UPSC DAW Mains Answer Writing 28th June 2025

UPSC DAW Mains Answer Writing 28th June 2025

Question

Policy shifts in favour of mother tongue-based early education require more than administrative directives. In this context, examine the deeper governance challenges in schooling in India. (10 marks, 150 words) 

Model Answer

Introduction:  

  • Mother tongue-based early education is internationally endorsed for improving cognitive development and learning outcomes. The National Education Policy (NEP) 2020 recommends mother tongue/regional language as the medium of instruction at least till Grade 5. However, implementing this vision goes beyond mere policy announcements or circulars. 

 Governance Challenges in Implementing Mother Tongue-based Schooling: 

  •  Structural Centralisation & Lack of Classroom Autonomy:  

  • Teachers in CBSE and Kendriya Vidyalayas follow uniform weekly schedules, limiting local pedagogical innovation. 

  • E.g. NEP’s child-centric approach clashes with rigid administrative practices. 

  • Societal Aspirations and English Dominance: 

  • English is seen as a pathway to upward mobility, especially among marginalised groups. 

  • E.g. ASER Reports (2023) show growing preference for private English-medium schools. 

  • Teacher Preparedness & Resource Gaps: 

  • Limited availability of trained bilingual teachers and quality content in regional languages. 

  • E.g. NCERT studies show over-dependence on English textbooks even in regional-medium schools. 

  • Lack of Federal Coordination: 

  • Education being a Concurrent subject, Centre-State collaboration is weak in curriculum, teacher training, and resource provisioning. 

  • Implementation Gaps & Tokenism: 

  • Past failures of the Three-Language Formula (Kothari Commission, 1966) show symbolic rather than systemic implementation. 

  • E.g. States like Maharashtra issued directives without structural changes, as noted by educationist J P Naik. 

Way Forward: 

  • Decentralise Curriculum and Pedagogy: 

  • Grant greater classroom autonomy to teachers to adapt teaching methods and pace to local linguistic contexts. 

  • E.g. Kerala’s decentralised curriculum planning enhances local relevance. 

  • Invest in Bilingual Teacher Training: 

  • Establish dedicated training under DIETs and SCERTs to build capacity in multilingual pedagogy. 

  • E.g. Leverage NISHTHA FLN (Foundational Literacy and Numeracy) platform for mother tongue modules. 

  • Develop Quality Multilingual Learning Resources: 

  • Collaborate with state academies and NCERT to create culturally contextualised textbooks, digital content, and storybooks in regional languages. 

  • Strengthen Community and Parental Engagement: 

  • Build social trust in mother tongue education through awareness campaigns and community-led school initiatives. 

  • Odisha’s multilingual education in tribal belts shows improved enrolment and retention. 

  • Ensure Policy Continuity and Monitoring: 

  • Establish State-level Language Missions to coordinate implementation, monitor progress, and ensure NEP 2020's language goals are not diluted over time. 

  • Balance with English Proficiency: 

  • Introduce gradual and age-appropriate English exposure, without compromising early comprehension in the home language. 

  • E.g. NEP advocates a “language across subjects” approach for better transition. 

 Conclusion:  

  • True mother tongue-based schooling demands structural reforms, teacher autonomy, and social reorientation. Governance must move from directive-based approaches to enabling frameworks with sustained capacity-building and community participation.