in pursuance of its recommendations should also be
intimated.
16.16 There is no committee at the district level. The Collector is in overall in
charge of the implementation of the safeguards.
16.17 It is said that publicity to the steps taken in favour of the minority
languages are published through local newspapers and through leaflets. A
copy each of the leaflets may be sent to the CLM for record. No one has
been designated at the State level to receive complaints regarding the
safeguards. But it is said that the respective departments look into the
grievances.
16.18 The problem listed is the lack of funds. But the publication of a few
leaflets and the production of books should not mean too much of
expenditure. There are some safeguards, which do not need funds at all
e.g. receiving the petitions in minority languages. The State Government
can follow the example of Kerala Government where some of the
ministerial staff has to be from amongst those who know the local
languages. And unless it is a colonial type of Government, such staff
would always be available. In-service training of teachers to teach
minority languages would not entail much of expenditure since these are
to be trained at the local DIETs only which runs training courses for
teachers anyway.
86
17. Nagaland
17.1
Nagaland is situated in the extreme north-east of the country. Nagaland is
bounded by Arunachal Pradesh in the north, Assam in west, Manipur in
south & Myanmar in east. Nagas are basically tribal people and every tribe
had its own effective system of selfgovernance from time immemorial. In
the 12th and 13th centuries, gradual contact with the Ahoms of present
day Assam was established but this did not have any significant impact on
the traditional Naga way of life. However, in the 19th century the British
appeared on the scene and ultimately the area was brought under British
administration. After Independence this territory was made a centrally
administered area known as Naga Hills Tuensand Area in 1957,
administered by the Governor of Assam. In 1961, this was renamed as
Nagaland and given the status of State of the Indian Union which was
formally inaugurated on 1 December 1963.
17.2
CLM has received reply from Nagaland for the questionnaire for the 44th
Report. But this is an ill prepared reply. Almost all the questions have
been answered with the word 'NIL'. The CLM feels that a better attention
while attending to the queries is desired of the state machinery in
Nagaland.
17.3
The state has informed that there were no areas where the percentage of
the speakers of the minority languages is more than 15 % of the
population of the area. There is no information about schools where
minority languages are taught. There is no reference to the teaching of
the languages at various levels of education. Their use in administration is
not acknowledged or specified.
17.4
Regarding the Committee which has been set up, the operating portion of
the order is as follows - "… to constitute a committee to examine issues
relating to declaration of a community as a Minority Community in the
State of Nagaland". It is further said that "the Committee shall be guided
by the constitutional provisions in respect of rights and safeguards of
minorities in the country and by the instructions and guidelines issued
87
from time to time by the Government of India, Ministry of Home Affairs
and the National Commission for Minorities. While making its
recommendations, the committee shall also refer to the provisions under
article 371A of the Constitution of India …which may have relevance to
the subject of declaration of a community as a Minority Community."
17.5
The reference to National Commission for Minorities is revealing. It is a
Commission for religious minorities, not linguistic minorities. Our
questionnaire is about linguistic minorities. There is no provision for
declaration of a community as linguistic minority community in the
Constitution or in any Act. They exist per se. What we had recommended
was a committee for monitoring of the safeguards, not for recognition of a
community. The two things are entirely different. Committee recommended
by us is a standing Committee with periodical meetings. It is not the
Ministry for Home Affairs which is in charge of minorities - religious or
linguistic. It is the Ministry for Minority Affairs. There is no reference to
Commissioner for Linguistic Minorities, a constitutional post for monitoring
the implementation of the safeguards for the linguistic minorities.
17.6
Our 43rd Report contains details of what is needed to be done for the
linguistic minorities. It should be referred to. In fact, Government of
Nagaland has given a lot of relevant information in the reply to that
questionnaire for that Report. If only a reference had been made to that
reply, the present reply would have been restructured and useful
information could have been provided. There were also suggestions for
consideration and action and we would urge the State Government to go
through them and act on them.
17.7
The languages spoken in Nagaland are :
Language
Hkk"kk
O;fä @
Persons
çfr'krrk
@
Percentage
vkvks
Ao
1,69,837
14.04
lsek
Sema
1,52,123
12.58
dksu;d
Konyak
1,37,539
10.86
vaxkeh
Angami
97,433
8.06
yksFkk
Lotha
84,384
6.98
Qkse
Phom
65,336
5.40
88
17.8
pd# @
pksdjh
Chakru/ Chokri
48,083
3.98
laxrke
Sangtam
47,447
3.92
f;epqaxjs
Yimchungre
45,880
3.79
t+sfy;kax
Zeliang
33,825
2.80
jsaxek
Rengma
32,811
2.71
pkWx
Chang
32,274
2.68
dqdh
Kuki
14,571
1.21
vlfe;k
Assamese
13,144
1.09
ikspqjh
Pochury
10,758
0,89
cksMks@
cksjks
Bodo/ Boro
4,500
0.37
fneklk
Dimasa
2,686
0.24
Commissioner, Nagaland is described as the Nodal Officer. His exact role
in the safeguards is not clear. It is hoped that this would be clarified.
89
18. West Bengal
18.1
Bengal was ruled by various Kings of Pal dynasty, Muslim rulers and
Governors till the Mughal period in sixteenth century. Battle of Plassey in
1757 changed the course of history for Bengal when the English first
gained a strong foothold in Bengal and India. In 1905, it was partitioned
for political gains by the Britishers. But a mass movement under the
auspices of Congress led to its reunion in 1911. This triggered off a
movement for freedom which culminated with Independence in 1947.
After 1947, the merger of native settlements began which ended with its
final reorganization in 1956 (as per Recommendations of States
Reorganisation Act, 1956) when some Bengali speaking areas of a
neighbouring state were transferred to West Bengal. The land frontiers of
the state touch Bangladesh in the east and are separated from Nepal in
the west. Bhutan lies in the north-east, while Sikkim is one the north. On
the west and south are the states of Bihar, Jharkhand and Orissa,
respectively. Bay of Bengal bathes its southern frontiers.
18.2
West Bengal had not replied to the questionnaire for the 43 rd Report.
This year they have sent a reply to CLM for inclusion in the Report for the
concerned period. The replies to the questionnaire for the Forty Fourth
Report as well as for the questionnaire for the Forty Third Report have
been received from West Bengal. Hence this Report contains information
about the year 2004 - 05 and year 2005 - 06. The reply to questionnaire
has been prepared by the Deputy Secretary in the Minorities Development
and Welfare Department.
18.3
The population of West Bengal, as per 2001 census, is 8,02,21,171. But
the language profile is available for 1991 census only. Hindi accounts for
6.58 % of the population. Urdu has 2.14 % and Nepali 1.26 % of the
90
population. Oriya had only 0.25 % of the people but they are
concentrated in few pockets. Despite our request to include non
scheduled languages also, all these have been clubbed together and their
percentage given as 3.36 %. It is well known that Santhali has more than
one percent of the population as its speakers. It is surprising that State
Government has forgotten that Santhali has been included in the 8th
Schedule and as such it should have been given due importance. Santhali
has 2.43 % of the population as its speakers. It is hoped that Santhali will
be given its due place.
18.4
18.5
Jalpaiguri has 15.71 % of its population as Hindi speakers and Kolkata
21.14 %. Nepali is spoken by 49.07 % of population in Darjeeling. No
towns have been named though there are some.
There is no practice of declaring the districts or sub district areas where
there is significant percentage of linguistic minorities. The reply states that
it is not known if the persons knowing the minority language are posted in
the areas where large number of members of linguistic minorities lives.
There is need for the General Administration Department to issue
instructions to all departments and heads of offices to take special care in
this regard.
18.6
It is stated that instructions have been issued to all concerned to publish
the gist of the important laws, rules, and regulations in minority
languages. But no details of the publications have been received.
18.7
It is said that representations are received in minority languages and are
replied to also in the same language.
18.8
Bengali is the Official Language for the State and Nepali is the Additional
Official Language in Darjeeling Sadar, Kalimpong, Kurseong sub divisions.
Regarding recruitment, it is said that only in vernacular papers, minority
languages are used. It is said that the question papers are not prepared in
minority languages but translations are supplied. That was the intention
and not that there should be separate question papers for the linguistic
minorities. Knowledge of Bengali is said to be essential for entering into
state services, posts or cadres.
18.9
The question about the recognition of the linguistic minorities’ institutions
appears to have been misunderstood. It is confused with the normal
recognition and the responsibility is said to be that of the educational
authorities. It is hoped that the Department will make rules for such
recognition (which would be liberal as compared to rules for normal
schools) by the Department and instructions issued to all concerned.
91
18.10 Regarding use of minority languages as medium, the information is limited
to Urdu. There is just one school at the secondary level, just two at the
upper primary level. There are none at the primary level. This is not fair.
How can the medium be changed to Urdu at upper primary level. Again
the number increases at the secondary level. The two upper primary
schools have 312 students and 11 teachers. The lone secondary school
has 490 students and 12 teachers. No information is given about Hindi,
Nepali, Oriya or, of course, Santhali.
18.11 Information has been given about the languages taught as part of the
three language formula. This is as follows: -
Hkk"kk
Language
d{kk
Class
6
fgUnh
mnwZ
usikyh
mfM+;k
Rskyqxq
vU;
Nk= @ Students
d{kk
d{kk
@Class
@Class
@ d{kk
@Class
7
8
d{kk
@Class
9
10
2005-6
2004-5
2005-6
2004-5
2005-6
2004-5
2005-6
2004-5
2005-6
2004-5
Hindi
93110
92221
78233
77843
64028
63214
58956
58339
41705
42087
Urdu
53216
51824
49104
47621
42088
41772
34891
34008
31481
30928
Nepali
19891
19665
16114
15726
10927
10251
12300
11923
10700
10456
Oriya
3304
3222
2897
2849
2278
2211
1842
1809
1151
1114
Telugu
1021
987
907
882
748
748
565
521
502
478
Others
2429
2312
2231
2188
1939
1889
1598
1533
1409
1355
18.12 It will be noted that there is marginal increase in the number of students
from the previous year for all languages and for all the classes.
18.13 The teachers are earmarked for various minority languages. The number
of posts earmarked is Hindi - 4,637; Nepali - 2,511; Urdu - 1,132; Oriya 221; Telugu - 89; and others - 187. 'The other' category probably includes
some teachers for Santhali also. For the training of the teachers, two
institutes - one for Hindi and one for Urdu are mentioned. Their intake is
150 and 100 respectively. The Nepali Teachers' Training Institute is not
mentioned. It is expected that DIET Darjeeling can introduce some short
term courses for them.
18.14 No mention has been made for Academies. In the previous Reports, Urdu
and Hindi Academies are mentioned and it is also noted that in the
absence of reconstitution of the Governing Bodies, the two Academies are
92
in limbo, especially the Hindi Academy. Urdu Academy has, at least, an
Administrator who has all the powers of the Governing Body but the Hindi
Academy has only a Secretary who does not enjoy powers to decide on
the programmes. It is to be hoped that action will be taken to reactivate
the two organizations. Efforts should
also be made to have suitable
Academies for Nepali and Santhali.
18.15 Assistant Commissioner has visited various districts and held discussions
with the officers and has visited many of the schools meant for the
linguistic minorities. In Cooch Behar and Jalpaiguri districts, he also met
the representatives of the linguistic minorities. A gist of his findings is
given below.
18.16 Cooch Bihar has Hindi, Rabha, Lama, Lepcha and Mogh as the minority
languages
while Jalpaiguri has Hindi and Nepali as the minority
languages.
18.17 In Cooch Bihar, Hindi medium school was visited. It has 61 students and
three teachers in the primary section. Textbooks are supplied free of
cost by the Government. At times supply is delayed. Another school Shri
Hind Vidyalaya, a Hindi medium school, had 17 posts of teachers out of
which three were vacant. Number of students from class 5 to 12 is 836.
Two other Hindi schools were also visited but Hindi is taught as a subject
in one only. There are no schools for other languages.
18.18 Similarly in Jalpaiguri, Hindi and Nepali schools exist and four of them
were visited. Two schools visited had Nepali as the first language and
Hindi as the third language. The general observation was that the number
of teachers is not adequate. Advance registers were not being maintained
by all the schools but some are maintaining them.
18.19 Another district visited was Bankura. In this district Hindi, Urdu and
Santhali are the minority languages. Six development blocks have
concentration of linguistic minorities from 30 to 60 % of the population.
Santhali is taught in class 9 and 10. The script used is Ol Chiki. Four
schools where the medium is Bengali are teaching Santhali. There is
demand to start at the lower level. In fact, this should be the first
language taught in the schools.
18.20 Other grievances included non availability of question papers in Hindi;
shortage of teachers, lack of linguistic minority schools for girls; non
recognition of some schools which belong to the linguistic minorities.
93
18.21 In Purulia district there are seven development blocks where Santhali
speakers are in sizeable number. Hindi and Urdu are spoken mainly in
Purulia Sadar. There are 25 Hindi primary schools. Urdu is mainly taught
in the madarasas but there are some schools also. Santhali is taught in
four schools. The textbooks are supplied by the Government free of cost.
There is a demand for the question papers to be supplied in Hindi.
18.22 Though the replies have been received for the questionnaire, which is a
good thing compared to previous years, but they do not convey much
information. It is expected of the Department for Minority Welfare and
Development that full and fair treatment be given to the minority
languages.
19. Punjab
19.1
Reply to the questionnaire for the Forty Fourth Report has not been
received from Punjab even after a lot of efforts. We are unable, on this
account, to give information about the updated position about the
implementation of the safeguards for the linguistic minorities. With the
proposed restarting of CLM organization regional office at Chandigarh, we
hope to deal with this problem.
19.2
The State Government is urged to send reply of the questionnaire in time.
However; for the benefit of users of this document we are presenting a
summary of the Linguistic Minorities scenario in the State of Punjab;
which has been prepared on the basis of the information sent by the
State Government and already incorporated in our 42nd Report.
19.3
The study as presented in the 42nd report of the CLM was prepared on
basis of the reply sent by the Education Department only. In discussions
of Assistant Commissioner with the officers of the State, it was said that
the language issue is a very sensitive one from the days of terrorism and
the actual figures would not be available as this would lead to risk for the
life of the enumerators. This is not correct since there were no
obstruction to census operations and we go by their figures.
19.4
In every Report, the deficiencies of the State are brought to their notice
and it is urged that action be taken to implement the constitutional
safeguards. Punjab has been, unfortunately, ignoring these repeated
remarks. Only Punjabi as mother tongue was taught and all other mother
tongues were ignored. Information given was also misleading. For the
secondary education, two Government High Schools for Urdu (probably as
a subject) were mentioned with 131 students and 2 teachers. In another
94
communication dated November 17, 2005, it was informed that there
were 5,437 schools for Hindi. Number of teachers was given as 4,587. It
had shown that the number of teachers was inadequate. The number of
students was 11,29,259. Elsewhere number of schools (excluding district
Mukatsar) where Hindi was taught had been given as 5464 and number
of students 13,88,393.
19.5
The State Government was urged to open Hindi medium primary schools
in areas where Hindi speaking students are large in number. Minority
language should be the medium of instructions in these schools; teachers
should be earmarked for minority languages separately for teaching it as
subject and for using it as the medium of instruction; publication and
supply of the textbooks in the minority languages; mechanism should be
set up to receive complaints from the public regarding non
implementation of the safeguards, both at the State level and the district
level.
19.6
We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action.
95
20. Bihar
20.1
Bihar has not replied to the questionnaire for the 44th Report despite a
number of reminders. So we are unable to give information about the
status of the implementation of the safeguards for the linguistic minorities
or to comment on it. But we have received a communication giving
information about the suggestions made by us in the 43rd Report. The
reply does not give much information either but we present it for perusal
of the users of this document alongwith the summary of findings which
was earlier reported in the previous report.
20.2
At the secretariat level, Minority Welfare Department is looking after the
affairs concerning the linguistic minorities. Deputy Secretary, Minority
Welfare Department is the Nodal Officer. Bengali and Urdu are described
as minority languages. It was pointed out earlier that Maithili should be
taken into consideration. It is merely said that “As the figures for Maithili
are not available, this is not being considered at present.” The number
and percentage can be easily calculated from the 1991 census. The
number of speakers of Maithili in Bihar in 1991 was 77,17,336 which was
8.93% of the total population of Bihar. The districts can also be identified.
