Chapter I. Introduction
1.1. Article 29(1) of our Constitution says, " Any section of the citizens
residing in the territory of India or any part thereof having a distinct
language, script or culture of its own shall have the right to conserve the
same." This fundamental right is the base on which the rights of the
linguistic minorities has been enumerated in our polity.
1.2. This is not an isolated thinking but a part of the democratic right of the
people anywhere to exist as a self respecting component of nation
states. Gone are the days when the options were to fall in line or get
executed. Twentieth century did not permit it and the twenty first
century is not going to turn its back on these inalienable rights.
1.3. That this is a global phenomenon which is declared in the resolution
adopted by United Nations at different points of time. Thus on
December 10, 1948, the United Nations General Assembly proclaimed
the Universal Declaration of Human Rights. Article 2(1) provides that
"everyone is entitled to all rights and freedoms set forth in this
Declaration, without distinction of any kind, such as...language".
Pursuant to the International Labour Organisation Convention No. 107
of 1957 concerning Indigenous and Tribal Populations, "protected
indigenous populations have the right to be taught in their mother
tongue or, where this is not practicable, in the language most commonly
used by the group to which they belong".
1.4. Central to the genesis of the UN Declaration is of course Article 27 of
the International Covenant on Civil and Political Rights, which provides
that "in those states in which linguistic minorities exist, persons
belonging to such minorities shall not be denied the right, in community
with the other members of their group,... to use their own language".
1.5. In the area of education, the Convention Against Discrimination in
Education of 1960 prohibits, under Article 1, "any distinction, exclusion
or preference" based upon language or other grounds, which "has the
purpose or effect of nullifying or impairing equality of treatment in
education". The Convention makes it clear, in Article 2(b), that it does
not constitute discrimination to establish or maintain, for linguistic
reasons, separate educational systems or institutions.
1.6. The Convention also provides in Article 5(1)(c), that it is essential to
"recognise the right of members of national minorities to carry on their
own educational activities, including the maintenance of schools and,
depending on the educational policy of each state, the use or the
teaching of their own language", provided that "this right is not
exercised in a manner which prevents the members of these minorities
from understanding the culture and language of the community as a
whole and from participating in its activities, or which prejudices
national sovereignty".
1.7. Lest it be thought that these rights are the creation of the United
Nations, we can refer to various treaties between different states which
explicitly provide for the right to use one's language. Thus the 1516
Treaty of Perpetual Union between the King of France and the Helvetic
state contained a provision identifying those who were to receive
certain benefits as the "Swiss who speak no language other than
German". The Final Act of the Congress of Vienna of 1815 also
contained certain protections to ensure the conservation of the Poles'
nationality. Indirectly, this treaty resulted in the possibility for the Polish
minority in some parts of the empire to use Polish for official business.
1.8. So far as India is concerned there has never been time when there was
no multiplicity of languages. And whether there was a standardized
form of language or not, the various forms i.e. dialects existed side by
side and had even literature produced in them. Latest instance is that
while for a considerable time, Maithili was considered as a dialect of
Hindi, it is now enshrined as a separate language in the Eighth
Schedule of the Constitution. So is Dogri.
1.9. This phenomenon of recognition of more languages for inclusion in the
Eighth Schedule of the Constitution follows a transition to cognition and
revival of languages all over the world. Thus Maori language in New
Zealand is now sought to be revived by running what is known as
immersion centres. It may be mentioned at Maori is the only significant
language spoken other than English in New Zealand. Maori knowing
population is 14 %. Almost all Maories are bilingual. English is the
official language of New Zealand as well as language for education. It is
also known that the Government did its best to wipe out the Maori
language and the traditions.
1.10. But things are now changing. In 1977, a bilingual school was set up
followed by two more in 1979. A movement called 'Kohanga Reo'
(language nest) was started in 1981. There are now 600 institutes
where Maori is taught at pre school level. The teaching is by grand
parents to grand children. Maori is the only language of instruction.
1.11. Another movement 'Kura Kaupapa Maori" was started in 1987. It is
immersion primary education in Maori language. It was recognized by
the Government in 1990. Some funds were made available to six
schools but assistance stopped at that though many schools have since
been opened. KKM uses Maori for six years and the condition is that
the parents should only use Maori at home.
1.12. Finally even the State has started to participate. Some bilingual
education is given to Maori students through bilingual schools. The
number is 10,000 under 5 years of age; 11,500 between 5 and 12 years;
and 2,500 between 13 and 17 years. In 1979, Maori was recognized as
official language of Maori people. In 1987, a Maori Language
Commission was set up.
1.13. Things have now come to a stage where Eighty-seven percent of Maori
children enrolled in some form of early childhood education were
learning some Maori language in 1998. 11,980 Maori were enrolled in
kōhanga reo (language nest), which represented just over 40% of all
Maori children in early childhood services in 1998. Thirty-six percent of
Maori students in schools were learning Maori language through
immersion or bilingual programmes or as a school subject, in 1998.
There were 4,500 Maori enrolled in Kura Kaupapa Maori.
1.14. Welsh, the language of Wales is not only being taught in Wales but
even in Argentina where small welsh community exists in Chutbut
Province. The Welsh Language Project in Argentina is funded by the
National Assembly for Wales and managed by the British Council. The
project, which has been in existence since 1997, was extended for
three years to 2003. It provided for five teachers in 2000 and three
teachers for the two remaining years for the communities in Chubut
Province. It also assisted in the training of local teachers of Welsh. The
aim is to help the community to become self-reliant in its revival of the
Welsh language.
1.15. Of course, so far as Wales is concerned, Welsh is taught in all schools
in Wales. There is a Welsh language media and government legislation
to support the development of the language. About twenty per cent of
the population use Welsh and the number is growing.
1.16. Let us take another instance. There are over 1.6 million ethnic
Hungarians in Romania. Romanian provisions for respecting the rights
of minorities are well developed and existing policies provide extensive
rights for education in minority languages.
1.17. Recently there was a Law enacted on Local Public Administration
giving linguistic minorities, in localities where they represent more that
20% of the population, the right to receive services from local
authorities in their mother tongue. In these localities, the law also
stipulates that the agenda and decisions of the local council will be
made public in the relevant minority languages.
1.18. During the school year 2000-2001, the number of educational units
providing teaching in minority languages remained constant but a slight
increase was noted in the number of students from linguistic minorities
studying their mother tongue in schools teaching in Romanian. A
decision has been taken to establish a private Hungarian university,
financed with the support of the Hungarian State. Courses were to be
started in October 2001 for 450 students.
1.19. The Government of Hungary has taken several major initiatives to
address the problems faced by the Roma minority. The most important
of these was the adoption, in April 2001, of a National Strategy for
Improving the Condition of Roma. The strategy is a comprehensive and
high quality document that was elaborated together with Roma
organisations and has been welcomed by them. The strategy covers a
10-year period and sets out a plan of measures to be taken for the first
four years. The document sets objectives that include changing
negative public perceptions, improving living conditions for the Roma,
and encouraging Roma participation in all aspects of civil society. It is
anticipated that Roma NGOs will play an active role in the
implementation of the strategy. One of the key features of the strategy
is its decentralised nature. This is an important consideration since
most of the public institutions covered by the strategy (e.g. education,
police, hospitals) are managed at the local level. In order to implement
the strategy local Roma offices are being set up in each county. Staff,
who are themselves Roma, have been hired for these offices.
1.20. Instances can be multiplied from various states such as Canada,
Indonesia, Switzerland etc. but what has been described above is the
situation regarding the languages which were at one time sought to be
obliterated but are, nevertheless, thriving. In Europe alone there is
growing concern for such language groups as Basque, Breton, Catalan,
Cornish, Irish, Yiddish, Judeo-Spanish, Occitan, Romany, Sardinian,
Sorbian. Corsican, Scotch, Faroese, Frisian, Galician,
1.21. But what is more important is that now Western Europe has accepted
the principle of multi-culturism. Since the end of the Second World War,
Europe has been built on respect for the linguistic and cultural
differences of its peoples and nations. Of course, the national and
official languages of the countries have first to be respected. However,
this respect for cultural plurality cannot stop at the plurilingualism of the
official languages of the countries: it is total linguistic and cultural
diversity which should be progressively taken into account.
1.22. The European Charter of Regional or Minority Languages remains for
Western Europe, the main document which inspires and encourages an
increased acceptance of minority linguistic and cultural demands in
many countries. This Charter, created to protect and promote regional
or minority language rights allows for the studying of demands without
putting the unity of the countries concerned into question. This allows
for the opening of debates and negotiations which are more difficult to
avoid by countries reluctant to recognize their linguistic and cultural
diversity. The principles outlined in the Charter clearly show that the
protection and promotion of minority languages and cultures will not be
confined exclusively to the realms of the private sector, as is too often
the case. It requires the creation of public institutions thoroughly
compatible with the fundamental principles of Human Rights and the
citizenship.
1.23. Obviously, the path is not easy as most of Europe is attuned to the idea
of suppression. The main problem today is understanding the value of
diversity, passing from suspicious tolerance to a form of cultural
interbreeding. And this composite culture will be founded on complete
acceptance of realities inherited from our history and energized by a
circulation of culture which would grow exponentially.
1.24. Fortunately for us in India, we have always accepted the principle of
multi culturism. We do not have the tradition of suppression of any
language or culture except for some groups which have imbibed the
western notions of nation states which lay down that the rise of any
group can only be at their cost. But they forget that, as in Economics,
so in linguistics, the welfare of any group really adds to the welfare of
the society as a whole.
1.25. It is not to say that we do not come across problems in our endeavor to
ensure equality of opportunity to all the linguistic groups.
1.26. The first problem is the existence of the Eighth Schedule in the
Constitution. An erroneous impression is there that the Constitution
provides certain exclusive rights to the languages included in the Eighth
Schedule. Actually the Constitution refers to Eighth Schedule only at
two places; in Article 344 and Article 351. The former refers to the
setting up of a Commission which shall consist of Chairman and
members who shall represent different languages mentioned in the
Eighth Schedule. The duty of the Commission was to be to report on
the progressive use of Hindi and reduction on the use of English. The
latter refers to the development of Hindi and it is stated that it should be
enriched by assimilating words from the languages mentioned in the
Eighth Schedule. It is clear that neither of this gives any thing of
substance to the languages mentioned in the Eighth Schedule. In fact
the whole exercise is meaningless. It would not have made an iota of
difference if there was no Eighth Schedule. Article 344 could have said
that members would be appointed from amongst “persons representing
different languages”. After all the appointment was to be done by the
Government and they could choose any one. Simailarly Article 351
could have omitted the words “specified in the Eighth schedule". What
difference does it make if the new words are chosen from 14 languages
or 114 languages. And according to this words from English and other
foreign languages can not be picked up whereas most of the new words
have come from there.
1.27. In the substantive article dealing with the Official language of a State,
there is no reference to Eighth Schedule. It merely says, “…..
Legislature of a State may by law adopt any one or more languages in
use in the State or Hindi as the language or languages to be used for all
or any of the official purposes of that State: …..". There is no bar on
non scheduled language being the Official Language of a State.
1.28. In the First Report itself, Commissioner Linguistic Minorities had
remarked that "Some representations have been received for inclusion
of certain languages in the Eighth Schedule. This request is made as
there seems to be a popular impression that the fourteen languages
mentioned in the Eighth Schedule are the only languages that are
recognized as spoken in India. This appears to be an erroneous
impression."
1.29. However all this has not been able to remove the presumption that the
inclusion of a language in Schedule VIII means a special position. The
way the Schedule has been modified from time to time does not remove
this apprehension that there is something special which is not met on
the surface. There is no dearth of politicians and officers who have
differentiated between the language included in the Schedule and those
not so included. The Census Commissioner in his tables makes this
distinction and gives separate tables for their speakers in various States.
But apart from this separation of tables, there is nothing adverse
against the non scheduled languages. In fact he also makes a
distinction between the mother tongues and the languages. Included in
1.30.
1.31.
1.32.
1.33.
the language are the mother tongues which are recognized as the
dialects of that language. Even so, the separation does convey an
undesirable message.
In the views of the present Commissioner Linguistic Minorities, this
distinction has caused heart burnings though in reality there is no such
distinction at all in so far as the use of the various languages for
educational purpose or for communications with the authorities of the
Union and the State or even as Official Language of a State. The
correct thing will be to forever finish this controversy and abolish the
Schedule Eight (with some inconsequential amendments in the
redundant Article 344 and in Article 351) and declare, on the lines of
Russian Federation that "The languages of the people of the Indian
Union are the national wealth of the State." and that "The languages of
the people of the Indian Union are under the protection of the State."
Furthermore the constitution can say, again in words of the Constitution
of Russian Federation that "The Union and the States guarantee to all
its people, regardless of their numbers, equal rights to preservation and
comprehensive development of the native language, freedom of choice
and use of the language of communication."
And furthermore that “even if the speakers of a language do not have a
state or territory but are in "compact residence", they can use it "in the
official spheres of communication" along with Hindi and State
languages.(cf Section 3 of Russian Act)
Furthermore it can say that people "not having a written language has
the right to create the written form of its native language" [cf Section
10(5) of Russian Act]
This will doubtlessly assure the people that their language is not
considered as less important than any other language of the country.
This will also do away with the excuse of some of the people that the
non scheduled languages, especially those without a well used script of
their own, do not deserve any consideration. The Government will be
saved the botheration of dealing with the periodical demands for
inclusion of languages in the Eighth Schedule.
1.34. Another pertinent question that has been raised sometimes is about
whose responsibility the welfare of the linguistic minorities is. Thus in
one State the Education Secretary said that there are so many
languages in the State and it is not possible for the State Government
to look after all the linguistic minority groups. She expected the
Commissioner to draw up a Central scheme which will take care of the
educational needs of the linguistic minorities. The financial outlay on
arranging to fulfill the requirements on this count is expected to be
worked out so that necessary funds should be given by the Central
Government. In other words, linguistic minorities should be taken off
their hands. It must be said that that this was a spontaneous reaction
and not a well thought out proposal but it does convey the sentiments of
the officers. But then many other states have talked about the financial
difficulties.
1.35. It is admitted that the school (and pre school) education is in the State
list. The universalisation of education is the concern of each and every
state. When the Constitution talks of compulsory and free education for
the children up to the age of 14 years, it does not refer to the Union or
the State. The Constitution is not for the Union only. It is for both. If the
Constitution directs the State to perform a certain obligation, it is
expected to do with its own resources. Of course the Constitution
prescribes the methodology for the sharing of revenue between the
Union and the States through the Finance Commissions in which the
requirements for the States can be stated for its consideration by the
Finance Commission.
1.36. Nevertheless it will be in order to consider this in some of its broader
aspects. There is no doubt that all the States are committed to provide
for universalisation of the primary education. Though the elementary
education is the subject allotted to the State Governments, yet the
Central Government have launched, from time to time, various
schemes for achieving the universalisation of education. Some of these
schemes are Operation Black Board, Rajiv Gandhi Mission, Sarva
Shiksha Abhiyan. But this does not take away the basic responsibility of
the states to provide education to its citizens especially the young
citizens. It is quite feasible that the Central Government, in order to
facilitate the growth of the minor languages and the minority languages
in different states should launch schemes to open schools for them. But
will this be promotion of the ideals which led , in the first place, to the
safeguards for the linguistic minorities. It is necessary to bear in mind
that when the framers of the Constitution thought of the safeguards,
they had in mind the cause of National Integration in making the
provisions to treat all the citizens as equals. None was to be
discriminated against on the grounds of religion or language. While this
applies to the Union as a whole, it also applies to the residents within a
State. The primary responsibility for the equal treatment of all its
residents is primarily and ultimately the responsibility of the State
Government. Any interference by the Central Government must take
this in consideration. It is also likely that any interference on behalf of
the linguistic minorities may be counter productive in increasing the
dependence of the linguistic minorities on the Central Government on
one hand and increasing the hostility of the majority linguistic group on
the other hand. There will be possibility of clash between the two
sections and that would destroy the basic spirit of integration. It must be
borne in mind that ultimately the two have to live in the same state and
lead it to prosperity. It was noted by the Reorganization Commission
that apart from the bilingual areas on the border of pair of states, there
are also linguistic pockets within the state. These areas have their own
signifcance..
1.37. Does the opening of the schools or for the separate sections in the
Government schools entail extra expenditure for the State and if so is
the extra expenditure very heavy. In that the safeguards ask the State
Governments to lower the norms for the number of students in a class
of linguistic minorities, some expenditure is definitely involved. While
the normal norms for opening a new school is 40 students in a class
and teachers are also provide on the basis of the formula- one teacher
for 40 students, the norms for linguistic minorities is 10 students to a
class at the primary level and 15 students to a class at the middle,
upper primary or secondary level. In the schools where there are
parallel sections for the linguistic minorities, the same norms apply for
opening new sections. This means that there will be more schools and
sections in the linguistic minorities areas than in the normal areas. This
is also so because the linguistic minorities many times reside in the
villages where the density of population is much less. However, it is
noted in this context that the similar circumstances exist in the tribal
areas and many of the State Governments have relaxed the norms for
the tribal areas. Thus Jharkhand has stated that a primary school will
be opened for a population of 1500 and a middle school for a
population of 3000 whereas in the Chhota Nagpur and Santhal areas
the norms will be 1000 and 2000 respectively. A distance criteria for the
tribal areas is in addition to this viz. primary school should be within 1.5
kilometers and middle school within a distance of 5 kilometers. This
does involve some extra expenditure but it is borne by the State
Government in view of their commitment to the cause of the
universalisation of education. The same level of commitment is
expected for the linguistic minorities and, therefore, the extra
expenditure will be borne by the State Governments. This burden can
1.38.
1.39.
1.40.
1.41.
1.42.
not be passed on to the Central Government or, for that matter,
postponed because this is the essence of minimum services to be given
to the citizens.
One of the suggestions often given is that the Commissioner Linguistic
Minorities should be given the powers to enforce his recommendations.
It is said that he makes the recommendations year after year and no
one cares for them. The very fact that this Report is based on the
replies received from only a few states bears eloquent testimony to this
aspect. The receiving of a reply to the complaints and representations
forwarded to the State Governments by the CLM is a rarity. It is argued
that minimum that can be done is to ensure that the Commissioner can
be authorised to summon officers of the States to answer to the
complaints which are received by the Commissioner and sent to the
State Governments for their comments.
The proposal is quite attractive for the Commissioner. Any extra powers
are always welcome. But will adding one more organization to the
galaxy of supervisory bodies would be really productive? Why is it that,
in the first instance, such powers were not given to the Commissioner?
It is well known that the result of such supervisory role is normally to put
the other person on defensive. He defends rather than take positive
action. The entire basis of the safeguards was the general consensus
that the State Governments would act fairly by the linguistic minorities.
They agreed to the safeguards and sometimes even went beyond the
strict wording of the Constitution to the spirit behind them and gave the
safeguards which were liberal in approach. And what is even more
important is that this was not done as a favour to the linguistic
minorities but under a genuine conviction that they have a right to these.
What then was the machinery which ensured that the safeguards were
put into practice. The Commissioner believes that the creation of public
opinion was considered to be the driving force for safeguarding the
safeguards. It was with this intention that it was directed that the CLM
shall make a report to the President every year and that the President
shall cause it to be laid before both the houses of the Parliament. This
meant adequate publicity to the scheme of the safeguards as also
information to the public how the various states were performing. An
open debate in the Lok Sabha and the Rajya Sabha were the best
guarantee that the states were kept on their toes.
Unfortunately this practice of discussions in the Parliament was stopped.
Perhaps it was a conscious decision. It might have been a temporary
lapse but this coincided with a long period in which no one was
appointed as the Commissioner Linguistic Minorities.
1.43. The matter was also regularly taken up in the National Integration
Council but that was also given up. Furthermore the subject itself was
transferred from the Ministry of Home Affairs to the Ministry of Welfare.
It is charitable to think that this was the result of the occurrence of the
word ‘minorities’ and the authorities were unable to look beyond the
word. Actually the safeguards for the linguistic minorities were never
envisaged as a welfare activity. Some of the linguistic minorities are in
no need of welfare activities. the Gujaratis in Maharashtra do not need
financial assistance which is what the welfare activities have come to
connote in India. Subsidies, grants, financial assistance and
reservations are the main features of the welfare activities. The
growing attraction for the material comforts have blinded people
towards higher values of life. Perhaps the financial outlays are attractive
for the persons who want patronage as their main occupation. But all
this material ways are irrelevant for many of the linguistic minorities
groups. What they need is respect for their language, respect for their
culture, respect for their way of life and 'welfare' does not go with the
spirit of these.
1.44. It is not feasible that the duties towards the linguistic minorities can be
performed by any agency other than the State Government and its
authorities. The safeguards cover so many aspects and are so varied
that they touch every facet of the life. If the State Government
authorities are not fully involved, no agency, whatever be its size or
whatever be its powers can do justice to them. Most of all, the
safeguards are practical aspects of democracy in action, a guarantee
that the government is of the people and hence for the people.
Democracy can not be practiced by an imposed authority even when
the sanctions flow from the Constitution. As the Commissioner
remarked in a meeting in Kasargod, Kerala, the best guarantee for the
implementation of the safeguards is a Government committed to the
cause; more than that an Administration properly motivated; and most
of all, a people aware of their rights and having willpower to stand up to
them whatever be the opposition.
1.45. It is, therefore, not extra powers that will ensure the implementation of
the safeguard but adequate publicity to the rights that the linguistic
minorities enjoy or should be enjoying. What is needed is a publicity
campaign which should underline the importance of the proposed
measures. Whether these efforts can start from the highest level and
percolate down to the local administrative layers and the linguistic
minorities at grass roots can be a matter of debate. The Commissioner
believes that in the hero worship mode that the media generally adopts
in India, the efforts, if started at the highest level, attract the attention of
the media which then takes it down to the levels which implement the
programmes. It is why the Commissioner, present as well as his
predecessors, have been calling for a highest level National Integration
Council meeting to discuss the current status of implementation of the
safeguards. It is hoped that this recommendation will meet with
favourable results this time. It will be a beginning. Nothing is going to
change overnight but a movement will be set in motion. This is the best
that can happen.
1.46. With these remarks we can go on to see how the states have been
dealing with their linguistic minorities. Needless to say there are
variations from very good to very bad. There are some states which do
not even recognize the problem. This is especially true if the languages
happen to be the tribal languages. These languages usually do not
have their own traditional script and that is what, in the eyes of the
officers of the Government, renders them ineligible for consideration. It
has already been remarked that this is not a correct approach. It is
never difficult to have a script peculiar to a language as Santhali seems
to have done to have the script Ol Chiki. However the option of the local
scripts already used for other languages can be quite helpful in making
use of the technological advances for using the script. It is not correct to
say that a language loses anything of its character by adopting a script
used for another language. In Dakshin Kannada, Tulu is now being
written in Kannada script but is none the poorer as a result thereof. It
may be mentioned that Tulu does have a script of its own in which
some inscriptions of the eighth and ninth century have been located.
This has not stopped the protagonists of Tulu from adopting Kannada
script. Similarly in Manipur, though there are attempts to revive the old
script Meitei Mayek, Bengali script is, for all purposes, the script. There
are still advocates of Roman script for tribal languages in the North East
and East. Their claim is that the original dictionaries and other literature
of hese languages were written by the missionaries in that script. But
the use of this script was for the benefit of those who did not know any
other script and used it for limited reference purposes must be
distinguished from the universal use of the script in education, literature
and other fields. It is also a futile argument that knowledge of Roman
script will make the Santhalis or others master of English which is said
to be ‘the language’. First the idea of knowledge of English being the
goal of education is wrong. Secondly having same script does not teach
a language. Bengali and Manipuri share the script and yet the words of
every day use common to the two languages can be counted on fingers.
It is very seldom that script leads to the knowledge of a language
though it may facilitate it to some extent. The scholars of Sanskrit are
far too few even though Devnagari happens to be the script for Hindi,
Marathi , Nepali etc. It will be to the advantage of all concerned to adopt
the Indian scripts.
1.47. Before we close this chapter on introductory remarks, it should be
mentioned that an effort was made to collect information about the
minor languages. Minor languages meant those languages which are
spoken by a smaller number of people who are more or less
concentrated in a small area and have not been used extensively in the
past. These obviously include the tribal languages but are not
exclusively tribal. Dogri, Konkani, Tulu, Khandeshi, Banjara can be
cited as examples of minor languages apart from the well known tribal
languages like Santhali, Bhili, Gondi, Kodagu and the like despite a
large number of speakers. Unfortunately the State Governments have
not been able to supply adequate information and alternate
methodology will have to be used to collect the information regarding
their use in education, media, publications, dramas etc.
1.48. It may also be mentioned that even now the linguistic breakup on the
basis of census of 2001 is not available. It is not known what is holding
up the release of this data. The figures for various language groups are,
therefore, based on 1991 census. Even here the handicap is that the
district figures are not available for 1991 census. For this reason,
sometimes we have to go back to 1981 census. This does create some
problems, especially because many new districts have been carved out
of the existing districts and the statistics for them are not available even
for 1981 census.
Chapter II. Safeguards
2.1. It is customary to give a history of the evolution of the safeguards for the
linguistic minorities. But this means unnecessary repetition. those who
are interested in the details about the series of conferences and
meetings which led to the present shape of the safeguards can refer to
the earlier reports. These reports are available on the website
www.nclm.nic.in. They can be downloaded. Some other useful
information can also be found on the website. We would welcome
comments, questions and contributions about the problems of the
linguistic minorities. We would specially welcome information about the
status of the minor languages, what literature is available in them, how
they are being used in education and to what extent as also the
literature,. books, periodicals and magazines published in these
languages.
2.2. The safeguards as they apply at present are listed below for ready
reference. These include the safeguards provided in the Constitution
and also those which have been arrived at by consensus amongst the
Chief Ministers and other statesmen.
2.3. The salient features of the safeguards are :
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 ;
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.
2.4. In the chapters that follow we will examine how various states are
carrying these out. It may, however, be mentioned that information is
available from only a few states. Some of the States and Union
Territories which have sent a reply to our questionnaire had little
information to give. The study of the reports will be within these limits.
Chapter III. Arunachal Pradesh
3.1. We have already referred to the reluctance of the Government of Arunachal
Pradesh to consider any of its residents as linguistic minority though
according to our usual definition. every one belongs to the category of
linguistic minority because no language is spoken by more than 50 % of the
population. In their reply they have stated that data are not available. This is
true for the census 2001 but the data for 1991 are definitely available. In fact
we have referred to them in our Thirty Ninth Report. We have given the
district wise breakup also. We have shown that the various languages are
concentrated in some districts and their speakers are in substantial number
to deserve the status of additional official language. The Government of
Arunachal Pradesh should undertake serious efforts to develop these
languages so that they can take their due place in education and
administration.
3.2. Actually the situation is not so bad for in the reply for the 40th Report, a third
language is also mentioned as being taught to students from class VI to VIII.
Five languages of the state viz. Adi, Apatani, Bhoti, Khampti and Nishi,
spoken by major tribes, have been adopted as the third language.
3.3. This position applies to question 4 also which deals with areas where there
are substantial number of speakers of a minority language. Once the
Government accept that the tribal languages should be considered , rest of
the things will fall in their due place.
3.4. English is stated to be the official language of the State. It is also the medium
of education. In the three language formula, Hindi also is mentioned. In the
matter of recruitment it is said that the knowledge of the official language is
necessary.
3.5. Arunachal Pradesh has stated that it does not have any grievances or
complaints from the linguistic minorities which is not surprising as they have
no machinery to ascertain shortcomings in this regard. This is all a part of the
package. Once the people know that they have a right to be taught in their
mother tongue and they can use it for other purposes also, rest of the things
will follow. Then there will be plenty of demands and complaints.
Chapter IV. Assam
4.1.
4.2.
4.3.
Assam is another state which has not been able to reply to the
questionnaire sent for getting the information for the year 2002 – 03. It is a
loss since the State has done so well for the linguistic minorities. Whether
it is the question of declaration of minority language as the additional
official language for an area or for opening schools where the instructions
are imparted through minority languages, the State has a very good
record.
