Want of imagination: The sheer irrationality of the Three-Language Policy

The proposed three-language policy in the New Education Policy critically overlooks the implications it would have on how our children will learn and imbibe their own native languages. In a country as stunningly linguistically diverse as ours, language informs our collective consciousness. Our Constitution’s framers were cognizant of this, but the three-language policy may not be.
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ON March 6, 2025, the Union Minister of Parliamentary Affairs and Minority Affairs Kiren Rijiju claimed that the proposed ‘three-language formula’ in the New Education Policy (‘NEP’) of 2020 was “good for the whole country.” The 2020 policy reiterates the ‘three language formula’, first introduced in the NEP of 1968, which mandated the teaching of Hindi as a language in non-Hindi speaking states. The new policy retains this formula with the slight alteration that it does not impose any particular language on any State. It allows state governments to choose the particular languages, with the condition that two of three languages are native to India.

The Tamil Nadu government, which has implemented a two-language formula despite the 1968 policy so far, has come under pressure from the Union, which has indicated that the state government must impose the policy to enjoy funds under the Samagra Shiksha Abhiyan. However, Tamil Nadu has alleged this to be a “smokescreen” for Hindi imposition.

Most importantly, what is the necessity to impose this policy specifically in the  South Indian states which have outperformed their counterparts in every academic parameter? 
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