20.3
Districts Araria, Kishanganj, Purnia, Katihar and Sitamarhi have more than
15% of Urdu speakers. It is reported that the rules, regulations, notices
etc. are issued in the minority languages. Some Acts have been published
in Urdu. There are Urdu translators at the divisional levels. Directorate of
Urdu is also reported to have been set up. Urdu is the additional official
language for specific purposes. Urdu can be used to answer the question
papers in Public Service Commission.
96
20.4
There were 57 recognised linguistic minority institutes. No application is
reported to be pending. These appear to be all primary schools, 12 are
for Urdu, 6 for Bengali and 2 for Punjabi. Rest can not be called linguistic
minority institutions. No statistics have been given regarding the schools
either where minority language is a medium or is taught as a subject. Nor
are there any details about the teachers or the students. NIEPA
information gives the number of Urdu medium schools, though it is not
very reliable. The number of students given as 6,43,481. Urdu Academy
and Bihar Bangla Academy are reported to have been set up in the State.
Another institution Anjuman Tarraqqi – e – Urdu was also given a grant of
Rs. 4 lakhs during the year 2003 – 04. The budget of Urdu Academy was
Rs. 100 lakhs while that of Bangla Academy was Rs. 5 lakhs. The details
of the activities of none of these organizations are given. Maithili Academy
has a budget of Rs. 11 lakhs. It appears that full amount had not been
released to the Academy. There was mention of two other Academies viz.
Bhojpuri Academy with an allocation of Rs. 8 lakhs and a Magahi Academy
with an allocation of Rs. 8.5 lakhs in the attached papers. The activity of
neither has been intimated. It is hoped that State will be as liberal for
Bengali, Maithili, Bhojpuri and Magahi Academies as for Urdu Academy.
20.5
We had suggested that since Maithili has been included in Schedule 8 of
the Constitution and since, otherwise also, it has a significant presence in
some of the districts, it should be taken into consideration for
administrative and educational schemes. The reply states that since the
figures for Maithili were not available, it was not being considered at
present. In our Report we had given the exact figures for the 1991 census
for the persons whose mother tongue was Maithili. We had pointed out
that there are districts like Samastipur (37.37 %); Darbhanga (63.66 %);
Madhubani (81.03 %); Saharsa (58.20 %); Madhepura (43.72 %) where
Maithili is spoken by a large number of the people (Their percentages are
given in the brackets). If only the 42nd Report had been read or if only
the census books had been seen, there would have been no such
statements by the state government.
20.6
Another suggestion was that similar action be taken for Bengali and Urdu.
It is not denied that information about Bengali speaking population is
available but it is said that information has been gathered. For Urdu there
is a directorate at the headquarters but branches have not been opened in
the districts. It is also said that Urdu translators are available at the
district, sub division and block level.
20.7
It was suggested that the budget for Bengali Academy should be in
consonance with the activities it is expected to take up. It is said that
budget of Rs. 5 lakhs had been given. This is the same budget amount
97
which was there earlier. We had compared it with the budget of Urdu
Academy which had a budget of Rs. 100 lakhs. This has not been
considered.
20.8
There is an Academy for development of Maithili. It was established in
1976. Our suggestion was for release of sufficient funds as the existing
budget does not cover the salaries of the employees. This was not
commented upon by the state government.
20.9
Similar is the fate of other suggestions. It is not known if these replies had
been seen at a higher level. If it had been, at least the answers would
have some relationship with the suggestion. The exercise is disappointing.
20.10 We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action.
98
21. Madhya Pradesh
21.1
Madhya Pradesh is centrally situated state of the country. The earliest
reference to it is found in times of King Ashoka who once ruled over
Ujjain. During the period between the beginning of the influence of
Marathas and the death of Madhoji Scindia in 1794, Marathas were on the
ascendant in Central India but later on the small states started coming
into existence. Queen Ahilyabai Holkar of Indore, the Gaud Maharani Rani
Kamla Devi and Queen Durgawati, etc., were some women rulers whose
names have left an indelible imprint on Indian History. Madhya Pradesh
as an independent state came into being on 1 Nov. 1956. The state is
surrounded by nine states. It is bounded by Rajasthan on the north-west,
by Uttar Pradesh on the north, by Bihar and Jharkhand on the north-east,
by Orissa and Chhattisgarh on the east, by Andhra Pradesh and
Maharashtra on the south and Gujarat on the west. Agriculture is the
mainstay of state’s economy. The principal crops are wheat, rice jowar,
cotton, pulses, soyabean and linseed. Madhya Pradesh is the first state in
the country producing optical fibre for telecommunication need. The state
is famous for its traditional handicrafts and handloom cloths manufactured
at Chanderi and Maheswar.
21.2 The CLM has not received the linguistic breakup from Madhya Pradesh. It
is probably because the census figures for 2001 census have not been
made available. But it is known that important minority languages are
Bhili, Urdu, Marathi, Gondi, Korku and Sindhi in that order. Unfortunately
Bhili, Gondi and Korku are not identified in the educational and other
fields.
21.3
In response to the question about areas where minority languages are
spoken by significant percentage of people (more than 15 %), the
mention is made of Huzur tahsil of Bhopal; Kurwai tahsil of Vidisha and
99
Burhanpur Tahsil of Khandwa where the percentage of Urdu speaking
people is mentioned as uniformly 20%. The information is so stereo typed
that cognizance is not even taken of the formation of Burhanpur district.
Lot of work is to be done in this regard to take stock of actual position.
21.4
It is reported by the State Government that there are no rules regarding
the recognition of the linguistic minority schools and no one is specifically
authorised to give such recognition. But it has been said that State
Minorities Commission has, however, given such certificates to some
organizations. They are Marathi – one; Gujarati – 5; Sindhi – 5; and Urdu
– one. It is reported that at present no grants are being given to any
linguistic minority institutions.
21.5
Urdu is the medium in 304 primary schools where 401 teachers are
teaching 42,529 students. Last year, the number of schools where it is
taught as a subject was also given. This year this has been omitted. The
number of schools where Urdu is medium is considerably different from
that of the last year. This is also true of Marathi. The comparative figures
are as follows:-
Hkk"kk
mnwZ
ejkBh
Language
2004 - 05
'kkyk
Urdu
Nk=
2005 - 06
v/;kid 'kkyk
Nk=
v/;kid
Schools Students Teachers Schools Students Teachers
304
42,529
401
287
41,776
1,135
Marathi
203
35,459
434
309
30,966
820
21.6
State Government will like to take notice of these differences and
reconcile them with facts on the ground.
21.7
No information is given about schools where Urdu or Marathi is taught as
subjects.
21.8
It is to be noted that there is no mention of Sindhi language at any level,
as medium or subject except that five institutions have been recognized
by the Minority Commission.
21.9
At the upper primary stage, the number of schools, students and teachers
for the previous year and this year (2005 - 06) are as follows –
Hkk"kk
Language
mnwZ
Urdu
2004 - 05
'kkyk
Nk=
2005 - 06
v/;kid 'kkyk
Nk=
v/;kid
Schools Students Teachers Schools Students Teachers
71
10,822
288
137
8,875
875
100
ejkBh
Marathi
116
13,328
174
120
12,482
562
21.10 The difference is glaring so far as Urdu is concerned. Is it the result of
better reporting or some other factor is involved. The number of teachers
in Marathi show
similar discrepancy. The information about the other
schools where these are taught as subjects is said to be ‘nil’. Sindhi is
not represented either as subject or
medium.
21.11 At the secondary stage, 13 schools have Urdu as the medium. The
number of the students is 1,757 and of teachers 61. Urdu is taught as a
subject in another 78 schools where there are 8,146 students and 134
teachers. Marathi is taught as a subject in 34 schools with 6,077
students and 37 teachers. Sindhi is represented at
this level and it is
taught as a subject in 8 schools to 121 students. The number of teachers
is 14.
21.12 Information was also sought about the Three Language Formula. Class
wise number is as follows –
Hkk"kk Language d{kk@
mnwZ
ejkBh
Urdu
Marathi
d{kk @ d{kk@
d{kk@
Class
Class
Class
Class
6
7
8
9
3,406
2,893
2,517
2,434
4,423
3,706
4,353
3,270
d{kk@Class
10
2004
2,489
21.13 The number of students in Urdu has slightly come down. Those in Marathi
are, more or less, the same as last year. Information about other
languages viz., Sanskrit, Sindhi and Malayalam etc. is not given.
21.14 Teachers are earmarked for Urdu but not for Marathi and Sindhi. In Urdu
2,329 teachers are earmarked. This should be done for other languages
also. Sindhis have complained that their language is systematically being
killed and no patronage or support is available from the State
Government.
21.15 Urdu Academy is functioning in the State. It was set up in 1976 and its
budget during the year under review was Rs. 24.30 lakhs. It runs Urdu
classes, purchases books, publishes and sells books, assists in publishing
books, arranges mushairas, seminars, work-shops and assists libraries.
Details about seminars and mushairas are given but not about the number
of books purchased or sold. Similarly number of persons benefited from
the libraries or about the number of persons benefiting from the Urdu
classes is also not given.
101
21.16 Sahitya Academy (also described as Sanskriti Parishad) has been set up.
One of its divisions is for Sindhi and one for Iqbal, the third being for
Hindi. Their respective budget is Rs. 7.55; Rs. 6.55; and Rs. 23.00 lakhs.
Sindhi Division assisted eleven authors for publishing their works. The
amount was Rs. 44,054 only. Annual magazine Sindhu Mashal was
published. Other programmes were about seminars, workshops and
cultural events. Classes, if any, held for teaching Sindhi to those desirous
of learning Sindhi are not indicated.
21.17 Iqbal Division organized seminars and discussions. It also held some
mushairas. Hindi Division organized Nimar Utsav where the lok-kavis
recited their creation in their dialects. Such programmes can be organized
in other parts of the state also where local languages (or dialects) can
receive due attention.
21.18 There is no other activity for promotion of minority languages. Their use
for publishing information booklets or for receiving petitions is not in
vogue. There are no monitoring arrangements to see if the safeguards are
being implemented. There is no mechanism at the district level except
that there are some Urdu officers in charge. But there is no procedure to
receive complaints or to deal with them.
102
22. Manipur
22.1
According to the historians, Pakhangba ascended the throne of one of the
seven main principalities in 33 AD and founded a long dynasty which ruled
Manipur till 1891. Manipur came under the British Rule in 1891 and later
on it was merged in the Indian Union as part ‘C’ State on 15 October
1949. In 1950-51, an advisory form of government was introduced. In
1957 this was replaced by a Territorial Council of 30 elected and two
nominated members. Later in 1963, a Legislative Assembly of 30 elected
and 3 nominated members was established under the Union Territories
Act, 1963. Manipur attained full fledged statehood on 21 January 1972.
Agriculture is the major source of livelihood in the state. Handloom is the
most popular traditional industry providing maximum employment in the
State.
22.2
The population of Manipur, as per 2001 census, is 22,93,896. The
language wise breakup is, however, given for 1981 census. Granting that
breakup for 2001 census is not available, 1991 census could have been
used by the state government while reporting to CLM. Anyway the
difference in percentages is not much. The comparative chart is as
follows-
Hkk"kk
FkkMks
rka[kqy
ekvksa
usikyh
Language
1981
1991
Thado
5.57
5.46
Tangkhul
5.39
5.45
Mao
3.11
3.30
n'kkZbZ ugh
2.53
Nepali
103
xbZ@ not shown
ibZrs
jksaxebZ
gekj
dkcqbZ
Paite
2.13
2.23
Rongmei
3.75
2.00
Hmar
2.07
1.80
Kabui
jksaxebZ ds lkFk
;qä
1.50
okbZQsbZ
dqdh
Veiphei
fy;kaxebZ
Leangmai
caxkyh
Bengali
combined with Rongmei
1.15
Kuki
n'kkZbZ ugh
xbZ@ Not shown
n'kkZbZ ugh
xbZ@ not shown
n'kkZbZ ugh
xbZ@ not shown
1.37
1.20
1.15
1.06
22.3
The CLM observes that only the tribal languages are shown in 1981 and
not Bengali, Nepali etc. Kabui and Rongmei are sometimes considered as
separate languages and, sometimes, dialects of the same language. Kuki
is sometimes considered as overall group comprising languages such as
Zou, Gangte, etc. It is recognized that in their specific areas, tribal
languages are spoken by a high percentage of people in that locality.
Ten languages viz. Mao, Rongmei, Kom, Vaiphei, Mizo, Zou, Tangkhul,
Hmar, Thadou – Kuki and Paite are taught as language subjects; the
first four from class 1 to 5; Mizo and Zou from class 1 to 10; and last four
from class 1 to 12.
22.4
Tangkhul in Ukhrul district; Kabui in Tamenglong district; and Thadou
Kuki in Churachandpur district are spoken by more than sixty percent of
the people in that district. Mao in Senapati; Hmar and Paite in
Churachandpur district are spoken by more than fifteen percent of the
persons in the respective districts. However, there is no advantage for
such concentration of speakers of these languages. The officers posted in
these areas do not necessarily know the local language. Nor is there any
practice of publicity given to the laws etc. in the local languages. A
Translation Bureau is yet to be set up.
22.5
The Government of Manipur informs that there are domiciliary restrictions
in the matter of recruitment to the state services. It is said by them that
"A person from other states does not apply Manipur State Services". This
104
does not appear to be correct from the legal point of view. It should be
reviewed by the State Government.
22.6
So far as the medium is concerned, we are informed that English and
Manipuri are the languages used from class one to ten. Thereafter only
English is allowed as the medium.
22.7
In the previous year, it was reported that schools with Hindi and Bengali
as medium are available in the State. The figures were not given. This
year, they are omitted from the list of media.
22.8
According to the Government of Manipur the state does not have any
institute meant for linguistic minorities as such. Majority of the tribal
people live in the five hill districts where the children go to the schools
established for them.
22.9
In the Three Language Formula, the choice is as follows –
First Language
–
Second Language
Third Language
–
–
Manipuri or one of MIL or one of the nine
recognized tribal languages
English
Manipuri for those who do not have it as their
first language
Or
Or
Hindi for those who do not offer Hindi as first
language
Elementary Hindi and Elementary Manipuri for
those who take tribal languages as first
language.
22.10 However, the number of students who have these various languages is not
informed to us though a question was specifically included for that
purpose. It was enquired if there are posts of minority language teachers
earmarked as such. We had come to know that there was no sanctioned
post for teaching tribal languages. However, any teacher of the school
whose mother tongue is one of the recognized languages is assigned to
teach the language.
22.11 It is said that orders to maintain Advance Registers for registering
linguistic preferences of the students have been issued. But the registers
are not maintained and steps are being taken to ensure opening the
registers before the next session starts.
105
22.12 The textbooks in the tribal languages are prepared by the Literature
Societies of the respective Tribes. They are able to supply the books in
time.
22.13 There is no Academy for minority languages. Nor is there a scheme for
individuals or organizations for promotion of minority languages. However,
there is a scheme of purchasing of books written in tribal languages. Rs.
one lakh is provided in this scheme. Actually this scheme is only for
purchase of textbooks prepared and published by the local Literature
Societies.
22.14 There is no committee at the state level for monitoring the
implementation of the safeguards. Directorate of Education is in charge of
the implementation. Joint Director (Language Cell) is the Nodal Officer. At
the district level, the Zonal Education Officers look after this work. There
is hardly any publicity for the safeguards.
23. Maharashtra
23.1 Reply to the questionnaire for the 44th Report has not been received from
Maharashtra. The following comments are made on the basis of the study
tour conducted by the Assistant Commissioner. He visited Sholapur district
and had a meeting with the district officers and the representatives of the
linguistic minorities. He also visited some linguistic minority schools to
ascertain the situation on the ground. The closure of Mumbai office was
the unfortunate decision in past. It is proposed to restart this office so
that adequate attention could be given to Mumbai, Maharashtra and
Gujarat etc.