Still there are always some deficiencies. Some of these were brought to the
notice of the Chief Secretary and other officers when the Commissioner
visited the State. It was pointed out by the Chief Secretary that the
finances of the State are not in good shape. It was urged that
Commissioner should persuade the Government of India to help. It was
pointed out that costs for the preparation and printing of books, for paying
salaries of the teachers and for sundry expenditure have to be incurred.
One can understand the financial difficulties that the State Governments
are facing. It is not something special to Assam. Almost all the states are
in similar position. The expenditure on the staff is such that little is left for
development activities. In this situation the social services sectors like
education become the worst sufferers. It is not proper to question what led
to the present situation. One wonders if the Central Government is in a
better position. The fiscal deficit is the most talked of thing at the time of
budget presentation. Nevertheless they can still help. A recommendation
for this will be sent to them. The best way will be to refer the matter to the
Finance Commission which is currently constituted and is considering the
allocation of funds between the States and the Centre. A special
assistance can be provided under the head "Education of Linguistic
Minorities" just on the lines of "Upgradation of Jails" for which some funds
were made available sometime back by a Finance Commission. To
compare the education with jail is not an appropriate analogy since one
liberates and other is for restricting the liberty. But the main idea is that
4.4.
4.5.
special funds ought to be given by the Finance Commission.
On the other hand, a question can be asked from the State Government. Is
the education of all the residents of the State not the responsibility of the
State Government? If the children do not speak the principal language of
the State, is that the reason to discriminate against them? The
Constitution directs that all the children should be taught in their mother
tongue. Is that responsibility to be avoided on account of shortage of
funds? There is also the question as to what extra expenditure will be
incurred if, instead of a teacher knowing the principal language, a teacher
knowing the minority language is appointed. There may be some
expenditure on publishing of books since the number required for the
minority language will be a little less. But the facility is being asked for
when the linguistic minorities of an area exceed 15 % of the population.
That would not be an unsubstantial number and the extra expenditure
involved will mean marginal increase. Surely this expenditure is within the
means of the State Government provided there is will. Is it too much to
expect that in a district where there are substantial number of linguistic
minorities, there should be proportionate number of clerks and officers
who know the minority language? Will that entail extra expenditure?
Perhaps all these aspects will be considered and a well reasoned proposal
for financial assistance will be prepared which the Commissioner will be
happy to commend to the Central Government.
Another point made was that every one knows Assamese so why talk of
the linguistic minorities. This is not true. Data about Assam is not available
but some study was done in Manipur in respect of 1981 census where
also a similar position was taken by the State Government. It was found
that Kabui was spoken by 49,254 persons. Only 20,744 persons were
knowing a language other than Kabui. Manipuri was known by 16,246
persons i.e. about 33 %. It can be envisaged as to how many of them
were children. The percentage will be much less. Surely the rest of the
children deserve to be taught through the language which they know. It is
not expected that the situation in Assam will be radically different. Even if it
4.6.
4.7.
is, teaching through mother tongue is recommended by the educationists
for the proper understanding on the part of the child.
Taking the argument at another plane, it can be said that every one knows
English, so why talk of Indian languages or why should the Universities
teach in these languages. There are those who have never ceased to
argue that Indian languages are not fit for higher studies especially in
Science and Technical subjects. The Constitution framers did not find the
Hindi numerals as worthy of consideration and preferred English numerals
calling them the international numerals. And their successors do not stop
at that. They aver that in Indian languages, there is no vocabulary, no
books, no flexibility. They scoff at the idea of coining terminology for the
scientific terms in Indian languages. The attempts of scholars like Doctor
Raghuvira to enrich the vocabulary of Hindi is not appreciated. No attempt
is made to join the issue, to improve upon his equivalent words. He is
ridiculed because they are used to a word and find any equivalent word
difficult to remember and to use appropriately. To hide their own
shortcoming, they resort to ridicule. The most popular phrase for ridiculing
him is the 'loh path gamini' which was supposed to be equivalent of railway
train. Raghuvira has coined over sixty thousand words but the only
example they can cite against him is this one. They would not even bother
to read the dictionary to find another word for ridicule. One word is enough
to condemn the entire effort. But then will the present day scholars favour
the notion that all education from class one should be in English. One
wonders. We could, perhaps, find protagonists for it, especially the city
people and those whose livelihood depends on English. But their number
will be very very small. Just as English can not displace the Indian
languages, the principal language can not displace the minority languages
and they should not. Mother tongue is mother tongue and there is no
substitute.
It was surprising to note that it was said that on orders from the Union
Finance Ministry, all grants in aid have been stopped. It is well known that
the educational services have depended on the Government support and
continue to do so. The Government efforts, by themselves, will not be able
to achieve the universalisation of education. The Government of India, in
the Ministry of Human Resource Development, have been talking about
the help from the NGOs. It is, therefore, surprising that Union Finance
Ministry should issue such directions. If it is so, it should be reconsidered.
In order to attract the private initiative and to reduce burden on the
exchequer, the grants in aid for the educational institutions is a must.
4.8.
The Commissioner visited the State and some schools in Guwahati. The
impressions were conveyed to the authorities in the State. They were, on
the whole, not very adverse. In one of the schools, Commissioner was
informed that there is no shortage of the books but there is some delay in
the supply of the books. Books are supplied free for class V to VII. (It was
a middle school) There were no complaints except that the Headmaster
felt that the translations of the textbooks were too tough to be understood
by the students. In another school, it was informed that since there was
new syllabi for class X, the books are late in arrival otherwise there is no
problem.
4.9. The tough translation is not rare. Many a time the work is assigned to those
who have never been teachers in the schools. They do not appreciate the
level of understanding of the students never having dealt with them.
During this visit there was a headlines in the newspaper The Sentinel on
June 11, 2004 "New Arabic curriculum after 30 years". The body of the
report contained the following "Mr. Sarma said that experts from Gauhati
University, Tezpur University, Agriculture University and others
participated in the workshop held for the development of textbooks for the
upper primary section," This tells the story. There were no school
teachers. Only the Universities were talked of. If under the circumstances,
books which can not be followed and which do not appeal to the students
and which make the educational experience a pain in the neck and not a
pleasure, scare away children and there are dropouts, are produced, can
one wonder.
4.10. In the two Bengali medium schools visited, one Upper primary and other
primary,, it was found that there is no shortage of teachers but it was said
that the number of students in the upper primary school was coming down.
Most of those, who can afford it, are sending the wards to private schools.
4.11. Once again it is regretted that the reply to the questionnaire could not be
obtained and the case of the State is going by default. Incidentally the
State now has a senior officer as the Nodal Officer. It is hoped that he will
be able to pull up the defaulting officers and send the reply to the
questionnaire for the next Report in time for inclusion in the Report.
Chapter V. Andhra Pradesh
5.1.
5.2.
5.3.
5.4.
5.5.
The population of Andhra Pradesh, as per 1991 census, is 6,65,08,008. Of
them 84.77 % have Telegu as their language; 8.36 % Urdu; 2.77 % Hindi
and 1.13 % Tamil. There are no areas where a minority language is
spoken by more than 60 %. The list of areas where Urdu is spoken by
more than 15 % of the population, is given but not done for Hindi or Tamil.
Hindi does not have such areas but Tamil is known to be in this position in
Chittoor district. Kannada, Oriya and Marathi are also the minority
languages in some talukas of more than 15 % of the population.
Telegu is the official language. Urdu has been declared as the additional
official language in 13 districts for recruitment to services, publication of
rules etc.; and providing instructions in primary and secondary education.
It is stated that the rules etc. are published in minority languages and it is
said that office of the Director of Translation has been set up in
Hyderabad. The number of rules etc. translated has not been specified.
There are separate guidelines for the linguistic minority institutions.
Normally the communal roster is followed by the institutes recruiting
people in the educational institutes but this is not necessary if these
institutions recruit persons from the concerned minority community.
The number of institutions running in the state for the linguistic minorities
are as follows:Language Primary Schools Secondary schools
Others
Urdu
2,333
184
9 DIETS
Oriya
100
3
Tamil
70
5
1 DIET
Kannada
58
3
Hindi
39
26
Marathi
31
2
Gujarati
1
Bengali
1
5.6.
In the primary education, the linguistic minority schools are run if there are
more than 10 students in a class for that language. The number of
schools, students and teachers for the year 2002-03 are as follows:-
Language Schools
Students
Teachers
Urdu
2,517
3,66,057
9,801
Oriya
103
16,016
386
Tamil
75
12,342
372
Kannada
61
14,506
241
Hindi
65
17,600
541
Marathi
33
7,344
200
5.7. It is noted that in the past three years, the number of schools in Urdu
medium have gone up from 1257 to 2517 and the number of students has
increased from 1,62,629 to 3,66,057 i.e. they have more than doubled. In
Oriya also there is an increase from 7,579 to 16,016 (an increase of 111
%). There is an increase of 87 % in Tamil; 45 4 % in Kannada; 643 % in
Hindi; and 122 % in Marathi. This is indeed a creditable performance for
which the Government of Andhra Pradesh should be congratulated.
5.8. In Secondary Education, Hindi, Urdu, Tamil and Oriya are described as the
media of instructions in addition to Telegu and English. The number of
schools, students and teachers for year 2002 - 03 is as follows:Language
Schools
Students
Teachers
Urdu
184
64,581
2,775
Oriya
3
3,889
77
Tamil
5
4,141
116
Kannada
3
1,688
62
Hindi
26
7,009
280
Marathi
2
1,916
65
5.9. Here also there is an increase in the number of students, The increase is
from 53,338 to 64,581 in Urdu, an increase of 21 %. In Oriya the increase
is 1209 %; in Tamil 148 %; in Kannada 189 %; and in Marathi 396 %. In
5.10.
5.11.
5.12.
5.13.
5.14.
Hindi however, there is a fall from 12,358 in 2000-01 to 11,327 in 2001-02
to 7,009 in 2002-03. The number of schools has gone up from 24 to 26 but
the number of teachers has come down from 348 to 280. This should be
looked into.
Advance registers are reported to be maintained in all the schools vide
orders issued in 1993,.
No shortage of teachers has been reported. But during the visit of the
Commissioner to Medak district, in one school, one vacancy of Physics
teacher and in another three vacancies were reported. A delegation of the
Urdu teachers also said that presently the number of posts for teachers is
calculated on the basis of 1:40 ratio and hence no vacancies are shown.
Actually for the Urdu schools, according to them, the ratio should be 1:20
as the number of students in the backward areas is low and the ratio of
1:40 can not be achieved. This appears to be a good reason for reviewing
the number of posts. It is generally observed that in the rural areas the
number of students from the linguistic minority are not in sufficient number
to warrant regular teacher student ratio.
Another reason for the non fulfillment of the posts of teachers was said to
be the 30 % reservation for the women. This does not appear to be a valid
reason since women are traditionally attracted to the teaching profession.
May be, there is shortage in certain subjects such as Physics but this can
be attended to by diverting an equivalent number of posts to other
subjects so that the deficiency in women recruitment can be made up.
In the information about the training of the teachers, it is informed that 1350
persons were trained in the preceding three years. However, this
information is only about Urdu and no information has been furnished in
respect of other language teachers.
There is said to be no shortage of textbooks. This is also at variance with
what was observed in Medak district. The main complaint was about the
non supply of the books. It was informed that Urdu books for class I have
still not been received. The position about the workbooks is specially
difficult. Only fifty percent of the requirements is usually supplied and that
5.15.
5.16.
5.17.
5.18.
too with a delay of two months or more. Books for class X were received in
January/ February. There is a need for closer supervision and for proper
arrangements so that the books can reach in time,
Urdu and Hindi academies have been set up. Hindi academy does not
appear to be active but Urdu Academy has been quite active. The exact
amount of grants given to the Academy during the year are not known but
the Chairman specified that the funds were substantial and that this was
the best financed Academy in the country. Expenditure during the year
2002-03 was given as Rs. 169.50 lakh, Besides a sum of Rs, 534.60 lakh
was spent on the construction of Urdu Ghars cum Shadikhanas (marriage
houses).
Amongst the activities of the Academy are
1. Makhdoom Award in seven categories related to literature.
2. Awards on printed books.
3. Financial assistance for publication of manuscripts
4. Financial assistance to periodicals
5. Financial assistance to news agencies
6. Financial assistance to institutions for seminars etc.
7. Students (merit) scholarships
8. Students (EBC) scholarships
9. Establishment of 18 computer training institutes
10. Urdu typewriting institute
The Academy is also publishing a quality Urdu Magazine called ‘Qaumi
Zaban”.
The Commissioner also visited the premises of Daily Siyasat, an Urdu
newspaper published since 1948. The 'Siyasat' is running the Urdu
classes for regular students and adults through various trusts set up by
them. They are also conducting training courses for the Urdu medium
students desirous of taking up competitive examinations and appearing in
interviews. A number of computer courses are also conducted by them to
enable the students to get suitable employment opportunities. They are
also conducting training in Unani Medicine through the medium of Urdu. It
5.19.
5.20.
5.21.
5.22.
5.23.
is not clear what assistance they are getting from the State Government
but they are getting assistance in the computer centres from Board for
Promotion of Urdu of the Central Government.
So far as recruitment is concerned, this appears to be a dark spot. Urdu is
said to be the medium of examination for recruitment but it is also said that
knowledge of Telugu of the school final standard is compulsory for
recruitment. There are also domiciliary restrictions in terms of six point
formula. The details of the formula could not be ascertained.
The machinery for watching the implementation of the safeguards is
described as the Minority Welfare Commission at the State level and
District Minority Welfare Officer at the district level. It does not appear that
review is done at the secretariat level also. There is no information about
regular review by the minority Commission.
No pamphlets are issued but the publicity is said to be done through public
notification. Whether this is done through minority languages or not is not
specified.
It is said that there is an authority prescribed at the district level and the
state level to receive the complaints etc. but the name of the officer is not
given. It is, however, stated that no complaints have been received.
Considering that the Urdu Teachers Association met the Commissioner at
Hyderabad and gave a long list of demands, it does not appear to be
correct that no grievances are brought to the notice of the authorities.
Amongst the points raised by the delegation were that “all the officials in
these districts should be trained in Urdu. An Urdu translator must be
appointed in all the departments. Each Collectorate should have a Urdu
cell. The G.Os should be issued in Urdu also. Special Urdu cell is needed
for the School Education Department. Urdu should be given due place in
the media and communications. Urdu programmes should be telecast and
programmes of UGC can also be done in Urdu. Magazines, bulletins and
advertisement should be published in Urdu also.”
Other demands mentioned were “SCERT should also have a Urdu cell with
all the specialisations. It should develop appropriate training material for
the teachers. Andhra Pradesh Government is conducting coaching centres
for competitive examinations but the number of Urdu medium centres
needs to be increased. In-service training opportunities for B. Ed and M.
Ed should be given to the Urdu teachers.
5.24. The increase in the number of posts for the Urdu teachers by reducing the
teacher student ratio has already been mentioned above. Increase in the
number of Vidya volunteer under the Sarva Shiksha Abhiyan was also
mentioned. It was said that in the matter of upgradation, Urdu schools
were being discriminated against. All these complaints may not be correct
but it would not be proper to say that there is no grievance.
5.25. Having said that, it still can be said that Andhra Pradesh is liberal in the
treatment of the linguistic minorities in the State.
Chapter VI. Orissa
6.1. The population of Orissa is 3,68,04,660 as per the census 2001. It was
3,16,59,736 in 1991. The linguistic profile in 1991 was as follows:-
Language
Oriya
Hindi
Telegu
Santhali
Kui
Urdu
Bengali
Persons
Percentage
2,61,99,346
82.75
7,59,016
2.40
6,65,001
2.10
6,61,849
2.09
6,36,005
2.01
5,02,102
1.59
4,42,971
1.40
6.2. There are no areas where any minority language is spoken by more than 60 %
of the people but there are areas where their proportion is more than 15 %.
These are Sundargarh district for Hindi (21.47 %); Mayurbhanj for Santhali
(27.05 %);and Pulbani for Kui (31.49 %). It is noted that only the districts have
been named. if these are considered at the tahsil level, there will be many
more languages (Ho, Koya, Khond, Telegu, Sabar, Munda etc.) and many
more areas.
6.3. Official language is Oriya and there is no other official language. There are no
translations of rules etc. in minority languages nor are the representations
replied to in any language other than official language and English (perhaps).
6.4. There are no separate guidelines for the recognition of the minority institutes It
is stated that 351 institutes are recognized and 213 of them are getting grants
in aid. All these appear to be primary schools The language wise number is
given in the paragraph below. Actually the intention was to enquire about the
private institutions established and maintained by the linguistic minorities
whether aided or un aided.
6.5. Primary education is up to class VII. It is stated that education is imparted in
Urdu, Bengali and Telegu. In view of the fact that primary schools for Hindi and
Gujarati are also mentioned, why these languages are left out of the list is not
clear. The number of students for a class is stated to be 20.
6.6. The number of schools, students and teachers is given below:Language
Telegu
Hindi
Gujarati
Bengali
Urdu
Schools
Students
Teachers
202
17,000
438
16
4,000
84
3
200
7
11
1,500
24
119
8,000
163
6.7. It is stated that out of 202 Telegu schools, 34 are Telegu medium schools while
the remaining 168 are bilingual schools. It has also been intimated that one
Telegu school in Pattapol, Cuttack was getting grants in aid up to 1990 but it
was discontinued due to principle of National Integration Scheme of
Government. The matter is sub judice. We would like to be informed about this
principle of National Integration and what the dispute is about. In another case,
it is also stated that the Government have sanctioned Telegu knowing teachers
but only Oriya teachers who have knowledge of Telegu are being posted. It is
not understood what is wrong about it. 110 posts of Telegu teachers were
sanctioned for newly created districts but they have not been filled up It is not
known what is holding them up. Who is the appointing authority and what are
his problems in not making the appointments.
6.8. It was remarked in an earlier Report that the round figures for number of
students in all the languages raised doubts if the statistics are really being
collected. The situation in secondary schools is better as will be mentioned
below. It will also be seen that there are no statistics for tribal languages
Santhali, Kui. Ho etc.
6.9. In the secondary education Urdu, Bengali and Telegu are said to be the media
of education besides Oriya and English. Question papers by the Board of
Secondary Education are also set in these languages. For the year 2002 – 03,
the number of schools, students and teachers is as follows:Language
Telegu
Hindi
Bengali
Urdu
Schools
1
2
1
41
Students
Teachers
250
7
505
10
53
8
5,292
147
6.10. It may be mentioned that this information is at variance with that given in
the annexure. In the annexure, which gives the number of schools district wise,
one Telegu schools is shown in Jeypore district and one in Sundargarh district.
These together have 274 students and 11 teachers. In Hindi the number of
schools is four and the number of students is 498. In Urdu the number of
schools is 46 but the number of students and teachers show only a minor
variation.
6.11. Registers for advance information on linguistic preference of the students
are not being maintained.
6.12. The Three Language Formula is being followed. It has been described in
detail in the last Report. However, in reply to question 29 to 31, the first
language is given as Oriya, Bengali, Telegu or Urdu. The second is English
and the third is Sanskrit or Persian. Even Hindi is not mentioned. The details
given in the annexure show many more variations. This appears to be a case
of oversight.
6.13. There a number of vacancies for the posts of teachers. In Urdu out of 101
sanctioned posts, 30 are said to be vacant. The reason given there for is the
financial problem of the state. The number of vacancies for other languages is
not shown. It is stated that efforts are being made to engage Swechha Sevi
Shiksha Sahayaks to teach in minority languages.
6.14. It is stated that two Urdu Secondary Training Schools have been
established for providing training facilitates for Urdu teachers. Other languages
are not mentioned but it is stated that 50 teachers were trained during last
year. It is also mentioned that orientation training is given to the teachers by
the respective organizations for qualitative teaching in the linguistic minority
managed schools.
6.15. No shortage of textbooks is reported. The books for the primary classes
are published by Textbook Board for Production and Marketing and those for
the secondary stage by Board of Secondary Education.
6.16. There are no replies to other questions relating to academies, recruitment ,
machinery and pamphlets. It may be added that in the reply to the
questionnaire for the last Report mentioned Urdu Academy . The year before
that Urdu, Hindi and other academies were mentioned. Just what is the
position about the Academies should be clarified.
Chapter VII. Uttar Pradesh
7.1.
7.2.
Reply to the quesionnaaire for the 41st Reprot has not been received from
Government of Uttar Pradesh despite a number of reminders and personal
efforts.
It is known that Uttar Pradesh is well disposed of in the favour of the only
linguistic minority in the State i.e. the Urdu speaking population. But the
statistics are not normally received when the replies are received. There is
an Academy also to look after the development of Urdu but the details of its
activities were also not sent last year.
Chapter VIII. Uttaranchal
8.1.
Population of Uttaranchal, as per 2001 census is given as 84.79 lakh and
as per 1991 census as 70.50 lakh. It is said that 100 % are Hindi speaking
but obviously this is only hyperbole. There are known to be many persons
speaking Punjabi and other languages. They would also be represented in
some number, however, small. This is an instance of the approach where
the facts are overcome by sentiments or general belief.
8.2. The district wise linguistic breakup has been worked on the basis of data
for 1981 census. But many of the districts were later sub divided in
subsequent years and new districts formed. Thus the exact linguistic
profile of existing districts is not available. It is known that Udham Singh
Nagar district has substantial number of Punjabi speaking population. It
was earlier part of Nainital district. The exact percentage of the linguistic
minority in the district is not known. Only this information will decide what
rights the linguistic minorities can get in this area.
8.3. Amongst the minority institutes are listed the following:
1. Guru Nanak Boys Inter College, Dehradun
2. Guru Nanak Girls Inter College, Dehradun
3. Guru Nanak Girls Inter College, Prem Nagar, Dehradun
4. Guru Nanak Girls Higher Secondary School, Gavin Nagar,
Dehradun
5. Guru Nanak Boys Inter College, Udham Singh Nagar
6. Guru Nanak Girls Inter College, Udham Singh Nagar
7. Guru Nanak Girls Inter College, Nanakmatta, Udham Singh
Nagar
8. Guru Nanak Higher Secondary School, Kashipur
9. Khalsa National Girls Inter College, Haldwani
It is not clear if these institutes are based on linguistic considerations or
religious considerations.
8.4. Nine secondary schools are mentioned to be running for Punjabi speaking
people and 4 for Urdu speaking people.. No grants are being given to
them. But in the reply to the question about mother tongues being taught,
only Hindi is mentioned. Simultaneously four Urdu schools are stated to be
having 604 students and 8 teachers in the year 2003 – 03..
8.5. Similarly in the similar questions about secondary education, the reply to
the question about district wise number f schools, the answer is ‘NIL’ but in
the next question nine Punjabi schools are stated to be teaching 2,712
students with nine teachers. Presumably these school are teaching
Punjabi as a subject but the medium is Hindi.
8.6. Registers for advance registration are said to be maintained but to what
purpose is not clear since the minority languages are not being taken up at
the primary level and no government school appears to be teaching
minority languages even as a subject.
8.7. In the circumstances, the information about teachers or textbooks does not
have much significance. Same is the situation for the assistance given to an
organizations for development of minority languages. There are, of course,
no government run academies for such development.
8.8. In the Three Language Formula Hindi, English and Sanskrit are mentioned
as the three languages. Neither Urdu nor Punjabi are mentioned though
some schools are said to be teaching these languages.
8.9. There is no need to mention anything about the concession for non Hindi
speaking people in the matter of recruitment to services.
8.10. Overall the position in Uttaranchal is bleak for the linguistic minorities.
Chapter IX. Karnataka
9.1.
9.2.
9.3.
9.4.
Karnataka has a population of 5,27,33,958 as per the census 2001. It
was 4,49,77,201 in 1991. Kannada is the principal language and its
speakers form 66.22 % of the population. The minority languages are
given in the table below.
Language
Persons
Percentage
Urdu
44,80,038
9.96
Telegu
33,25,062
7.39
Tamil
17,28,361
3.84
Marathi
16,40,020
3.65
Tulu
13,78,779
3.07
Hindi
8,85,251
1.97
Malayalam
7,57,030
1.68
Konkani
7,06,397
1.57
Lamani
5,47,797
1.22
There are one taluka each in Dakshin Kannada and Udipi districts
where Tulu speakers form more than 60 % of the population. There
are four talukas in Kolar district where Telegu is in a similar position.
But there is no district of this nature.
The areas where the minority language is spoken by more than 15 %
of the population are many and have been enumerated. As already
stated, they can be seen on our website www.nclm.nic.in also.
As pointed out, there are only six tahsils where the population of
linguistic minorities is more than 60 %. These include four tahsils with
Telegu as the leading language and two with Konkani. It was also
pointed out, in a meeting with the offices of the State Government, that
the two tahsils in Belgaum district which had Marathi as the leading
language have now ceased to be so though the number is still above
50 %. Revenue records are, however, being maintained in all these
areas in Kannada. It was pointed out that it was unfair to the linguistic
9.5.
9.6.
9.7.
9.8.
minorities even though technically they can not claim their language to
be additional official language of the district concerned. With the
records being computerised the transliteration of names etc. should
not pose much of a problem. It was agreed that this aspect would be
considered.
Kannada is the official language of the State. There is no other official
language. It is intimated that important rules, regulations, notices etc.
are published in minority languages in the areas where the linguistic
minorities are more than 15 % of the population. Two such rules were
published in Urdu in the current period. Directorate of Translation is the
agency for such translations.
Orders were issued on 5.10.99 stating that the answer to the
representations received in minority languages should be replied in
that language.
There are no separate guidelines for the recognition of minority
educational institutions. The normal rules apply . But these institutions
are recognised on priority basis without taking into consideration their
seniority or date of filing the application . Thereafter further necessary
action would be taken to grant recognition as minority institute as per
the Government orders and guidelines. The following table gives the
number of the institutions granted recognition and grants in aid.
Language
Recognition Grant in aid
Urdu
426
225
Marathi
214
148
Telegu
60
32
Malayalam
8
3
Gujarati
7
4
Tamil
118
85
Primary education is from Class I to V and the upper primary from
class VI to VIII. Education is imparted in the minority languages Urdu,
Marathi, Tamil and Telegu. It is noted that it is not yet imparted in
9.9.
9.10.
9.11.
9.12.
9.13.
9.14.
Konkani or Kodagu . This is discussed in details else where in this
chapter.
The norms for starting such classes is 20 for each class. Earlier the
norms were given as 15 per class for upper primary (though the
recommended norms were 10 for the primary classes and 15 for the
upper primary classes). Since the requirement for secondary education
is said to be 15 per class, it appears to be a slip.
Kannada is taught in the linguistic minority schools from class one. In
the reply for the earlier 39th Report, it was reported that Kannada is
started from class III but is optional for the first two years. From class
V, it is compulsory.
The number of schools, students and teachers for the year 2002 – 03
are as follows:Language Schools
Students
Teachers
Urdu
3,271
4,56,182
13,549
Tamil
192
30,366
1,048
Telegu
92
11,112
466
The State Government have also given the district wise number of the
linguistic minority and the general schools in the three languages.
Barring minor discrepancies, the linguistic minority institutes are said to
be 290 for Urdu, 34 for Telegu and 48 for Tamil.
It is noted that the number of students for Marathi are not given though
elsewhere there are stated to be 1,015 primacy schools for Marathi.
Similarly the information about Gujarati and Malayalam schools is not
given though there are 4 of the former and 3 of the latter receiving
grants fro the State Government. As already pointed there are no
school, yet, for Konkani, Tulu and Kodagu.
The secondary education is from class IX to X. The languages used as
media are Kannada, English, Urdu, Tamil, Telegu, Marathi and Hindi.
The criterion for starting a medium is 15 students for opening the class
whereas for continuation strength of 25 is to be maintained in each
9.15.
9.16.
9.17.
9.18.
9.19.
9.20.
9.21.
class.
The number of schools are given for three languages viz. Urdu, Tamil
and Telegu. The figures for Marathi and Hindi are not given though in
an annexure to the reply, the number of secondary schools in Marathi
is given as 155.
