Karnataka Private Schools Oppose CBSE's Three-Language Policy Over Kannada

Private schools in Karnataka, represented primarily by the Associated Management of Primary and Secondary Schools in Karnataka (KAMS), have voiced strong opposition to the Central Board of Secondary Education's (CBSE) recently revised three-language policy. The policy, formulated in alignment with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, mandates that students in CBSE-affiliated schools study three languages, with at least two of them being Indian languages (Bhartiya Bhashas). This directive is set to impact Class 9 students from the 2026-27 academic year. The core of the conflict lies in the perceived inconsistency between the CBSE's national mandate and Karnataka's existing language legislation. The Karnataka Kannada Language Learning Act, 2015, and the subsequent Kannada Language Learning Rules, 2017, unequivocally stipulate that Kannada must be taught as either the first or the second language in all schools within the state, including those affiliated with CBSE. KAMS argues that the CBSE's policy, by potentially positioning Kannada as a third language or limiting choices, undermines the state's legal framework and linguistic priorities. D. Shashi Kumar, General Secretary of KAMS, has been vocal in his criticism, asserting that making Kannada a third language in its home state is legally untenable and 'unscientific.' He has highlighted that the existing state law ensures Kannada's prominence, and the new CBSE framework creates ambiguity and practical difficulties for schools and students. KAMS has formally written to the CBSE Chairperson and the Union Ministry of Education, seeking immediate clarification and requesting that the implementation of the new language circular be kept in abeyance for the upcoming academic year until it is harmonized with Karnataka's language legislation. Further compounding the issue is NCERT's role in developing learning resources. The Deccan Herald article's reference to an 'NCERT note' is rooted in the fact that NCERT has released Kannada textbooks (R3) specifically for CBSE schools. KAMS views this as an attempt to designate Kannada as a third language, which they deem 'useless' in light of the state's mandate for Kannada as a first or second language. NCERT is indeed tasked with providing grade-appropriate learning resources for all 22 scheduled Bhartiya Bhashas, including Kannada, to support the new three-language curriculum. Beyond the legal and statutory conflicts, private schools and activist groups have raised several other concerns. There are fears that the compulsory nature of two Indian languages could restrict students' choices, particularly those who previously opted for foreign languages like French, German, or Spanish. Critics also voice apprehensions about a potential indirect 'Hindi imposition,' suggesting that the policy might steer students towards Hindi or Sanskrit as the additional Indian language, thereby undermining regional linguistic diversity and promoting a 'one-nation, one-language' ideology. Moreover, practical challenges for schools include the immediate need for qualified teachers for multiple Indian languages and the development of necessary infrastructure within a short timeframe. In response to the widespread concerns, particularly from parents and schools, CBSE has issued detailed guidelines and provided some transitional relaxations. For students entering Class 9 in the 2026-27 academic session, the third language (R3) will be assessed solely through internal school-based assessments, and there will be no CBSE Board examination for this language when these students reach Class 10 in 2027-28. Similarly, students currently in Classes 7 and 8 who move to Classes 9 and 10 will also follow a three-language structure, with internal assessment for the third language. A special one-time relaxation allows students who have already chosen two non-native languages to continue them and add one Bhartiya Bhasha as their third language. The full implementation of the policy, including a CBSE Board examination for the third language, will apply to Class 6 students from the 2026-27 academic year onwards, making them the first batch to be fully assessed under the new framework. CBSE has also outlined exemptions for Children with Special Needs (CwSN), CBSE schools located outside India, and foreign students returning to India. Provisions are also made for interstate migrant students to continue their chosen language combinations. Despite these clarifications, KAMS maintains that the fundamental conflict with Karnataka's state law remains unresolved, and the confusion among students and parents persists. This ongoing debate underscores the delicate balance between national education reforms aimed at promoting multilingualism and national unity, and the preservation of regional linguistic identity and state autonomy in educational matters. The resolution of this linguistic tussle will significantly impact the academic future of countless students in Karnataka.

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