23.2 Sholapur has Urdu, Telugu and Kannada speaking linguistic minorities
besides the Hindi population. The main grievance was about the difficulty
in getting the linguistic minority certificate. There is no prescribed form for
the affidavit which is to be attached to the application. But the application
is rejected or returned on the ground that affidavit is not in the prescribed
format. It was demanded, and we agree with the contention, that either
the language of the affidavit should be in the application itself or
106
alternatively, given to the applicants so that there is no mistake
committed. A check list should be included in the application form itself.
23.3 General Administration Department has been named as the Nodal
Department whereas earlier the Education Department recognized the
schools. There was a query whether the recognized schools will have to
reapply for recognition. It was explained by the officers concerned - and
later confirmed by the authorities in Mumbai - that fresh recognition will
not be necessary. It was agreed to that a circular will be issued clarifying
the position so that there is no confusion.
23.4 While for the recognition the minimum number of students in a class is
ten, for sanctioning the grants, attendance of fifteen students is insisted,
that is not fair. Commissioner is also of the view that linguistic minority
schools have been given the concession regarding the minimum number
of students and this should be true both for the recognition as well as
sanction of grants.
23.5 It was noted that one school in Akalkot had applied for running minority
language classes in both Marathi and Kannada in 1993. While the sanction
for Marathi medium was received, the permission for Kannada medium
has still not materialized. Similarly the permission to have new sections in
Siddheshwar School Sholapur has not been given though the school has
high reputation and the sections are overflowing with students, there
being 67 students an all the three sections in class 1; 76 each in class 2
and 87 each in class 3.
23.6 Anganwadi worker is the basic village level worker who has to work with
the local population. It is axiomatic that she should know the local
language. However, it was stated that many a time, Anganwadi worker
does not know the local language.
23.7 Difficulty in the availability of some textbooks was felt. In particular the
textbook on Environmental Education and of Personality Development
have not been received in Urdu and Kannada. But generally also there is a
delay of one to two months in getting the books. Furthermore the books
are not sent in one lot but staggered. Textbooks for class 11 and 12 are
not available in Kannada. An attractive Pictorial dictionary has been
printed in Marathi but the same should also be available in Urdu, Telugu
and Kannada
23.8 Telugu population is mainly in the Sholapur town. The Corporation runs
four schools and has opened two more. The four schools have a total
sanctioned strength of 21 teachers but only 14 posts are filled up. Two
107
more are retiring shortly. With the new schools, there is an urgent need to
have Telagu teachers. It is noted that vacancies of Telagu teachers have
to be filled up with Scheduled Tribes candidates as per roster but
Scheduled Tribes teachers in Telagu are not available. The roster has to
be rationalized and the vacancies for ST teachers to be shared by other
languages also. This should be urgently attended to.
23.9 There are 54 primary schools of Urdu medium of which 23 run classes
from class
1 to 7 and 31 schools from class 1 to 4. Upgradation of
these schools was urged.
23.10 We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action. Mumbai
and other cities of the region such as Pune, Kolhapur, Aurangabad,
Nagpur, Amravati and Akola are centres where linguistic minority people
speaking all languages are present in large numbers. Out of these,
Punjabis, Sindhis, Rajasthanis and Haryanvis are big tax payers and also
the professional brains. Labour is mostly attracted from Andhra, Bihar,
Orrisa, U.P., Bengal, Chattisgarh, Kerala and Tamilnadu. The State
Government has however totally neglected the constitutional rights of the
linguistic minorities.
24. Mizoram
24.1
Reply to the questionnaire for the Forty Fourth Report has not been
received from Mizoram even after a lot of efforts. We are unable, on this
account, to give information about the updated position about the
implementation of the safeguards for the linguistic minorities.
24.2 The State Government is urged to send reply of the questionnaire in time.
However; for the benefit of users of this document we are presenting a
summary of the Linguistic Minorities scenario in the State of Mizoram;
which has been prepared on the basis of the information sent by the State
Government and already incorporated in our 43rd Report.
24.3 Besides Mizo, Chakma, Hindi and Bengali are the languages spoken by
more than one percent of the population. Chawngte tahsil has Chakma
speakers comprising more than 60 % of population; Lai in Lawngtlai and
Mara in Saiha are spoken by more than 15 % of population. There are no
recognised linguistic minority schools. All educational institutions are
treated at par. In the autonomous regions, the schools are run by the
local administration. The number of schools, students and teachers is
108
Mara – 155/14370 and 862; Lai – 186/11859 and 908; Chakma –
102/4785 and 358. Previous Reports mention Hindi and Tripuri. The
position of Hmar and Paite is also not described. At the upper primary
level the corresponding information is Mara – 59/3762, 404; Lai –
61/3281, 393; and Chakma – 18/861 97. It was noted that information
about Nepali medium schools was not given even though three schools
with Nepali medium are running in Aijawl town. They have about 186
students amongst them. There is a high school also for Nepali. At the
secondary education level, the information given is as follows – Mara - 33,
2993 and 212; Lai – 14/1325 and 96; Chakma – 5/391 and 27. Advance
registers for registration of the choice of the language by the students are
not kept.
24.4 The knowledge of Mizo, up to upper primary standard is necessary for
recruitment to the services,. But for students whose medium at this level
is not Mizo are at a disadvantage. It is suggested that teaching of Mizo
should be made compulsory without affecting the teaching of Nepali by
introduction of composite courses.
24.5 There are no subject books in Nepali. As regards books for other
languages – Mara, Lai and Chakma - it is stated that procurement of
books in minority language Chakma is done for the elementary stage from
neighbouring states by the autonomous districts concerned. This is not a
satisfactory state of affairs.
24.6 It is the grievance of the Nepali community that despite promises and
orders the Nepali speaking persons are not being given the benefit of
reservation in services. This needs looking into.
24.7 Home Department is in charge of the affairs regarding linguistic minorities
but there is no Nodal Officer to co-ordinate activities of different
departments and to interact with the office of the NCLM.
24.8 The TRI is not working on any language other than Mizo and is not
producing any books in them. At least the folklore of these tribes can be
published in their own language. TRI can also help prepare the books in
Chakma, Lai and Mara.
24.9 We have already advanced suggestions based on observation of the CLM
during his visits to the state for compliance. The State Government may
go through the suggestions carefully and take the desired action.
109
25. Meghalaya
25.1
Meghalaya was created as an autonomous States within the state of
Assam on 2 April 1970. The full-fledged state of Meghalaya came into
existence on 21 January 1972. It is bound on the north and east by Assam
and on the south and west by Bangladesh. Meghalaya literally meaning
the abode of clouds is essentially a hilly state. These are predominantly
inhabited by the Khasis, the Jaintias and the Garos. The state has a vast
potential for developing horticulture due to agro-climate variations which
offer much scope for cultivation of temperate, subtropical and tropical
fruits and vegetables.
25.2
Total population of the State is 23,18,822 as per 2001 census. The
linguistic breakup is as follows:-
Hkk"kk
[kklh
xkjks
Language
O;fä
çfr'krrk
Persons
Percentage
6,70,472
29.07
Khasi
Garo
5,46,690
110
23.71
iukj@
flaxrsax
caxkyh
usikyh
fgUnh
Pnar/ Synteng
1,67,790
7.28
Bengali
1,44,261
6.26
Nepali
49,186
2.13
Hindi
38,930
1.69
There are no areas where the minority languages are spoken by more
than 15 % of the population of that area. In Meghalaya, it does not
appear to be true. Every language here is a minority language as it is not
spoken by more than 50 % of the population. Thus there will be districts
and sub district areas where Khasi, Garo, Pnar will be spoken by more
than 15 % of the population. CLM advises that the case may be studied
by the state government from this point of view.
25.3
The minority languages are not being used in administration. Acts, rules,
regulations are not published in the local languages. The question
whether representations are received in these languages has not been
answered. But it is stated that Khasi, Garo and Jaintia have been declared
as the official languages for all the districts of Meghalaya. It is expected
that their use in administration will gradually pick up.
25.4
There are 2270 primary schools where Garo/Nepali is used and 3253
schools where Assamese is used. But these figures do not appear to be
correct. In any case the intention of our query was to find out if any
private institutes are recognized as linguistic minority institutes.
25.5
The number of primary schools, students and teachers are as follows :
Hkk"kk
[kklh
xkjks
Language
Khasi
Garo
'kkyk
Nk=
v/;kid
Schools Students Teachers
3,253 1,30,844
3,334
2,270 1,00,385
2,517
25.6
There are no schools where these languages are taught as subjects only.
25.7
At the upper primary level, only English is the medium and minority
languages are taught as a subject. The number of schools, students and
teachers are as follows -
Hkk"kk
Language
'kkyk
111
Nk=
v/;kid
[kklh
xkjks
25.8
Garo
Schools Students Teachers
1,082
94,153
4,561
677
84,227
2,846
The state government says that English is the only medium at upper
primary level and minority languages are described as medium at the
secondary level. This is an anomaly. Garo is the medium in 34 schools
where there are 4,081 students. All teachers are said to be Garo teachers
but the number is not given. No schools where Khasi is the medium are
mentioned. So far as teaching as subject is concerned, Garo and Nepali
have been clubbed together; and Khasi and Assamese are clubbed
together. What this clubbing means is not clear. The statistics are as
follows : -
Hkk"kk
[kklh]
vlfe;k
xkjks]
usikyh
25.9
Khasi
Language
Khasi,
Assamese
'kkyk
Nk=
v/;kid
Schools Students Teachers
325
52,927
1,832
Garo, Nepali
270
37,315
2,391
In the information the CLM received about the Three Language Formula,
there is similar clubbing. Nepali and Assamese are clubbed with Garo and
English. Khasi is not mentioned, nor is Hindi. The class wise information is
given for class 8 to 10 only and not for class 6 and 7. Whether this refers
to the number of the schools or to the number of students is also not
clear. The information is as follows -
Hkk"kk
Language
d{kk 8 d{kk 9
d{kk 10
usikyh
vlfe;k
Nepali
Class 8
60
Class 9
35
Class 10
25
10
3
2
Assamese
25.10 The mechanism for monitoring the safeguards is not specified by the
state. In fact the CLM is yet to know form the state about this as also
about the use of minority languages in administration. Same is the
position regarding the publicity of the safeguards or the receipts of
complaints etc.
112
25.11 Assistant Commissioner visited Jowai and Nongstoin districts. He also held
discussions with the officers in Shillong. There are some schools where
minority language Khasi, Garo, Hindi and Bengali are taught but it is noted
that they are not the medium except in some schools in the remote areas.
The pre board examinations are all in English and thus there is a tendency
to take only English as the medium. This needs looking into. The medium
of these examinations should be the minority languages also. Khasi is
being taught up to post graduate level. But other subjects are not
available in Khasi beyond class 4 or 5.
25.12 There is no nodal officer to whom the job of looking after the
monitoring of the safeguards has been assigned but the authorities have
promised to look into this aspect.
26. Rajasthan
26.1
Rajasthan gained historical prominence in the sixth-seventh century A.D.
when Rajputs emerged as a dominant martial race. The process of uniting
scattered states commenced from 1948 to 1956 when the States
Reorganisation Act was promulgated. First came Matsya Union (1948)
consisting of a fraction of states. By 1949, major states like Bikaner,
Jaipur, Jodhpur and Jaisalmer joined this Union making it United State of
Grater Rajasthan. Ultimately in 1956, the present state of Rajasthan
formally came into being. Endowed with a rich, vibrant culture, Rajasthan
is blessed with mineral wealth and is fast emerging on the industrial
scenario of the country. With no office of CLM at Delhi, Rajasthan has
suffered because it becomes difficult to serve such a huge state from
Allahabad office of the CLM organization.
113
26.2
Reply to the questionnaire for the 44th Report has been received from
Rajasthan but the CLM notes that it is not compiled at the Nodal Officer
level. What has been done is that the copy of the questionnaire has been
sent to all the departments and offices with which the questionnaire (or
part of it) is concerned. The departments have written the replies to the
questions which concerned them and have said 'not related' to others.
The copy of these replies has been sent to this office. No attempt has
been made to examine these replies in the Social Justice and
Empowerment Department. It is left to this office to make whatever it
wants to do. What we expected was a critical examination of the
information received from the various offices and its supplementation with
observations at the Nodal Officer level. That would have made the reply
worthwhile. However, we will try to make some sense out of it so that a
picture emerges of the situation in the State. With the establishment of
CLM office at Delhi as proposed, the complaints of linguistic minorities in
Rajasthan in respect of five principal dialects of their language will get
adequate attention. In similar manner the complaints from speakers of
Sindhi and Urdu language will also get justice.
26.3
The first point is about Nodal Officer. It is expected that each state will
have an officer nominated as Nodal Officer who can be the contact point
for the Commissioner for Linguistic Minorities. Since the Social Justice and
Empowerment Department is described as being in charge of the affairs
regarding linguistic minorities, its officer should be the Nodal Officer.
However, this does not happen. Commissioner, Secondary Education, in
his reply, describes himself as the Nodal Officer. Elementary Education
Directorate describes District Education Officer (Minority Languages) as
the Nodal Officer. We would urge State Government to appoint a
secretariat officer as the Nodal Officer. It was done earlier when the then
Commissioner wrote to the Chief Secretary about it but it seems to have
been forgotten.
26.4
The population of Rajasthan as per 2001 census is 5,64,73,122 but the
linguistic profile is available for census 1991. The reply gives the figures
for different districts/ languages as found in the census, and that too in
illegible photocopies. Thus the entire purpose of this question is lost. Urdu
Academy, in their reply, has mentioned the number of Urdu speakers for
the state as 9,53,497. But that is all. The following percentages can be
seen from the census –
Hkk"kk
Language
mnwZ
Urdu
çfr'krrk
la[;k
Percentage
2.16
Number
9,51,304
114
iatkch
flU/kh
xqtjkrh
Punjabi
1.89
8,34,243
Sindhi
0.75
3,33,811
Gujarati
0.11
49,991
26.5
There are mentions about Urdu, Punjabi, Gujarati and Sindhi but not
about Bhili. In the 1991 census there were 22,58,721 Bhili speakers in
Rajasthan forming 5.31 % of the population. Banswara, Doongerpur and
Udaipur have a large number of Bhili speakers.
26.6
The question about the districts or areas having more than a certain
percentage of speakers of minority languages is, naturally, brushed aside
by the Directorate of Education as being related to census. And that is the
end of it. The state department has nothing to do with it either. The
consequence is that the questions about the important orders, rules and
notices, etc. being published in the minority languages; receipt of the
representation in minority languages are not given much consideration.
Only thing said is that answers are given in official language Hindi and
that most of the letters are received in Hindi.
26.7
As to the query of CLM regarding recognition for the minority institutes.
The comments are that
arrangements for teaching in minority
languages are done as per necessity. It is added that no
such
arrangements are there in secondary education. There are no separate
grants for linguistic minority institutes. Obviously the question is not
understood. It was about private institutions asking for recognition as
minority institutes.
26.8
But we do have some concrete information from the two directorates of
education. Elementary Education Directorate gives the number of schools
where minority languages are the medium as follows –
26.9
Hkk"kk
Language
'kkyk
Nk=
v/;kid
mnwZ
flU/kh
Urdu
Schools
46
Students
6,030
Teachers
77
4
92
15
Sindhi
The number of schools for Urdu is more than what were specified last
year viz. 37. The number of teachers is down from 93. But the number of
students is up from 5,022. For Sindhi, the figure for schools has come
down from 5 to 4; teachers from 17 to 15; and students from 141 to 92.
There are no schools where Punjabi is medium.
115
26.10 In addition to the above schools where the minority language is a
medium, there are schools where these are taught as a subject. The
figures are as follows -
Hkk"kk
mnwZ
flU/kh
Language
'kkyk
Nk=
v/;kid
Urdu
Schools
129
Students
14,401
Teachers
106
13
1,518
25
Sindhi
26.11 Once again for Urdu, number of schools has come down from 132 to 129;
teachers from 117 to 106 but the number of students have gone up from
10,242 to 14,401. For Sindhi, number of schools has come down from 17
to 13; teachers from 26 to 25 but the number of students have gone up
from 1,483 to 1,518. There is no school where Punjabi is taught as a
subject.