The number of schools, students and teachers for secondary schools
are as follows:Language
Schools
Students
Teachers
Urdu
209
54,205
2,270
Tamil
3
180
23
Telegu
16
508
156
Registers for the advance registration of the linguistic preference are
being maintained by all the primary schools but not the secondary
schools. There is no inter school adjustments.
The three Language Formula lists the languages as under
1st Language
Kannada, English, Hindi, Urdu, Marathi,
Telegu, Tamil
2nd Language Kannada, English, Hindi, Urdu, Marathi,
Telegu, Tamil
3rd Language
Kannada, English, Hindi, Urdu, Sanskrit
The exact combinations under which the different languages can be
taken is not clear.
It was intimated in a meeting with the teachers that Minority Language,
English and Kannada were to be introduced as subjects from class I.
However the second and third languages are non examination
subjects up to class III and VI respectively. It was stated that Hindi is
left out if Kannada is taken as the third language. The Commissioner
would commend the introduction of composite courses on the pattern
of Goa.
No shortage of teachers is reported at the primary level. As for the
secondary stage, a few posts are said to be vacant. Action to fill them
9.22.
9.23.
9.24.
9.25.
9.26.
up is being taken. However, it is claimed that there are enough
teachers to teach through the minority languages.
The vacant posts are as follows:Language
Posts sanctioned Posts vacant
Hindi
3,492
494
Urdu
462
49
Telegu
41
2
Tamil
24
3
Marathi
148
4
Sanskrit
146
11
There are no separate training Institutes to train the teachers in
minority languages. However, at the district level, the DIETs are
conducting training programmes to the in-service teachers in Science
subjects to be taught through minority languages. During the year
under review there were no training programmes but in the earlier year
2001 – 02, 1450 teachers in Urdu, 200 in Marathi and 100 teachers in
Tamil were trained. In the year preceding that the number was 1500
teachers in Urdu.
No shortage of textbooks is reported.
Kannada and English are the media of examinations for State
Services. There is no minority language. The knowledge of Kannada is
compulsory for recruitment. For group D posts, the knowledge required
is that of seventh standard. Those selected for group C posts are
expected to pass the Kannada test before appointment.
These stipulations are against the accepted safeguards. It is specially
so for group D posts in such areas where linguistic minorities are
substantial in number. For group C posts, it is not clear if the selecting
depends upon his knowledge of Kannada or he has to acquire it after
selection. In case he has to acquire it, how much time is given to him
for doing this. If this is a reasonable time, the situation will not be so
bad.
9.27.
9.28.
9.29.
9.30.
9.31.
9.32.
As regards machinery, it is intimated that Deputy Secretary to
Government Department of Personnel and Administrative Reforms has
been designated as Linguistic Minorities Officer at the State level. Aa
the district level, Deputy Commissioner is charged with the task of
enforcing the safeguards. But there are no committees at both the
levels.
So far as publicity of the safeguards is concerned, it is said that
pamphlets are issued. But the last one issued was far back in time i.e.
in 1966. It is said that these are under review. It is hoped that this will
be completed soon and new pamphlets will be issued not only in
English but in the minority languages also so that those most in need
of them can read them and profit by them.
The State Government have sent a detailed report about the
grievances, the only State to do so. It underlines the seriousness with
which the welfare of the linguistic minorities is being viewed. It has
been reported that the linguistic minorities used to send their
complaints to the Deputy Commissioner of the district concerned. The
other channel was through Assistant Commissioner, Linguistic
Minorities Belgaum ( the regional office of this organization) who
passed on these complaints to Deputy Secretary, Linguistic Minorities
Officer.
About the grievances, it is mentioned that main complaint was about
the display of sign posts in Government buses, offices, roads etc. in
Kannada only. The Deputy Commissioner has been asked to look into
these complaints.
The States Minority Commission faces the financial crunch to maintain
a mechanism to implement the safeguards. It has been suggested that
funds should be available to encourage the representative Linguistic
Minority groups to act as a source of information to the Government in
respect of the safeguards.
It was noted that though Kodagu has its areas of dominance, it is not
being used as the language of instruction. There is an Academy for the
9.33.
9.34.
9.35.
development of the language but its activities are not known. It is
known that during the year 2002 – 03, an amount of Rs. 12 lakh was
allotted to it. The purpose was to develop Kodagu language, literature,
art and culture. It is expected to publish books and also arrange
functions for folk dance, But it is surprising that even the Collector
Coorg was not aware of the activities . The achievements have not
been listed.
In contrast the Tulu and Konkani Academies with headquarters at
Mangalore, are fairly active. They have their problems with the
budgetary allocations but they are active. It was stated that the
amounts made available is substantial but there are no non plan funds
so that the bulk of the grants received go towards the routine
expenditure. In Konkani Academy, the amount of grant was increased
from Rs. 7 lakh to Rs. 14 lakh but there was a financial cut and the
amount was reduced to Rs. eleven lakh only. Government, in their
reply, has stated the amount as Rs. 12.90 lakh. Similarly for Tulu
Academy the funds were increased from Rs. seven lakh to Rs. Eleven
lakh before the cut was applied. The non plan expenditure is to the
tune of Rs. six lakh. This does not leave enough funds for the
development activities. The State Government have intimated an
allocation of Rs. 13.35 lakh during the year 2002 – 03.
Normally after five years of existence the routine expenditure is
provided for on non plan side but this has not been done. It is hoped
that now that the new Finance Commission is working, the case for the
transfer of the routine expenditure to non plan will be made out so that
enough fund are available for development of language as such.
The Urdu Academy was established in 1977 and has now non plan
funds also. The allocation during the year 2002 – 03 was Rs. 8.35 lakh
under non-plan and Rs. 10 lakh under plan side. The items are the
usual ones viz. publication of books, arrangements of seminars, giving
scholarships to students. the Academy is also working on Urdu –
Kannada and Kannada – Urdu dictionaries. The actual achievements
9.36.
9.37.
9.38.
9.39.
9.40.
9.41.
are not listed.
It was reported that Government of Karnataka has provided special
funds for the construction of Kannada Bhavan in Bangalore. Similar
favour should be shown to the Konkani and Tulu Academies in
Mangalore so that they can have a proper home.
Despite the two academies being active, it was noted that both Tulu
and Konkani are not yet the medium of instruction even at the primary
level of education. The development of language has to be to some
purpose and the primary purpose is to maintain it. There can be no
better avenue than education to achieve this. The office bearers were
urged to take up the writing of primers and other books for primary
classes so that the children can learn the language early and can learn
other subjects through them. A beginning has been made by the
Konkani Academy. It has published a hand book for the teachers of
Kindergarten. It is now engaged in preparation of Konkani Reader level
I.
The Konkani Academy has published books and also promotes the
writers by giving them financial assistance. It has brought out a
dictionary with equivalent words in Kannada, Hindi and English along
with synonyms in eight dialects of Konkani. A quarterly newsletter is
also published.
Other non official organizations are also active in the field. Konkani
Bhasha Mandal is an organization engaged in the propagation of the
Konkani language. It has been organizing a weekly Konkani lecture.
Similarly there is a cultural Konkani Heritage Center set up in 1986
which is now starting a high level course for Konkani Performing Arts.
Admission process is on. They have constructed a building through
public contribution and have applied to Ministry of Culture Government
of India for grants in December 2001.
Tulu Academy has likewise been active in bringing out books. It is also
collaborating with the University of Mangalore to bring out research
papers on the language and the history of Tulu Land.
9.42.
As pointed out earlier the Commissioner visited the linguistic minority
schools in Coorg and Mangalore districts. After the visits the main
points were brought to the notice of the Secretary Education. These
are listed below.
a.
There is a need for relaxation of norms of teacher student
ratio (1:40) in the case of Linguistic Minority Institutes. These
schools were usually located in territories which were backward
and where the linguistic minorities needed special attention.
b.
There is a need for setting up libraries and book banks in
Linguistic Minority Institutes to provide reference books and help
books in the minority language.
c.
There were some Urdu schools being run in the rooms
rented from the mosques. The rent for these premises should be
paid on a regular basis. For want of payment of rent, some
schools were facing eviction or had problems in construction of
new rooms. This also needs to be examined as to how they can
be provided additional space of which they are in dire need.
d.
There was a general complaint that the books in the minority
language are not received in time at the beginning of the session.
In one school the teachers said that books are available on time
but they were worried that from the year 2005-06, semester
system is going to be introduced entailing changes in syllabi and
nothing is definite about the new books. It is generally found that,
not only in Karnataka but everywhere, that when there is a
change in the syllabi, the books are not available in time, more so
in the minority languages since it involves translation and the
private players are reluctant to take up this non profitable job. If
the decisions are taken in time and not in a hurry such hardships
can be avoided to some extent.
e.
The rules for recognition for the minority institutions should
be clear and transparent so that the institutions can be sure of
their status. They should mention rights as well as the
9.43.
9.44.
9.45.
obligations.
f.
Repairs of the school buildings in the areas included in the
Urban conglomerate but not yet urbanized is the concern of
neither the urban local authorities nor of the Zila Parishad.
Consequently their upkeep and maintenance is suffering.
g.
Karnataka Government is introducing semester system at the
lower level of the education. There was a general apprehension
in the mind of the linguistic minorities that the new system will
mean new books and there will be considerable delay in getting
them. The books are first prepared in Kannada and then
translated and published in other languages. The translation and
publishing should be expedited.
In their comments the officers of the Education department gave the
following information.
1. In Malnad area, there has been a modification of the teacher
student ratio to 1:25. This can also be considered for the
Linguistic Minority Institutes.
2. The question of supply of free text books to the linguistic
minority institutes are under consideration. DSERT is in charge
of preparation of these books. They can be suitably instructed
to provide books in time.
3. Rent for the school buildings is usually paid by the Zila
Prashids. The matter will be taken up with them.
4. The finalization of the rules for recognition and registration of
the minority institutes is under consideration and will be
finalized shortly.
It was noted that there is no teaching of Hindi in the schools with Urdu
medium. In the school visited, there were no Hindi teachers.
It was brought to notice that at some places the admission to eighth
class is a problem since there are no Urdu medium schools nearby.
9.46.
9.47.
9.48.
9.49.
9.50.
In Coorg district it was pointed out that there is dearth of teaching aids
in the minority schools. To a large extent it depends upon the initiative
of the teachers and the Commissioner found an extraordinarily
decorated and clean school in Virajpet. But it would help if some
leeway is given in the utilization of Sarva Shiksha Abhiyan funds for
the provision of teaching aids of simple nature. The authorities at
Coorg readily offered this assistance on the demand of the teachers. It
is hoped that State Government would also issue similar directions to
all the district authorities.
Commissioner, during his discussions with the Chief Secretary and
other senior officers pointed out that it is observed that it is compulsory
to qualify in Kannada for recruitment to services. This was not in
accordance with the safeguards. It was explained by Principal
Secretary, Personnel that it is the practice that for the cutting edge
post, like village accountants, the candidates must qualify in Kannada
before appointment but that the selection does not depend upon
qualifying in Kannada. Commissioner agreed that so long as the
candidates belonging to the linguistic minorities were not deprived of
equal opportunity to compete for entry into Government Service, there
was no problem in this approach.
The Chief Secretary promised to look into the position in respect of
senior services so that this discrimination can be eliminated.
The State has constituted a State Minority Commission for welfare of
the minorities. It looks after both religious and linguistic minorities. The
Commission has been bringing the grievances of the teachers and
students to the attention of the Government. and its Ministers. It was
informed by the Chairman that the Government have been very
sympathetic to their cause. It is their endeavour to increase the
satisfaction level of the linguistic minorities in the State.
A Directorate of Urdu and other linguistic minorities has been opened
in the Directorate of Public Instruction to look after the linguistic
minority schools. It was also stated that though Directorate has been
9.51.
9.52.
9.53.
created but the Director is without any powers. It was stated by the
Secretary Minority Commission that he had taken up the matter about
granting of powers with the Government but there has been no reply.
In the absence of powers, the Director has only the job of collecting
statistics. The Chairman of the Minority Commission has promised to
take up the matter with the Education Minister.
Though in the previous years the State Government have assured that
there is no shortage of books but the teachers felt that the books were
usually not received in time and they had to teach from the Kannada
books. It was also stated that the Linguistic Minority schools do not
receive the benefits of various schemes such as the Operation
Blackboard. In DPEP and Sarva Shiksha Abhiyan, the literature is not
supplied in the minority languages as the Cluster Resource Centres do
not cater to the Linguistic Minority schools.
According to the representatives of the teachers of the linguistic
minorities schools in a meeting held under the aegis of the Minority
Commission, it was intimated that a number of posts of teachers are
lying vacant. The number is estimated to be two to three thousand.
For the last two years the vacancies arising out of retirement have not
been filled up. Consequently the number of students desirous of taking
up minority languages is declining. This has, in its turn, resulted in
reducing the number of posts due to strict application of the 1:40
teacher student ratio. There is a need to review this ratio in the case of
linguistic minority schools.
Another grievance brought to the notice of the Commissioner was
about the grant of increment to the linguistic minority teachers who
acquired the knowledge of Kannada. This proposal was launched to
encourage the non Kannadigas to pick up the regional language.
Under the scheme, the increment was granted to all those teachers
who acquired the knowledge of Kannada. It was interpreted to include
those whose mother tongue was Kannada. They were granted
increment. In the meantime there were objections, probably from the
9.54.
9.55.
9.56.
Auditor General, that as the non Kannada knowing teachers were
exempted from having knowledge of Kannada, they were not entitled
for increment under this scheme. Thus those who were not supposed
to get the increment when the scheme was initially envisaged got the
benefit and those, for whom the scheme was really meant, were left
out. The demand was that the benefit of the increment should be given
to those teachers of the Linguistic Minority schools who have acquired
the knowledge of Kannada.
It was noted that the Government of Karnataka had issued orders
reiterating the earlier decision that in the areas where the linguistic
minorities formed more than 15 % of the population, it should be
endeavoured that the answer to the representation received in minority
language should be given in the same language. Further the important
notices etc. should also be issued in minority languages. This
innocuous orders created an unlikely reaction from the protagonists of
Kannada language. The Chief Minister was forced to get the orders
withdrawn. It was rather unfortunate and it was represented to the
Chief Minster that there is nothing alarming about these orders and it
flows from the commitment of the State Government for decades to the
cause of the linguistic minorities. The Government of Karnataka has
been supplied similar orders issued by other State Governments. It is
hoped that the State Government will act to get these orders issued
again and also that they should be followed.
During a visit to Belgaum, it was represented to the Commissioner that
though the population of Marathi speaking people in two tahsils of the
district were more than 60 %, yet the revenue records were in
Kannada. Also the labour department was insisting that the names of
the shops must be written in Kannada. The third point was that the
proceedings of zila parishad etc. were only in Kannada. The notices
etc. are not published in Marathi nor are the destinations of the buses
written in Marathi even for buses going to these areas.
A reply has now been received. They have merely reiterated the legal
9.57.
9.58.
position like "there are no instructions from the Government to prepare
the records in minority languages. The only directions in the Official
Language Act is that notices etc. should be issued in minority
languages and that the replies to the representations be given in the
minority languages."
It appears that the entire point has been misunderstood. It was not
merely the legal position that is to be investigated. The point was how
to solve the problems faced by the linguistic minorities. It has been
clarified that the names of the shops etc. can be written in any
language provided they are also in Kannada. The point was how to
ensure that the local officers do not use this provision to harass the
shop keepers which is what the complaint was about. May be the
Labour Department will issue such instructions as suggested in the
comments and also see to it that these are followed. Similarly it should
be examined how the revenue records can be kept in the language
which dominates in an area. Giving the handouts in minority language
and keeping the records in languages other than these will be only
beating about the bush. If the rules do not permit it, the question of
amending the rules can be considered.
The statistics for various activities of the State regarding the education
at primary and secondary stage could not be given due to non receipt
of the information, otherwise this would have a success story which we
would like other states to emulate. It is hoped that next year this
problem would not be there.
Chapter X Kerala
10.1. Kerala is another of those states who, unexpectedly, have not been able to
send a reply to the questionnaire for the forty first Report. This would
deprive the people of getting the latest statistics about the State. As stated
elsewhere, Kerala has been a source of inspiration for the way the
safeguards for the linguistic minorities should be implemented. Not only
are these fully in place but they are regularly monitored by a committee
10.2.
10.3.
10.4.
10.5.
10.6.
10.7.
headed by the Chief Minister. At the district level also there is regular
monitoring at the level of the Collector.
Kerala has only Tamil and Kannada as the minority languages. The former
has significant presence in three districts of Pallakad,
Thiruvananthapuram, and Idduki while Kannada has significant presence
in Kasargod district.
The Commissioner visited Kasargod district and had a round of discussions
with the officers as also the representatives of the linguistic minority group.
He also visited some of the schools catering to the linguistic minorities.
The present report is based on the notes of these meetings and visits.
Kerala Government have brought out, in 2002, a booklet with a compilation
on the current orders for the safeguards to linguistic minorities. On query,
it was informed that the translation of this booklet into Kannada and Tamil
is in progress and it will be issued shortly.
It is noted that as per the orders dated January 24, 2001, five percent of
the seats in four designated higher secondary schools in district
Thiruvananthapuram are reserved for the linguistic minorities. Similar
orders have been issued for other districts also.
It is also provided that in the linguistic minority areas certain percentage of
posts are reserved for the persons who know the local languages. This
ensures that the linguistic minorities get the attention that they deserve
from the Government offices.
In the visit to Kasargod it was confirmed that the instructions are also being
followed on the ground. In Kasargod, In 1994, 42 posts in the Revenue
10.8.
10.9.
10.10.
10.11.
10.12.
Department of the district were identified and 28 persons have been
appointed. One post was later abolished and remaining were filled in April
2003. The meeting of the District Officers was held on 19.5.2003 to
identify and fix the strength of Kannada knowing LDCs in various
departments. All departments have been directed to fill up these posts.
District level Committee has been set up and has met on 27.11.2002;
10.04.2003; 29.09.2003 and 23.02.2004.
During the visit some deficiencies have come to notice. There are still
some vacancies in these reserved posts. It was pointed out that in the
Education office, with which the linguistic minorities are more concerned,
only one out of 23 clerks is Kannada knowing. Some specialist teachers
for Physical Education, Arts and Crafts do not know Kannada and find it
difficult to explain the projects etc. to the Kannada knowing students.
It was also brought to notice that the textbooks in Kannada were received
late. Model question papers were received only in December. The
question paper in IT was not available in Kannada . The translation of the
books is done by SCERT. It is their publication which is the bottleneck.
Normally the books are available with some delay but whenever there is
change in syllabi, there is considerable delay in the publication of the
books. The syllabi are reviewed every five years. A bigger problem is
regarding the work books etc. They are not available even now. The books
for Mathematics for class VIII were not available till then though there is
demand for up to 4,000 books. SCERT has the posts of the Research
Officer and Assistant Professor for Kannada but these are at present
vacant.
It was also brought to notice that the schools were obliged to buy the
encyclopedia in Malayalam when even the teachers did not know
Malayalam. They were also expected to subscribe to Malayalam
magazines which are of no use to the students.
In the police force there are no constables who know Kannada. Though it is
expected that the statements will be recorded in the language of the
witness, yet there is no way it can be done.
10.13. It was pointed out that the old revenue records are in Kannada, a language
which is not known to the survey officers. As a result there are lot of
mistakes and consequent complaints.
10.14. It is disheartening that even the history is being falsified in the accounts
being prepared by the local Zila Parishad nominated scholars. It has been
said that Kasargod was always a part of Malayalam state which is contrary
to the facts. This region was part of Madras Presidency and before that of
the Kingdom of Karnataka.
10.15. Voters cards issued on behalf of the Election Commission are in English
and Malayalam only.
10.16. Recently a plea was made to Public Service Commission to set the
question papers in Kannada. Even the reply to this is in Malayalam and
nothing has been done about the demand.
10.17. There was a demand that Hosdrug taluk should also be declared as a
linguistic minority area as it qualifies for that. There used to be 25
Kannada schools in Hosdrug. The number has been reduced to 11 over
the years due to its non inclusion in the linguistic minority area.
10.18. All these and other comments have been referred to the State
Government. A reply is awaited.
10.19. It was pointed out in the meeting at Kasargod that the Commissioner
Linguistic Minorities is a toothless tiger. It can not enforce its decisions.
There is an element of truth in the statement. It may be argued that the
failure to get a reply to the questionnaire is in itself a proof for this. But this
is the limitation with which this office has to live. The organization was not
expected to become another supervisory authority. That role was left to
the representatives of the people who would express their views through
the discussions in the Parliament. The matter can be taken up in the
Legislative Assembly also. Perhaps that would be the only way to enforce
the safeguards.
10.20. There may be genuine problems in sending the information for the current
year. It is a loss for the State that the work done by them is not available
for appreciation or even for information to the M.Ps, other states and
others to whom this Report is sent after it is laid in the house. But it is also
a loss for this organization and it is very much regretted.
Chapter XI. Gujarat
11.1. It is a matter of regret that the State government have not been able to
send a reply to the questionnaire for the 41st Report for the period July 2002
to June 2003 despite a number of reminders.
11.2. It is a loss since it is known that the State has been leading in the
implementation of the safeguards for the linguistic minoroites. It would have
been encouraging for other States to be aware of their way of doing this. It is
hoped that this gap will not be felt next year.
Chapter XII. Goa
12.1. Goa is one State which has promptly replied to the questionnaire that was
sent to them for preparation of the Forty First Report. The queries raised in this
context have also been replied promptly. For this the officers of the State
Government are to be thanked. If all the States were as prompt, our task will
be easier and that much beneficial to the linguistic minorities.
12.2. Konkani is the principal language of Goa with 51,52 % of people
accounting for it. Marathi is declared as their language by 33.36 %.Other
languages are Kannada (4.64 %); Urdu (3.41 %); Hindi (3.17 %) and
Malayalam (1.11 %). This is as per 1991 census since the linguistic breakup
from the 2001 census is still awaited. It has been stated that there are no areas
where the speakers of minority languages form more than 15 % of the total
population. Of course Marathi is an exception though it is not so mentioned.
Konkani is the Official Language of the State and there is said to be no other
Official Language. However, it is added that as per notification Marathi shall be
used for the purpose of replies to the communications received in Marathi. It is
also noted that Marathi is the medium, along with English, at the secondary
level of education. Thus Marathi speaking population should not be having any
grievance on this count.
12.3. It is, however, noted that the important Acts, rules, notifications are not
being issued in Marathi. Considering the high percentage of Marathi speakers,
it will be in order to issue at least the gist of the important notifications etc. in
Marathi for the information of the public. the State Government is also urged to
have a regular translation arrangement for such translation.
12.4. It is stated that the reply to the communication received in minority
languages is sent, as far as possible, in the same language. However, a copy
of the orders issued in this context has not been sent. In the absence of
translation arrangements, this appears to be the intention but not the practice.
The words ‘as far as possible’ signify the difficulties faced.
12.5. So for as the recognition of the minority institutes is concerned, there are
no specific guidelines for recognition. They are governed under the provisions
of he Goa School Education Act 1984 and Goa Education rules 1986. It is
stated that every institution which has applied for recognition has been so
granted recognition as per rules.
12.6. In reply to the question about recognition, a list of some individuals is also
given but it is not known in what context this information is provided. We had
asked for information about the organizations only. It is also noted that the list
of the organizations keeps on changing every year. In the Report for the year
1999-2000, one Urdu, one Kairali and one Kannada organization have been
mentioned. Next year the number consisted of two Kannada and four Urdu
institutes. This year the number is one Kannada and three Urdu associations.
It is felt that this information should be cross checked.
12.7. In the primary stage of education (class I to IV), Urdu, Kannada, Malayalam,
Telegu, Hindi, Marathi and Konkani are mentioned as the languages in which
education is imparted. Minimum enrolment criteria for the schools is 15 pupils
to a class but for linguistic minorities this is reduced to 10. For the year 200102, the following statistics have been given.
Language
Urdu
Kannada
Malayalam
Hindi
Telegu
Konkani
Marathi
Schools
Students
Teachers
2993
74
2965
68
12
2
1
230
24
63
2
58
28,378
943
862
44,422
2,329
6
2
12.8. For the year 2002-03 the statistics have not been collected in pursuance of
the instructions of the Ministry for Human resources Development. The
Ministry has urged that in view of the 7th Educational Survey the normal
collection of figures should not be done. It is hoped that the questionnaire for
the 7th Educational Survey takes into consideration the needs of the linguistic
minorities. This will have to be checked up though it is feared that it is too late
to suggest any modifications, if needed.
12.9. Number of district wise schools is as follows:District
North
South
Total
Marathi
Konkani
Urdu
577
16
344
59
921
75
Hindi
12
13
25
4
4
12.10. The reasons for the variation of figures in Para 12.7 and 12.9 may have to
be checked up. it may be stated that these figures were given when
supplementary information was called for. In the original reply the figures are
slightly different. The number of Urdu schools is given as 6 though the number
of students is the same. It is also not clear why the number of schools for
Malayalam and Telegu are not given. Even if these classes are being run
parallel as separate sections in the Konkani or Marathi schools, the number of
schools in which these sections are being run can certainly be given. It is noted
that the number of schools for Urdu were eight in 1999-2000; seven in 2000-01
and six in 2002-03. The number of schools is coming down but the number of
students is going up. In Kannada the number of schools is the same but the
number of students is going up. In contrast in Hindi the number of students is
going down. It is 495 in 1999-2000; down to 450 in 200-01 and down again to
230 in 2001-02.
12.11. In the secondary stage of education the requirement of the number of
students for a class is stated as 20. Here English and Marathi are the only
media but in the supplementary reply, Urdu has also been mentioned.
Kannada is also a medium but it is said that the schools are affiliated to
Karnataka Education Board.
12.12. The statistics given are for Urdu and Kannada. Here the number of schools
for Urdu has gone up to four and the number of students also shows a rise
from 740 to 1065 in two years. Kannada has, however, its up and down
movement. The number of students was 818 in 1999-2000; went up to 955 in
2000-01 but came down to 857 in 2001-02.
12.13. Number of primary schools which are maintaining registers for advance
registration is given as 1033. All the 361 secondary schools are maintaining
the registers.
12.14. The three language formula is implemented in the State. The three
languages are described as
1st Language
2nd Language
3rd Language
4th Language
English, Marathi, Urdu, Kannada
Hindi is introduced in Std. V
Composite language course Sanskrit –
Marathi; Sanskrit – Hindi etc are introduced
from class VIII.
a. English where the first language is other
than English.
b. All languages (including regional
languages) other than English where first
language is English.
c. From Std. VIII onward, any Indian
classical language or a foreign language
such as Sanskrit, French, Portuguese etc.
Composite language courses from Std. VIII
onwards such as Sanskrit – Marathi,
Sanskrit – Hindi etc.
12.15. No teachers are stated to have been trained during the period.
12.16. There is no shortage of textbooks. The text books in other languages are
procured from other States.
12.17. Government of Goa have not set up any academy for the development of
any language. A list of the non official minority institutions has been given.
These are :a. Kannada Association Vasco
b. Anjuman-e-Islam Muslim Association, Margao
c. Anjuman Nurul Islam, Panaji
d. Federation of Goa Muslim Association and Jamats, Panaji
Their activities are not listed but can be envisaged.
12.18. It is not stated whether these organizations are getting any financial
assistance from the State Government.
12.19. Though it is not within the domain of the Commissioner, yet it is felt that
there is a need to set up an academy for development of Konkani so that it
can be used as the medium of instruction in the secondary education also.
it is noted that Karnataka has set up an Academy for development of
Konkani.
12.20. English is said to be the only medium for examination for recruitment to
State services. The knowledge of regional language is said to be desirable
only. There is no reply to the question concerning domiciliary restrictions.
12.21. It is said that a committee under the chairmanship of the Chief Secretary
with the Development Commissioner and Director of Education as
members and Secretary Education as the Convener has been constituted.
