The Gujral Committee Report - Language in India

accordingly, took up the question of affiliating educational institutions located in the new or re-organised States to the universities or boards of education. The Ministry of Home Affairs' Memorandum laid down in 1958 : "It is of course desirable that every India,
should be made to evolve arrangements whereby educational institutions like schools and colleges can be affiliated, in respect of courses of study in the mothertongue, to Universities and other authorities which are situated in the same State. effort
it may not always be possible to make such arrangements; and having regard However,
the number of institutions of this kind, it may sometimes be convenient, both from the point of view of the Universities or the educational authorities concerned, and from the point of view of The institutions themselves that they should be permitted to seek to
to appropriate bodies located outside the State. This may be regarded ill fact as a necessary corrollary to the provisions contained in Article 30 of the Constitution, which gives to the minorities the right to establish and administer educational institutions affiliation
their choice" of
Not all the States supplied figures in respect of Urdu medium secondary education. Those that have, are mentioned in Appendix XIX. According to this incomplete information there were 705 secondary and higher secondary schools and 4.142
middle schools teaching through the Urdu medium. The figures for attached sections have not been supplied, though sonic States may have included the figures of attached sections also. The number of students opting for Urdu at the middle, 1,825
and higher secondary levels came to 1,74,842 in the middle schools and secondary
in the secondary and higher secondary schools in the year 1971-72. The States have not indicated the break- up of private and aided institutions but the 1,41,598
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The Gujral Committee Report
witnesses told us that most of the Urdu medium secondary and higher Secondary schools in the country are run by linguistic minorities themselves. In spite of the financial assistance that these schools receive from the respective States, their financial position was not sound. The statistics made it clear that there was a sudden drop in the educational facilities for Urdu at the secondary level and this has caused widespread
on Urdu