26.12 At the upper primary level, the position for the medium for the previous
and this year is as follows –
2005 - 06
Hkk"kk
mnwZ
flU/kh
2004 - 05
Language
'kkyk
Urdu
Schools Students Teachers Schools
Students Teachers
11
1,260
31
7
1,247
23
Sindhi
Nk=
7
v/;kid
478
'kkyk
39
Nk=
8
v/;kid
669
47
26.13 The contrast is evident. The State Government would like to investigate
the reason for the fall in number of schools and teachers.
26.14 And for the language as a subject, the figure is as given below –
Hkk
"kk
Language
mn
wZ
flU/k
h
iatk
ch
Urdu
2005 - 06
2004 - 05
'kkyk
Nk=
v/;kid
'kkyk
Nk=
v/;kid
Schools
450
Students
45,934
Teachers
373
Schools
855
Students
66,976
Teachers
398
Sindhi
13
722
25
15
1,551
40
Punjabi
263
44,607
263
393
24,984
23
116
26.15 The shortfall in Urdu and Punjabi is very large and should be of immediate
concern for the State Government. In Sindhi also, the number of students
is less than half of the number informed to the CLM last year.
26.16 It will be readily noted that teachers are woefully short in Punjabi and
Urdu. May be it is the reason for closure of so many schools and so many
students going away from the language. Immediate action to create posts
and fill them up is necessary. This is also the case with the primary and
the secondary education.
26.17 At the secondary level, there are no schools with minority languages as
media but they are taught as subjects in many schools. The details are:
Hkk
"kk
Language
mn
wZ
flU/k
h
iatk
ch
xqtj
krh
Urdu
2005 - 06
2004 - 05
'kkyk
Nk=
v/;kid
'kkyk
Nk=
v/;kid
Schools
363
Students
26,461
Teachers
546
Schools
363
Students
21,584
Teachers
547
Sindhi
25
512
43
25
1017
43
Punjabi
67
31,448
78
64
23,333
74
Gujarati
9
307
10
9
455
10
26.18 There is not much change in the number of schools and teachers but the
number of students in Urdu and Punjabi has gone up while it has come
down significantly in Sindhi and, to a lesser extent, in Gujarati. The
shortage of teachers in Punjabi has now become atrocious, the ratio being
1 teacher for every 403 students.
26.19 These languages are being taught as part of the Three Language Formula.
The class wise break up is as follows (includes both the upper primary and
secondary schools figures):
Hkk"kk
Language
d{kk d{kk d{kk d{kk
Urdu
Class 6 Class 7 Class 8 Class 9 Class 10
4,533
4,034
4,086
6,352
5,270
6
mnwZ
flU/kh
iatkch
Sindhi
Punjabi
7
8
9
d{kk
;ksx
10
Total
24,271
45
46
72
130
144
437
5,213
4,889
4,882
7,903
6,585
29,472
117
xqtjkrh
Gujarati
183
124
307
26.20 This information is given by the Director, Secondary Education. Director
Elementary Education has given figures for class 6 to 8 only which are as
follows -
Hkk"kk
Language
d{kk 6 d{kk 7 d{kk 8
;ksx
mnwZ
flU/kh
iatkch
Urdu
Class 6
8,257
Class 7
6,103
Class 8
4,865
Total
19,225
172
170
132
474
11,837
9,389
7,765
28,991
Sindhi
Punjabi
26.21 It is not known if the figures are mutually exclusive or those given by
Director Elementary Education include given by his counterpart in
Secondary Education.
26.22 As regards the teachers, Director Elementary Education has said that the
posts are created only for grade 3 only and not for languages as such. Still
he has given the number of the posts for various languages, the basis of
which is not clear. Director Secondary Education has given his own
figures. The combined number is
Hkk"kk
mnwZ
flU/kh
iatkch
xqtjkrh
Language
Urdu
Sindhi
çkjfEHkd f'k{kk
ek/;fed f;k{kk
Elementary Education
Secondary Education
ek/;e
fo"k;
fo"k;
Medium
108
Subject
479
Subject
54
50
43
263
78
Punjabi
Gujarati
547
10
26.23 As stated in the previous Report, it appears that posts are not earmarked
as such. Only those teaching the subject have been indicated. Teaching
through a language requires knowledge of the language as well as the
subject and, therefore, the teachers have to be selected on that basis,
except for the primary classes where the two can be combined. Last year
the number of sanctioned posts and the filled up posts at the secondary
118
level was also given but not mentioned this year. There were a large
number of vacancies shown last year, 95 for Urdu, 65 for Punjabi, 20 for
Sindhi for the Secondary Education. For the Elementary Education, The
vacancies were also shown as 154 for Urdu, and 4 for Sindhi. No action
appears to have been taken to fill up the posts. It is to be noted that
these vacancies were without taking into account those which would be
additionally necessary to meet the minimum requirements.
26.24 Regarding the training of the teachers, information is given only about the
Urdu teachers and not for Sindhi, Punjabi and Gujarati teachers. The
Institute for Urdu at Ajmer has intake capacity of 15 per annum.
26.25 There is reported to be no shortage of textbooks. They are produced by
State Institute of Education, Udaipur and Rajasthan State Textbook Board,
Jaipur.
26.26 It is reported by Director Elementary Education that Advance Registers
are maintained in all the schools. Director Secondary Education feels that
the question is meant for Elementary Education only.
26.27 Academies have been set up for Urdu and Sindhi. Both have sent the
report on the activities for the year. However, the figures of Urdu
Academy are for year 2004 - 05 and not 2005 - 06 which is the period
under Report. Moreover figures differ from what were intimated earlier.
The sanctioned budget for the Urdu Academy was said to be Rs. 20 lakhs
for the year 2004 – 05 but now it is stated that grants received were Rs. 6
lakhs only. Perhaps full amount was not released. For the Sindhi Academy
budget for 2005 - 06 is said to be Rs. 20 lakhs. There is no Academy for
Punjabi language though there should be.
26.28 The activities of the Urdu Academy included the following –
Financial assistance to poets
Assistance to widows of poets
Scholarships to students
1,15,100
15,600
41, 625
26.29 It appears that the activities of Urdu Academy are still not going well. It
was said last year that the Academy does not have a full time Secretary
and it should be taken care of immediately. It is hoped that State
Government will pay attention to the Urdu Academy.
26.30 Sindhi Academy has been active. Its achievements included holding of
Sindhi Divas on April 9. It also assisted 22 organizations (Rs. 1,000 each)
to organize such functions. Training in Dramatics was held in Udaipur.
Training programmes for teachers were held at Ajmer and Jaipur. Other
119
meetings included conferences for youth, for women, for students
studying Sindhi, drama festival for writers and a Sindhi general knowledge
competition.
26.31 The Academy has assisted six writers (Rs 12,500 each) for publication of
their manuscripts. Annual magazine 'Rihan' and a book Svalani Jo Jakhiro'
were released. A notable feature was a drive from June 15 to August 14
for persuading students to take up Sindhi as a subject in the schools.
Twenty institutions or individuals were assisted for organizing functions
such as poetry recital, teachers’ day, Sindh memorial day etc. Financially
some of the items of expenditure were on following items
Programme
Incentives for learning Sindhi
Assistance for publications
Distribution of free books
Assistance to individuals/ organizations
Number
835
6
20
Amount
2,28,200
75,000
36,145
54,698
26.32 There is no committee at the state level or at the district level to monitor
the implementation of the safeguards. If any complaints are received,
these are disposed off at the appropriate level. The concerned District
Education Officers look after this work.
26.33 As has been remarked earlier, the situation is disappointing in that no
attention is paid to the problems of the linguistic minorities at the State
level. The Department constituted for them acts just like a post office and
does not involve itself into positive action. There are a number of
suggestions given in the previous Report and the department should take
it up with other departments and also bring it to the notice of the Chief
Secretary and the Chief Minister so that justice is done to the linguistic
minorities as envisaged in the Constitution.
27. Sikkim
120
27.1
The early history of Sikkim starts in the 13th Century with the signing of a
brotherhood treaty between the Lepcha Chief Thekong-Thek and Tibetan
prince Khe-Bhumas at Kavi in N. Sikkim, and moves on to the historical
visit of revered saints to Yuksam in 1641 in west Sikkim and to the
beginning of the Namgyal dynasty in Sikkim in 1642. It became an
integral part of the Indian Union in 1975. Kanchenjunga situated on
Sikkim’s western border with Nepal dominates the land with its aweinspiring beauty and majesty and its splendid height of 28,208 feet which
makes it the third highest mountain in the world.
27.2
Last year we had made the following comments about Sikkim viz. "Sikkim
is one of those states which has sent complete reply to all the three parts
of the questionnaire for the 43rd Report. Sikkim has done it very promptly
too. If the other states can also do the same, the drawing up of the
Report will be an easy task".
27.3
Unfortunately this year, no reply has been received for the questionnaire.
The reasons for this are not clear. We have, however, received comments
about the suggestions which we had given. This suggestion was for
intimating the exact position of Nepali in Sikkim. We had observed that it
appeared to be the official language for the State. But the position in the
academic world was not clear.
27.4
It has now been intimated that Nepali language is taught in almost all the
schools of the State. But it is left vague as to from which class it is done
so. The comments are that it is lingua franca from the pre primary level. It
is taught up to graduate level in the State and that also because there is
no University in Sikkim or else it would be taught at post graduate level
also. Considering all this, it is safe to presume that it is taught right from
class 1 (and not merely used in the class).
27.5
The CLM desires that the reply be sent for the questionnaire. Otherwise,
Sikkim is doing very well for the various languages in the State and we
would like to know about it so that other States can get inspiration from
them.
28. Haryana
121
28.1
Haryana was the home of legendary Bharata dynasty, which has given the
name Bharat to India. Haryana finds mention in the great epic of
Mahabharata. Kurukshetra, the scene of the epic battle between the
Kaurvas and Pandavas, is situated in Haryana. Agriculture is the mainstay
of more then 75 per cent people in Haryana. Haryana has a large
industrial base having more than 1,200 large and medium and 75,000 SSI
units. Haryana is a large producer of passenger cars, tractors,
motorcycles, bicycles, refrigerators, scientific instruments, etc. Haryana is
the largest exporter of Basmati rice. Panipat has earned the reputation of
being called the “Weaver City” of India for its exquisite, hand-tufted
woolen carpets and colourful handloom products.
28.2
Haryana has stated that Punjabi is returned by 11,70,225 persons as their
mother tongue in 1991 census comprising 7.11% of the population. Urdu
is described so by 2,61,820 persons comprising 1.59% of the population.
Since the linguistic breakup for 2001 census is not yet given, the reply
about the districts where there are more than 15% of the people speaking
minority languages has not been answered. In the earlier census, it was
indicated that in Sirsa district 34.54% speak Punjabi and their percentage
in Kurukshetra is 18.63. In Gurgaon, 16.52% of population is Urdu
speaking. It is likely that if one goes down to the tahsil level, there are
areas with more concentration of linguistic minorities.
The State
Government is urged to take this into consideration for the
implementation of the safeguards for the linguistic minorities.
28.3
The CLM has been informed that Hindi is the Official Language and
Punjabi is the Second Official Language for the state. The Official
Language act says that the Government may, by notification, specify the
purposes for which Punjabi can be used. However, no notification has
been issued so far.
28.4
The state government says that the representations are received in the
minority languages and they are also replied to in the same language. For
recruitment to State Services, the knowledge of Hindi up to matriculation
standard is a pre requisite. Domicile is not insisted upon except when the
candidate wants to avail of the reservation quota.
28.5
So far as the machinery for implementation of the safeguards is
concerned, Higher Education Department is the Nodal Department and
the Commissioner Higher Education is the Nodal Officer. There is no
committee for monitoring purpose. At district level, there is no officer
designated for this work nor is there any mechanism for monitoring.
Publicity is given by publishing pamphlets in Hindi.
122
28.6
No institution is recognized as linguistic minority institute. There is no
facility at any level of education for teaching through the medium of the
minority language. But it said that in Faridabad district, Urdu is taught as
a subject to 183 students. The number of teachers is five but the number
of schools is not given. Punjabi is taught as a subject at this level to
1,07,851 students. There are 997 teachers. Here again the number of
schools is not mentioned.
28.7
At the secondary level of education Urdu is taught as a subject to 22
students through 5 teachers. Punjabi is taught to 28,761 students through
997 teachers.
28.8
The class wise information about the two languages - Urdu and Punjabi taught as third language in the Three Language Formula is as follows:-
Hkk"
kk
mnw
Z
iatkc
h
Hkk"
kk
mnw
Z
iatkc
h
28.9
Language
Urdu
Punjabi
Language
Urdu
Punjabi
d{kk 6 d{kk 7 d{kk 8 d{kk 9 d{kk 10
;ksx
Class 6
Total
Class 7
Class 8
Class 9
Class 10
54
57
50
15
7
183
36,484
33,408
37,459
14,637
14,124
1,36,112
d{kk 6 d{kk 7 d{kk 8 d{kk 9 d{kk 10
;ksx
Class 6
Total
Class 7
Class 8
Class 9
Class 10
54
57
50
15
7
183
36,484
33,408
37,459
14,637
14,124
1,36,112
Sanskrit is a popular language as third language under the Formula being
taken up by 10,01,925 students.
28.10 For the teachers training only Urdu institute in Ferozepur Nanak is
mentioned which has an annual intake of 125 students. Punjabi is not
mentioned.
28.11 As remarked in earlier Reports, the Academies for the minority languages
are quite
active in Haryana. The allocation for Punjabi Academy was
Rs. 28 lakhs in year 2005 - 06 and Rs. 40 lakhs for Urdu Academy.
123
Considering the proportion of the speakers of these languages, the
allocation for Punjabi Academy should have been much more.
28.12 Urdu Academy organized nine seminars/ conferences; six mushairas and
one drama festival during the period. Three books were awarded the
prizes and one was given assistance for publication. Two institutions were
given assistance for organizing mushairas.
28.13 Punjabi Academy organised eleven kavi durbars, eleven seminars and five
other functions during the period. Most of these functions were in
Chandigarh (actually Panchkula which adjoins Chandigarh) and Ambala
districts. Some programmes are organized in Kurukshetra University but
none in Sirsa district. If the Academy is to cater to the needs of the
community, more programmes should be organized where there is
concentration of speakers of the language.
28.14 Both the academies need to start programmes which are aimed at the
propagation of the language at the lower level by organizing teaching
classes, publication of books for these neo literates and magazines for
their use rather than go in for high end of intellectual activity aimed at
scholars exclusively.
28.15 It is hoped that Haryana Government would begin teaching at the primary
level in the minority languages as envisaged by the Constitution and
otherwise also promote them for use by official communications. As
specified earlier with restarting of the regional office of the CLM
organization at Chandigarh, it would be possible to secure greater help
from the Government of Haryana for the linguistic minorities.
124
29. Himachal Pradesh
29.1
Himachal Pradesh has sent a reply to the questionnaire for the 44th
Report but it is an incomplete exercise by the state government. Almost
all the questions have "NA" written against them. When this is not done,
the question is scored out. The CLM desires that due care should be taken
in future by the state while responding to the quarries. Originally Himachal
Pradesh was served by the regional office of CLM organization at
Chandigarh. After the closure of offices at Chandigarh as well as at Delhi,
people from this hill region have nursed a genuine grievance that no
serious help is likely to materialize from the office of CLM organization. We
hope we will be able to address this complain soon enough.
29.2
One of the questions answered is about the minority language at primary
level. It is reported that there are 43 schools where Bhoti is taught as a
subject. There are 900 students and 43 teachers. In the previous year,
the number of schools was 45, two having been opened in Pangi block of
Chamba district. What happened to those schools is not clear.