However, even to a pointed query, it has not been stated when the
committee last met.
12.22. There is no information about the publicity given to the safeguards for the
linguistic minorities.
Chapter XIII. Chhatisgarh
13.1. The population of Chhatisgarh in the 1991 census was1,76,14,928 and in
year 2001 it is approximately 208 Lakh. It is said that 20 % of the population
belongs to the linguistic minorities. The languages spoken are said to be
Telegu, Bengali, Oriya, Malayalam. Marathi, Gujarati, Punjabi and Sindhi.
There is a note that there is no script for the tribal languages. Probably for this
reason, they are not included in the list. There is a misconception that if there
is no script then the language ceases to be a language. This is not correct.
Language is a means of communication of ideas which the language can do
without script also. Script is merely a means to put it down on paper. A script
does not make a language. For example, the shorthand has a script of its own
and those initiated in it can read it or write in it. But shorthand is not a language
since it is not a vehicle of communication of ideas nor does it have a grammar
and structure of its own distinct from other languages. Once the language is
there, any script can be adopted to write it down. It may be Devnagari in the
case of Chhatisgarh. Gondi is a language which is spoken by 6.8 % of the
population in the State. The epics like Pandvani have been written in Gondi
and in Devnagari script. There is a Gondi Hindi dictionary wherein both
languages are written in Devnagari. Likewise other languages – Halbi, Oraon/
Kurukh can also be written in Devnagari. It is suggested that this point should
not be allowed to come in the way of development of the languages and proper
attention should be paid to them.
13.2. It does not appear that any exercise has been done to identify the areas
where the linguistic minorities constitute more than 15 % of the population of
the area. If Gondi or Halbi are taken as the languages in their own right, then
there will be areas like that. It is hoped that attention will be paid to this at an
early date. An attempt was made in the 39th Report to bring home the point by
analysing the linguistic profile of the then Bastar district.
13.3. It is noted that the reply has been sent by the Director Tribal Welfare
Department. The information pertaining to the Education Department has not
been supplied. it is said to be under compilation. A letter was directly
addressed to Director Public Instruction also but it has not borne fruit in terms
of data about the schools, students and teachers.
13.4. In the reply a reference is, however, made to Urdu and it is said that
textbooks are supplied to the students. These are prepared by the Education
Department and the State Council of Educational Research and Technology
better known as SCERT. Urdu Academy as also been set up but its budget
and activities are not stated. It is noted that not even counting the tribal
languages, Urdu is not amongst the first five languages of the State. It is hoped
that the Government would be more objective in their approach.
13.5. The three Language Formula is said to be implemented. The alternatives
for the three languages are
i. Hindi, English, Urdu
ii. English, Hindi
iii. Sanskrit, Urdu, Punjabi, Marathi, Gujarati, Tamil, Bengali,
Telegu, and Malayalam
13.6. This is not in the spirit of the things. The first language ought to be the
mother tongue. The second can be Hindi (if it is not the mother tongue) or
English. The third language can be English for those whose mother tongue is
not Hindi and any other language for those whose mother tongue is Hindi. It is
hoped that State Government will reconsider the matter.
13.7. A detailed note regarding the Minority Commission is given but there in
nothing in it for the linguistic minorities. Only the provisions in the Constitution
have been cited. Thus Articles 29, 30, 347, 350, 350A, 350B are described and
the safeguards provided are also listed but unless they are implemented, they
have no meaning. It is hoped that Minority Commission will look into the follow
up action on their safeguards. However, it is heartening to note that they have
taken note of these safeguards. An extract of the thirty seventh Report of the
Commissioner Linguistic Minority is included in the brochure. It is hoped that
they will advice the State Government about its implementation. A beginning
has been made and it is hoped that it will bear fruit.
13.8. For the rest there is nothing much to describe. No statistics about
educational institutes etc. are given. Chhatisgarh has a long way to go yet to
provide safeguards to the linguistic minorities.
Chapter XIV. Jammu and Kasmir
14.1.
No reply has been received from the Government of Jammu and Kashmir
despite a number of reminders to the questionnaire sent for the 41st Report for
the year 2002 -03. Hence we were forced to write the Report without their
contribution.
14.2. It is known that Jammu and Kasmir are not doing much for the linguistic
minorities. In fact, even the majorty language Kashmiri was seen to be
neglected in the last Report. It was to be seen if there has been any
improvement but we are deprived of that opportunity due to lack of response.
Chapter XV. Jharkhand
15.1. Jharkhand has a population of 2,69,09,428 as per census 2001. The
Reply of the State gives the linguistic breakup as per census 1981, The
population was then 1,38,81,142. The breakup is as follows: Hindi
61.74 %
Bengali
9.33 %
Urdu
6.88 %
Santhali
5.56 %
Munda
4.64 %
Ho
3.96 %
Kurukh
3.69 %
Oriya
2.53 %
15.2. There are stated to be no areas where the population of the linguistic
minorities is more than 60 %. But no information is given about the
areas where the population is more than 15 % of the total population.
There is a strong probabiity of such areas being there.
15.3. Hindi is the official language of the State. There is no additional official
language. Nor is there any effort to publish the important rules,
regulations etc. in the minority languages. There is no reply to the
question about the representation received in the minority languages
and the reply thereto in the same language.
15.4. The recognition of the educational institutes is governed by the orders
issued by the erstwhile Bihar Government. It says that permission from
the District Education Planning Committee is required to open a non
Government school but minority institutes are exempted from this
requirement. Otherwise the norms for both of them are the same.
Minority institutes have to inform in advance that they are minority
institutes. The institution has to be administered by the minority
community. The Board of secondary Education can impose reasonable
restrictions regarding competence of teachers, maintenance of
discipline, sanitation and supply of drinking water etc. but such
15.5.
15.6.
15.7.
15.8.
regulations shall not be such as to deprive them of their right to
establish such institutes. 30 primary and 14 secondary schools are
running as minority institutes. These are mainly for Urdu but there are
two schools each of Oriya, Bengali, Gujarati and Santhali also. It is also
said that there are 833 recognized educational institutions getting
Grants in aid. It is assumed that minority institutes are included in
them.
Primary education is from class I to VII. A question was asked about
the number of schools, students therein and the number of teachers
which are engaged in teaching through minority languages. But this
information has not been given. But there are copies of various orders
specifying amounts allotted to such schools for textbooks. In one of the
annexure the number of students in secondary schools is also given.
Thus the 12 Bengali schools have 6034 students and two Telegu
schools have 709 students. No consolidated figures are given though it
could have been done. Nothing is mentioned about the medium of
instructions at the secondary level.
A copy of the orders dated January 8, 2004 is enclosed. It specifies the
books to be given to the schools. The languages mentioned are Ho,
Mundari, Santhali, Kurukh and Kharia. They are all for class I to V, A
copy of orders dated June 4, 2003 is also enclosed. It directs that the
mother tongue from amongst the following languages will be taught
from class I, in addition to Hindi – Bangla, Oriya, Urdu, Santhali, Oraon
(Kurukh), Ho, Mundari, Kharia, Khortha, Kurmali. For the Anglo Indian
community, English can be taught. It is also directed that Devanagari
should be used as the script for the languages which do not have their
own script.
The three language formula states the languages as follows;1. Hindi
First Language
2. Regional Language Second Language
3. English
Third Language
The reference to regional languages as second language is not clear.
15.9.
15.10.
15.11.
15.12.
15.13.
15.14.
15.15.
We generally consider the principal language (in this case Hindi) as the
regional language. For other languages in use in the state the word is
either mother tongue or the minority language. It is expected that this is
what is meant. Furthermore this should have been the first language. It
is not clear what will be the third (or second) language for Hindi
speaking students.
There are stated to be 4,215 posts sanctioned for the primary
education out of which 377 posts are vacant. It is said that action is
being taken to fill them. The number of teachers in the secondary
schools is not given.
It is stated that State Tribal Research Institute has been set up for
research in tribal languages, but whether this research shall lead to
production of books and other teaching aids for the tribal languages
has not been specified or that something can be done for protection of
the cultural heritage.
It is stated that NCERT books are being translated in Bangla and
Oriya. Tribal language books are also being translated by the Tribal
Research Institute. The languages mentioned are Mundari, Ho,
Santhali, Kurukh and Kharia.
Hindi and English are said to be languages used as media for
recruitment examinations. Nothing is mentioned about domiciliary
restrictions.
State Minority Commission is said to be the organization designated for
implementation of safeguards. Nothing further is mentioned about its
activities and how it does the monitoring.
There is no reply to the questions about the pamphlets and the
grievances.
It appears by reading between the lines that the State is committed to
the use of tribal and other minority languages for education. Much is
being done but is not reflected in the reply received. The statistics are
missing but it is hoped that it will be possible to send the information
next year so that full picture is shown.
Chapter XVI. Tamil Nadu
16.1.
The population of Tamil Nadu, as per 2001 census, is 6,21,10,839. It was
5,58,58,946 in 1991 census. Of these 4,84,26,818 had given Tamil as
their mother tongue which accounts for 86.69 % of the total population.
The other languages are :
Language
Telugu
Kannada
Urdu
Malayalam
16.2.
16.3.
16.4.
16.5.
Persons
39,73,831
10,67,292
10,36,612
6,55,606
Percentage
7.11
1.91
1.86
1.17
Other languages account for less than one percent of the state
population. More important of them are Saurashtram, Hindi, and Marathi.
Deputy Secretary to Government in Backward Classes and Most
Backward Classes Welfare Department is dealing with the affairs relating
to Linguistic Minorities. Director of Backward Classes and Most
Backward Classes is designated as the Linguistic Minorities Welfare
Officer at state level. At the district level also there is District Linguistic
Welfare Officer but the Collectors of the districts are in overall charge.
It is stated that there are no districts where the linguistic minorities form
more than 60 % of the population. The reply is the same for the question
relating to 15 % of population but it does not appear to be correct. In the
past, many talukas have been indicated with population of linguistic
minorities being more than 15 %. Kannada. Malayalam and Urdu figured
in the list. It is not known why these are now being left out. It may be
pointed out the what is being talked about is the 'areas' and not 'districts'.
In the discussions with the officers of the State during the visit of the
Commissioner it was informed that the minority languages are used for
the following purposes.
a) Correspondence with Government offices in minority languages is
permitted.
b) Facilities for registration of documents
c) Publication of important notices and rules, electoral rolls
d) Forms are bilingual in regional language and minority language.
e) Posting of officers knowing local language as far as possible.
f) Filing of documents in local courts.
g) Name Boards of public offices are displayed in minority languages.
The use of minority languages is in the areas where linguistic minorities
constitute 15 % or more of population. The areas may be indicated.
16.7. The rules, regulations etc. are not being translated into minority
languages. It is also said that the representations are not being answered
in the language in which they are submitted.
16.8. There are said to be no guidelines for recognition/ registration of the
linguistic minority institutes. This is at variance with the information
supplied earlier which said that the State Government have drawn up the
rules in 1998 for such recognition. The Commissioner had offered some
comments also on these guidelines. It is not known what happened to
them. It is said that since 1.6.91 no Government grant is allowed for
private schools. Prior to recogmition, they have to execute a bond saying
that they will not ask for such a grant.
16.9. The main difference between a minority institute and other institute is that
the minority institute does not have to take the prior permission to open.
It has subsequently to apply within a period of three months. Further the
non minority institute must create an endowment of Rs. one lakh
whereas the minority institute need not create such an endowment.
16.10. It is also said that some of the colleges are availing linguistic minority
status as per the orders of the civil courts. These colleges claim to
belong to Rajasthani, Gujarati, Sourashtra and Malayalam. There are
stated to be four colleges which are receiving grants in aid but the
application for recognition is pending. Probably they are the same as
referred to above.
16.11. Despite this information, an annexure has been given specifying the
names of the minority institutes. This list has 38 Telegu, 2 Saurashtra,
one Hindi and one Malayalam (Total 42).
16.12. There are 47,198 educational institutions in Tamil Nadu catering to
125.63 lakh students. 3,60,670 teachers are working in these schools. In
secondary education 62.63 lakh students are studying in 9,137
secondary, high and higher secondary schools. Instructions are imparted
in minority languages, such as Urdu, Malayalam, Telegu, Kannada, Hindi,
Arabic and Gujarati. There are 82 high/ Higher Secondary Schools for
them out of which 25 are Government High Schools, 11 Government
Higher Secondary Schools, 3 Municipal High Schools, 8 aided High
Schools, and 35 aided Higher Secondary Schools. The number of
students is 24,792. Their breakup is as follows:
16.6.
Language
Urdu
Malayalam
Telegu
Kannada
Hindi
Arabic
Gujarati
Schools
22
18
23
4
9
4
2
Students
Teachers
9,757
141
2,745
60
7,877
102
2,102
35
1,294
60
885
9
32
12
.
16.13. The teacher student ratio works out to 1:59 which is much higher than
1:40 which shows that there is a big shortage of teachers for these
schools. In fact the shortage will be even higher because there will be
some schools where the ratio of 1: 40 can also not be achieved. It does
not appear that there are too many linguistic minority students going in
for these languages. State Government would like to consider these data
and recruit more teachers for these classes.
16.14. There is no discrimination in respect of fees to be charged or the
Government Welfare schemes such as free uniform, mid day meals and
free bus pass etc. between those studying through Tamil or through
minority languages. Textbooks are prepared and printed by the Tamil
Nadu Text Book Corporation. Recruitment of teachers is made through
Teacher Recruitment Board. 43 posts are said to be vacant. But in the
discussions held with the representatives of linguistic minorities, they
said that the number of vacancies is much more. Of one school in
Royapettah, Chennai, it was said that the post of Geography teacher
has been lying vacant since 1982 and it is not even notified in the current
advertisement.
16.15. At the primary education level, the data are as follows:Language
Urdu
Telegu
Kannada
Malayalam
Gujarati
Hindi
Schools
Teachers
Students
191
680
27,846
311
759
32,265
52
144
3,786
45
133
5,904
2
2
60
2
12
485
16.16. At the middle level, the data are as follows:-
Language
Urdu
Telegu
Kannada
Malayalam
Schools
16
37
5
16
Teachers
Students
35
5,597
140
6,776
11
922
27
2,565
16.17. Once again the number of teachers appears to be less than the
requirements. In the middle level of education, there are three classes
from VI to VIII but the number of teachers in Urdu work out to be only 2.2
per school. It is the same in Kannada and less, 1.7, in Malayalam.
Obviously all the classes do not have teachers and some classes will
have to be combined. This is not very conducive to maintenance of
standards. No doubt there is demand that the educational supervisors
should inspect the academic standard of these schools. It is probably
hoped that such inspections will bring to the notice of the officers, what
can already be surmised by statistics that more efforts are required to
maintain the academic standards by providing more teachers. It has
been represented to the Commissioner that vacant posts in the Linguistic
Minority schools can not be filled up as the posts were sometimes
reserved for SC candidates. However, the States Minority Commission
has taken up successfully the question of giving up the communal roster
system (reservations for SC and ST) for Urdu teachers. As a result many
vacancies could be filled up.
16.18. At the secondary level the number of schools, students and teachers in
the year 2002- 03 is as follows:-
Language
Urdu
Malayalam
Telegu
Kannada
Hindi
Arabic
Gujarati
Minority
Schools
General
Schools
22
18
23
4
9
4
2
Students
38
66
88
13
36
6
0
9,423
21,778
25,795
5,465
6,661
3,227
333
Teachers
319
506
878
107
161
53
7
16.19. It is noted that for the year 2000-01, 11 schools (5 minority, 6 general)
have been shown. Their number was six (2 minority, 4 general) in year
16.20.
16.21.
16.22.
16.23.
16.24.
16.25.
16.26.
2001 – 02 but this year none is shown. It may be mentioned that
Sanskrit is not considered a minority language. Nor is Arabic though this
year also 10 institutes are shown by the State Government in the
category of minority institutes.
It is also noted that the number of Gujarati institutes has gone down from
4 (1 minority, 3 general) in year 2000 – 01 to 2(both minority) this year. It
is, however, noted that the number of students has gone up from 324 to
333. How this is achieved is not clear.
There are orders to maintain the registers for advance registration but the
number of schools maintaning them could not be furnished. For the
secondary schools, it is said that 82 linguistic minority schools are
maintaining Advance Registers.
In respect of the inter school adjustment, it has been said that 'as each
school having instruction through particular minority language, the
question of inter school adjustment does not arise'. Actually the intention
was that in the area where linguistic minority is in substantial numbers,
the situation may arise where the number of students who desire
education through a particular language is not sufficient but if they can be
adjusted in a nearby school where also there are students desiring that
language, the two together may be in a position to reach the figure which
would enable them to adopt that language as the medium. This would
require registration by all the schools, minority and general, so that the
number of students can be determined.
As regards the Three Language Formula, it has been said that Two
Language Formula is being followed. We had suggested in the last
Report that for the linguistic minorities, this Formula can be modified to
include mother tongue, Tamil and English. A representation was also
made in this regard which has been described below.
For the training of teachers, Urdu Teacher Training Sections are attached
to Government High School for Muslims, Thayar Sahib Street, Chennai
and Government Teacher Training Institute (Women) Royapettah; Telegu
Teachers Training Section in Dharmapuri and Krishnagiri while that for
Malayalam is attached to Theroor Teachers Training Institute.
Textbooks in the minority languages of Telegu, Malayalam, Urdu and
Kannada are translated versions in subjects like Mathematics, Science
and Social Sciences. These books are printed and supplied by Tamil
Nadu Textbooks Board.
State Government have set up State Minority Commission which looks
after both the religious and linguistic minorities. The Commission is
presently headed by Thirumati Sister Annamma Philips. It was set up in
1990 and has been reconstituted in 1999. It is working for the redressal
of the grievances of the linguistic minorities also. The Commission is the
channel for recommending the institutes for recognition as minority
institutes.
16.27. The Government have set up Academies for development for Telegu,
Malayalam and Urdu. Unfortunately none of them has been made
functional yet. Urdu Academy has a vice Chairman now but rest of the
members are still to be nominated. It is hoped that all the three
academies will become operational in near future and work towards
preservation of culture of the respective linguistic minorities. It is reported
that an amount of Rs. 1 Lakh has bee earmarked for the Urdu Academy.
16.28. The possession of adequate knowledge of Tamil is not insisted upon at
the time of recruitment to public services. However, after appointment,
they have to pass a test of proficiency within a prescribed period. It was
said that no person had his services terminated as a result of not being
able to clear the test of proficiency.
16.29. Despite the good work being done in Tamil Nadu, there are still some
points to be attended to. These were brought out during the visit of the
Commissioner to the State. Some of the grievances are –
16.29.1. There were complaints about the non-recognition of the
institutes. It is learnt that the recognition is given on a year to
year basis. It has been stated in an earlier Report that Tamil
Nadu was amongst the first few States to formalise the
recognition principles. As a result, it should not be difficult to
grant recognition early and on a durable basis with the rider
that if, in between, the terms and conditions are not observed,
the recognition can be withdrawn.
16.29.2. It was said that whereas earlier the teacher student ratio for
linguistic minorities was 1:15, it has now been changed to 1:40.
Due to the enforcement of this condition, many a school had to
wind up the minority language sections. Director, Minority
Welfare (and Secretary Minority Commission) explained that
there was no revision in the student teacher ratio in respect of
the linguistic minority institutions. This reassurance is
satisfactory and it is hoped that this ratio will not be disturbed
more so as some of the linguistic groups are educationally and
socially backward and there is a tendency not to send the
children to schools on flimsy grounds like the distance from the
school. Meanwhile it is hoped that the need for education will
be felt in these groups so that the ratio automatically comes
closer to normal ratio.
16.29.3. Another point raised was the level of the Tamil test which the
entrants to government service had to pass. It was said that
whereas in Andhra Pradesh, the level of the examination of
Telegu test was of the 5th or the 6th standard, that in Tamil
Nadu was of the 11th class level. Even the class IV employees
are required to pass the test. Probably it can be waived in their
case.
16.29.4. There was a demand that Tamil should be included as a
subject in the secondary level so that all the students can learn
the regional language. This should also enable the scrapping
of Tamil test held on entry into service. In this context it was
argued that the two language formula should be modified in the
case of the linguistic minorities and they be allowed to take up
Tamil as the third language. Presently there are orders that
Tamil can be taught after school hours but this experiment is
not successful as no financial assistance has been made
available. Moreover, there is no Board examination involved so
that the proof of having learnt the language is not available.
Similar is the fate of the teaching of language as ‘avial Tamil”.
16.29.5. One of the problems cited was that there were not enough
trained Urdu teachers. This was because of a vicious circle.
Admission had been denied to the students who had studied
through the medium of Urdu in the Teachers Training Schools.
This would be the case for other minority languages also. It has
been suggested that some seats in the B. Ed classes should
be reserved for the students who had minority language as
their medium of instruction as has been done in Kerala.
16.29.6. It was said that presently, in Tamil Nadu, even a post Graduate
in Urdu can not be appointed a Urdu teacher since he has not
done B. Ed. Since there is no further scope of employment, the
Urdu courses in colleges are now facing closure. This is also
the result of the lack of teachers at the school level so that the
students who reach the college level do have a weak
foundation in languages and can not stand up to the standards
expected of them in the colleges.
16.29.7. There was also a demand that linguistic minority students who
are studying in English and Tamil medium schools should be
given a chance to take their mother tongue as a subject.
16.29.8. There is a representation from Saurashtram community for
teaching the language in the schools run by them in Madurai,
Dindigul, Paramegudi and other places.
16.29.9. Karnataka Sangha has represented that Kannada language
course for under graduate students in Madras College Chennai
is being withdrawn from the year 2004 – 05. This course has
been there since 1884 and should not be discontinued.
16.29.10.
Similarly Gujarati is being discontinued from Higher
Secondary curriculum from year 2004 – 05. It would be
adverse for the interests of the Gujarati community.
16.30. Tamil Nadu had a good track record of caring for the linguistic minorities
and it is hoped that they will be able to solve the problem listed above so
that they can do still better. It was heartening to note that State Minority
Commission has said that 'a community may constitute a minority based
on language even though it may not have a script. It would be enough if
they have a separate spoken language. Though it may not be very
relevant for Tamil Nadu, it is hoped that other states will take note of this
opinion.
Chapter XVII. Tripura
17.1.
Tripura has a population of 31,91,168, as per the 2001 census and
27,57,205 as per the 1991 census. The linguistic profile of the State is
as follows:Language
Bengali
Kokborok
Chakma
Mogh
Manipuri
Bishnupriya Manipuri
Halam Kuki
17.2.
17.3.
17.4.
17.5.
Persons
Percentage
18,63,909
65.43
6,46,196
23.44
95,250
3.45
27,966
1.01
19,737
0.71
18,996
0.69
11,771
0.42
The Kokborok speaking population is more concentrated in the West
Tripura and South Tripura districts where their population forms 23.22 %
and 28.82 % of the total population.
English, Bengali and Kokborok are the official languages of the State.
But it is said that the Acts, rules etc. are not translated into any minority
language. As was pointed out in the last Report, the Official Language
Act requires that the Acts and rules should be published in Kokborok
also but it was not being done. The position is still not clear.
It is said that representations are received only in English and Bengali.
These are not being received in Kokborok probably because there are
no translation bureau and the people have stopped giving
representations in this language because of absence of response.
There are no separate guidelines for the recognition of the minority
language institutes. It is reported that 587 primary and 81 secondary
schools in Kokborok are recognised. But this is the number of the total
schools. Actually the intention in asking this question was to find out the
17.6.
number of linguistic minority schools run on the private initiative.
Primary education is from class I to V while upper primary is from class
Vi to VIII. Kokborok, Bishnupriya Manipuri, Manipuri and Chakma are
used as the media for instruction at the primary level. The year of
introduction and the classes for which these are being used is shown in
the following table:Language
Kokborok
Bishnupriya Manipuri
Meitei Manipuri
Halam Kuki
Chakma
17.7.
17.8.
Introduction year
1978-79
1995
1998
2000
2004
SCERT is working on six languages. There is an advisory body for each
of these languages. A three member committee has also been set up to
consider the question of development of Kokborok in future. They are
expected to submit their report in three months' time.
For the year 2002 – 03, the data for the students is as follows:Language
Kokborok
Halam Kuki
Bishnupriya
Manipuri
Manipuri
17.9.
Class
I to XII
I to V
I to III
I & II
I
Schools
Students Teachers
587
29,293
2,517
45
544
95
36
425
75
20
191
35
As pointed out above, Chakma is included from the new session and its
student strength is not indicated above. It shall form part of the Report
for the next year.
17.10. The criteria for instruction through minority language is that there should
17.11.
17.12.
17.13.
17.14.
17.15.
17.16.
be 40 students in a school and minimum ten in a class. It was
represented to the Commissioner that the orders have been issued that
Chakma, which is being introduced this year, is to be the medium only if
there are 30 students in a class (i.e. Class I). It was argued that these
orders are not in the interest of Chakma. In the opinion of the
Commissioner, in order to persuade the parents to send their wards for
study through Chakma,, there should be some relaxation in this rule.
The State Government will like to look into this and extend same
facilities to Chakma as extended to other minority languages.
At the secondary level Kokborok is the only minority language used as
medium. And there is just one school with 225 students and ten
teachers. There is definitely scope for increase in the number of schools
but at least a beginning has been made.
Advance registers are not being maintained. This ought to be done
because it will enable the authorities to plan according to the
requirements.
In the Three Language Formula the first language can be chosen from
amongst English, Bengali and Kokborok. The second language is either
English or Bengali. In the third Hindi and Sanskrit are offered.
No shortage of teachers is reported. Minority language teachers are
being trained through DIETs and SCERT. The latter is organizing
orientation programmes. Number of trained teachers at present is states
as;
Kokborok
715
Bishnupriya Manipuri
45
Manipuri
25
It is said that 60 % of the teachers of Bishnupriya Manipuri and Manipuri
have been trained by SCERT. For Kokborok, it is regular process and
the number of teachers trained in the last three years are 63, 69 and 63.
No shortage of textbooks is reported. Books for the primary section are
prepared by SCERT and at the higher level by Tripura Board of
Secondary Education.
17.17. In order to develop Kokborok, an organization, Tribal Research and
Cultural Institute, has been set up in 1971. Its budget during the current
year was Rs. 30 lakh. It undertakes publication of books, conducts
research and does documentation. There are some non-Governmental
organizations also. There are Kokborok coaching centres which have
been operating since 1988 and were given grants of Rs. 10 lakh this
year. The exact number of such centres is not indicated. Bishnupriya
Manipuri Sahitya Sanskriti Academy was set up in year 2002 and was
given a grant of Rs. 70,000 this year. It is engaged in the task of
development of literature and preservation of culture.
17.18. For recruitment to the services, English and Bengali are the media of
examinations. Knowledge of regional language is said to be compulsory
but the standard is reasonable and is stated to be madhyamik for class
III. There are no domiciliary restrictions.
17.19. The machinery for the implementation is said to be the advisory
committees. It appears that this question has been misunderstood.
Actually the Government were expected to outline the official level
machinery which is given the responsibility of seeing to it that the
safeguards are being implemented and that there is an authority to
review the implementation. At the district level the Deputy Commissioner
or some other officer can be given the charge and at the State level
some department can handle the review and also the complaints, if any,
about the non-implementation of safeguards.
17.20. In the circumstances there is no surprise that no grievances are said to
exist. There has been no publicity material to inform the linguistic
minorities of the concessions or facilities that can be extended to them.
17.21. It is noted that the Government are concerned about the slow
development of languages. Probably as more persons come to know of
the intentions of the Government the pace will pick up.
17.22. Commissioner has visited the State and had discussion with the officers
of the State and other representatives of the minority languages. It was
informed that in the State, teaching at the primary stage is through all
17.23.
17.24.
17.25.
17.26.
17.27.
the languages except for Mogh. In Mogh also the advisory committee for
development of school books has been constituted.
It was intimated that a Language Commission is contemplated which will
take a long term look at the question of development of all the
languages. Tribal Research Institute is also working for the development
of the languages.