29.3
After this there is not much to say except to refer the authorities in
Himachal Pradesh to the earlier reports. It may be pointed out that the
population of Himachal Pradesh in 2001 census is 60,77,900. The
linguistic profile of Himachal Pradesh for 1991 census, the latest available,
is as follows –
Hkk"kk
fgUnh
iatkch
fdékSjh
ykgkSyh
HkksVh
29.4
Language
O;fä
çfr'krrk
Persons Percentage
45,95,615
88.88
Hindi
Punjabi
3,24,479
6.28
Kinnauri
61,521
1.51
Lahauli
21,896
0.53
Bhoti
11,293
0.28
It is to be noted that 11.12 % of the population belongs to linguistic
minorities. It is certainly important that the rights of these persons are
given due consideration and action taken in terms of the Constitutional
safeguards. CLM feels that application of mind to the problem of linguistic
125
minorities at the higher levels in the state government would be necessary
it we desire to achieve any result.
30. Andaman and Nicobar Islands
30.1
Reply to the questionnaire for the Forty Fourth Report has not been
received from Andaman and Nicobar Islands even after a lot of efforts.
We are unable, on this account, to give information about the updated
position about the implementation of the safeguards for the linguistic
minorities.
30.2
The State Government is urged to send reply of the questionnaire in time.
However; for the benefit of users of this document we are presenting a
summary of the Linguistic Minorities scenario in the State of Andaman
and Nicobar Islands; which has been already incorporated in our 43rd
Report.
30.3
The reply of the Administration in the past was not only disappointing but
frustrating. It had been stated that since none of the communities had
been declared as minority either on linguistic or religious basis, there was
no question of any recognizing authority for minority schools. It appears
that the state government had not studied earlier reports of the
Commissioner Linguistic Minorities because it had been repeatedly said
that there was no provision under any law which required that a
community should be declared as a linguistic minority. In the previous
replies, information had been given about Bengali, Tamil and Telugu
being used in the primary and secondary schools. But it had not been
taken into consideration. There had been mention of primary schools with
Nicobari as medium also.
30.4
The only positive information was about the students for the Three
Language Formula. The information was as follows - class 6 - Tamil - 594,
Telugu - 282, Bengali - 1628; class 7 - Tamil - 565, Telugu - 315, Bengali
- 1367; class 8 - Tamil - 490, Telugu - 287, Bengali - 1173; class 9 - Tamil
- 524, Telugu - 303, Bengali - 1200; class 10 - Tamil - 365, Telugu – 234
and Bengali - 827.
30.5 We have already advanced suggestions based on observations of the CLM
during his visit to the state for compliance. The State Government may go
through the suggestions carefully and take the desired action.
126
31. Chandigarh
31.1
Chandigarh nestles in a picturesque setting in the foothills of Shivalik hills
and rightly called ‘the City Beautiful’. Representative of modern
architecture and town planning, the city is a creation of the French
architect, Le Corbusier. Chandigarh and the area surrounding it were
constituted as a UT on 1 Nov.1966. It serves as the joint capital of both
Punjab & Haryana states. This was originally the place of the regional
office of the CLM for the northern region which was to serve the states of
Jammu & Kashmir, Himachal Pradesh, Punjab and Haryana States. The
critical need to restart an office at Chandigarh has been dealt with
exhaustively in earlier parts of this report.
31.2
Chandigarh is a Union Territory and its population is 9,00,914 in the 2001
census. Hindi is the majority language with 61.07% population. The
minority language is Punjabi which accounts for 34.72% people. In
absolute numbers, as per census 1991, the Hindi speakers are 5,50,188
and Punjabi speakers 3,12,797. Other languages account for 37,928
persons. The Union territory is a uni - district area. Hence the declaration
of areas in which the linguistic minorities are insignificant number is not
applicable. English continues to be the official language and there is no
provision for publishing important rules in minority language (or even
majority language Hindi). Representations are received in both Hindi and
Punjabi but the reply is sent in English.
31.3
The CLM has been informed that no applications have been received for
recognition of the linguistic minority institutions and there is none so
recognized. There are 59 primary schools where the medium of instruction
is Punjabi. The number of students is 2,105 and of teachers 53. Another
question was about the number of schools where the minority language is
being taught as a subject. The number of schools is the same i.e. 59 but
the number of students is 5,125. There are 270 teachers. In addition it is
said that there are two Tamil schools where 228 students are being
taught Tamil by 3 teachers. As remarked in the previous Report, there
appears to be discrepancy in the number of teachers in the schools which
needs looking into.
127
31.4
At the upper primary level, there are 32 schools where the medium of
instruction is Punjabi. The number of students is 2,435 and of teachers
67. But Punjabi is being taught as a subject in as many as 150 schools.
There are 699 teachers and 29,773 students. At the secondary level, the
number of schools with Punjabi medium is 60, of students 12,090 and of
teachers 1,709. There are also 77 schools where Punjabi is taught as a
subject and the number of students is 802 with 70 teachers. The class
wise information given for the number of students studying the minority
language Punjabi is as follows –
Class 6
Class 7
Class 8
Class 9
Class 10
697
755
815
800
905
This adds up to 3972. The basis of these figures may be specified.
31.5
Teachers are not said to be earmarked for minority languages whereas in
the previous year, it was said that they are earmarked for teaching as
subject only. This may be verified. For the training of the teachers, three
institutions are mentioned. One is State Institute of English which is not
relevant to our point under consideration. The other two also appear to be
normal teachers colleges and not specifically for using Punjabi as medium
or for teaching of Punjabi as a subject.
31.6
Advance registers are kept in 19 primary schools and 28 upper
primary/secondary schools for registration of the preference of the
language by the students. The number of schools does not tally with the
number of institutions where Punjabi is a medium or a subject. This needs
checking up.
31.7
Textbooks prepared by Punjab School Education Board are used. The
books are being supplied in time.
31.8
Chandigarh Sahitya Academy is working in the field of literature. The
grant given to it is Rs. five lakhs. The details of activities during the
period under review have to be informed to the CLM by the UT
government.
31.9
Director Social Welfare has been appointed as the Nodal Officer. He is also
authorized to receive the complaints from the linguistic minorities. But no
complaints have been received. A committee under the chairmanship of
Secretary Social Welfare has been constituted to monitor and review the
128
implementation of the safeguards. The other members are Deputy
Commissioner, Joint Secretary (Home), DPI (C), DPI (S) and Director
Social Welfare. The Administration has also constituted a Core Group on
Minorities Welfare and all issues relating to linguistic minorities are
deliberated upon in the meetings which are held regularly.
31.10 Overall the performance of the Chandigarh Administration is very good. It
is hoped that the Home Ministry of Central Government will act on our
suggestion made in the previous years to declare Hindi and Punjabi as the
official languages of the Territory. It is also hoped that Acts, Rules etc. will
be issued in Hindi and Punjabi.
129
32. Daman and Diu
32.1
Daman and Diu alongwith Goa were colonies held by the Portuguese even
after Independence. In 1961, it was made an integral part of India. After
conferring statehood on Goa on 30 May 1987, Daman & Diu were made a
separate Union Territory. Daman lies about 193 km away from Mumbai.
32.2
Gujarati is the main language. Hindi is spoken by 3.59 % of the
population and Marathi by 1.24 %, the absolute numbers being 3,645 and
1,256 respectively for 1991 census. Social Welfare Department is in
charge of the affairs regarding linguistic minorities and Director Social
Welfare is the Nodal Officer though the reply has been sent by Deputy
Secretary, Social Welfare.
32.3
As in the last year, the reply says that four institutions are recognized as
linguistic minority institutes. These are all schools. There are 4 primary, 2
upper primary and 2 secondary schools. These appear to be normal
schools. English, Gujarati and Hindi are mentioned as languages taught
therein.
32.4
There is nothing much to be mentioned as no action is being taken to
promote any minority language. In fact, the entire concept appears to be
lost in misunderstanding. Assistant Commissioner Belgaum visited Moti
Daman and impressed upon the officers to start instructions through
mother tongue. He also urged them to start keeping the Advance
Registers so that the students can get their linguistic preferences
registered on the basis of which the authorities can make provisions for
teachers for these languages. An explanation given is that there is no
demand for Marathi/ Hindi schools. This is a fit case for letting the people
know that such a provision exists. If even after giving wide publicity, there
is no demand, as disclosed by Advance Registers, the conclusions can be
drawn. But if there are no facilities and no information that the linguistic
minorities can demand such facilities, absence of demand does not mean
much.
130
33. Dadra and Nagar Haveli
33.1
Dadra and Nagar Haveli is a small Union Territory whose population in
census 2001 has been reported as 2,20,451. According to 1991 census,
55.03 % of the people speak Bhili and it can be called the principal
language of the area. The linguistic minorities are Gujarati (21.91 %);
Konkani (12.32 %); Hindi (5.05 %) and Marathi (3.56 %). But the reply
mentions that the statistics are not available (which is correct for 2001
census). However, what is to be noted is that only Gujarati, Marathi,
English and Hindi are mentioned as the languages in the Territory.
33.2
English is mentioned as the official language of the Territory but Gujarati
is used for office correspondence. Naturally English is the language for
recruitment. For class III and IV posts, the local people are preferred.
33.3
CLM is informed that no minority language is used in any of the schools.
Actually the majority language is not mentioned. But this is at variance
with what the Assistant Commissioner found on his visit to Silvassa, the
headquarters of the Union Territory. He found that Marathi was offered
as a medium in Government High School, Khanwal from class 8 to 12.
But the grievance was that Marathi medium was allowed only for Arts
stream and not for Science or Commerce streams. The textbooks are
also not available in Marathi for Arts stream. The Question Papers are
not set in Marathi which creates problems for such students. There is
shortage of teachers also. There are only two teachers for 227 students
of class 11 and 12. There are some Hindi medium schools also. But in
senior secondary level, Commerce stream is the only available way for
Hindi medium students. Also there is shortage of Hindi teachers.
33.4
Collector is reported to be the Nodal Officer. The work is looked after by
Education and Social Welfare Department. The interesting comment is
"No problems in this UT to LM population and No any complaints
received for their problems". Indeed! But as we have pointed out above,
there are a number of grievances if one looks for them and is sensitive to
them. The maintenance of the Advance Registers, which the Assistant
Commissioner stressed upon during his discussions with the officers,
would reveal the demand for the minority languages as medium and as a
131
subject. It is hoped that the authorities would become more alive to the
safeguards and implement them in the right spirit.
34. Delhi
34.1
Present day Delhi is built around the ruins of seven ancient cities. Legend
has it that Delhi was originally founded around 1200 B.C. by the
Pandavas. Delhi or Indraprastha, as it was called in the ancient times,
went on passing from one dynasty to another, beginning with the
Mauryas, Guptas, Palas of Central India, and then to the Afghan and the
Muslim rulers for about four centuries, and finally to the Mughals in the
16th century. In the later half of the 18th century and early 19th century,
the British ruled Delhi and in 1911, it was the centre of all activities after
the capital was shifted from Kolkata. The Imperial city planned for the
British by Lutyens is set in parks and shaded avenues. It is a spacious,
open city and contains many embassies and government buildings. It was
made a Union Territory in 1956. By 69th amendment, Delhi got a
Legislative Assembly. In addition to being the centre of government, Delhi
is a major travel gateway. It is the second most widely used entry point
into the country, the hub of the north Indian travel network, and a stop
on the overland route across Asia. Delhi is the largest commercial centre
in northern India and also the largest center of small industries. Since
1974, a large number of industrial concerns have been established.
34.2 The population of Delhi as per 2001 census is 1,38,50,507. The language
profile for this census is not yet available. That for the 1991 census is out
of date but still for the sake of some idea, it is indicated below.
Hkk"kk
fgUnh
iatkch
mnwZ
caxkyh
34.3
Language
Hindi
O;fä
çfr'krrk
Speakers Percentage
76,90,631
81.60
Punjabi
7,48,145
7.94
Urdu
5,12,990
5.45
Bengali
1,21,938
1.29
At the time of 1991 census Delhi had only one district and there is no
question of earmarking any area with higher percentage of linguistic
minorities.
132
34.4
Delhi has Hindi as the official language and Punjabi and Urdu as the
additional official languages. It has been stated that the practice of
publishing gist of the important rules, regulations and notices in minority
languages has been started in some cases. Data is said to be not
available. It has been reported that representations/petitions are received
in minority languages and reply is also given in such languages.
34.5
The medium of examination for the competitive examinations continues to
be English and Hindi. Question papers are set in minority languages if the
posts require the knowledge of the concerned languages. The standard
depends on the post to be filled up.
34.6
Director of Education, Delhi Administration is the authority empowered to
recognize the linguistic minority institutes but there is no information
about the number of institutions recognized and the grants in aid given.
34.7
The information about the primary schools with minority languages as the
medium for instruction is as follows –
Language
'kkyk
mnwZ
Urdu
Schools Students Teachers
69
20,837
504
rfey
caxkyh
iatkch
mnwZ
Tamil
6
707
16
Bengali
1
297
3
Punjabi
2
268
6
Urdu
9
683
38
Hkk"kk
fuxe @
Nk=
v/;kid
Corporation
ubZ fnYyh uxj
ikfydk
/ New Delhi MC
34.8
It is noted that the number of institutions has gone down for Urdu from
76 to 69 with about the same percentage of reduction in number of
students. In Tamil, there is one more institution and the number of
students has more than doubled. There is no information about the
Government schools which last year was reported to have eleven schools,
6,227 students and 14 teachers for Urdu medium.
34.9
The information about the primary schools with minority languages as
subject is as follows –
Hkk"kk
Language
133
'kkyk
Nk=
v/;kid
fuxe @
Schools Students Teachers
3
192
5
mnwZ
Urdu
rfey
caxkyh
mnwZ
Tamil
5
458
10
Bengali
1
18
1
10
773
44
Corporation
ubZ fnYyh uxj
ikfydk
Urdu
/ New Delhi MC
34.10 The CLM notes that last year 588 Punjabi teachers were mentioned for
580 schools where Punjabi was being taught as a subject. This figure is
omitted by the state government in their reply. It is noted that Urdu
Academy had a programme of having part time teachers. That also does
not find mention anywhere. It is a matter of serious concern. That was
one good point about the implementation of the safeguards by Delhi and
we have been recommending that the programme should be strengthened
by appointing more teachers and creating regular posts for these teachers
instead of their being the employees of the academies. The number of
students benefiting was a proof that this programme was in demand. We
would urge Delhi Government strongly to take urgent action about the
teaching of Punjabi and Urdu..
34.11 At the upper primary level, the numbers for schools etc. with minority
language as medium are :
Hkk"kk
fuxe @
mnwZ
Language
'kkyk
Urdu
Schools Students Teachers
3
113
8
Nk=
v/;kid
Corporation
34.12 At the upper primary level, the numbers for schools etc. with minority
language as subject are :
Hkk"kk
ubZ fnYyh uxj mnwZ
ikfydk @ NDMC iatkch
caxkyh
Language
'kkyk
Urdu
Schools Students
4
138
Nk=
v/;kid
Teachers
9
Punjabi
2
76
2
Bengali
1
47
1
34.13 It is noted that Delhi Administration and Delhi Municipal Corporation have
not given any information about such schools whereas New Delhi
134
Municipal Committee has given information for the first time. Last year
Administration had mentioned 69 schools - 30 for Urdu, 39 for Punjabi;
Corporation had mentioned 3 for Urdu.
34.14 At the secondary level, two schools with 28 students and seven teachers
are mentioned by New Delhi Municipal Committee while there is no
information from the Administration. The number of students in
Committee schools is down from 80 to 28. For schools with minority
languages as subjects, Committee mentions three schools for Urdu (38
students, 8 teachers) and two for Punjabi (7 students, 2 teachers).
34.15 Another question asked was about the languages taught under the Three
Language Formula. Again the information has been supplied by
Committee only (which was not there last year) and not by the
Administration and Corporation (which were there last year). Information
is as follows :-
Hkk"kk
ubZ
caxkyh
fnYyh
uxjikfydk/
Language
d{kk d{kk d{kk d{kk
d{kk
7
Class
7
16
8
Class
8
15
10
Class
10
Bengali
6
Class
6
16
Punjabi
47
18
9
3
4
9
8
8
9
1
9
Class
9
NDMC
iatkch
mnwZ
Urdu
34.16 The information appears to be only for the linguistic minority schools.
34.17 For training of teachers, there is one institution for Urdu and one for
Punjabi each with an intake of 20 per annum.