The SCERT is publishing four six-monthly magazines in different
languages. They are
Khumkai
Kokborok
Chinkai
Bishnupriya Manipuri
Sadak
Chakma
Chumthang
Meitei Manipuri
It is learnt that following the recommendations of the Tripura Education
Commission, English has been introduced from this year in class I itself.
1,20,000 books have been printed and distributed for this purpose.
Earlier it was being taught from class III. This decision is going to add
avoidable burden on the students in the first year of their life at school. It
is doubtful if this is going to improve the standard of English. On the
other hand it may lower the standard of other languages.
Chakma has a script of its own but the books published by SCERT are
in Bangla script. Books for other languages except Halam are in Bengali
script. The books of Halam Kuki are in Roman script.
The State is presently sincerely engaged in the task of development of
the languages. It is hoped that the development of languages and their
use as medium of instruction for the elementary education will be a
reality in the near future.
Chapter XVIII. Nagaland
18.1.
18.2.
18.3.
18.4.
Nagaland has a population of 12,09,546 as per 2001 census. All the
recognized tribes speak their own language/ dialect which are written in
Roman script. In each district the dominant tribe is in majority and the
rest of other tribes are in minority.
The main languages are
Ao
1,69,837
14.04
Sema
1,52,123
12.58
Konyak
1,37,539
10.86
Angami
97,433
8.06
Lotha
84,384
6.98
Phom
65,336
5.40
Chakru/ Chokri
48,083
3.98
Sangtam
47,447
3.92
Yimchungre
45,880
3.79
Zeliang
33,825
2.80
Rengma
32,811
2.71
Chang
32,274
2.68
Kuki
14,571
1.21
Of the eight districts in Nagaland, seven districts viz. Kohima,
Mokokchung, Tuenseng, Wokha, Mon, Phek and Zunhebooto are
inhabited by one predominant tribe and they would constitute almost 90
% of the population. Hence these districts may be categorized as the
districts with more than 15 % or even 60 % of linguistic minorities.
Population of Dimapur is mixed but the breakup is not available.
English is the official language of the State. None of the tribal
languages has been declared as official or additional official language.
There is no recognized regional language of the State also. It is said
that arrangements have been made to translate important notices in
languages or dialects but no details have been given nor is it said if
18.5.
18.6.
18.7.
18.8.
18.9.
18.10.
18.11.
18.12.
18.13.
there is any translation machinery at present. There is no translation
bureau in the State. No arrangements are in place to receipt of
representations and reply thereof in the tribal languages.
All dialects of the State are given importance but there are no orders
for providing instruction through mother tongue. However, instructions
are imparted through Ao, Angami, Lotha, Sema, Chokri, Khezhe,
Konyak, Semi Naga, Leangmai, Rengma, Phom, Chang, Sangtam,
Kuki, Khiamnungam and Yimchunger. The statistics of students
receiving instruction through these languages are not available.
At the higher level, English is the only medium.
Three language formula means only English and Hindi but developed
local dialects or alternate English can be taken as third language.
No data about the teachers has been provided.
Textbooks of minority languages are still in the process of development
and therefore there is a shortage in almost all the minority language
textbooks.. Text books are prepared through the literature Committees
of the various tribes and the Language Development Cell of the
Department of School Education.
There are no academies functioning in the State. Probably it is too
early for them.
English is the medium of examination for recruitment to state services.
The knowledge of the local languages is not a pre requisite for
recruitment but preference is given to candidates who know one of the
Naga languages of Nagaland. Domiciliary conditions prevail.
There is no formal machinery but the Chief Secretary looks after the
matters pertaining to linguistic minorities
It may be remarked that even if there is no statistics given in respect of
primary education or the details about the work already done on the
developments of the languages, the State seems to be going in the
right direction. But it is not proper to call these languages as dialects.
Even the Census Commissioner recognizes them as languages
because they are linguistically different from other languages.
Chapter XIX. West Bengal
19.1. The population of West Bengal is 8,02,21,171 as per 2001 census and
6,80,77,965 as per 1991 census. 88.98 % of people speak Bengali while
6.81 % have Hindi as their mother tongue. Urdu speakers form 2.21 % and
Nepali 1.31 %.
19.2. There is no area where the linguistic minorities are more than sixty percent
of the population. However, the areas where they form more than 15 % are:Language
Hindi
Nepali
District
Jalpaiguri
Kolkata
Darjeeling
Percentage
15.75
21.14
49.07
19.3. It is noted that the information is given for the district level and not for the
sub-district level. In the previous reports, it had been intimated that Asansol
municipality in Burdwan district was the area where Hindi is spoken by 35 to
40% of population and Urdu by 24 %. Similarly, Champadani municipality of
Hoogly district was declared as an area where Urdu is spoken by 24 % of
people. Darjeeling district is the area where Nepali is spoken by more than
60 % of population. The variation is not clear in respect of Nepali in Darjeeling
district.
19.4. Bengali is the official language for the State. Nepali is the additional official
language for Darjeeling district. District Officers in Darjeeling District have been
asked to issue the rules, regulations etc. in Nepali but the number of such
orders issued in Nepali is not available. There is a translation office in Writer’s
Building for translation from English into Hindi and Urdu and vice versa.
Translation work for Nepali is done in Nepali Academy. It is stated that the
reply to the representations is sent in the same language.
19.5. There are no separate guidelines for the recognition of the linguistic
minority institutions. The institutions are recognized on merit. This information
is at variance with the information given in the reply for the 39th Report which
said that the guidelines framed by Tamil Nadu are under consideration for
adoption. It is not known if this exercise has been given up or is still under
consideration.
19.6. It is stated that for the primary education (which is from class I to IV), Hindi,
Urdu, Oriya, Telegu and Nepali are being used as media besides Bengali.
Number of students is given as minimum 40 which shows that there is no
relaxation for the minority language schools. It was envisaged that the norms
for such schools should be relaxed to 10 per class at the primary stage. There
is no mention of Santhali which was also cited in previous years for education
at primary level. Regional language is said to be taught from class VI onwards
in these minority language schools.
19.7. The data for the primary education for the year 2002-03 are as follows:Language
Hindi
Urdu
Oriya
Telegu
Nepali
Schools
Students
Teachers
801
1,93,656
3,855
219
65,111
981
14
2,552
76
18
4,289
NA
775
1,24,808
2,862
19.8. There are also 71 other educational institutes for Hindi, 12 for Urdu and
one for Nepali. It is assumed that they are higher secondary schools as the
words H/S appear after the number.
19.9. It will be seen that the teacher student ration for Hindi is 1:50 which is
above even the stated norms. It appears that there are vacancies of teachers.
Similar is the position for Urdu where the ratio is 1:66. For Nepali it is 1:44.
19.10. Information about the secondary education was said to be not available.
19.11. To the question whether registers are being maintained for advance
registration of the linguistic preference of the students, the reply is “not in
practice”. It is not clear what this means. It can either mean that the registers
are not maintained and there are no orders to that effect. Or it can also mean
that orders are there but actually they are not being maintained. This requires
clarification.
19.12. Information about the number of teachers and their training is not supplied
as also about the availability or otherwise of the textbooks in minority
languages. As stated above there appears to be a number of vacancies.
19.13. About the three Language Formula, the information is as follows:First Language
Second Language
Third Language
Bengali, Hindi, Urdu, Nepali, Oriya, Telegu
English
Sanskrit, Arabic, Hindi
19.14. It is said that the copy of the G.O. in this regard is not readily available.
This G.O. would have helped in finding out how the options are to be exercised.
It is not clear if Bengali has to be taken as the third language or not in case the
first language is not Bengali. The information about whether the knowledge of
Bengali is required for entry in the State Services is also not given so that it is
not known if the non-inclusion of Bengali in the school curriculum leads to later
disqualification for the linguistic minorities.
19.15. The Government of West Bengal have set up a Committee under the
chairmanship of the Chief Secretary to monitor the implementation of the
safeguards. the Principal Secretaries of Hill Affairs, Development & Planning, I
& C A, School Education, Minorities Development & Welfare Departments and
Secretaries of Municipal Affairs and Panchayat Departments are the members.
The Committee was constituted in April 2004 and has already met. It has
decided to identify the minorities, district wise, as preliminary to the task of
monitoring the implementation of the safeguards.
19.16. Other information (establishment of Academies, recruitment rules,
pamphlets etc.) has not been given but it is intimated that Minorities Welfare
and Development Department has been set up to look after the interests of the
linguistic and other minorities. It is hoped that the Department will be able to
collect all the information and send it for inclusion in the next Report.
Chapter XX Punjab
20.1.
It is regretted that Punjab has not sent a reply to our questionnaire
for the forty first Report of this ofice despite a number of reminders at
all levels. Hence we had no option except to compile the Report
without their contribution.
20.2.
Punjab has been lukewarm to the safeguards for the linguistic
minorites. We had expected that we will notice some improvement in
the situation but we are deprived of this opportunity due to lack of
response from the State Government.
20.3. It is hoped that we will have the feed back from Punjab in time for
the next Report.
Chapter XXI. Bihar
21.1. The population of Bihar is said to be 8,28,78,796 as per census 2001. It
was 6,45,30,554 in 1991. The linguistic breakup is given as
Hindi
5,67,76,375
87.98 %
Urdu
70,66,617
10.95 %
21.2. The areas where Urdu is spoken by more than 15 % of population has
been specified. They are Sitamarhi (15.85); Darbhanga (20.12); Katihar
(26.39); Purnia (28.52); Kishan Ganj (53.61) and Araria (32.80).
21.3. Hindi is the official language for the State. Urdu has been declared as
additional language for specified purposes for the entire State. These are
1. Receipt of and reply to representations
2. Acceptance of documents in offices
3. Publication of Rules, Regulations and Notices
4. Issue of important circulars and orders
5. Publication of important advertisements
6. Publication of Gazette
7. Exhibitions of important sign boards
21.4. It is stated that the publication of rules, notices etc. is done in minority
language but no statistics are given. In fact the reply to the relevant question is
'NIL'. It is, however, stated that there are Urdu translators and Assistant
Translators at district level and there is a Official Language Department at the
State level. It is hoped that publication of rules etc. will be done in the minority
language in the near future.
21.5. Similar is the position of the reply of representations in minority languages.
There are orders but it is not known if any follow up action is taken as no data
has been given.
21.6. There are no separate gudielines for recognition of the minority institutes.
they are registered as per normal rules. It is said that information is being
collected about the number of registered institutions.
21.7. It is reported that Hindi, Urdu and Bengali are being used as languages for
imparting instructions at primary stage of education, which is from class I to V.
In the minority schools, Hindi is taught from class I itself. But no statistics
about schools, students or teachers have been given.
21.8. Similar is the position of secondary education which is said to be from class
VII to XII. It is noted that Class VI is included neither in primary nor in
secondary stage.
21.9. The information about teachers and textbooks is said to be under
collection.
21.10. There are two Academies, one for Urdu and other for Bengali. Their year of
establishment is 1972 for Urdu and 1983 for Bengali. Their budget for the year
2002- 03 is Rs. 20 lakhs and Rs. 5 lakhs respectively. Their activities for the
year have not been indicated. Only the objectives in very broad terms have
been indicated.
21.11. In addition, one other institute is also listed. It is Bihar Anjuman Taraqui-eUrdu. It has been given a grant of Rs. 4 Lakhs during the year 2002 - 03. The
objectives are not mentioned.
21.12. As regards the machinery for implementation of the safeguards, it is
mentioned that State Minority Commission is doing this at the state level.
There is also the Minority Welfare Department. But whether there is any
periodical review of the implementations is not indicated.
21.13. The reply of Bihar is more or less a formality and does not add much to our
information. It is hoped that more information will be forthcoming from them.
Chapter XXII. Madhya Pradesh
22.1. Madhya Pradesh has a population of 6,03,85,118 as per census 2001. It
is 4,85,66,242 for the 1991 census. Hindi is the language of almost 85 %
of the population while Bhili/ Bhilodi (3.35%), Gondi (2.24%), Marathi
(1.94 %) Urdu (1.85 %) and Oriya (1.09 %) are described as the minority
languages. It may be mentioned that Sindhi is another important language.
Its speakers are concentrated in some pockets but overall their proportion
is not very significant at 0.49 %. It is noted that Bhili speakers are mainly
in rural areas (98.57 %). Same is the case with Gondi (98.82 %).
22.2.
The areas where speakers of Urdu form more than 15 % of the
population have been specified but the similar information about Marathi
or Gondi is not given. Areas specified for Urdu are Huzur tahsil in
Bhopal; Kurwai tahsil in Vidisha and Burhanpur tahsil in Khandwa. It is
noted that percentage of all the tahsils is mentioned as 20 whereas it
should be different for different tahsils.
22.3.
Hindi is the official language of the State and there is no other
official language. Directorate of Language exists but its role in
translating the rules, regulations is not described. There is no provision
for translation of important rules etc. in Urdu in the Tahsils where there
are more than 15 % Urdu speakers present. The replies to the
representations in minority languages is sent in Hindi only.
22.4.
There are no separate rules for recognition for minority
institutions. It is reported that there are 2,533 institutes of Urdu which
are recognized. Besides 2,962 madarsas are said to be running but they
are not recognized. There is no application from Urdu schools pending
with the State Government for recognition. It appears, however, that this
number does not refer to the linguistic minority institutes but the total
number of schools, Government and non Government, teaching Urdu or
through Urdu. As regards grants, the number of institutes which applied
for grant are 775. Out of them grants have been given to 446 and 329
cases are pending. It is hoped that they will be disposed off early.
22.5.
There is no mention about the schools or the institutes for
Marathi or other languages.
22.6.
Urdu and Marathi are said to be the minority languages used at
the primary level for instructions. Previously Sindhi, Oriya and Telegu
were also mentioned but this year they are not mentioned. The agreed
norms of 10 + 40 are applied. Regional language Hindi is taught from
class I. For the year 2001-02 the number of students is 26,964 for Urdu
and 7,538 for Marathi. Figures about other languages have not been
given. The figures for year 2002-03 are said to be under collection.
22.7.
For the middle schools the number of students for Urdu is 4,456
and for Marathi 16,654. Here again there is some problem since the
number of Marathi students is more for middle schools than for the
primary schools. This should be verified by the State Government. There
is no mention of other languages.
22.8.
For the secondary education (class IX to XII), Hindi, English are
the only mentioned languages. Urdu and Marathi are not mentioned nor
is Sindhi. Even here the number of students required is given as 10 for a
class and 40 for the school. In the norms accepted by consensus the
figures were 15 + 60. Statistics are said to be attached but are not found.
22.9.
In an annexure which gives district wise number of primary
schools for Urdu and Marathi, the number is given as 311 for Urdu and
140 for Marathi. It may be recalled that last year the number mentioned
was 327 for Urdu and 59 for Marathi.
22.10.
The number of secondary schools mentioned in the annexure is
161 for Urdu and 129 for Marathi.
22.11.
Advance registers for recording the linguistic preference of the
students are not being maintained. There are no orders to that effect.
22.12.
In the annexure the number of teachers at the primary level for
Urdu are 642 for 26.964 students. However, in reply to question 33, it is
said that there are 2100 sanctioned posts of teachers There are no
vacancies but there is demand for 3000 extra posts. .At the secondary
level there are 84 sanctioned posts but there is need for another 538
posts. (193 in grade 1 and 345 in grade 2). All these data relate to Urdu
and there is no mention about Marathi or for any other language
22.13.
For the training of the teachers the Madarasa Board is said to be
available for Urdu teachers. For the rest the normal training institutes are
there. The data about the number of teachers trained is said to be under
collection.
22.14.
Textbooks are said to be available for primary and secondary
classes.
22.15.
In the three language formula, reference is made to Hindi,
English, Urdu and Marathi for all the three language groups. In the third
language group Sanskrit, Sindhi and Gujarati are also included. This
formulation differs from those of earlier years. If this is a conscious
decision, a copy of the new orders issued may be sent.
22.16.
Urdu and Sindhi Academies are functioning in the State. A Non
Government organization known as Garib Nawaz Foundation of Muslims
is said to be in existence which has received grants from the State
Government. to the extent of Rs. 41,76,747 for extension of educational
facilities to the minorities. Its exact role for the linguistic minorities is not
specified nor are the details of the schemes sent. On the face of it, it
appears to be an organization for the religious minority. Promotion of
Urdu may be incidental only.
Urdu Academy is running a number of schemes for promotion of Urdu
language. A quarterly magazine is being published. Books for library
have been purchased. It has organized a Mushaira in Ujjain on 16-82003, in Satna on 19-10-2002, in Bhopal on 31-10-2002, in Rajgarh on
12,13-9-2002. In July 2002 a meeting was organized to welcome writers
namely Sarva Shri Parvez Ahmed and Azra Naqvi. Dr Shafiqa Farhat
was facilitated on launch of her book on 30-3-2003. A poetry session
was held on 3-3-2003. The Academy has also assisted five
organizations for organizing programmes. 27 libraries have also been
given financial assistance. Two books were also published by the
Academy. Urdu is being taught through two teachers to non Urdu
knowing people.
22.17.
There is no information about Sindhi Academy. It is mentioned in
the report for the Urdu Academy that Punjabi academy was provided
with equipment at a cost of Rs. 1,86,000. However the State
Government have not mentioned Punjabi Academy, its set up of
activities in their reply.
22.18.
Hindi and English are the only two languages permitted as
media for State Services examinations. There is no reply to the question
whether the knowledge of regional language is necessary for getting into
Government job. Nor is there any reply to the question whether there are
domiciliary restrictions.
22.19.
Commissioner Public Instructions is the Nodal Officer for the
linguistic minorities. To keep a watch on the implementation of the
safeguards, Madarasa Board at the State level is said to be taking
periodical meetings. At the district level, the Education Officer takes a
meeting to assess the implementation. Once again Madarasa Board is
concerned with Urdu language, at best. There is no machinery to take
care of Marathi, Sindhi etc. which should also be the urgent concern of
the State Government.
22.20.
There is no mention about the complaints received though it is
said that the complaints can be made to the District Education Officer.
22.21.
It is noted that in reply to Question 11 regarding non-educational
institutes for linguistic minorities, the answer is "not related to education
department". Since Education Department is the nodal department for all
activities relating to the linguistic minorities, they should have got the
information from the relevant department and sent it. There are other
questions pertaining to the General Administration Department, Culture
Department etc. They should also be treated likewise i.e. the information
should be obtained from other departments and sent.
Chapter XXIII. Manipur
23.1. Manipur has been quite late in sending its reply to the questionnaire sent
for the forty-first Report. It is not known what was the reason for the delay. The
reply to almost all the questions except Questions 4, 5 and 40 is either 'NIL' or
'Does not arise' or some such phrase. The reply to these questions except for
Question 40 does not require much effort. In response to Question 4, which
deals with the languages spoken by the linguistic minorities, 29 tribal
languages spoken by as many tribal communities are listed. A list of them may
be seen in our 39th Report.
23.2. The question number 5 deals with the areas where the linguistic minorities
form more than 15 % of the total population. The reply is indirect. It says, "The
following languages are fairly spoken in the districts of Manipur mentioned
against them as first languages."
Language
Tangkhul
Thadou, Paite, Lushai
Anal, Mayon, Monsang, Maring
Rongmei, Leyangmei, Zemei
Maram, Mao, Paomei
Districts
Ukhrul
Churachandpur
Chandel
Tamenglong
Senapati
23.3. In the reply, the words 'first language' are used. This is in accordance with
the stand of the Manipur Government that '100 % know Manipuri either as first
or second language'. This is not correct and it is not believed that State
Government is not aware of it not being correct. But this is one way to deny the
linguistic minorities their rights to preserve their language, script and culture.
Manipur is not giving education through the medium of the mother tongue and
does not even teach them as subjects. There are obviously no statistics in the
reply received and there is almost nothing to report.
23.4. We have referred to another question whose answer is given and it will be
worthwhile to examine it. The State Government does not have any academies
to promote languages and does not assist any organizations which want to do
that. Nevertheless, without Government support some organizations still exist.
These have been listed in reply to Question 40.The list is as follows:Language/Organization Date set
up
Hmar Literature
1945
Society
Mizo Literature Society
1974
Paite Literature Society 1954
Zou Literature Society
1993
Thadou Kuki Literature
Committee
1978
Ruangmei Literature
Society
1992
Activities for the year
1.Organization of language
seminars
2.Publication of school textbooks
1.Organization of language
seminars
2.Publication of Mizo textbooks
1.Evolvement of common and
systemized writing form
2.Organizing seminars, workshops,
exhibitions
3.Giving annual cash awards
1.Holding seminars, workshops,
exhibitions
2.Preparation of textbooks
1. Publication of books,
2. Organization of seminars
3. Awareness campaigns
4. Award of prizes to the subject
topper
Not specified
23.5.
The activities of the last named are not mentioned but they can be
guessed. Two questions arise from the reply. One is that textbooks are being
prepared and awards to toppers are being given. This will show that the
textbooks are being used somewhere either formally or informally. The State
Government should take note of it and endeavour to formalise the
arrangements as per the Constitutional directives. The second point is that
despite the apathy of the State Government to these languages, the people
have not forgotten them and are keen on maintaining them. This belies the
claim that there is no demand for such languages.In the thirty ninth Report,
three magazines were also mentioned, two of them in Paite and one in
Tangkhul.
23.6. It is stated that the linguistic minorities are informed about the safeguards
and concessions through newspapers and pamphlets. No copies of the
pamphlets have been attached nor the information about number, language or
any other information about them is given. In any case there are no
concessions and nothing to inform them about so it is not known what the
newspapers really do.
23.7. It has been stated that Manipur Human Rights Commission and Manipur
State Minorities Commission are given the responsibility of the receipt of the
representations about the problems of the linguistic minorities. It is not
specified what is done about these representations.
23.8. In brief the performance of Manipur Government is dismal. They are either
not aware of the safeguards for the linguistic minorities or are totally
unconcerned about them. It is known that in Ukhrul district, Tangkhul is spoken
by almost 90 % of the people and yet there are no steps to use it even for
publicity of Government policies. Similar is the case about Kabui for
Tamenglong district. State Government are urged to change their attitude
towards the linguistic minorities so as to give them their due.
Chapter XXIV. Maharashtra
24.1 The population, as per census 1991, is 7,89,37,187. Marathi is the
regional language spoken by 73.30 % of the people. The other languages
spoken by more than one percent of population are as follows:
24.2
24.3
24.4
24.5
Hindi
7.81%
Urdu
7.26%
Gujarati
2.55%
Telegu
1.42%
Kannada
1.34%
Bhili / Bhilodi
1.23%
Khandeshi
1.06%
The information received from Maharashtra is in respect of only some of
the questions included in the questionnaire.
A list of the areas where the population of linguistic minorities is more
than 15 % is enclosed with the reply rceived from the State Governement.
It is to be studied and will, in due course, be put on the website
Maharashtra is publishing the important laws, rules etc. in the minority
languages. For this purpose there are translation bureaus in the divisional
headquarters. The details of the publications in the year 2002-03 are
given. In Konkan Division, 600 Acts and 600 miscellaneous documents
are said to be published in Kannada. Likewise 12,330 Acts, rules etc. and
1,650 miscellaneous items are published in Hindi. On the face of it, the
number is staggering and it will have to be ascertained as to what is the
exact meaning of these numbers . In contrast, the figures from other
areas are more understandable. In Pune division, 102 pages of Acts and
141 pages of Miscellaneous documents are said to be published in
Kannada. In Aurangabad division the number of Acts in Urdu are said to
be 800 and miscellaneous documents 850.
Information about the Academies set up is given. Urdu Academy was set
up in 1975, Hindi in 1982, Sindhi in 1983 and Gujarati in 1996. The
budget outlay is Rs. 22.08 lakh for Urdu; Rs. 14.27 Lakh for Hindi; Rs.
2.50 Lakh for Sindhi and Rs. 2.88 Lakh for Gujarati. There are no non
governmental organizations supported by the Government.
24.6 The details for the Urdu Academy show that the Academy is engaged in
1.
Urdu classes for non Urdu people.
2.
Grant in aid for calligraphy centres; libraries; seminars; for
publication of manuscripts; and assistance to writers in
indigent circumstances.
3.
Publication of quarterly magazines
4.
Organization of plays ; workshop for Urdu reporters, book
exhibition .
5.
Awards to Urdu poets/ writers; students with highest marks
in Urdu.
6.
Establishment of libraries.
24.7 Similar assistance is also given by Hindi Academy to authors to publish
books, research papers, and periodicals; to literary bodies for organizing
programmes; for encouraging translation to and from Marathi literature;
supply of books of public libraries; confer awards on littérateurs; holding of
seminars. It also assists the State Government for formulation of policy.
24.8 Sindhi Academy has same programmes and also awards the meritorious
students and for organizing classes to teach Sindhi.
24.9 Gujarati Academy does all these things but places special emphasis on
encouraging women writers.
24.10 Information on other points has not been received from Maharashtra
which is a loss since Maharashtra is in the forefront of the states taking
good care of its linguistic minorities.
Chapter XXV. Mizoram
25.1. The population of Mizoram, as per 2001 census is 8,91,058 and as per
1991 census 6,89,756.The principal language is Mizo spoken by 75.11 %
and the minority languages are –
Language
Bengali
Nepali
Lakher
Pawi
Hmar
Hindi
Nepali
Paite
Percentage
8.57
3.83
3.32
2.22
1.38
1.28
1.20
1.12
25.2. Speakers of Bengali form 18.80 % of the population in Lunglei and
25.57 % in Chhimtuipui. The speakers of Lakher are 22.76 % of the
population in Chhimtuipui.
25.3. Mizo is the official language of Mizoram and there is no other additional
official language. Important rules, regulations etc. are not published in
minority languages but an official language cell is being set up and the post
of translator created in the Law and Judicial Department. However, this has
been under consideration for quite some time and it is hoped that this will be
expedited and action taken to start the translation work.
25.4. It has been said that Official Language Act does not apply to the
autonomous regions. What language is used for official work and for
correspondance with the State Government has not been specified.
25.5. For the registration and recognition of linguistic minority institutes the
same yard sticks are applied as for the general institutes. Presently the
number of institutes in different languages is as follows:Language
Mara
Lai
Chakma
Nepali
Bengali
Primary
Schools
Secondary
Schools
96
125
84
10
7
Higher
Secondary
Schools
59
61
18
2
1
22
12
18
1
25.6. It is noted that the minority languages listed earlier i.e. Hmar, Lakher,
Pawi, Paite, Tripuri and Hindi do not find any mention in this list. It is noted
that there appears to be concentration of Lakher people in Chhimtuipui area.
Paite is also spoken in a compact region. This aspect should be considered
by the State Government and appropriate action taken
25.7. It is also noted that the number of applications received, disposed off
and pending are all shown as NIL. Probably this refers to only for the period
under consideration.
25.8. For imparting instruction through the minority languages, there are no
fixed number of students. It is also said that regional language is not taught
at the primary education level.
25.9. The number of students in the primary level (class I to IV) for the year
2002 – 03 is as follows:Language
Mara
Lai
Chakma
Nepali
Bengali
Schools
96
125
84
10
1
Students
Teachers
10,508
459
8,578
515
3,024
261
326
18
61
4
25.10. Lakher, Paite, Hmar are not mentioned here also. Nor are the other
languages.
25.11. The number of students in the upper primary level (class V to VII) for the
year 2002 – 03 is as follows:Language
Mara
Lai
Chakma
Nepali
Bengali
Schools
59
61
18
2
1
Students
Teachers
3,762
404
3,281
393
861
97
184
15
29
5
25.12. It is noted that in reply to question 18, it is said that Mizo, English and
Hindi are the media while in reply to question 22, it is said that "In Mizoram,
medium of instruction at secondary education stage is English irrespective
of any linguistic group."
25.13. The number of students in the secondary level (class VIII to X) for the
year 2002 – 03 is as follows:-
Language
Mara
Lai
Chakma
Nepali
Schools
33
14
5
2
Students
Teachers
2,993
212
1,325
96
391
27
122
12
25.14. Advance Registers for registration of linguistic preference of the
students are not being maintained.