34.18 It was enquired if there are teachers earmarked for the minority language
medium school or for the minority Language as a subject. Corporation
says NO and Committee says YES but the Administration is silent. Last
year the Corporation had given information about Urdu which had 552
teachers with 46 vacancies. Administration had 20 posts of teachers for
Urdu medium (with 6 vacant). For Urdu subject, the sanctioned number
was 93 (26 vacant). For Punjabi as a subject there were 195 posts (58
vacant). For Punjabi as a medium, there were six. How can there be
policy change of having earmarked language teachers is not clear.
135
Obviously something has been overlooked, either last year or this year. A
clarification is required.
34.19 About the supply of books, only the Urdu books have been mentioned.
They are prepared by NCERT (National Council for Education, Research
and Training). It is said that books have been prepared for class 1, 3, 6, 9
and 11 in the first phase and are available. For class 2, 4, 7, 10 and 12
will be prepared in the second phase. No mention is made of Punjabi
books though it is said that Delhi Academy is in charge of preparing these
books which are published by Delhi Textbook Board.
34.20 There are academies for Urdu, Punjabi and Sindhi in Delhi. Urdu Academy
and Punjabi Academy were set up in 1981 and Sindhi Academy in 1994.
34.21 Urdu Academy has a plan budget of Rs. 136.25 lakhs. 57 scholars of M.
Phil. and Ph. D. were given financial assistance. Monthly assistance is also
given to 13 scholars, six of them at Rs. 12,000 per month and seven at
Rs.30,000 per month. Sixteen writers or their families were given
assistance. Ninety organizations were assisted to organize cultural and
literary programmes.
34.22 It is noted that last year 170 literacy centres were mentioned. There is no
reference to them this year. Part time teachers are not mentioned.
34.23 Punjabi Academy has a budget of Rs. 150 lakhs for teaching and another
Rs. 115 lakhs in plan budget. The report on activities does mention 715
part time teachers benefiting 60,000 students. 94,000 books were given
free of cost to students of primary schools. Prizes were given to all
students who secured more than 75 % of marks in Punjabi language in
secondary and senior secondary examinations and at graduate level.
Pension to writers, scholarship for research work, financial assistance for
publication of manuscripts are some of the running programmes. Poetry
recitation and cultural competition were arranged. Academy is also
running short term courses for teaching Punjabi where 6000 persons
benefited. 65 journals were assisted. Seven books were published during
the year besides the publication of the literary magazine Samdarshi and
an in house journal ‘Punjabi Sikhiya Sandesh’. During the year cultural
programmes were also organized. A new venture is about opening
libraries in slum areas. 44 were opened during the year.
34.24 Sindhi Academy had a plan budget of Rs. 43 lakhs last year but there is
no mention of it this year. Nor is there any report about its annual
activities. Indo-Pak Sindhi literary seminars, Indo-Pak Secular Sindhi Soofi
136
Mushairas, exchange of literary contributions by sindhi writers of India &
Pakistan all of which was reported to be progressing till last year, are not
reflected in the feed-back received this year.
34.25 The Language Department is in charge of the work relating to the
linguistic minorities. Additional Secretary of the Department is the Nodal
Officer. There is no monitoring committee. The review is done by the
Department only.
35. Puducherry
35.1
The territory of Puducherry comprises of the former French establishment
Pondicherry, Karaikal, Mahe and Yaman, which lie scattered in South
India. Puducherry the capital of the territory was once the original
headquarters of the French in India. It was under the French rule for 138
years and merged with the Indian Union on the 1st November 1954. It is
bound on the east by the Bay of Bengal and on the three sides by Tamil
Nadu. About 150 km south of Puducherry on the East Coast lies Karaikal.
Mahe is situated on the Malabar Coast on the Western Ghats surrounded
by Kerala. Yaman is situated adjoining the East Godavari district of Andhra
Pradesh. Paddy is the predominant crop followed by pulses. Mahe region
contributes in the plantation wealth of this territory. Crops like coconut,
betel-nut, and spices are grown here. Fishing is also an important
occupation on the coastal areas of the territory. Being the legendary
abode of renowned saints, ancient trading settlement with Rome and
Greece, once capital of French India, a spiritual Power house, Puducherry
has tourist resources in the back waters, rivers, beaches and other areas
developed as sustainable eco-tourists facilities. Influenced by East and
West, Puducherry has unique handicrafts in leather pottery, hand made
paper, incense and antique colonial feature. Late Prime Minister Pundit
Jawaharlal Nehru rightly described Puducherry as “the Window of French
Culture”. Sri Aurobindo, the great seer, poet and prophet of Indian
spirituality, preached his vision and ideals staying in Pondicherry till his life
lasted.
35.2
The language profile of Puducherry Union Territory is as follows –
137
Hkk"kk
rfey
ey;kye
rsyqxq
35.3
35.4
35.5
Language
O;fä
çfr'krrk
Persons
7,20,473
Percentage
89.19
Malayalam
38,392
4.75
Telugu
34,799
4.30
Tamil
As described in the previous Report, Puducherry has four distinct regions
viz. Puducherry and Karaikal which have Tamil speaking people in
majority; Yaman which has Telugu speakers and Mahe where Malayalam
speakers are in majority. In these regions, the language spoken by
majority is used for educational, administrative and other purposes. As
such, they essentially implement the various safeguards provided for the
linguistic minorities. It is noted that in the reply to the questionnaire,
Tamil, Telugu and Malayalam have been described as the official
languages in addition to English and French.
Director of Social Welfare is the Nodal Officer. Eight institutions are said to
be recognized as the linguistic minority institutes, seven of them for
Telugu and one for Malayalam. Four of them are situated in Puducherry,
two in Karaikal, one each in Yaman and Mahe. Three of them are medical
colleges, four engineering colleges and one college of education.
Obviously they have nothing to do with promotion of languages and
appear to be merely categorized as linguistic minority institutes to gain
benefits. One more medical college has asked for recognition.
Some suggestions were given in the previous Report. Comments have
been received on these but they do not serve any purpose. For example
there was a suggestion that notwithstanding Tamil Nadu practice, an
additional language can be introduced at upper primary stage of
education. This is just brushed aside by saying that Tamil Nadu pattern is
followed and hence no change is possible. The argument that additional
language does not take away what is already provided, has not been
considered. Similar argument that we can not touch syllabus of Kerala or
Andhra Pradesh is advanced. Why are these untouchable? Puducherry has
an independent legislature and can take its own decisions. It would be
another matter if the suggestion is considered and rejected. Grounds such
as (1) it will disturb the daily time table; (2) there are no qualified
teachers; (3) there is no demand for such an action; and many others like
these can be advanced. These arguments can be put to rest. But we do
expect that a decision will be taken on merit at a higher level and not just
taken in a routine way.
138
36. Lakshadweep
36.1
It is a group of islands situated in the Arabian Sea. The islands supposed
to have been inhabited first are Amini, Andrott, Kavaratti and Agatti. It
was earlier believed that the islanders were originally Hindus and later
converted to Islam under the influence of Arab traders sometime in the
14th century. But Archaeological evidences unearthed indicate that there
were Buddhist settlements around the 6th & 7th century. Earliest Muslim
converts or settlers pre-date to the year 139 AH of the Hijra year (8th
century). Grave stones of that period have recently been discovered in
Agatti. This would tend to bear out the traditional belief that Islam was
brought to the Island by Arab Sait, Ubaidulla in 41 AH. The islands were
independent till 16th century when they were driven to seek the assistance
of Raja of Chirakal to help them avert establishment of Portuguese
domination. This enabled him to establish his authority and, later, the
islands were transferred in jaggier to Ali Raja, head of Moplah community
in Cannonore, who later became an independent ruler himself. The
Arakkal rule was not popular and in 1787, Tipu Sultan acceded to the
petitions of the Northern islands to annex these islands. After the fall of
Tipu Sultan, the Islands were passed on to East India Company but
continued to be ruled de facto by the rulers of Cannonore till their
ultimate annexation by the British in the early 20th century. In 1956, the
islands were constituted into a single territory, and since then, have been
directly administered by the Union Government through an Administrator.
The Laccadives, Minicoy and Amindivi group of islands were renamed as
Lakshadweep in 1973. Lakshadweep, a group of coral islands consist of 12
atolls, three reefs and submerged sand banks. Of the 27 islands, only 11
139
are inhabited. Coconut is the only major crop. Fishing is the major activity.
Tourism is developing into an important industry. Important tourist places
are Agatti, Bangaram, Kalpeni, Kadmat, Kavaratti and Minicoy.
36.2
The 2001 census gives population of Lakshadweep as 60,565. Eighty four
percent of the people speak Malayalam and sixteen percent Mahl. Mahl
speaking persons are mostly in Minicoy Islands where it is spoken by
93.18 % of the persons.
36.3
There is no reply to the question about declaration of Minicoy Islands as a
linguistic minority area. But it is stated that the officers knowing Mahl are
posted there. But the Acts, Rules or Regulations are not published in
Mahl. No representations are received in that language. It is said that the
residents know English well and there is no problem about it.
36.4
There is no Official Language other than English though the case of
Malayalam and Mahl should be considered.
36.5
There are no linguistic minority institutes in the Union Territory and there
is no machinery for its registration. Mahl is taught in one primary school
in which there are said to be 34 teachers and 601 students. At the upper
primary level also, one school is mentioned. It has 380 students and 24
teachers. In the previous years four or five primary schools were
mentioned. There were 933 students which roughly correspond to the
number of students (981) mentioned now. The position about number of
schools may be clarified by the state.
36.6
The number of teachers for Mahl is not specified. The text-books are also
not available at present in Mahl and the reason given is that the post of
the translator who prepares these books is vacant.
36.7
There is no other scheme for development of Mhal. The monitoring is said
to be done by frequent visits of the education officers. It is said that there
are no complaints. It is also stated that the people of Minicoy have started
learning English, Hindi etc. and are almost at par with other islanders.
36.8
This last remark needs close attention of the UT government. The
preservation of minority language is not about the standard of living of
the minority groups. It is based on the philosophy that every language is
a sacred language and should not only be preserved but developed also
the culture of a people is invariably linked with its own language and
every one has a right to preserve his culture and expect assistance from
the democratic Government for such preservation and development. So
even if the Minicoy people become as advanced as any other resident of
140
Lakshadweep, the right to learn one's own language would still be there.
The matter should be approached from this angle.
36.9
In the previous years, the dissemination of knowledge of the language
through Mahl language newspaper was also mentioned. It should be
specified if it is still in existence. It was being published since 1983.
37. Government of India Ministries
37.1
In the Forty Third Report, we had listed the action being taken by
various ministries of the Government of India for the promotion of the
minority languages and also given some suggestions for action.
37.2
Only the Ministry of Information and Broadcasting has responded with an
'Action Taken Report'.
37.3
One of the suggestions was that AIR and Doordarshan should produce
and broadcast/ telecast programmes in minor languages. Demand from
various quarters was referred to. The Ministry has stated that the
broadcast in more than one language from a centre depends on the
following factors a. Communication imperative i.e. whether the linguistic minorities
cannot be reached in any other language including the principal
language of the State.
b. Need for cultural and literary expression for any linguistic/ ethnic
group.
c. Size of the population speaking that particular language.
d. Availability of broadcast time and other software resources.
e. Whether the interests of the linguistic minorities are met by some
other neighbouring station whose signal is satisfactorily available
in the area concerned.
141
37.4
It is said that the objective of the programmes is to provide the linguistic
minorities a forum for their cultural, literary and artistic expressions. The
criterion is that minority group should form 5 % of the total population.
Even this is an enabling provision and not mandatory rule. A number of
AIR stations broadcast in a number of tribal dialects in view of the
communication imperatives.
37.5
Likewise Doordarshan also telecasts programmes concerning the
linguistic minorities. But the details (said to be enclosed) were not made
available to the CLM. In the meantime the suggestions of the CLM
organization appear to have been made use of by private TV channels.
Recent successful expansion of NE TV covering various languages &
dialects of the north east has been received very well by the linguistic
minorities of the north east.
37.6
The principles are acceptable except the first one which states that a
language will be neglected if the person can be reached in another
language. The need to reach the message to a person is important but
equally important is to ensure that the language of the person
approached is honoured. There is no better way to do so than using his
language. It should not be forgotten that the culture of a group is
intimately connected with his language. The use of other language is for
convenience but the life is in the mother tongue. It is, therefore,
necessary that a language should be used even if the majority of the
group are bilingual and can use the other language with ease. Some of
the other criteria do take care of it and it is hoped that the number one
is not the priority criterion.
37.7
Regarding the suggestion that Films Division of the Ministry should
produce documentaries in the minor languages, it is stated that the
suggestion had been noted and efforts would be made to produce basic
versions of the films in minor languages. It is stated that they have
produced a film 'Tanyabi Firti' in Chakma language and 'Mokol No Pohor
(Drishtidaan) in Tripuri language. Government have approved a scheme
for setting up Regional Film Production Centres in the North East and
Jammu and Kashmir in the Eleventh Plan. Under these special efforts will
be made to include the languages of the minorities in these areas.
37.8
It was suggested that DAVP should publish booklets, folders, brochures
etc. in minor languages. It is stated that the language depends upon the
client ministries. It is suggested that the Ministry for Minority Affairs
should write to all the ministries to get their publicity material published in
the minor languages also and also to ensure that the material is
distributed in the districts where there is a good number of speakers other
142
than of the principal language of the state in the minority language of that
area.
38. Conclusions and Suggestions
38.1
It is customary to include as the last chapter of the Report a summary of
what has been said and also give a list of the recommendations to be
followed. In our case we do not call it the recommendations but
suggestions. It does not make a difference because neither is read, or if
read, considered, and if considered, acted upon. It is noted that the
preparation of the replies to the questionnaire that we prepare with a lot
of thinking is considered and replied to at a very low level. Sometimes
what the intention of the question is not understood. There is even a
suspicion that sometimes, this misunderstanding is deliberate.
38.2
Another problem is that the work regarding to the implementation of the
safeguards is with a Department but the information asked for, or the
suggestion given, is within the preview of another Department. In such a
case, to get the information, or to get the suggestion acted upon,
becomes even more difficult. The solution is obvious. There should be a
coordination committee under the chairmanship of an officer of seniority
who can command respect from other departments. Yet leaving aside a
few honourable exceptions, this is not done. The states which are an
exception, and where the meetings are held periodically, are doing very
well in the implementation of the safeguards. Some others have the
committees but only on paper. They do not meet and therefore the
purpose is not fulfilled.
143
38.3
If we were to give suggestions to the states, we would be, almost
verbatim, repeating what we said in the last Report i.e. the Forty Third
Report. We refrain from doing so and instead urge the State Governments
to go through these suggestions and consider them, we do not even say
act upon them, at a sufficiently high level. That will be the first step. We
are sure that given the commitment to the people, the rest will follow.
38.4
We would urge the Ministries of the Central Government to do the same.
As we pointed out, only the Ministry of Information and Broadcasting has
reacted. We will like to draw the attention of other Ministries also to the
Forty Third Report.
38.5
The national objective of achieving maximum welfare for majority of our
people in the minimum duration of time is accepted as the principal
guiding factor for evaluating any policy. The road map to achieve the said
welfare regime compels us to adopt a long-term language policy for the
entire country. At present, let alone the national scenario, we are unable
to identify any serious attempt to have a firm language policy being
implemented in any of the States. Failure to achieve uniformity in
language policy has translated itself into problems in Education Policy and
all other related policy initiatives for the linguistic minorities and therefore
the firming up of the language policy is of critical importance.
38.6
We have before us the example of the great Chinese Emperor of Chin
Dynasty who had centuries ago compelled all the Chinese provinces or
states in their federal union to accept to adopt one single script for all
dialects of Chinese languages. This was perhaps not so easy an
achievement even for a monarch. He had however recorded this
achievement during his life time. This had over a period of time eased the
communication problems among all neighbouring states within China. The
time taken to achieve the uniformity of the Chinese scripts had ensured
linguistic, cultural and emotional integration and it was therefore regarded
as the first major leap forward in addressing the issues of vast linguistic
diversity of China. The Roman Script which is shared by most European
languages has similarly helped establish the unity among Europeans who
are moving towards economic integration. The policy on identifying and
accepting one or more scripts for most languages in the 8th schedule of
Indian Constitution could be the first major leap forward in getting closer
to our objective of hundred percent literacy and uniform
primary/secondary education throughout the length and breadth of India.
38.7
Like earstwhile Soviet Union a very large number of languages in India,
both minor and major ones do not have any script at all and yet they are
spoken by people for their whole life from cradle to the grave particularly
144
by those born in families or kabilas. Examples are many i.e. Kashmiri,
Dogri, Himanchali, Ladakhi, Rajasthani, Katchhi, Konkani, Saurashtri,
Santhali, Bhili and so many other minor languages in hundreds. Providing
uniform script of these languages would boost up the literacy levels and
the productivity levels dramatically particularly in the economically weaker
sections who exist at the bottom layer of our societies. The experience in
the earstwhile Soviet Union where two & three language formula had
been successfully adopted is worth examining as a case study.
38.8
The constitutional safeguards as also the consensual safeguards provided
to Linguistic Minority place the special duty on the Commissioner
Linguistic Minorities. They also create a corresponding right for the
beneficiaries of the provisions of the Constitution. Infringements or denial
of these rights ought not to be suffered by the office of the CLM.
38.9
So far as the summary of what has been said is concerned, the nature of
our Report is such that it can not be summarised to the extent of a
common report. Each of the safeguards is entity in itself and does not get
mixed up with others. Further the situation changes from state to state
and what is said for one state does not fully apply to other states though,
obviously, there are some points which are common. The most glaring is
that in most of the states, the representations and applications in minority
languages are not received. But all this is pointed out in the chapters
relating to the various states except when we find that even the
fundamentals of the safeguards are not been applied.
38.10 The CLM takes this opportunity to thank the State Governments/UTs and
their officers as well as the Central Government and their officers for the
support and the hospitality that they had extended to him in the fulfilment
of his constitutional responsibilities.
145
ANNEXURES
146
Annexure-I
The first four language speakers of each State/UT
State
Andhra Pradesh
Arunachal Pradesh
Assam
Bihar
Chattisgarh
Goa
Gujarat
Haryana
Himanchal Pradesh
Jammu Kashmir
Jharkhand
Karanataka
Kerala
Madhya Pradesh
Maharastra
Manipur
Meghalaya
Mizoram
Nagaland
Orrisa
Punjab
Rajasthan
Sikkim
I
Telugu
Nisi/Dafla
Assami
Hindi
Hindi
Konkani
Gujarati
Hindi
Hindi
Kashmiri
Hindi
Kannad
Malyalam
Hindi
Marathi
Manipuri
Khasi
Mizo
Ao
Oriya
Punjabi
Hindi
Nepali
84.77
19.91
57.81
80.86
80.33
51.52
91.49
91.00
88.87
52.29
61.67
66.22
96.56
85.85
73.34
60.43
49.54
75.11
14.04
82.75
92.22
89.56
63.09
II
Urdu
Adi
Bengali
Urdu
Godi
Marathi
Hindi
Punjabi
Punjabi
Dogri
Bengali
Urdu
Tamil
Bhilli
Hindi
Thado
Garo
Bengali
Sema
Hindi
Hindi
Bhilli
Bhutia
147
08.36
17.94
21.67
09.89
05.06
33.36
02.94
7.11
6.28
24.39
9.33
9.96
2.12
4.22
7.81
5.64
30.86
8.57
12.38
2.40
7.29
5.13
8.02
III
Hindi
Nepali
Hindi
Nepali
Oriya
Kannad
Sindhi
Urdu
Kinnauri
Hindi
Urdu
Telugu
2.77
9.39
5.28
2.95
4.10
4.64
1.70
1.99
1.19
17.32
6.88
7.39
IV
Tamil
Bengali
Hindi
Bengali
Halbi
Urdu
Marathi
1.33
8.19
4.62
2.92
2.90
3.41
1.37
Punjabi
Santhali
Tamil
2.84
5.56
3.84
Marathi
Urdu
Tangkhul
Bengali
Tripuri
Konyak
Telugu
2.82
7.26
5.45
8.36
3.83
11.37
2.10
Urdu
Gujrati
Mao
Nepali
Rakher
Agnami
Santhali
2.80
2.55
3.89
2.77
3.33
6.06
2.09
Urdu
Lepcha
2.17
7.34
Punjabi
Limbu
1.90
6.64
Tamilnadu
Tripura
Uttar Pradesh
Uttaranchal
West Bengal
Andaman Nicobar
Chandigarh
Dadra Nagar Haveli
Daman Diu
Delhi
Lakshadweep
Pondicherry
Tamil
Bengali
Hindi
Hindi
Bengali
Bengali
Hindi
Bhilli
Gujrati
Hindi
Malayalam
Tamil
66.71
68.88
90.11
92.85
85.99
23.05
61.07
55.03
91.13
81.64
92.47
89.19
Telugu
Tripuri
Urdu
Punjabi
Hindi
Tamil
Punjabi
Gujrati
Hindi
Punjabi
Mahl
Malyalam
148
7.12
23.50
8.98
6.14
6.58
19.07
34.72
21.91
3.59
7.94
6.00
4.75
Kannad
Hindi
2.16
1.66
Urdu
Mogh
1.86
1.01
Santhali
Hindi
2.73
17.63
Urdu
Telugu
2.14
11.75
Konkani
Marathi
Urdu
12.32
1.24
5.45
Hindi
5.05
Bengali
1.29
Telugu
4.31
Annexure-II
Proposed restoration to the original structure of the office of the Commissioner for Linguistic Minorities
Hon’ble CLM
ADDITIONAL COMMISSIONER
--------------------------------------------------------------------------------------------------------------------------------DCLM (HQ & North at New Delhi)
----------------------------------------------------------------
PS(CLM)
PA (DCLM)
Driver(CLM)
Driver (others)
Sr. Library
Assistant
ACLM (HQ)
(New Delhi)
Hindi
Translator
Section
Officer
--------------------------------------Administrative
Officer
Section
Officer
ACLM(NZ)
(Chandigarh)
Finance Officer
PA to ACLM
Assistant
Assistant
UDC
LDC
Peon
Farrash/Chowikidar
Safaiwala
Mali
R. Assistant
S. Assistant
PA
Driver
ACLM (CZ)
(Allahabad)
Research
Officer
PA to ACLM
Assistant
UDC
LDC
Peon
Farrash
Research
Officer
DCLM (Central & East at Allahabad))
------------------------------------------
ACLM (EZ)
(Kolkata)
Section
Officer
R. Assistant
Research
Officer
PA to ACLM
Assistant
UDC
LDC
Peon
Farrash
R. Assistant
PA
Driver
Research
Officer
PA to ACLM
Assistant
UDC
LDC
Peon
Farrash
Section
Officer
DCLM (West & South west & South at Mumbai)
----- ---------------------------------------------------------
PA to ACLM
Assistant
UDC
LDC
Peon
Farrash
ACLM(SZ)
(Chennai)
Section
Officer
R. Assistant
Section
Officer
ACLM (WZ)
(Mumbai)
Research
Officer
PA to ACLM
Assistant
UDC
LDC
Peon
Farrash
Research
Officer
R. Assistant
ACLM(SWZ)
(Belgaum)
R. Assistant
Section
Officer
PA to ACLM
Assistant
UDC
LDC
Peon
Farrash
Research
Officer
R. Assistant
Annexure-IV
Name, posts, addresses and jurisdiction of Organization of
The Commissioner Linguistic Minorities (CLM Organization)
Headquarters
:
40, Amar Nath Jha Marg,
Allahabad – 211 002. (U.P.)
:
0532-2468549 (Office)
09415333000 (Mobile)
:
0532-2468560 (Office)
09415013588 (Mobile)
Fax : 0532-2468544 (Office)
Shri Yogendra Prasad
:
0532-2468814 (Office)
Zonal Office, Kolkata
Commissioner
Shri Suresh A. Keswani
Deputy Commissioner
(vacant)
Assistant Commissioner (HQ)
(North Zone, Central Zone)
Shri Shishir Kumar Tripathi
Administrative Officer
(vacant)
Research Officer
:
(East Zone, North-East Zone)
Assistant Commissioner
Shri S. K. Upadhyaya
67, Bentick Street, West Wing, Fourth Floor,
Kolkata – 700 069.
:
033-22373572 (Office)
09883071525 (Mobile)
Zonal Office, Belgaum
:
Building No. 23(1), Fort,
Belgaum – 510 016.
Shri M. Chandrashekhar
:
0831-2422764 (Office)
09448941704 (Mobile)
Zonal Office, Chennai
:
Rajaji Bhawan, Second Floor, E-Wing,
Besant Nagar Chennai – 600 090.
Shri S. Shiv Kumar
:
044-24919348 (Office)
09444909348 (Mobile)
(West Zone)
Assistant Commissioner
(South Zone)
Assistant Commissioner
151
Annexure-V
Commissioner Linguistic Minorities
Former Commissioners
1.
Shri B. Malik,
Retd. Chief Justice,
Allahabad High Court.
July 30, 1957 to June 30, 1962
2.
Shri Anil K. Chanda,
Former Union Minister
March 19, 1963 to April 24, 1966
3.
Smt. M. Chandrasekhar,
Former Union Minister
October 27, 1967 to April 01 1970
4.
Smt. Devaki Gopidas,
Ex-Member of Parliament
August 16, 1971 to May 31, 1973
5.
Smt. Neera Dogra,
Former Chairperson,
Central Social Welfare Board
March 26, 1974 to May 16, 1977
6.
Shri Bishnu Prasad,
Ex-Member of Parliament
March 21, 1988 to March 12 1990
7.
Shri R. K. Saiyed,
Former Secretary, Ministry of
Communication and DG
Posts & Telegraphs
September 22, 1990 to May 11 1993
8.
Dr. Harbhajan Singh Deol,
Ex- Professor & HOD,
National Integration Chair
Punjabi University, Patiala
October 16, 1996 to October 15, 1999
9.
Shri Kewal Krishan Sethi
Former Chief Secretary, Manipur &
President, Board of Revenue, MP
152
Feb. 24, 2003 to Feb. 23, 2006
Annexure -VI
Statement Issued by Meeting of Chief Ministers of States and Central
Ministers held in August, 1961.
The meeting of Chief Ministers of the States convened to consider the
question of national integration began on August 10, 1961. The Prime Minister
presided and Cabinet Ministers and some other Ministers of the Central
Government and from the States also participated in the meeting.
All the Chief Ministers were present from the 10 August onwards, except
ä. B. C. Roy, Chief Minister of West Bengal, who joined the meeting on the 11 th
and 12th August on his return from abroad. The Chief Minister of Rajasthan was
also not present as he had unfortunately met with an accident on August 10
while coming in car from Jaipur to Delhi to attend the meeting.
August 10th
1.
In his opening address, the Prime Minister referred to the various aspects
of national integration: cultural, educational, linguistic and administrative. He
dealt with the problems of communalism and linguism and indicated the proper
all-India approach to these questions.
2.
The Union Home Minister referred to the discussions held at the last
Conference of Chief Ministers held on 31st May and 1st June 1961, and to the
steps taken by the Central Government to deal with the question of
communalism. He explained the provisions of the two bills to amend Section
153A of the Indian Penal Code, which had been already introduced in the
Parliament and the pro- posal to amend the Representation of Peoples Act.
3.
The meeting agreed that it should be made a penal offence for any
individual or group to advocate secession of any part of the country from the
Indian Union. This matter would be considered further later.
4.
The Prime Minister referred to the recommendation of the States
Reorganization Commission that more all-India Services be constituted. The
Principle of having all-India Services in the Engineering, Medical and Forest
departments was accepted, subject to schemes being drawn up and circulated to
State Governments for consideration.
153
5.
The meeting was of the opinion that the rule of rotation of officers in
existing all- India Services between the Centre and the State should be more
rigorously followed.
6.
The meeting also accepted the desirability of having in every High Court
some judges drawn from outside the State.
August 11th and 12th
1.
The meeting of the Chief Ministers and Central Ministers continued its
deliberations on August 11th and 12th, with the Prime Minister in the chair. It met
both in the morning and afternoon of August 11th and also in the morning of
August, 12th.
2.
The main subject for discussion was the question of language in its
various aspects. The Prime Minister opened the discussion by inviting attention
to the provisions in the Constitution on the subject. He referred, in particular, to
Articles 29, 30, 350A and 350B. He also referred to the Government of India’s
Memorandum of 4th September, 1956 which had been prepared after considering
the recommendations of the States Reorganization Commission in regard to
safeguards for linguistic minorities. This had been issued after consultation with
the Chief Ministers of the States. This Memorandum was in the nature of an allIndia code indicating the agreed minimum safeguards to be provided to the
linguistic minorities in all the States.
3.
While the general principles of this Memorandum were re-affirmed, certain
variations were agreed to, as stated below:(a)
Primary Education: The right of linguistic minorities to have instruction
in their mother-tongue at the Primary stage of education was reaffirmed. This
had indeed received constitutional recognition from Article 350A and the
President is empowered to issue directions where necessary.
The decisions of the States in the Southern Zone in regard to primary
education were accepted in principle.
As these decisions had been taken in view of certain recommendations of
the States Reorganization Com-mission, they dealt with a particular situation
then existing and are not wholly applicable to other States. But the principle was
154
accepted and necessary adaptation can be made. The main objective is that no
facilities previously available should be reduced and, wherever possible further
facilities should be given.
(b)
Secondary Education: Here also the general provisions of the 1956
Memorandum were reaffirmed and the meeting accepted in principle all the
decisions of the States of the Southern Zone. These principles should be
considered by the State Education Departments with a view to adaptation to the
present conditions prevailing in their States.
The mother-tongue formula could not be fully applied for use as the
medium of instruction in the Secondary stage of education. This stage gives a
more advanced education to enable students to follow a vocation after schoolleaving age and also prepares them for a higher education in Universities. The
languages used should be modern Indian languages mentioned in the Eighth
Schedule of the Constitution as well as English. An exception might be made,
however, in the case of hill districts of Assam and the district of Darjeeling in
West Bengal, where special arrangements may be made.
4.
The importance of providing suitable text-books in schools, both at the
Primary and the Secondary stages was emphasized. Normally, these text-books
should be produced by the State Governments and not be left to private
enterprise. The text-books should be so designed as to inculcate in the minds of
pupils an integrated outlook and a sense of the unity of India as well as of the
basic cultural background of India. Also, they should provide an introduction to
modern conditions in India and elsewhere. The preparation of such text-books
should be entrusted to persons of high quality. The Central Government should
prepare model text-books both for the Primary and Secondary stages.
5.
The growth of the regional languages of India and their progressive use in
education makes it essential to develop rapidly an all-India language for interState communication, a purpose which has thus far been served by English.
Although English will continue as such medium for some time to come, it is clear
that urgent steps should be taken to promote Hindi so as to fulfill that purpose
as early as possible. Otherwise, there is a danger of no adequate connecting
links, in so far as language is concerned between the different States.
6.
It is important both from the point of view of international communication
and the growth of modern knowledge, more especially, science, industry and
technology, in India, that there should be widespread knowledge of an
international language. While this language may be any one of the important
155
European languages in effect, English will serve this purpose more easily as it is
fairly well known in India. The study of English, therefore, is important.
7.
It must be remembered that languages, if they are to be known at all well
must be learnt at an early age when it is easy for the child to pick them up.
Therefore, both Hindi and English should be taught at an early stage.
8.
The meeting was of opinion that a common script for all-India languages
was not only desirable, but would be a powerful link between the different
languages of India and,
therefore, of great help in bringing about
integration. Such a common script in India in existing circumstances can only be
Devanagari. While it may be difficult to adopt a common script in the near
future, this objective should be kept in mind and worked for.
9.
A Three-language Formula had been evolved by the Government of India
in consultation with the State Governments for adoption at the Secondary stage
of education for teaching language subjects. It was agreed that the formula
should be simplified and the language subjects for teaching at the secondary
stage of education should be as follows:
(a)
The Regional language and mother-tongue when the latter is different
from the Regional language;
(b)
Hindi or, in Hindi speaking areas, another Indian language; and
(c)
English or any other modern European language.