25.15. The three language formula mentions mother tongue as the first
language, English as the second language and Hindi as the third. It is not
clear at what stage Mizo is taught. It is all the more surprising because in
reply to Question 42, it is stated that knowledge of Mizo is a pre requisite for
recruitment. In such a case there s no chance for linguistic minorities to get
Government jobs. One of these two ought to be changed. Mizo should not
be essential for entry into services though it can be stipulated that it will
have to be learnt in the prescribed period and before the end of probation
period.
25.16. In reply to the question “Are there enough teachers to teach through the
medium of the minority languages at the secondary stage of education”, the
reply is very interesting. It says “Yes, But English is adopted/ preferred to as
medium of education at secondary stage of Education all over the State.” it
is a surprising answer considering that in reply to question 22, the number
of students learning through these languages is significant. Or is it that the
number given is for the language as a subject. This ought to be clarified by
the State Government.
25.17. As for the training of the teachers, it is said that there are no separate
training institutes for the minority language teachers. In fact, there need not
be. The only thing required is that the normal institutes run some special
courses for the minority language teachers so as to impart or refresh some
special techniques for using the minority languages.
25.18. There is reported to be no shortage of the textbooks. Administration of
management of elementary education of Mara, Lai, and Chakma is with the
autonomous districts concerned. Preparation, publication and procurement
of textbooks are also under their management. Textbooks for the Nepali
students are procured from Sikkim, Darjeeling and Meghalaya. Textbooks
for Bengali are procured from Catcher district of Assam.
25.19. No academies have been set up for the development of languages but
Nepali Bhutia Samiti is carrying on the work for Nepali. It is, however, not
aided by the Government nor is registered with them. There are no other
schemes for assistance also.
25.20. No independent body is set up for monitoring the safeguards for the
linguistic minority. It is also not required. What is required is that the State
Government should have a system by which they can periodically check the
implementation of the decisions regarding the linguistic minorities. There
can be a committee under the chairmanship of the Chief Secretary which
can meet every six months or so to monitor the implementation of the
safeguards. The minorities can send their grievances to a designated officer
who can get the comments from the concerned authorities to verify the facts
and put up the case to the Committee.
Chapter XXVI. Meghalaya
26.1.
26.2.
26.3.
26.4.
26.5.
The population of Meghalaya is 23,06,069 in census 2001. It
was 17,74,778 in the 1991 census. There is no regional language as the
number of speakers of any language does not exceed 50 %. Khasi comes
close to it with 49.54 %. It is followed by Garo which has 30.86 % of the
population as its speakers. Other languages are Bengali (8.13 %); Nepali
(2.77); Hindi (2.19); Assamese (1.92); Rabha (1.15) and Koch (1.05 %)
There is no mention of the areas where a language is spoken by more than
60 % of the population in a district but it was mentioned in the thirty ninth
Report that Khasi is mainly spoken in East Khasi, West Khasi, Ri-Phoi and
Jaintia Hills districts while Garo is mainly spoken in East Garo, West Garo
and South Garo districts, It is expected that in these areas the speakers of
the language will be more than sixty percent of the population so that in
terms of the safeguards, these districts should have the respective
languages as the additional official language. English is presently the only
official language of the State.
As regards the areas where the population of linguistic minorities is more
than 15 %, West Garo Hills district is mentioned where Bengali is spoken
by 18.72 % of the population.
No regulations etc. are published in minority languages at present. It was
however noted from the reply to the last questionnaire that IRDP loan
books and Instruction booklets for the aanganwadi workers were brought
out in Khasi. The Chief Secretary had informed in a meeting that many
more instructions and circulars were being issued in local languages since
the policy is to approach the people in their language.
As per the reply to the questionnaire, the representations are not received
in the minority languages. The question of reply in that language does not
therefore, arise. However in a meeting the Officers of the State
Government admitted that some representations were received in minority
languages but were replied to in English. It was said that reply to them in
the minority language would involve considerable expenditure and the
financial situation being what it was, it is not practical to do so at present.
since the script used for Khasi and Garo is Roman and the officers and the
clerks posted in respective areas know the local language, extra
expenditure involved will be insignificant. It is a different matter for Hindi,
Bengali and Assamese for which typewriters and specialist typists may be
required. But such expenditure has to be set off against the level of
satisfaction it will give the linguistic minorities.
26.6. There are 4,198 primary schools teaching through the mother tongue. This
includes the schools for Khasi and Garo languages for which the break up
is not given. It is stated in an enclosed orders that mother tongue shall be
the medium of instruction in primary stage. English is mentioned as the
language for further studies. An orders was issued in 1991 stating that at
least one teacher should be provided for instruction in minority language in
a school having not less than 40 pupils or ten such pupils in a class.
26.7. The breakup for the other minority languages is as follows:Language
Hindi
Bengali
Nepali
Assamese
Schools
19
43
18
208
Students
Teachers
1,347
31
5,074
95
1,530
32
12,009
372
26.8. It is mentioned that this is the information as per the fifth All India
Educational Survey. Actually the information required was for three years
i.e. 2000 – 01 to year 2002 – 03 so that the trends can be determined. Out
of date information does not help in the evaluation of the efforts being put
in.
26.9. The examination in the primary schools is internal only. Only if the student
has to compete for merit scholarship, there is a public examination but the
medium for that is English so that the students from other media are
automatically left out. This is unfair to the students studying through
mother tongue.
26.10. It was noted in a visit to three schools that all the students come from the
weaker sections of society. Those in the upper income bracket send their
wards to more expensive schools which are generally with English
medium right from class I. It was also noted that one aided school got only
the grants for salary of teachers and that too not fully. There were no
provisions for clerical assistance or for a peon or for contingencies like
purchase of books for library. Free books are normally supplied by the
State Government up to class VII but this supply could be noted in only
one of the three schools. It is noted that there is a provision in the Sarva
Shiksha Abhiyan that annual grants for teachers is provided for the
teaching aids. But this has not been done so far. Even the nursery class
was being taught just from the books and had no charts or other
playthings which should attract children towards studies.
26.11. A novel experiment was seen in a visit to Islamia school. It was supposed
to be Urdu medium school but also has Hindi medium. The blackboard is
divided into two parts. On one side Urdu words are written while on the
other side Hindi words are written. Since the basic language rules and
grammar are the same, two languages are taught simultaneously. It is for
the student (or rather their parents) to decide which language to pick up.
The books are in Urdu or Hindi, as the case may be, and are quite
different.
26.12. For the secondary stage of education, the information shown is NIL. The
medium is English at this level regardless of the mother tongue. The
question of the use of minority language as the medium in the secondary
level was taken up in a meeting with Chief Secretary and other officers
and it was pointed out that. this was being done in primary level and as a
natural corollary this should be extended to upper primary also. But it was
felt that this would require considerable expenditure as books and
teachers would be required. Perhaps the question should be taken up with
the Finance Commission who can make ad hoc grants for this purpose
(use of minority languages for education to the students from linguistic
26.13.
26.14.
26.15.
26.16.
26.17.
26.18.
26.19.
minority communities) to the States.
The three language formula is described as follows:1st language
Mother tongue Class I to IV
2nd language
English
Class II to X
3rd language
Hindi
Class V to VIII
In the enclosed orders the language framework is shown as follows.
a. Mother tongue shall be the first language.
b. English shall be the second language
c. The third language will be
i. Hindi for all students whose mother tongue is not
Hindi
ii. Khasi, Garo, Assamese or Bengali for all students
whose mother tongue is Hindi.
The third language is to be taught only at the upper primary stage i.e. from
class V to VII but it is added that the teaching of third language in
Secondary and Senior Secondary schools will be notified later. The reply
talks of third language only for class V to VII. It appears that no further
orders were issued. regarding the secondary and senior secondary stage.
Orders for the maintenance of the registers for advance registration were
issued in 1980 and 1981 and are still in force. But no statistics are given
regarding the maintenance of the registers by the schools.
No shortage of teachers has been reported.
All textbooks prescribed for minority language are said to be available in
the open market. Meghalaya Board of School Education brings out
textbooks for Khasi and Garo from class I to IV; English from class III to X.
Minority language books are made available by private publishers or are
obtained from other states.
But in the visit to these schools, it was found that the textbooks were in
short supply. Hindi and Urdu books are purchased from the market and
the choice is of the school authorities. There is not even a SCERT
approved list from which the school authorities can pick up the books. The
absence of public examination at this stage makes it an irrelevant factor as
26.20.
26.21.
26.22.
26.23.
26.24.
26.25.
to how much language or subject content has been picked up. After the
primary level, English is the only thing which counts. Nevertheless it is felt
that there should be a system of inspection of these schools so that the
minimum standards are maintained. It was informed that presently there is
no system of inspections.
The books found in the visit to the schools were in the respective language
but the subjects' books were all in English. The subject matter was
explained in the respective languages. How the students can be given
home work in this situation and how they can do it is not understood. It is
known that most of them are first generation learners and get little or no
help from the parents.
There are no Academies for the development of languages.
English is the medium for examination for the State Services. There is no
reply about the domiciliary restrictions.
As regards the machinery, it is said that State Government is in charge at
the State level and the Deputy Commissioners at the district level.
However, it is stated that there are no prescribed reports called from the
district level officers regarding implementation. It is requested that in order
to coordinate the efforts of various departments and to have a periodical
review, an appropriate structure should be set up. The chief Secretary,
who is in charge of the affairs relating to the linguistic minorities, may take
a six monthly meeting to assess the situation.
No pamphlets have been issued.
There are stated to be no major grievances but with almost no machinery,
people would not know where to complaint. Perhaps this is one grievance
which requires looking into.
Chapter XXVII. Rajasthan
The population of Rajasthan as per 1991 census was 4,40,05,990. The
principal language is Hindi. Other languages with substantial number of
speakers are Urdu, Punjabi, Sindhi and Bhili/ Bhilodi. The breakup is as below.
Language
Persons
Percentage
27.1.
Hindi
3,06,55,087
89.89
Bhili/ Bhilodi
15,85,113
4.64
Urdu
7,25,402
2.13
Punjabi
7,23,422
2.12
Sindhi
2,89,186
0.66
27.2. Sindhi is mentioned because there are some areas in which its speakers form
substantial propotion of the population.
27.3. There are no areas where the minority language is spoken by more than 60 %
of the population. It is also said that there are no areas where they are more
than 15 % but this information is at variance with the earlier information. Also, an
annexure is enclosed with the reply which gives the population percentage of
various areas where population of linguistic minorities is more than 15 %. Urdu is
in this position in Tonk Tahsil and some towns in districts of Tonk, Churu,
Jhunjhunu, Sawai Madhopur, Ajmer, Nagor, Bhilwara, Dungarpur and Kota.
Punjabi is in similar position in Ganganagar district. Thus correct information has
not been given in the reply.
27.4. Official language of the State is Hindi. It is reported that If the representations
are received in any other language, they are replied to in Hindi.
27.5. There are no relaxation for the recognition of minority institutes or in the matter
of giving grants in aid. There is no information about minority institutions which
are recognized.
27.6. Urdu, Punjabi, Gujarati and Sindhi are stated as the languages in which
education is imparted. Primary (or Elementary) education is from class I to VIII.
The number of the schools, students and teachers in the year 2002 – 03 is as
follows:-
Language
Schools
Students
Teachers
Urdu
587
48,030
739
Sindhi
40
757
111
Punjabi
327
21,030
13
27.7. The information in the question relating to the secondary education is as
follows:Language
Schools
Students
Teachers
Grade 1 Grade 2 Grade 3
Urdu
363
18,266
57
341
148
Punjabi
64
12,906
3
23
59
Sindhi
25
608
12
17
14
Gujarati
3
271
1
9
27.8. In Urdu and Punjabi the number of students in year 2001 – 02 is more than
that in the year 2000-01 but has again fallen in the next year even below the
level of year 2000-01.
27.9. At the secondary level, Hindi and English are the only media. But it is also
stated that at the secondary examination of the Board of Secondary Education,
the students can write their answers in Urdu and Sindhi also. But this is not so
for the senior secondary level. Question papers are, however, prepared in Hindi
and English only. At another place it is mentioned that Hindi and English are the
only media. It was confirmed by the administration when this question was
specifically asked. It is said that these languages are taught as subjects in class
VI to X and as optional subjects in class XI and XII and that these languages
were not used as media. Yet having the question papers of Urdu or Sindhi in
Hindi or English does not make sense. Thus the situation is unclear. The exact
position shall have to be ascertained.
27.10. In the Three Language Formula also the first language is described as Hindi
only. The second language in the formula is English and the third can be Urdu,
Sindhi, Gujarati, Punjabi or Sanskrit.
27.11. One of the safeguards provided is the maintenance of the registers for
advance registration of the linguistic preference of the students so that the
information is available in advance and readjustments of teachers can take
place. Such registers need to be maintained in areas with significant population
of the linguistic minorities. However, as per the return they are being maintained
in all the schools at primary and secondary level. This is said to be as per
orders. But the significance of maintaining of these registers is not clear except
as a formality.
27.12. No shortage of teachers is reported. But if we take a look at annexure ‘kha’, it
tells a different story. This is a list of Urdu schools and gives the names of
teachers also. It shows 17 vacancies.
27.13. As regards the training of teachers, 15 seats have been reserved annually for
Urdu teachers in Ajmer institute. There is no such reservation for Punjabi or
Sindhi teachers. This is unfair to these languages.
27.14. Sindhi Academy and Urdu Academy have been set up in 1979. The budget for
year 2002-03 was Rs. 11 Lakh for Sindhi and Rs. 7.31 Lakh for Urdu.
27.15. The activities of Sindhi Academy during the period under review included the
following.
1.
Celebration of Chetti Chand festival.
2.
Launching of quarterly newspaper ‘Sindhu
Doot’.
3.
Workshop to teach Sindhi in Jodhpur
4.
Inauguration of website
5.
14 days training in Sindhi in Jaipur
6.
Organization of Sindhi Sammelan
7.
Organization of monthly literary meets in Divisional
headquarters.
8.
Financial assistance to six writers
9.
Setting up of Sindhi primary school in Barawada
27.16. In the case of Urdu Academy, the information given is for the year 2003-04
which will be included in the report for that period.
27.17. Urdu Academy also assists non official organizations. In the year 2002-03 a
grant of Rs. 42,000 was given to an organization. Likewise Sindhi Academy has
assisted 10 organizations to the tune of Rs. 55,456.
27.18. Madarasa Board has also been set up for promotion of Urdu. The budget for
the year 2002-03 was Rs. 63 Lakh. 619 students have benefited by this scheme.
The details of the scheme have to be ascertained. As it is, expenditure of Rs. 63
lakh to benefit 619 students appears, to say the least, excessive. May be other
items are also included.
27.19. There is no concession for the linguistic minorities in the matter of the
recruitment to services. The knowledge of Hindi is compulsory for the entrants.
This is in accordance with the trends in educational activities but still cannot be
said to be fair.
27.20. Deputy Secretary, Education has been appointed as the Nodal Officer for the
linguistic minorities. In the districts, linguistic minority cells have been set up. It is
intimated that they are meeting periodically to assess the situation.
27.21. Pamphlets in Sindhi, Urdu, Gujarati and Punjabi have been prepared. It is said
that these will be made available to District Education Officers.
27.22. The work done by Rajasthan during the current year is encouraging. It is
hoped that it will be further extended to its logical conclusion in that the minority
languages will be used as media at the elementary stage of education and later
at the secondary stage.
.
28.1.
28.2.
28.3.
28.4.
28.5.
28.6.
Chapter XXVIII. Sikkim
The population of Sikkim is 5,40,493 as per the 2001 census. It was
4,03,612 in 1991 census. It is stated that the lingua franca of the State is
Nepali. Other languages are Bhutia, Lepcha, Limboo, Newari, Gurung,
Mangar, Mukhia, Rai, Sherpa and Tamang. it is said that community wise
break up is not given by the Census Department. This is true for 2001
census and it was envisaged that the break up can be given with
reference to 1991 census. In the 39th Report the break up (percentage
wise) was given as
Bhutia
8.02
Lepcha
7.34
Limboo
6.64
Hindi
4.89
Sherpa
3.41
The other languages mentioned by the State are not found in the census
handbook. Presumably the number of their speakers on all India level is
below 10,000 an arbitrary figure fixed by the Census Commissioner for
listing the language in the census handouts.
English is the official language of the State. Other languages are
considered only from the point of view of preservation of culture and
tradition. No rules etc. are translated into these languages nor are
representations received or replied to in these languages.
There are, obviously, no guidelines for registration of minority institutes.
Primary education is imparted in Bhutia, Lepcha, Limboo, Newari, Gurung,
Mangar, Mukhia, Rai, Sherpa and Tamang. Ten students are the minimum
required for a class. Nepali is taught from class I. Number of schools for
the different languages is not mentioned. Question of maintenance of
registers for advance registration does not arise.
In the three language formula, English is the first language and Hindi the
third. In the second all the languages listed above are mentioned. The
position of Nepali is not clear.
It is said that there is no shortage of teachers for teaching the minority
28.7.
28.8.
28.9.
28.10.
languages. DIET is initiating language training programmes for the
language teachers.
There is reported to be no shortage of textbooks. The Government are
supplying free textbooks up to primary level.
Sikkim Academy has been established to develop and promote the
languages in the State. It was set up in 2002. The budget for year 2000 –
03 (or is it for two years 2002 – 04) was Rs. 40 lakh. It has set up eleven
advisory committees for the development of the eleven languages. It is
organizing book fairs, kavi sammelans, seminars etc. A good beginning
has been made and it is hoped that the languages will have a bright future.
English is the medium for examinations for recruitment. Only for the
teachers, the knowledge of the relevant language is necessary.
There is no machinery for the linguistic minority as such. However,
Additional Secretary, Home Department is in charge of work relating to the
linguistic minority .
Chapter XXIX. Haryana
29.1 Haryana has a population of 1,64,63,648 as per 1991 census. 91 % persons
speak Hindi, 7.11 % Punjabi and 1.59 % Urdu. It is said that there is no area
where the linguistic minorities form more than 60 % of the population. 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.
29.2 Hindi is the official language and there is none other. There is no provision for
translation of rules, regulations etc. in the minority languages. There are no
translation facilities. These should be taken up in the three districts mentioned
above and other sub district formations having more than 15 % of linguistic
minorities so that reply is representations can be given and important orders
and notices can be translated into these languages.
29.3 There is no separate provision to give recognition to linguistic minority
institutions but grant in aid is given to them as per rules.
29.4 In Haryana education is imparted only through Hindi. No minority language is
used. There are, therefore, no data about the students etc. English is allowed
as an alternate medium.
29.5 It is, in the circumstances, surprising, rather ridiculous, that orders are issued
to maintain registers for registering the linguistic preference of the students.
29.6 Three Language formula is followed but it means Hindi as first language,
Punjabi/ Sanskrit/ Telegu as the second language and English as the third
language. Second language is taught from class VI. It may be interesting to
know the preference of the students amongst the three languages.
29.7 There are three institutes to train the teachers in Punjabi. 250 teachers were
trained in year 2001-02 but none in year 2002-03 or year 2000 – 01.
29.8 There are two organizations for the development of languages. They are
Haryana Punjabi Sahitya Academy and Urdu Sahitya Academy. Urdu
Academy was set up in 1986 and Punjabi Academy in 1997.The budgetary
outlay of each in the year 2002-03 is Rs. 20 Lakh. No details of their activities
are given.
29.9 Domiciliary restrictions are applied if benefit of reservations is to be taken
otherwise there are no restrictions. It is stated that the knowledge of Hindi is a
pre requisite for recruitment to state services.
29.10 Assistant Director in the Directorate of Higher Education has been
appointed as the Nodal Officer at the State level. There are no arrangements
at the district level.
29.11 Pamphlets for information of linguistic minorities are issued in Hindi but it is
a mystery what they would contain since there is nothing to inform the
linguistic minorities about.
29.12 It will be worthwhile to quote the answer to the question about grievances.
It says, “All the residents of Haryana State live as brothers. No linguistic
minority has any kind of complaint. There is no problem regarding the
safeguards for the linguistic minorities.” Indeed when there are no safeguards,
and no machinery to take care of it , where will the linguistic minorities
complain and to what purpose.
29.13 It is a sad commentary that there is complete apathy towards the linguistic
minorities. Mere setting up of two academies does not solve any problems or
give the linguistic minorities the feeling that they are also proud citizens of the
state of Haryana. There are orders dated 29th April 1969 regarding the policy
towards the linguistic minorities. It is hoped that the officers concerned will at
least read this.
Chapter XXX. Himachal Pradesh
30.1.
Himachal has a population of 60,70,877 as per census 2001. As per
the 1991 census it was 51,11,079. No information is given about the
languages spoken in the State. so we will have to refer to our earlier
report which gives the figures for 1991 census as follows:Languages
Hindi
Punjabi
Kinnauri
30.2.
30.3.
30.4.
30.5.
Persons
45,95,615
3,24,479
61,521
Percentage
88.87
6.28
1.19
Though Lahauli is spoken by 21,891 persons only but it is mentioned
because it is known to be limited to one area where their number is
significant.
It may be mentioned that Dogri has been included in the Eighth
Schedule. As has been remarked elsewhere, this does not mean much
but in the general consciousness, it is supposed to mean something.
The State Government will probably work out the number of speakers
of Dogri. It may be mentioned that in the Griersons report, Kangri was
considered to be a dialect of Dogri. Later the Census Commissioner
has been treating it as the dialect of Hindi. It was not important at that
point of time but now that Dogri has been pronounced as a separate
language, the status of Kangri should be reconsidered and the earlier
classification revived.
It is reported that in districts Una and Nalagarh/ Bedi, the Punjabi
speakers are more than 15 % of the total population being 20 % and 30
% respectively.
Official language of the State is Hindi. No notifications etc. are
published in any language other than Hindi. Nor are the
representations replied to in language of their submission.
30.6.
30.7.
Primary education is from class I to V. There are said to be 10,617
primary schools in the State where education is imparted in Hindi. Bhoti
is being taught in 43 schools in Spiti Education Block. Two more
schools for the language will be added in Pangi block of Chamba
district from year 2003-04. Number of students in Spiti are 920 at
present.
There are no separate guidelines for the recognition of the minority
institutes. However, it is reported that there are 51 Urdu and 45 Punjabi
Secondary schools in the State. It is also said that none of them is
receiving any assistance. However, this appears to be ambiguous
statement since this is also the number of the total schools for Urdu
and Punjabi. In fact the number of students and teachers for the year
2002 – 03 is given as follows.
Language
Urdu
Punjabi
30.8.
Schools
Students
Teachers
51
1,520
5
45
2,581
35
Since at the primary education level, no schools with Urdu or Punjabi
are mentioned, it is apparent that the above statistics are for teaching
of Urdu and Punjabi as a subject. For this reason, this can not be
called the Urdu or Punjabi schools much less linguistic minority
institutes. What was meant here was that the institutes should have
been established and managed by the linguistic minority community.
30.9. One vacancy of teachers which was reported last year appears to have
been filled up.
30.10. The curriculum and textbooks of Bhoti have been got developed and
approved by the Government in the year under review. They are now
being printed by the H.P. Board of School Education.
30.11. As has been pointed out above, no minority language is the medium at
the secondary level.
30.12. It is stated that orders have been issued on January 10, 2002 for
keeping the registers for advance information about language opted by
the students. Feed back report is awaited. But this maintenance should
have followed the Government decision to implement the directive of
the Constitution to teach at the primary level through mother tongue i.e.
Punjabi.
30.13. The number of teachers trained in the past three years is mentioned as
11, 18 and 5.
30.14. In the three language formula, it is stated that the State follows the
national education policy. Urdu, Tamil, Telegu and Punjabi are
mentioned as the third language. Sanskrit has not been mentioned but
it must be the popular third language as the number of students of
Urdu and Punjabi is too low.
30.15. There are no academies set up for development of languages.
30.16. Recruitment rules provide for English and Hindi as the media of
examination. The knowledge of Hindi is said to be necessary for
recruitment. This is in accordance with other policy decision to ignore
the minority languages. There are said to be no domiciliary restrictions
on recruitment.
30.17. The machinery for the implementation is said to be the State
Government. The statement does not mean anything. The Department
responsible for the implementation should have been mentioned. It is
noted that the reply is sent by Additional Secretary, Department of
Social Justice and Empowerment which should be the nodal
department for the safeguards. It is suggested that a high level
committee under the chairmanship of the Chief Secretary be set up so
that there is proper appreciation of the safeguards and periodical
review.
30.18. Overall there is much to be done to reach even the minimum level of
the implementation of the safeguards.
Chapter XXXI. Andaman and Nicobar Islands
31.1. Andaman and Nicobar Islands is a mirror of India and may be called Little
India. Its population consists of representatives of many of the major and
minor linguistic groups but it also has its own languages like Nicobari.
31.2. The population of Andaman and Nicobar Islands is 2,80,961 according to
the 1991 census. . Bengali (64,706) followed by Tamil (53,536) and Hindi
(48,469) are the major languages. The breakup is as follows:-
Language
Persons
Percentage
Bengali
64,706
22.31
Tamil
53,536
16.32
Hindi
48,469
14.77
Telugu
32,979
10.05
Nicobari
26,206
7.99
Malayalam
26,075
7.95
Kurukh/ Oraon
9,253
2.82
31.3. Nicobari is mainly spoken in the Nicobar Island where their speakers form
more than 60 % of the population of the island. Hindi, Bengali, Tamil,
Malayalam and Nicobari have been described as the regional languages
but, according to our definition, all languages are minority languages. The
official language of the Territory is Hindi and English. There is no
additional official language. Nicobari should have been considered for
declaration as additional official language for Nicobar. There is no
arrangement for translation of Acts, rules etc. in any language other than
the official languages.
31.4. It is said that petitions are received in minority languages like Tamil, Telegu
etc. but these are replied in either English or Hindi in the absence of any
machinery for translation at State level.
31.5. There are no separate guidelines for recognition of minority institutes as
administration has not recognized any linguistic community as minority
community.
31.6. Class I to IV form the primary stage of education. Facilities are provided for
education through mother tongue like Tamil, Telegu, Bengali, Nicobari and
Hindi. A minimum of ten students in a class or 40 in the school are
considered sufficient for opening a section or a school as the case may
be. It is said that regional language is taught from class I but then five
languages were named as the regional languages so it is not clear which
language is taught. Actually this question was meant for States/ Union
Territories where there is one principal language.
31.7. The total number of the primary schools in the year 2002 – 03 are as
follows:-
Andaman
31.8.
31.9.
31.10.
31.11.
Nicobar
Total
Primary Schools
143
34
177
PS attached with
90
24
114
others
Total
233
58
291
The number of schools, students and teachers at the primary stage for the
year 2002 – 03 are as under:Language
Schools
Students
Teachers
Bengali
113
8,291
439
Tamil
29
2,655
209
Telegu
14
1,315
82
Number of Hindi medium schools has not been furnished.
Secondary Education stage consists of class IX and X. Since primary stage
is said to consist of class I to IV, this leaves class V to VIII out of
consideration. What is the position of the media of instruction can be
guessed since the media at secondary level is said to be English, Hindi,
Tamil, Telegu and Bengali. But the number of schools, students for this
stage could have been specified. Further the status of Nicobari which is
the medium for primary stage but not secondary stage could not be
guessed.
The number of secondary and senior secondary schools is stated to be 12
31.12.
31.13.
31.14.
31.15.
31.16.
31.17.
31.18.
31.19.
and 23 respectively for Andaman. There are no schools for Nicobar at
secondary level but one is shown for senior secondary level. The situation
is not clear and it appears that senior secondary school includes the
secondary level classes also.
The number of schools, students and teachers for different languages are
as follows:Language Schools
Students
Teachers
Bengali
27
1,744
97
Tamil
12
840
47
Telegu
4
390
5
Advance registers are being maintained in 207 primary, 128 attached
primary schools and 44 secondary schools.
The three Language Formula is being followed. The first language can be
chosen from amongst Hindi, English, Bengali, Tamil, Telegu and Nicobari.
The second language can be Hindi for English medium schools and
English for others. The third language list is the same as for the first
language minus English and additionally Urdu, Malayalam and Sanskrit.
It is stated that there are some vacancies in the posts of teachers but these
will be filled up by September 2004. Adequate training facilities exist for
English and Hindi medium schools. Other languages are not mentioned.
It is reported that there is no shortage of textbooks for primary level. At the
secondary level the books in Hindi and English are provided by NCERT.
For other languages books are being procured by Textbooks Cell of the
Education Department from the concerned states.
There are no Academies for development of languages.
Hindi and English are described as the media for recruitment examinations.
There is no formal machinery for implementation of safeguards. Director of
Social Welfare is the Nodal Officer.
Chapter XXXII. Chandigarh
32.1.
32.2.
32.3.
32.4.
32.5.
32.6.
32.7.
32.8.
Chandigarh has presently (2001) population of 9,00,914. The reply does
not indicate the percentage of different languages but the break up is
Hindi
5,50,188
61.07 %
Punjabi 3,12,797
34.72 %
Being a small area of single district, there is no question of declaration of
any area with a population of more than 15 %, the entire area being
covered in that category.
English is the official language. Hindi or Punjabi has not been given this
place of honour. The matter has been taken up with the Ministry of Home
Affairs who have stated that the matter is under their consideration.
Meanwhile though representations are entertained in Hindi and Punjabi,
they are replied to in English. The rules, regulations etc. are published in
English only and there are no facilities for translation. But it has been
stated that Controller Stationery and Printing has been asked to set up a
cell for translation into Hindi and Punjabi.
It is stated that normal rules for recognition of private schools as provided
for in Punjab Education Code are followed. Two colleges are being given
grant in aid though they are not strictly linguistic minority institutes.
Elementary education is from class I to VIII, the first five classes forming
part of Primary level and class VI to VIII being Upper Primary level. The
education is imparted in both Hindi and Punjabi .The other language is
taken up from class 3. The number of schools teaching through Punjabi is
103 and they have 7,800 students on roll. There are 550 teachers.
It may be recalled that last year the Chandigarh Administration had
intimated that there were two primary schools imparting education to
migratory labour through Tamil. The reference to them is missing this time.
During the visit of the Commissioner to the territory a reference was also
made to two Madrasas which have been taken up for modernization. It is
hoped that they are receiving due attention.
At the secondary level (class IX and X) English, Hindi and Punjabi are the
32.9.
32.10.
32.11.
32.12.
32.13.
32.14.
32.15.
32.16.
media of education. Question papers are set in these languages. There are
39 schools with Punjabi as medium having 1300 students on roll. The
number of teachers is 160. The number of schools in this year has gone up
from 33 to 39.
There are some vacancies of teachers but action is being taken to fill them
up. There are three training institutes to take up the training of the
teachers. It is stated that the Punjabi teachers trained in three years 2000 01 to 2002 – 03 was 65, 65 and 62. In-service training was also imparted to
900 teachers during the year 2001 – 02.
There is shortage of textbooks in the subject of Social Sciences, General
Science and Mathematics in Punjabi for class IX and X. The books are
prepared by translation by the Directorate of Education.
There is no maintenance of advance registers and they are not necessary
for such a small, mainly urban area.
Three language formula is implemented with the three languages being
Hindi, Punjabi and English, the first two interchanging as per the medium of
instruction.
There is no Academy as such set up by the Chandigarh Administration but
there is Chandigarh Arts Council which has got Chandigarh Sahitya
Academy as one of its wings. They promote literary activities in the city in
all the languages. Special attention is paid to Punjabi. The programmes
included 'Meet the Author'; release of books; talks and seminars. A trilingual kavi sammelan was also held. Book exhibition, kavi darbar and
video film shows were other activities.
Director Social Welfare has been appointed as the Nodal Officer to
coordinate matters relating to the Linguistic Minorities. The departments
have been requested to take necessary action for implementation of the
safeguards.
No complains have been received.
Overall the Chandigarh Administration is doing good job.
Chapter XXXIII. Daman and Diu
33.1. Daman and Diu are two isolated territories forming the Union Territory with
a total population, as per 2001 census, of 1,58,059. Gujarati is the majority
language having 91.13 % as its speakers. Hindi and Marathi are the minority
languages with the percentage of population speaking them as 3.59 and 1.24
percent respectively. There are no areas with population of linguistic minorities
exceeding 15 %.
33.2. Official Languages are English and Gujarati. Official Language Act was
passed in 1963 and the rules there under framed in 1976. Official Language
Department has been set up in 1997. The question of translation does not
arise. It is reported that the replies to representations are given in English,
Gujarati and Hindi but no formal orders have been issued in this context
33.3. There are no linguistic minority institutions in the Territory. Gujarati and
English are the only two languages. No education is imparted in Hindi or
Marathi. But Hindi is taught as a part of the Three Language Formula.
33.4. It is reported that English, Hindi and “at times” Gujarati are the media for
examinations for recruitment. Knowledge of Gujarati and Hindi are said to be
desirable qualifications but no standards have been fixed as such. There are
said to be no domiciliary restrictions.
33.5. There is some ambiguity in the reply received. In reply to question 42, that
“… regional language Gujarati and official language, Hindi is a pre requisite as
a desirable qualification”. Hindi is not described as official language in reply to
an earlier question. Secondly use of word 'pre requisite" with "desirable' is not
clear.
Chapter XXXIV. Dadra and Nagar Haveli
34.1. Dadra and Nagar Haveli is a small Union Territory with a population of
2,20,41 as per census 2001. The linguistic breakup for census 2001 has not
yet made available and, though the option was there, the Administration has
not given the breakup for 1991 census. As per this census Bhili is spoken by
55.03 % and thus can be called the principal language for the territory.
Linguistic minorities are from Gujarati (21.91 %); Konkani (12.32 %); Hindi
(5.05 %) and Marathi ( 3.56 %).
34.2. English is described as the Official Language but it is also said that Gujarati
is also the Official Language to be used for office correspondence. Presumably
this is as per the directions of the Central Government. The matter has to be
taken up with them. It has been mentioned elsewhere that there are no
directions that English or a language included in the Schedule VIII can only be
an official language. Since Bhili is the principal language, it can rightly take the
place of the Official Language for the territory. If it is argued that Bhili is not
developed, it can be used for limited purposes which can be increased from
year to year. Gujarati or Devnagari can be adopted as the script for Bhili.
34.3. As in the case of Official Language, Bhili is not being used for educational
purposes also., Marathi, Gujarati, English and Hindi are said to be the
languages for the primary stage of education also. There are 138 Gujarati, 50
Marathi, 5 English and one Hindi medium schools at this level. It is suggested
that primary education should be given in the mother tongue i.e. Bhili/ Bhilodi
to those who desire it.
34.4. Education Act and rules have been framed for the Territory but no details
are given.
34.5. Three Language Formula is followed but choice is from amongst English,
Gujarati, Marathi and Hindi.
34.6. It is said that there are no complaints from members of linguistic minorities.
Obviously the complaint should be from the linguistic majority that their right to
develop their language is being thwarted. However, this question should be
addressed to the Central Government in the Ministry of Home Affairs rather
than the local administration.
Chapter XXXV. Delhi
35.1.
35.2.
Population of Delhi is 1,38,03,085 as per 2001 census and 94,20,644 as
per 1991 census. Of them 81.6 % have described Hindi as their mother
tongue; 7.94 % Punjabi ; 5.45 % Urdu and 1.29 % Bengali. The information
about whether any areas have more than 15 % of population as linguistic
minority is said to be not available. Data for the districts, now in existence,
have been collected for the first time for 2001 census and the linguistic
breakup is not yet available.
Punjabi and Urdu have been declared as the additional official languages
for the State. The Act specifies the following areas for use of additional
languages.
a.
b.
c.
d.
e.
35.3.
35.4.
Receipt and reply of applications and petitions by all offices.
Publication of translation of important Government rules,
regulations and Gazette notifications.
signboards of official buildings, Government Offices and roads etc.
Publication of important Government advertisements.
Proceedings of Legislative Assembly.
Though the provision have been made in the Official Language Act 2001
for publication of rules etc. in Punjabi and Urdu but a beginning has not yet
been made. However, Punjabi and Urdu cells have been constituted in the
Language Department. Similar is the position in respect of the reply to
representations etc. in the minority language but a beginning is still to be
made. During the visit of the Commissioner to Delhi and discussions with
the officers, it was urged that posts should be created or alternate
arrangements otherwise made in the various departments and offices to
ensure that the provisions of the Act are implemented. It was agreed that
the Language Department would write to all the departments to fully
implement the Act. Each Department should conduct an exercise to assess
its needs and to get the appropriate number of posts created so that the
Act can be implemented. It was also informed that the rules for the Official
Language Act are under preparation and will be shortly notified. So far the
copy of these rules has not been sent. It was also informed that there is a
move to train the officers in Punjabi and Urdu so that the departments can
take care of the demands for use of these languages.
There are separate rules for recognition of the linguistic minority institutions,
the criteria being;
a. Institutes conducting definable and verifiable activity for
promotion of minority.
b. Minority language is taught as a language subject of study.
c. Minority language is the medium of instruction.
However, the number of the linguistic minority institutions functioning as
such has not been given.
35.5.
35.6.
35.7.
Urdu, Punjabi, Telegu, Tamil and Bengali are said to be the languages in
which primary education is imparted besides Hindi. The minimum number
of students should be 40 as per the rules of Delhi Municipal Corporation
and 6 as per New Delhi Municipal Committee. The rationale of six is not
clear. Accepted norms elsewhere is ten for a class. On the other hand 40
appears to be too high even granting that Delhi is a densely populated area.
The number of students who want to learn through minority languages
generally belong to educationally backward classes and the optimum
number of children do not come to schools. It is, therefore, necessary that
some relaxation should be given in the case of minority language schools.
The number of schools for Delhi Municipal Corporation and New Delhi
Municipal Committee are given separately in the return. there is no
information about the Government schools run by the administration
directly.
The combined information about the primary schools for year 2002 – 03 is
as follows:Language
Urdu
Tamil
Punjabi
Telegu
Bengali
35.8.
Schools
83
6
2
1
1
Students
23,051
545
310
146
194
Teachers
60 + 452 + 46
0+8
1+7
0+4
0+2
The + sign is used in the return and hence shown here also. The
significance of showing the two figures separately is not clear. The third
figure in the case of Urdu is for the teachers in the NDMC which is running
six schools for Urdu. It is not known to which of the two categories the
number of teachers should be added. it may also be mentioned that the
number of students shown by NDMC for all the three years (2000-01,
2001-02 and 2003-03) is shown as 862. Such constant number raises
doubts whether the figures are the real figures.
35.9.
In addition four schools of the Corporation are listed where Urdu is taught
as a subject. The significance of this information is not understood.
35.10. Though only one school is mentioned for Bengali in reply to the main
question, names of five aided Bengali schools are given in the annexure.
Probably in the table above the aided schools are not included. The
number of Tamil schools in the annexure is seven; Telegu schools are two.
There are also three Sindhi and two Malayalam schools. In addition under
the heading “Minority Language Schools”, seven Punjabi; fifteen Urdu are
mentioned. Under the same caption seven aided schools are also
mentioned which appear to be for Urdu. The Director of Education is urged
to prepare a consolidated list for his own information and for inclusion in
the Report.
35.11. During a visit of the Commissioner to Delhi, it was observed that in 1984, a
scheme was launched under which part time teachers were appointed by
the Punjabi Academy to take up the teaching of Punjabi to those who
desired it. The idea was that as soon the number of students reached the
point where a regular teacher could be appointed (taking into account that
he had to take at least 18 periods in a week), a regular post would be
created. The number of students and the part time teachers went up and
by 1989, there were 1490 teachers. However, the promise to create regular
posts was not kept. It appears that there was a court case in which the part
time teachers demanded that they should be regularised. It is not known
what happened to the case but the result was adverse to the cause of
Punjabi. In 1991, the Academy was directed not to recruit any further
teachers. It became a dying cadre. This has resulted in decrease in the
number of teachers and the number is said to have dwindled to 129 only.
Simultaneously there is no move to create new posts or to recruit regular
teachers. Obviously, in these circumstances, the teaching of, and through,
Punjabi has suffered. The Urdu Academy had a similar tale to tell. It is
recommended that this adverse attitude towards Minority languages should
be changed. Either there should be concerted move to create regular posts
or the recruitment of part time teachers with improved service conditions
should be revived.
35.12. One of the demands was that the service conditions of the part time
teachers, who have now a minimum of 13 years stint with the academies,
should be improved. It was pointed out that for the part time teachers in the
vocational stream, the facilities given are similar to the regular teachers.
This was announced by the Government of Delhi on 12.6.2003. The part
time Punjabi/ Urdu/ Sindhi and Sanskrit teachers should be treated on the
same basis. The demand appears to be justified. But obviously this
concession will be useful only if regular posts are created and recruitment
done thereto.
35.13. Another demand was that the age relaxation to the extent of service
rendered as part time teachers should be given. This demand was actually
accepted in 1993 (20.9.1993 to be exact) but is still to be acted upon.
35.14. It is alleged that there is a deliberate attempt, at the grass root level, to
discourage taking up of Punjabi even as one of the languages in the three
language formula. The technique is simple. Every one who wants to take it
up is told that he is the only one with this request. He is advised to take up
Sanskrit instead. The net result is that as per the record there is no one
offering Punjabi and the subject can be safely discontinued. Including the
corporation schools there are about 620 teachers for Punjabi but many of
them are being utilized for other subjects.
35.15. The policy framers in the sixties had taken this tendency into account and
provided for maintenance of registers in each school where the students
(or their parents) could record their preference for the language and the
medium. This would discourage malpractices at the school level if this is
properly monitored. It is said, in reply to question no. 23 that such registers
are being maintained and that all primary schools are doing it (Q. No. 24)
Instructions are also being issued for maintenance of these registers for the
secondary education. But whether this is being done at the grass root level
is not certain. this should be verified. In the schools visited, these registers
were not heard of.
35.16. It is learnt that the part time teachers are receiving about one fourth of the
amount to what is being given to other regular teachers. It means
considerable savings and this may be one of the reasons for not
sanctioning regular posts. Meanwhile the threat of part time teachers
claiming regular status through courts led to banning of recruitment of part
time teachers. Another reason has been cited above as the apathy of the
officers towards the language. It was stated by some of the persons that
whenever they approached the Directorate of Education regarding the
teaching of Punjabi or its being used as medium, they were referred to
Punjabi Academy as if the Administration had nothing to do with the matter.
It must be observed that the Academy was supposed to tide over the
problem of shortage of teachers temporarily and not to take over the
functions of the Directorate of Education. This attitude was also found at
the higher level in that Director of Education stated in the meeting of the
officers that the minority schools run by the Telegu/ Tamil/ Malayalam
Sanghas and it is for them to arrange for the training of the teachers. She
did not take it into consideration that one of the duties of the Director of
Education was to ensure that the standards of education are maintained in
these schools also and the employment of competent teachers and
refresher courses for them are a must in this directions. Even the Supreme
Court has observed that the minority institutes do not have an absolute
rights to administration and they are subject to inspections for maintenance
of standards.
35.17. In Urdu schools the position is similar. In one of the schools Mathematics
and Science were being taught from Hindi books. It was explained that the
textbooks in Urdu were available only for Social Studies. This was being
taught in Urdu. It was informed that the syllabus prepared by the
Government of Delhi did not mention Urdu at all. Sample question papers
have not been received in Urdu. In Urdu schools also, English is the first
language, Hindi the second and Urdu the third. English is taught from class
I, as also Hindi and Urdu. There was no doubt that this is a burden on the
students. In the reply the Delhi Administration has stated (Q. No. 36) that
no shortages were brought to the notice of “this department”. If regular
inspections are done, this can be noticed immediately.
35.18. Another point raised was that there was a maladjustment between the
primary schools and the secondary schools. Each secondary school has
certain primary schools attached to it for admission purpose. There were
instances where Punjabi medium schools were not attached to the
secondary schools which could offer Punjabi as the medium. It may be
pointed out that the national safeguards anticipated this sort of problem
and, therefore, recommended inter school transfers to accommodate the
students in the language through which he would like to be educated.
35.19. Before we leave this issue, another point should be made. In one of the
Punjabi medium schools visited there was a pre school class (nursery).
The toddlers were being taught in Hindi. When asked the reason therefore,
it was informed that no Punjabi teacher was made available and only Hindi
teacher was available. This shows the neglect of an important principle.
The very idea of teaching the children through their mother tongue (as
provided for in Article 350A of Constitution) is that the children will find it
easier to study through their mother tongue. Yet here is an example of
making a mockery of the principle by teaching the toddlers in a language
other than mother tongue. The Administration should take proper action to
remove this anomaly.
35.20. At the secondary education level, there are only two schools for teaching
through the medium of Urdu. There were 115 students in these schools in
year 2002 – 03 and 12 teachers. Obviously the number is very low and
more schools would definitely be needed. Same holds for Punjabi also.
35.21. The number of vacancies are shown as 21 for Punjabi and 17 for Urdu. It is
said that vacancies are being filled up through Delhi Staff Selection Board.
As pointed out above the number of vacancies shown does not have
relation to the actual need. The lesser number is because the posts which
are needed are not being created.
35.22. The Delhi Administration has set up Academies for development of Urdu,
Sindhi and Punjabi. The details are as follows:Language
Urdu
Sindhi
Year of setting up
1981
1994
Punjabi
1981
Budget for 2002-03
144 Lakh
Plan
44 Lakh
Non Plan 30 Lakh
Teaching
3 Lakh
Plan
130 Lakh
Teaching 110 Lakh
35.23. Urdu Academy provides for continuing education in Urdu. It has provided
teachers for the primary schools (135 of them are working in various
schools); It grants scholarships to merit holders (555 were benefited in the
year under review); provides Urdu magazines and books free of cost to the
schools (500 were given during the period); runs coaching classes (120
benefited this year); arranges competitions for various activities such as
poetry recital, calligraphy, quiz etc. (273 students got prizes this year); runs
certificate and diploma courses for adults at 12 centres (1480 persons
benefited); has 270 adult education centres (beneficiaries 6,000 of them
97 % were women); training in calligraphy (only ten this year); runs a library
(presently 37,000 books) and also some newspaper centres (increased
from 30 to 35 this year).
35.24. Besides the educational programmes Urdu Academy also arranges
Mushairas; assists associations (52 during this year); organized a drama
festival; Six seminars; an extension lecture; a three day literary festival
(Naye Purane Chiragh) the idea being to encourage the neo- writers. The
Academy also publishes monthly magazine ‘Aiwan – e – Urdu’; children's
magazine ‘Umang’; publishes books (cumulative total 129); organizes
books exhibition and also publishes NCERT books for distribution. It
rewards writers and gives assistance to writers in indigenous
circumstances..
35.25. Punjabi Academy has encouraged education in and through Punjabi by
providing for 729 teachers on part time basis to schools and by opening
teaching centres for learning Punjabi in summer vacations. It conducts
seminars and symposia, organizes Kavi Sammelans; gives fellowships to
scholars for research work; gives rewards to students securing merit in
competitions organized by the Academy. The Academy also publishes
books (Cumulative total is 135 of which 35 are for children). It has a bimonthly magazine ‘Samdarshi”. Five scholars are being given monthly
assistance. It encourages publishers to display Punjabi books by giving
50 % of the rent for the stalls in the exhibitions. Books and magazines are
purchased for distribution to the libraries.
35.26. It may be observed that the budget of Punjabi Academy is higher than that
of Urdu Academy but the Academy has not supplied figures for the current
year as Urdu Academy has done and its work could not be presented as it
deserved.
35.27. Sindhi Academy is serving the cause of the language by organizing various
programmes. Book stalls were arranged at two exhibitions. ‘Meet the
author” programme was organized on two occasions. A literary meet and a
seminar were also organized as also two cultural events.
35.28. The Administration has also stated that 65 persons were assisted to the
extent of Rs. 5,52,480 but, despite a pointed query in this regard, it was not
specified for which purpose this assistance was given.
35.29. The actions of the Delhi Government are difficult to categorise. The
declaration of the minority languages as additional official languages and
directions to use it in educational institutes are steps in the right direction.
The liberal support to Academies is to be commended. But then it falters at
the implementation level. There are some shortcomings in the educational
efforts which should be attended to. There is also an urgent need to set up
a mechanism to periodically monitor the implementation of the orders. The
Chief Secretary should take review meetings as a number of departments
and organizations are involved in the implementation of the safeguards
There is at present no coordinating department for such monitoring.
Chapter XXXVI. Pondicherry
36.1. Pondicherry comprises of different regions where different languages are
principal languages. Tamil is the regional and official language in Pondy and
Karaikal areas, Malayalam is used as regional and official language in Mahe
and Telegu in Yanam.
36.2. Pondicherry region has Telegu population to the tune of 1.98 %. This would
qualify them for educational facilities if they are concentrated in a particular
area. It may be mentioned that Government of Gujarat is running Oriya schools
for migrant Oriya labour and Chandigarh administration is similarly running
Tamil schools for the Tamil labour. However Government of Pondicherry have
clarified that the Telegu speaking population is not concentrated in any
particular area.
36.3. Being a small territory with big neighbours, the policy is influenced by the
states in the neighbourhood. The school syllabi also follows threat of the
neighboring states. Consequentially the three language formula is not being
followed in Pondy and Karaikal regions. The State Government was advised
that even though the schools are affiliated and they are expected to follow the
syllabi laid down by it, there can be no objection if an extra subject is taught in
accordance with the three language formula. The State Government have
replied that the two regions are following the text books prescribed by the
Tamil Nadu Board from class I to XII and, therefore, it is not possible to
introduce additional language subject in the curriculum. However, in view of
the presence of multilingual population speaking Tamil, Malayalam, Telegu
and French, the schools have been advised to provide facilities to students and
the option to learn a language apart from their mother tongue. It is not
compulsory for them to study such extra language. It is hoped that this facility
of teaching additional optional language will also include Hindi to be taught at
the middle level i.e. class VI to VIII. Furthermore, it is hoped that teachers and
funds are also provided and it is not left to the schools to fend for themselves
(as has happenned in Tamil Nadu).
36.4. It is also noted that even in Mahe and Yanam, Hindi has to compete with
French, Sanskrit and Arabic as the third language. None of these can be
considered as the language envisaged in the three language formula.
36.5. Regarding the recognition of the minority institutes, it is clarified that there
are no separate rules for the recognition of linguistic minority institutes.
However, one point of difference is that whereas the Pondicherry School
Education Act 1987 stipulates that permission of appropriate authority is
required to establish any private school, such permission is not required by the
private schools established by the minorities. The normal private schools have
to get prior permission and after getting it have to satisfy the requirements
before getting recognition. The minority schools can be established and then
have to get the recognition after satisfying the authorities that adequate
arrangements exist to maintain the academic standard.
36.6. It has been stated that whereas the education department requires that the
teachers should know the language of the region where they are to teach, the
DPAR does not stipulate prior knowledge of any particular regional language.
All the three languages viz. Tamil, Malayalam and Telegu are medium of the
examination.
36.7. However there is residential restrictions in that those with a stay of five
years in the territory are preferred. The condition is relaxed if suitable
candidates are not available. As per the employment notification rules i.e.
candidates and vacancies should be in the ration of 20:1.
36.8. However, it is clear that those from outside the State have very little chance
of being considered. Normally the outsiders are expected to compete on the
same level as the residents of the State. It is hoped that the Government of
Pondicherry will look into this.
36.9. For the rest, as there are stated to be no regions with concentration of
linguistic minorities, the question of opening Government schools for them,
providing for teachers and textbooks does not arise. But it is surprising that to
the question of maintenance of registers for registering linguistic reference of
the students seeking admission to the schools is in affirmative. Obviously this
information is not to be made use of.
36.10. It may be mentioned that work regarding the linguistic minorities has been
assigned to the Department of Social Welfare and Director, Social Welfare is
the Nodal Officer.
Chapter XXXVII. Lakshadweep
37.1 Total population of Lakshadweep is 60,595 as per latest census. 84 % speak
Malayalam and 16 % speak Mahl. Mahl speakers are mostly in Minicoy
Islands where it is spoken by almost all the people. There is no formal
declaration of Minicoy Island as an area with significant linguistic minority.
37.2 English is the official language and there is no other official language though
as pointed out, Malayalam and Mahl should get the honour. There is no
translator for translation into Mahl, therefore the reply to the representations
and applications is not sent in Mahl. No rules etc. are translated into Mahl.
37.3 There are no linguistic minority institutions in the Territory and no mechanism
to register them. Mahl is taught in 2 primary schools which have 5 teachers
and 818 students. But it is not the medium of instruction. Malayalam is taught
from class I and is exclusively taught from class V onwards. There is no need
to maintain the registers since the students of Mahl are confined to only one
area.
37.4 Though it has been said that there are enough teachers yet the ratio of 1: 165
does not bear it out unless the number specified is only for Mahl language.
Department of Education is in charge of preparing the textbooks and it is said
that there is no shortage.
37.5 The three language formula shows Malayalam/ English/ Arabic as the first
language, English as the second language and Hindi as the third.
37.6 All recruitment to group C and D posts are made from amongst the natives of
Lakshadweep. Working knowledge of regional language (Malayalam) is
considered to be essential.
37.7 There is no need for a formal machinery as the Territory is a small place.
There is a video conference facility for receiving and solving the grievances.
Chapter XXXVIII. Government of India Ministries.
38.1.
38.2.
The earlier Reports of the Commissioner Linguistic Minorities generally
refer to the situation regarding the implementation of the safeguards for the
linguistic minorities by the State Governments. The reason therefore is that
mainly the Safeguards pertain to them. But these Constitutional provisions
apply equally to the Central Government also. They are expected to
implement them in letter and spirit of the provisions of the Constitution.
Article 350B does not exclude the Ministries of the Central Government
from the purview of the Commissioner Linguistic Minorities. It is not known
why this was not done earlier.
It would be worthwhile to examine the contribution that the Central
Ministries are making to the cause of preservation of the language, culture
and script of the linguistic minorities. It is proposed to list their
achievements and contribution to the cause of the safeguards for the
linguistic minorities. Some reservations on their part have been noted in
their approach which will be pointed out in the following paragraphs.
Ministry of Information and Broadcasting
38.3. Ministry of Information and Broadcasting is in the best position to
contribute to the development of languages and preservation of culture of
these groups. Communication channels are very potent instruments for
furthering the cause of the minority languages.
38.4. All India Radio, according to the Ministry, is following a well defined and
time tested language policy which takes care of the interests of the
linguistic minorities. Programmes in 24 languages and 146 dialects are
being broadcast from various AIR stations. Efforts to preserve the folk tale,
folk songs and oral literature in these languages/ dialects are made.
38.5. Prasar Bharati has informed that Doordarshan gives due importance to the
minority languages without discrimination. As per the Doordarshan policy,
one of the norms to start a programme in minority language is that if 5 % of
the population comes in the telecast zone of the Kendra, then a 30 minute
38.6.
38.7.
38.8.
weekly programme can be introduced. Urdu programmes are telecast by
regional Kendras viz. Delhi, Srinagar, Lucknow, Jullundur, Ahmedabad,
Bhopal, Chennai, Hyderabad, Kolkata, Patna, Bangalore etc. for different
durations besides the Urdu news bulletins from Delhi, Srinagar,
Hyderabad, Patna and Kolkata. DDK Jaipur, Ahmedabad and Mumbai are
telecasting programmes in Sindhi on regular intervals. DDK Kolkata is
telecasting Nepali programmes from 1005 hours to 1020 hours from
Tuesday to Saturday.
The bulk of Spoken Word programmes at any station of AIR are broadcast
in the principal language spoken in the region, which the station serves.
The principal languages of the regions are also the principal languages of
the State except in the areas served by AIR, Silchar and Kurseong. In the
case of the former where the State's language is Assamese, the language
of the region is Bengali. As such, AIR, Silchar broadcasts Spoken-Word
programmes in Bengali. In the case of the latter, while the State language
is Bengali, the local language is Nepali. AIR, Kurseong broadcasts
programmes in Nepali.