10. The question of affiliation of schools and colleges using minority languages
to Universities and other authorities situated outside the State was considered.
It was agreed that in most cases it should be possible to arrange for the
affiliation of such institutions to Universities or Boards within the State. But
where there were insuperable difficulties in making arrangements for such
affiliation within the State, they might be affiliated to Universities or Boards
outside the State.
11. While a State may have one or more languages for its official purposes, it
must be recognized that no State is completely unilingual. It is because of this
that arrangements are suggested for minority languages for education etc. An
Official language is meant largely for official purposes. For communication with
the public, however, the objective should be that the great majority of the
people should be in a position to understand what they are told. Therefore,
156
wherever publicity is required, other languages in use in the area should be
employed, even apart from Official language.
12. Where at least sixty per cent of the population of a district speaks or uses
a language other than the Official language of the State, this language of the
minority group should be recognized as an Official language. Recognition for this
purpose may, however, be given ordinarily only to the major languages of India
specified in the VIII Schedule of the Constitution. Exceptions may be in regard
to the hill districts of Assam and the district of Darjeeling in West Bengal where
languages other than those mentioned in the VIII Schedule may be used.
13.
Whenever, in a district or a smaller area like Municipality or Tehsil, a
linguistic minority constitutes 15 to 20 per cent of the population, it would be
desirable to get important Government notices and rules published in the
language of the minority in addition to any other language or languages in which
such documents may otherwise be published in the usual course.
14.
The internal work of the Administration, that is noting on files,
correspondence between different Government offices, should be normally and
conveniently carried on in the Official language of the State or the Union Official
language. But for dealings of the Administration with the public, petitions and
representations in other languages should also be received from the public and
arrangements should be made for replies to be sent, wherever possible, in such
other languages to letters received in them from the public. Arrangements
should also be made for the publication of translations of the substance of
important laws, rules, regulations, etc., in minority languages in States or
districts or wherever a linguistic minority constitutes 15 to 20 per cent of the
population. For this purpose, it was agreed that it would be desirable for the
States to set up a Translation Bureau at State Headquarters. Where a circular or
other order of a State Government or notification is to be issued for the
information of the local public, the District Authorities may be authorized to get it
translated in the local language of the district or municipal area, as the case may
be.
15.
Correspondence between the State Headquarters and the district falls in
the sphere of internal administration. Ordinarily, therefore, it would be
appropriate to use the Official language of the State for correspondence between
the State and District Headquarters and vice-versa. The use of the Union Official
language should also be permitted for this purpose in place of the Official
language of the State. This Union Official language will thus be either English or
Hindi.
157
16.
In recruitment to State Services under the State Government, language
should not be a bar. Therefore, besides the Official language of the State,
option should be given of using Hindi or English as the medium of examination.
A test of proficiency in the State Official language should be held after selection
and before the end of probation.
17.
For purposes of recruitment to Services in a State, where eligibility
requires the possession of a University degree or a diploma, degrees or diplomas
granted by all Universities or institutions recognized by the Central University
Grants Commission should be recognized.
18.
The question of the medium for University education was discussed at
length. The tendency of Regional languages to become the media for University
education, though desirable in many ways, may well lead to the isolation of such
Universities from the rest of India unless there is a link in the shape of an allIndia language. Teachers and students will not be able to migrate easily from
one University to another and the cause of education will suffer for lack of a
common link between Universities in different linguistic areas. The importance of
such a common linguistic link between Universities was emphasçed. Such a
common link can only be English or Hindi. Ultimately, it will have to be Hindi and
it is necessary, therefore, that every attempt should be made to make Hindi
suitable for this purpose. The change-over to Hindi and generally to a Regional
language as a medium of education will only be effective when such language
has adequately developed for the purpose of modern education, and more
especially for scientific and technical subjects. Every effort should be made to
develop Hindi and the other languages for this purpose. Till such time as
this
happens,
English may be continued. It may also be possible and
desirable for the change-over from English to Hindi or a Regional language to be
phased or divided up into subjects. Thus, scientific and technical subjects may
be taught as long as necessary in English while other subjects may be taught
with Hindi or the Regional language as the medium. In any event, the standard
of teaching both in Hindi and English should be improved and maintained at a
high level in schools and colleges.
19.
As already decided by the Central Government, all technical and scientific
terminology should be based on international usage and should be common to all
the Indian languages.
20.
The meeting welcomed the declaration made on behalf of the Central
Government that English would continue to be used as an associate language for
all-India official purposes even after Hindi becomes the all-India Official
158
language. This has been further confirmed in the Presidential order issued in
regard to the Union Official language.
21.
It was agreed that the implementation of the policy herein laid down for
safeguarding of the interests of linguistic minorities and the promotion of
national integration were matters of very great importance. The functions of the
Commissioner for Linguistic Minorities are described in Article 350B of the
Constitution. Though he can not obviously be entrusted with executive function
for the implementation of the safeguards, it was reiterated that full co-operation
should be given to him by all the States. The Commissioner for Linguistic
Minorities should not only prepare the annual reports, but make more frequent
reports on important subjects which he should send to the Chief Ministers
concerned and to the Home Ministry who will circulate it to all the Chief
Ministers.
22.
The Zonal Council should pay particular attention to the implementation of
this policy in their zonal areas. A Committee consisting of the Vice-Chairmen of
the Zonal Councils should be set up under the Chairmanship of the Union Home
Minister. If considered necessary, the Union Home Minister may invite other
Chief Ministers or other Ministers to meetings of the Committee. This Committee
would keep in touch with the working of the various safeguards for linguistic
minorities and the promotion of national integration.
23.
In view of the great importance of promoting national integration, more
frequent meetings of the Chief Ministers and Central Ministers should take place
to review the action being taken and to suggest further steps whenever
necessary. Success in realizing this objective depended on continued vigilance
and the co-operation of all the States and the Union Government.
24.
The meeting agreed that it was desirable to promote better and more
widespread publicity for promoting national and emotional integration. The
Union Ministry of Information and Broadcasting would prepare a paper dealing
with this subject and circulate it to the Chief Ministers for consideration at a
subsequent meeting.
25.
In view of the vital importance of national integration it was agreed that
this should be dealt with on a national plane. For this purpose, a larger
Conference should be convened consisting of, besides Chief Ministers and Central
Ministers, leading members of different parties in Parliament and other eminent
personalities including educationists, scientists and professional men.
159
Annexure -VII
COMMISSIONER LINGUISTIC MINORITIES
Questionnaire for 44th Report
(For the Period from July, 2005 to June, 2006)
(Part I – Statistical Data)
(Part II - Other Information)
Date for receipt of information
August 31, 2006
Name of the State /Union Territory ……………………………………………..
Name of the Nodal Officer
Address of Nodal Officer
Phone
Mobile phone
Email address
PART I
Recognition of linguistic minority institutes
1. Who is the recognizing authority for the recognition of the institutions claiming
to be linguistic minority institutions?
2. How many institutions are recognized as linguistic minority institutes up to
June 30, 2006? (Please give language wise information.)
3. How many applications are pending for recognition? (Please give language
wise information.) as on 30 June 2006
Grants to linguistic minority institutes
4. Who is the authority for sanction of grants to primary and secondary schools?
(If there are more than one agency, all the names should be specified.)
5. How many institutes have been sanctioned grant in aid for the year 2005 – 06
160
level
total of all minority
schools
language 1
*
minority
language 2
*
minority
language 3
*
primary
upper
primary
secondary
(* The language concerned should be named. Add more columns, if necessary.)
Educational Facilities in Primary Education
provided to Linguistic Minorities in year 2005 – 06
(If the schools are mixed one i.e. both principal language and the minority
language are taught in separate sections, such schools should also be
counted)
6. Where the minority language is the medium.
Language
Schools
Students
Teachers
7. Where the minority language is taught as a subject (i.e. it is not a
medium).
Language
Schools
Students
Teachers
Educational Facilities in Upper Primary Education
provided to Linguistic Minorities in year 2005 – 06
161
(If the schools are mixed one i.e. both principal language and the minority
language are taught in separate sections, such schools should also be
counted)
8. Where the minority language is the medium.
Language
Schools
Students
Teachers
9. Where the minority language is taught as a subject (i.e. it is not a
medium).
Language
Schools
Students
Teachers
Educational Facilities in Secondary Education
provided to Linguistic Minorities in year 2005– 06
(If the schools are mixed one i.e. both principal language and the minority
language are taught in separate sections, such schools should also be
counted)
10. Where the minority language is the medium.
Language
Schools
Students
Teachers
11. Where the minority language is taught as a subject/ paper.
162
Language
Schools
Students
Teachers
Three Language Formula
For the year 2005 – 06
12. Languages taught at middle/ secondary level.
(The information shall have to be collected from the schools in the following
format. Only languages other than the principal language of the state and
English should be indicated.)
Language
Class
VI
Class
VII
Students
Class
Class IX
VIII
Class X
Total
Teachers
13. Are the posts of teachers created/ earmarked for language/ medium. YES/ NO
14. If Yes, number of posts sanctioned/ earmarked.
Medium
Language
Number of
posts
Subject
Language
163
Number of
posts
15. Name the training institutes where the minority language teachers can be
trained.
(Please include the institutions where parallel sections can be run.)
Serial
No.
Institute
Annual
Intake
Languages
Academies in minority languages.
16. Please give information about the Academies set up by the Government.
Language
Name
Date set up
Budget for
year 2005-06
(Kindly enclose a brief account of the activities of the Academies in the year
2005 – 06 which should include the achievements for the year)
17.
The assistance given to the organizations/ individuals for development of
minority languages.
Language
Name of
Organization/
Individual
Grants for year
2005-06
164
Objectives
Contd. – Part II
Next page
PART II
A.
Language Profile
1. Total Population of the
UT. (as per 2001 census)
State/
2.
Languages spoken (in
descending order)
Language
Number of speakers
Percentage
(Please include all languages whose speakers are in excess of one percent of
total population. If, however, the percentage is less than one but the
concerned linguistic groups is residing in a compact area (district/ tahsil/ town)
where their number is more than 15 % of population, such languages should
be included in the list.)
(Note – The language profile is not limited to languages included in Schedule
VIII of Constitution but extended to all languages)
3. (a) Are there districts where Minority
Languages are spoken by more than 60 % of
population (of the area).
165
YES/ NO
(b) If answer is YES, please specify the district/ tehsil/ taluk/ town concerned.
District
Language
Percentage
4 (a) Are there Areas (District/ tehsil/ taluk/ town)
where Minority Languages are spoken by more than
15 % of population (of the area).
YES/ NO
(b) If answer is YES, please specify the district/ tahsil/ taluk/ town concerned.
District
Tehsil /Taluk/Town
Language
Percentage
(You may have to attach a separate sheet. )
Promotion of Languages
5. Is there a practice of declaring the areas with population more than 60 % / 15
%?
6. Is there a practice of posting officers who know the local languages in areas
where these languages are spoken by a large number of persons?
7. (a) Are the gist of important rules, regulations,
notices etc. published in Minority Languages in those
areas where their speakers constitute 15% or more of
the local population?
166
YES/ NO
(b) If the answer is YES, please specify the details of such publications during
the year.
(Note – Please give the information language-wise. )
8 (a) Whether representations/petitions are received
in Minority Languages?
YES/ NO
(b) Whether such representations/ applications
are replied to in the same language.
YES/ NO
(c ) If the answer is NO , kindly specify the
problems faced in doing so.
C. Official Languages
9.
Name of the Official Language of the State/ UT
10.
(a) Is there any other language (other than English) declared as Official
Language. YES/ NO
(b) If YES, please specify the languages and the extent of their usage
Language
Extent of area
Purpose for which it can be
used
(Note - If it covers the entire state, please mention Whole State. Otherwise
mention the names of the districts)
D.
Recruitment Rules
11. (a) Please indicated the languages which are the media of examinations
for recruitment to the State Services, cadres or post.
(b) Are the Question Papers prepared in the minority languages?
167
12. (a) Is knowledge of Regional/ Official Language a pre-requisite for
recruitment to State services, cadres or posts?
(b) If so, please indicate the standard desired.
13.
(a) Are there domiciliary restrictions in the matters of recruitment to State
services?
(b) If yes, please specify the restrictions.
E.
Maintenance Of Advance Registers
14. Are advance registers for registering linguistic preference of
linguistic minority pupils being maintained?
YES/ NO
15. How many Primary schools are maintaining Advance
Registers?
16. How many Upper Primary/ Secondary schools are
maintaining Advance Registers?
F.
Text Books
17.
Which is the agency for preparation, publication and/ or
procurement of text-books in Minority Languages.
(a) Is the agency able to supply the books to the students in time
for the educational session?
(b) If not, what are the reasons therefore?
G.
Development of Languages
168
18. (a) Are there any schemes to give financial assistance to Organizations
/ individuals to work for promotion of Minority Languages.
(b) If so, please specify the assistance being given to the Organizations
along with objectives.
Language
Name of
Organization
Grants for
year 2004-05
Objectives
(c) Please specify the assistance being given to the individuals along with
objectives.
Language
Number of
Individuals
Assistance for
year 2004-05
Particulars
(Names of individuals need not be given. Please specify the number and the
amount given as assistance. Particulars will mention the reason for assistance
such as Old age pension, publication of manuscripts, etc. Each item may be
shown separately.)
H. Machinery for Implementation of Safeguards
19.
Which Department is in charge of the linguistic minority affairs?
20. (a) Is there a committee set up at state level to monitor
and review the implementation of the safeguards
169
YES / NO.
(b) If so, what is the .composition of the committee?
(c ) Did the committee meet during the year 2003 – 04. If so, when ?
(d) if the answer to (a) is 'NO' , how is the monitoring done?
21 (a) who are the Officers entrusted with the Linguistic Minority affairs at the
District level?
(b) Is there a committee set up at district level to monitor and review the
implementation of the safeguards.
YES / NO.
(c ) If so, what is the .composition of the committee?
(d ) Did the committee meet during the year 2004– 05. If so, when?
(Please mention district wise)
22.
(a) Is a Minority Commission set up for the State.
YES/ NO
(b) If answer is YES, is it allotted the responsibility for the linguistic
minorities also.
YES/ NO
(c) If the answer is YES, please specify the tasks allocated.
(d) Kindly indicate if the Commission is expected to submit a periodical
report on the implementation of the safeguards.
(e) If so, when was the last report submitted.
170
I.
Publicity of the safeguards
23. What is the mechanism for informing the Linguistic Minorities about the
concessions being given to them and the facilities provided to them.
24.
Can the district and tahsil offices be directed to exhibit the concessions
available to linguistic minorities through hoardings in the offices?
25.
Is there a compilation of standing orders for the officers giving details of
the orders concerning the linguistic minorities?
J.
Grievances / Complaints Received From Linguistic Minorities
26. (a) Has any officer being designated at the State level to receive complaints/
representations from the linguistic minorities?
(b) If so, his designation.
(c) Nature of complaints received.
(d) If not, would the State Government designate a senior officer in the
Secretariat as such officer.
27. (a) Has any officer being designated at the district level to receive
complaints/ representations?
(b) If so, his designation
28. Please describe main problems faced by the Government and Administration
in actual implementation of safeguards provided to Linguistic Minority.
171
29. Any other information the State Government will like to bring to the notice of
Commissioner, Linguistic Minorities.
Notes –
1.Please send this information, complete in all respects, along with
information for part I and II to the Commissioner Linguistic Minorities
by August 31, 2006 to enable him to present the report by due date.
2.This format indicates the line on which information is to be sent. It
does not have enough space for all the information called for. Kindly
use this format to draw up the report by providing sheets for the
information. Where the statistics so require kindly use separate sheets
for the information.
3.Reply may be prepared in English or Hindi as may be convenient also.
1.
Whenever State Government is mentioned, the expression also
includes Union Territory Administration.
2.
If you need any clarifications, please contact Deputy
Commissioner ( Office phone 2468566, Mobile 0-94153-17382, Fax
0532-2468544.
3.
E mail address
nclm@sancharnet.in
4.
Postal Address
40, Amar Nath Jha Marg
Allahabad – 211 002
172