In Jammu and Kashmir, apart from the regional language viz. Kashmiri,
there is also a State language viz. Urdu. Thus, stations in J&K, i.e.
Srinagar, Jammu and Leh originate programmes in Kashmiri, Dogri and
Ladakhi respectively in addition to Urdu. In the case of Srinagar, the
proportion between Urdu and Kashmiri is nearly 50:50. The duration of
programmes originating in Urdu is significantly less then that of from
Jammu and Leh
At some stations, AIR broadcasts programmes in more than one language
depending on a number of factors detailed below.
1. Communication imperative, i.e. whether the linguistic minority
cannot be reached in any other language, including the principal
language of the State.
2. Need for cultural and literary expression for any linguistic/ethnic
group.
3. Size of population speaking that particular language.
4. Availability of broadcasting time and other software resources.
5. Whether the interests of the linguistic minority are met by some
other neighbouring station whose signal is satisfactory in the area
concerned.
38.9. The object of the broadcast of programmes in other languages is to
provide the linguistic minorities a forum for their Cultural, literary and artistic
expressions. One of the criteria adopted for putting programmes In any
minority language is that the percentage of the minority group must be
more than 5% of the total population of the area served by the concerned
AIR station. The five per cent specification is an enabling provision and not
a mandatory rule. The decision to introduce programmes of minority
language spoken by more than 5% of the population will be subject to the
five factors detailed above. For calculating the 5% AIR depends on the
figures in the social and cultural tables published by the Registrar of India
based on 1971 Census. It is stated that the 1981 Census data relating to
language distribution has so far not been published by the Registrar
General.
38.10. There is no correlation between the quantum of programmes provided in
minority languages and the size of the population speaking the languages.
It varies from station to station depending on the communication needs and
availability of talent in the area. It may be observed here that Marathi is
spoken by less than 5% of the population served by AIR, Hyderabad, but
the broadcast in this language is in vogue from the days of Deccan Radio
and continued for historical reasons. So is the case with Kannada
broadcast from AIR Chennai. The large quantum of programmes in
Gujarati from Mumbai and Telugu from Chennai is also due to historical
reasons. Parts of the present day Karnataka and Gujarat were included in
the erstwhile States of Madras(Tamil Nadu) and Bombay. Pondicherry
station broadcasts in French and Panaji's programmes in Portuguese are
also for historical reasons.
38.11. In respect of Tribal languages, AIR stations, especially in the North-East
and North-West and Himachal Pradesh broadcast programmes in a
38.12.
38.13.
38.14.
38.15.
number of tribal dialects in view of the communication imperatives. They
are in the nature of the composite programmes including News,
Commentaries, Educational programmes besides tribal music. While size
of population is a vital criterion but if a particular tribal group does not
understand any language or dialect of that area other than its own,
programmes may have to be arranged in that dialect. There could also be
exceptions if the tribal region under consideration has strategic value being
situated at or near the border where some hostile powers may reach them
through radio programmes in their dialect.
Hindi language has a number of dialects like Bundeli, Bhojpuri, etc. Due to
persistent demands for broadcast in these dialects, AIR stations use these
dialects mostly in the rural programmes. AIR avoids further increase in the
broadcast of these dialects as it is not conducive to the growth of Hindi.
Then there are dialects like Tulu (Spoken in the programme zone of AIR,
Mangalore). Here also the policy of AIR has been to restrict it to
presentation in rural programmes and extension of broadcast in more
dialects is not encouraged.
The version as supplied by the Ministry is given in the preceding
paragraphs. From the information, it is clear that the AIR policy appears to
have been made in eighties. The reference to non availability of linguistic
data for 1981 is in that context. The policy as such is correct in its approach
but the needs of the audience keeps on changing and the implementation
has to take this into consideration. The figures for census 2001 are likely to
be released shortly and a review should be done in its light. Also the
number of radio stations has gone up considerably and the range of
coverage more extensive. Therefore the percentage of time allotted can
also be reviewed.
It has been said that there is no correlation between the time allotted for
broadcast in a particular language and the population of speakers of that
language in the telecast or the broadcast area. While, in part, the time
allotted will depend upon the talent available, some broad parameters
should be laid down and it should not be completely arbitrary.
38.16. Another point to be borne in mind is about the nomenclature of languages.
Some of them are called dialects but these are languages in their own
right. For example Tulu is called a dialect whereas it is an ancient language
having its own script (though now- a-days it is being written in Kannada
script). There are even rock edicts found in this language and the area was
known as Tulu land. Many tribal languages are languages as such and not
dialects.
38.17. Further there is a reference that dialects are not being encouraged as they
are not conducive to the growth of Hindi. It does not appear to be correct.
Hindi has nothing to be afraid of the dialects which have their own
significance for those whose mother tongue these are. The danger to Hindi
is from English which is subverting the Hindi language. There can be no
objection to enrichment of vocabulary by importing English words into Hindi
and other Indian languages but it is certainly painful when the common
words in use for ages are replaced by English words. Particularly painful is
the use of English words in figures for example 'thirty million' in place of
'teen crore' in the otherwise pure Hindi programmes. The Ministry may like
to reconsider its aversion to the use of dialects of Hindi as these are
important to the persons concerned.
38.18. Door Darshan does not appear to have a policy document on the lines of
AIR. Prasar Bharti should be asked to formulate a practical policy
document for use of various languages and dialects. This is all the more
essential in view of greater appeal that moving picture has as compared
with the spoken word. The video is very important especially for the
preservation of culture. The current trend of increasing the revenue from
the advertisements even at the cost of quality programmes is also another
reason for formulating a clear policy so that the interests of the linguistic
minorities are not sacrificed at the altar of interest of extra earnings.
38.19. A representation was made to the Commissioner during his visit to Tripura
that the language Bishnupriya Manipuri spoken in some parts of North
district of Tripura and adjoining areas of Assam is not receiving due
attention from the AIR. It was stated that the AIR station is situated in an
area which was earlier with a member of Bishnupriya Manipuri society and
that the criteria of 5% will be met. This may be examined by the Ministry of
Information and Broadcasting.
38.20. There were other representations regarding the little time that is given to
Sindhi in Vadodra or Urdu in Sholapur area. There was a demand from
Tamil Nadu for more Urdu programmes from Chennai station of AIR. Latest
information about the radio stations and the languages/ dialects used by
them will help give a fuller picture.
Ministry of Tribal Welfare
38.21. Tribal languages are the minority languages everywhere with the exception
of Dadra & Nagar Haveli but even in Dadra and Nagar Haveli where Bhili is
spoken by a majority of people (55 %), it is not considered to be worthwhile
for educational and official purposes. Since Dadra and Nagar Haveli is a
Union Territory, this should be actually the concern of the Government of
India. It particularly underlines the neglect that is faced by the tribal
languages. State like Arunachal Pradesh do not accept them as worth
consideration notwithstanding the Constitutional directive that the primary
education should be in the mother tongue. Same is the case with Manipur.
In Andaman and Nicobar Islands though Nicobari is spoken by more than
60 % of the population, it is not accorded the status of additional official
language. Chhattisgarh does not even include them in the list of minority
language though it is spoken by a substantial number of people and in
some districts and tahsils, according to extrapolated data, it might even be
spoken by more than 60 % of the population. Almost similar is the attitude
of Madhya Pradesh.
38.22. With Santhali now being accepted as a language fit to be included in the
Eighth Schedule of the Constitution, it is hoped that this will stimulate more
interest in the tribal languages. The main reason given for such neglect is
that these languages are not developed. This is not entirely correct
because a lot of popular literature like the bible or the epics are being
written in these languages for example, Pandvani in Gondi. Tulu is
38.23.
38.24.
38.25.
38.26.
attracting scholars and about 100 theses have been written in University of
Mangalore. Some of the scholars from universities in Germany are also
working on this language which is one of the five Dravidian languages
listed by linguists of yore.
It is felt that the welfare of the tribal people and the preservation of their
culture is closely linked with the use of their own language in education and
in communications (i.e. interaction of the State with the people). The
Ministry of Tribal Welfare has a pivotal role to play in this regard. The
Ministry is running a few programmes for video recording of the Tribal life
and culture but it is felt that the real crux of the problem will be to record the
folklore in writing so that it can be passed on to the next generation. The
video recording and telecasting it may be a good medium for making other
people aware of the tribal culture but it is not going to help the tribals
themselves unless they feel that in practice their language and culture is
being treated on par with those of others.
It was recommended in the 38th Report of the Commissioner Linguistic
Minorities was that the Ministry of Tribal Welfare should take active interest
in introducing scripts for the languages which do not have scripts of their
own. It was also recommended that preferably the script of the regional
language of the State, or if that is not acceptable, Devanagari will be the
best script to be adopted from the phonetic point of view.
The matter was earlier taken up with the Ministry who have now written to
all the States and the Tribal Research Institutes to take action on these
recommendations. It is hoped that the matter will be pursued by the
Ministry of Tribal Welfare at the time of meetings with the representatives
of the State Governments and the Tribal Research Institutes.
It is learnt that the Ministry is contemplating the formulation of National
Policy for Scheduled Tribes. It is hoped that due attention will be paid to the
development of tribal languages and their use in education and in
communications in this policy paper.
Ministry of Human Resources Development
38.27. Education is the most powerful vehicle for protection of the language, script
and culture of the linguistic minorities is a statement which has been made
a number of times and the point can not be over emphasized. The Ministry
of Human Resources Development has a crucial role to play in this. It is,
therefore, necessary to dwell upon it in some details.
38.28. The most important role to be played by the Ministry is to lay down the
policy guidelines which the states follow to a large extent. An annual
meeting of the Education Ministers of the States is held to discuss the
various problems and to take stock of the progress made. It will be recalled
that the first safeguards to the linguistic minorities arose from such a
meeting in 1949 which was later on elaborated and finalized by the
National Integration Council and which forms the basis of the present set of
safeguards. A periodical review by such a meeting is necessary to keep the
problems in focus. Despite the passage of years, the things have not
settled down to a routine. The visits by the Commissioner to various States
has brought out the shortcomings in the States which are favourably
disposed of towards the linguistic minorities. Then there are states which
do not even subscribe to the idea of safeguards for the linguistic minorities.
There are some states which stop at the teaching of the minority languages
as a subject and do not use them as medium of instruction. All these
aspects have to be considered and corrections applied. It is felt that CABE
i.e. Central Advisory Board for Education is the best agency for this review.
38.29. The Government of India have launched a number of schemes to achieve
the universalisation of education, a promise which was made in Article 50
of the Constitution which contemplated the fulfillment of target in ten years.
While it was realised that this period was not sufficient, the problem is that
even after 54 years of adoption of the Constitution the literacy rate is mere
65 %.. And this situation is despite the increase of the age limit to six years
for consideration of literacy. And again this is despite the National Literacy
Mission, Each One Teach One, Sarva Shiksha Abhiyan and a host of
other schemes.
38.30. There appears to be some basic flaw some where. The non adoption of the
local languages may be one of the important reasons. It was noted in the
earlier report that the booklet prepared by the Ministry on Sarva Shiksha
Abhiyan contained just one line reference to the use of local languages and
further qualified it by saying that this is to be done where "the children do
not understand the regional language", whereas the constitutional
provisions are unconditional and it is also the considered view of the
educationists that mother tongue is the best for initiating the child in
education. The scheme does not contain any reference to funding of the
production of books in these languages or the appointment of teachers.
38.31. It may be mentioned that on a reference , department of Secondary and
Higher Education , it was informed that there is a scheme for 'Appointment
of Language Teachers'. One of the objectives of this scheme is said to be
'to provide financial support to the State/ UT Governments for appointment
of Indian language teachers and honorarium for existing teachers for
teaching language (other than mother tongue as third language) to the
students with a view to promote regional languages.' The wording shows
that this is more concerned with the implementation of Three Language
Formula. What is being emphasized here is the 'teaching through mother
tongue' and what is being promised is 'teaching a language other than
mother tongue'.
38.32. The Sarva Shiksha Abhiyan is the current vehicle for universalisation of
education. In order to be effective in eradicating illiteracy, the education at
the school level and the adult education will have to be in the language
which is normally used by the person concerned. In the languages not
spoken by a very large number (where, incidentally, nor accidentally) the
literacy rate is particularly low, the production of proper books and
provision of teachers will be a costly burden on the State Governments. It
is therefore essential that, under the Sarva Shiksha Abhiyan, adequate
funds should be allocated to the States to enable them to carry this venture
for achieving the target of universalisation.
38.33. One of the problems appears to be over concern with the religious
minorities. It is the reason why there is reference to the 15 point
38.34.
38.35.
38.36.
38.37.
programme. The above scheme is also to be implemented in the blocks/
districts of educationally backward minorities identified by the Ministry of
Social Justice & Empowerment. It need be pointed out that the linguistic
minorities are not everywhere educationally backwards. In fact at some
places, they are educationally more advanced than the majority language
people. The example of Gujaratis in Mumbai can be cited as an instance.
It has been observed by the Ministry that The Report of the CABE Working
Group on Education of Women and other Disadvantaged groups like SC/
ST/ Minorities (1991) has recommended 'training of teachers for
appointment of minority language teachers'. It is not intimated whether any
Centrally Sponsored Scheme was launched as a result of this
recommendation. And if a scheme was launched, what were its
achievements.
It has been intimated that NCERT, one of the organizations of the Ministry,
had in its National Curriculum Framework for School Education (2000)
stated that 'in case of those students whose mother tongue is different from
the State language, the regional language may be adopted as a medium of
instruction only from the third standard onwards. In the earlier years the
students' other tongue ought to be used as the medium of instruction'. This
direction is welcome but whether it had its effect on the states should also
be examined by the Ministry.
The implementation of Three Language Formula is another point of
concern. The Commissioner Linguistic Minorities has been regularly
monitoring this point but there was no coordination with the Ministry and
the Ministry on its own has ceased to monitor the implementation. At least
this was what was intimated by the Secretary, Secondary and Higher
Education Department when the Commissioner met him. It must be
observed that the interpretation of the Formula is different by different
states. The CABE can work towards evolving a common interpretation.
A special point for consideration is how the Three Language Formula to be
applied in the case of linguistic minorities. They are faced with the problem
of studying four languages i.e. mother tongue, regional language, Hindi
(where tit is not the regional language) and English. The point should be
discussed in CABE and consensus evolved on this point.
38.38. Another point of importance for the linguistic minorities is the guidelines for
the recognition of minority institutes. The trouble is that whenever the
question is raised the attention is diverted to the religious minorities
institutes and the institutes of higher learning. The basic institutes, the
schools for primary and secondary education are lost in the high level
consideration. there should be two set of rules one for the pre university
education and the other for the university education (including professional
institutes). Their needs and objectives are different and the guidelines
should also be different. It was learnt that the Ministry had constituted a
committee for considering the guidelines but the committee could not
finalize them. It is hoped that the new set up will take this distinction into
consideration.
Ministry of Tourism and Culture (Department of Culture)
38.39. Article 29 of the Constitution says that the State shall endeavour to
preserve the language, script and the culture of all the groups. The Ministry
of Culture is thus one of the Ministries which are concerned with the
preservation of the culture of the linguistic minorities. Many of the linguistic
minority groups are tribals and the Ministry of Tribal Welfare will, probably,
be more concerned with the preservation of their culture. Obviously this is
not meant to convey the impression that the Ministry of Culture should
desist from helping the organizations from the tribal areas. What is being
said is that there are linguistic minorities with minor languages who are not
tribals and they will be the sole concern of the Ministry of Culture. As an
instance we can point out the Konkanis in Mangalore district of Karnataka.
or the Banjaras in Maharashtra. Their cultural heritage also enriches the
mosaic that India presents.
38.40. What is required is that the Ministry should launch a scheme which will help
the institutes set up by the linguistic minority groups in the areas where
they form a sizable proportion of population. The State Governments are
doing their bit by setting up Academies, a list of which can be seen in the
Fortieth Report, chapter Ten. The Central Government should come
forward for assistance of the independent organizations which are
supplementing the efforts of the State Government and are taking care of
the neglect of the minority languages. A list of the areas where the
linguistic minorities form significant proportion of population may be seen
on website www.nclm.nic.in.
38.41. As an instance of the institutes which deserve the grants from the Ministry
of Culture, the case of Kalakul, the College of Konkani Performing Arts,
Mangalore may be seen. It was established in 1986 aimed at konkanising
the Konkani music, in form, presentation and content. It expanded to other
forms of cultural activity, conducted cultural experiments, organized events,
conducted surveys, arranged seminars, undertook yatras and parikramas
to instill interest in the Konkani Arts and set up an amphitheatre to organize
plays on a regular basis. All this was done without Governmental help and
with contribution from the concerned persons. It now proposes to have a
three years course which combines normal studies with diploma in
Konkani, diploma in theater, and also in H. R. D. For this it had applied for
grants from the Ministry of Culture. in 2001 At the time of visit of the
Commissioner (April 2004), it was awaiting a decision thereon.
Ministry of Home Affaires
38.42. The Ministry of Home affairs is concerned with the issue of National
Integration. The question of safeguards for the linguistic minorities started
when the issue of National Integration was discussed. There were other
decisions taken along with it for instance that half the recruitment to the All
India Services Cadres of a State should be from the candidates from out of
the State concerned. The concern for National Integration also led to the
evolution of the Three Language Formula which called for study of Hindi in
the non-Hindi states and for the studies of a Modern Indian Language,
preferably a language from South India for the Hindi states. The post of
Commissioner Linguistic Minorities was born out of the Ministry's decision
38.43.
38.44.
38.45.
38.46.
38.47.
on report of the States Reorganization Commission. It is therefore
intimately connected with the work being done by the Commissioner.
Over the years the issue of the safeguards has not been discussed in the
National Integration Council. Perhaps the meeting has not been held for a
long time now. It is recommended that whenever such a meeting is held,
the subject of 'implementation of safeguards for the linguistic minorities'
should form part of the agenda.
The issue used to be discussed at the Zonal Chief Ministers Conference
also. These meetings are presided over by the Home Minister. The forum
can discuss the common approach to the question of safeguards. Its
agenda should also, therefore, include this item.
It is observed that the Census Commissioner has not yet released the
linguistic profile based on the census 2001 despite the lapse of over three
years. In the days of the computerization, the data should have been
available in quicker time. It is high time that this data should be available
for use by the states.
It is observed from the 1991 census that the language profile, when
available, limits itself to the profile up to the level of the districts. Under the
safeguards, it was said that if the linguistic minorities are in significant
number at the sub district level also, the concerned areas should be
declared by the State Governments. Thus tahsil level and town level
declarations have been made for instance Kasargod taluk in Kerala (for
Kannada), Udalbari sub division in Assam (for Bodo), Tonk tahsil (for Urdu)
in Rajasthan, Kandla tahsil in Gujarat (for Sindhi) and many others. The
entire list can be seen on the website of the Commissioner
www.nclm.nic.in. It is, therefore, requested that the sub district level data
should also be made available by the Census Commissioner. If there is
hesitation in making it available to general public, for reasons of economy,
poor off take or some other, the data can be made available to
Commissioner on a CD. It is believed that the Statements do have an
access to such data.
It is observed that Census Commissioner is not listing the languages which
have less than 10,000 speakers at the All India level. the rationale of this is
not clear. But it has led to non inclusion of many languages especially tribal
languages. These languages are important at the state level and in some
states, the Government is also trying to use these languages for
educational purposes is engaged in developing them. For example
Lakshadweep is concerned about the use of Mahl which is spoken by
almost all the persons in Minicoy Island. Incidentally Mahl (or Maldivian as
it is called there) is the national language of Maldives. Sikkim is working for
the development of Newari, Gurung, Mangar, Mukhia, Rai and Tamang
which are not mentioned in the published documents of the Census
Commissioner. When the Constitution mentioned the education at primary
level through mother tongue, it did not qualify the statement by saying that
the number of the speakers should exceed a particular figures. While it can
be argued that to low a figure does not make it worthwhile to run the
schools for such languages, the decision should be left to the State
Governments. But it is not correct to withhold information which would
enable them to take informed decisions. It is, therefore, recommended that
this practice of not reporting languages spoken by lass than 10,000
persons should be stopped.
38.48. It was stated in the last Report that English is the official language of
Chandigarh whereas it should be Hindi with Punjabi as the additional
official language. The matter was taken up with the Chandigarh
Administration which explained that this was as per result of the directions
of the Ministry of Home Affairs. Accordingly they have been addressed and
they have promised to look into this.
38.49. The official language of other Union Territories is likewise said to be
English whereas it should be Malayalam in Lakshadweep, Bhili in Dadra
and Nagar Haveli, Gujarati in Daman and Diu and so on. The Ministry of
Home Affairs may like to consider the case of these Union Territories also.
Department of Official Languages
38.50. Department of Official Languages is engaged in the task of evolving
software for use of the Indian languages in computers. It is hoped that this
process will be hastened to let the Indian languages also use this
technological tool. It will facilitate the teaching of these languages in areas
where these are in the nature of minority languages. Since many other
languages, which do not have scripts of their own, are adopting the exiting
scripts of principal languages of the State, such a package will help these
minor languages also in quicker and cheaper production of books and
other literature and the teaching aids so that the universalisation of
education can be achieved.
Chapter XXXIX. Conclusions and Recommendations
39.1.
39.2.
39.3.
39.4.
It is customary to have a chapter at the end of the Report where the broad
conclusions reached are described and the recommendations made are
summarised. Besides other advantages, it enables the readers to skip the
Report and concentrate on the findings. Unfortunately, in the case of
investigations into the affairs regarding the linguistic minorities of the
States, it is not possible to follow this prescription. It is very difficult to
universalise the situation in different states. These can not be compared to
each other. The recommendations made for each State are suited to the
peculiar situation in that State and can not be applied to another. In fact
these can not be called recommendations. Rather these should be called
as suggestions, suggestions for action and sometimes suggestions for
amending the policies so as to be in conformity witht the provisions of the
Constitution and to ensure fair play for all concerned.
What has been happening in the previous Reports is that, in this last
chapter, the problems which are faced by this office in the execution of its
duties are listed. There are also some points for consideration of the
Central Government which are included in this chapter. The points made
during the previous years are still valid and still deserve attention. It is,
therefore, proposed to briefly refer to them. No justifications need be given
since they are merely the points from older Reports where full justification
for them can be found. However, whenever there is a new proposal or a
variation of the old one, it will be endeavoured to supply the background
for such recommendations.
One new point that is to be made is that Eighth Schedule of the
Constitution be abolished. The reasons for this have been given in details
in para 1.26 to para 1.33 and need not be repeated here.
Another important point that has been made in the introductory chapter is
treatment of all languages as equal which will be a consequence of the
abolition of the Eighth Schedule and which should lead to the conclusion
that the stopping of reporting of languages spoken by less than 10,000
39.5.
39.6.
39.7.
persons by the Census Commissioner should be given up. This can be
done starting from 2001 census. If it is found necessary to keep them out of
the main document, it may be done but separately the information should
be available to the States and the people.
It will be necessary to make another point of considerable importance
before listing the recommendations. It will be a repetition of the oft made
remarks but will still bear repetition since they cut at the root of the
fulfillment of the duties assigned to the Commissioner Linguistic Minorities.
What is being referred to is the delay in receipt of the information and
statistics from the states. This year we have been forced to write the
Report in the absence of reply from six states and incomplete replies from
several others. Sometimes the inconvenient questions are just side
stepped. The Commissioner has been regularly calling for information from
the States and the format has been, more or less, the same. Yet there is
difficulty in getting the data. It should have led, in course of time, to a
prescribed returns in which the various organizations and the district
authorities are asked to send the information which can be consolidated at
the State level. Returns can be prescribed for various authorities engaged
in the fulfillment of the safeguards in which they will send reply to the Nodal
Officer. Yet we meet very often the remark that 'Information is being
collected'. it is hoped that State Governments will take action to remove
this deficiency and send, promptly, reply to the questionnaire sent by the
Commissioner, Linguistic Minorities.
It has also been noted that very few states have a set up where the
members of the linguistic minority groups can send their grievances. It is
always unpleasant to hear adverse things about oneself but it is the
essence of democracy to bear with adverse remarks. The states are urged
to designate authorities to whom the adversely effected people can
complaint. The organization should also be empowered to call upon the
concerned officers to take corrective action and inform the concerned
person about the action taken.
One more point is about the almost total reluctance to receive the
applications and representations in the local languages notwithstanding the
Constitutional provisions. There is even less inclination to reply to them in
the same language. This should be attended to. It might entail extra
expenditure but, considering the level of satisfaction of a large section of
the people, the expenditure will be worth it. What it will require is setting up
of a proper translation organization which will be present at all levels and in
all the departments and offices.
39.8. It should also be made clear that many a time, comments on the
implementation of safeguards in one state are not limited to that state only.
They state a general principle which aplies to all the states. As an instance,
remarks in the chapter concerning Assam are regarding the need for the
central assistance for education of the linguistic minorities. while this idea
of exclusion has been discussed elsewhere also and not considered to be
proper, the need for Central assistance, as a part of central scheme or
centrally sponsored scheme, can certanly be urged. Also there is need to
approach the Finance Commission to include special assistance in its
recommendations. it is felt that the Finance Commission should come
forward to recommend special grants to the states for fulfiling the
requirements of teaching the linguistic minorities through their
mother tongue.
39.9. It is to be emphasized that the suggestions in the chapter pertaining to a
state are not exclusive to that state since there are many common
problems and situations.As such a study of the full report would be
.beneficial to all.
39.10. With these remarks we give the list of the .recommendations given in the
previous Reports which are still valid.
39.10.1. The implementation of safeguards for the linguistic
minorities should form an item in the agenda for the National
Integration Conference.
39.10.2. The Ministry of Home Affairs should include this issue in
the agenda of the Zonal Chief Ministers' Committee.
39.10.3. Commissioner should be allowed to set up a camp office in
NCR to ensure smoother coordination with Ministries and
States.
39.10.4. A regional office for the Northern region should be
sanctioned to pursue the collection of information from the
states in this region. He can also visit some localities to
investigate the situation at the grass root level.
39.10.5. Such States as have not appointed senior officers as Nodal
Officers should do so.
39.10.6. A six monthly review of the implementation of the
safeguards should be taken up by a committee headed by
the Chief Secretary of the State.
39.10.7. There is almost no attempt to inform the linguistic
minorities of their rights to receive the education in their
mother tongue, to use it for communications with the
authorities and the like. Pamphlets to inform them of these
rights are a must and must be in the language which they
understand. Every state should endeavour to issue such
pamphlets
39.10.8. More attention should be paid to the development of Tribal
and Minor languages and elementary education should be
imparted in these languages.
39.10.9. There is need to use the minority languages in the local
bodies where the linguistic minorities have significant
presence.
39.10.10. There should be an attempt to study the solutions adopted
by other countries to ensure satisfaction of the linguistic
minorities.
39.11. The Commissioner will like to reproduce the last para of the last Report to
emphasize the importance of these Reports. it says
"Finally, we would reiterate that a well
documented record of what is being done for the
linguistic minorities would go a long way to reassure
them that the whole nation stands by them for reasons
not of compassion but because they are convinced that
everyone has the right to preserve their language,
culture and script as envisaged in the Article 29 of the
Constitution. We hope that the State Governments will
assist the Commissioner Linguistic Minorities to
produce such a document."
39.12. Lastly it would be in order to quote from concluding portion of the
Government of India Memorandum 1956. It can be taken as a sort of
prayer to conclude the Report.
"We wish to emphasize that no guarantees
can secure a minority against every kind of
discriminatory policy of a State Government.
Governmental activity at State level affects virtually
every sphere of a person's life and a democratic
Government must reflect the moral and political
standards of the people. Therefore, if the dominant
group is hostile to the minorities, the lot of minorities is
bound to become unenviable. There can be no
substitute for a sense of fair play on the part of the
majority and a corresponding obligation on the part of
the minorities to fit themselves in as elements vital to
the integrated and ordered progress of the State.”