The Gujral Committee Report - Language in India

States like Karnataka, Maharashtra, Orissa and West Bengal had comparatively satisfactory arrangements for instruction through Urdu. 4.202 It will be difficult effectively to tackle the problem unless will make population the Hindi-belt,
for provision of educational facilities. Aswehavealreadytakentenpercentof population to the criterion in the case of primary education, we can further stipulate the provision of secondary and higher secondary education in the Urdu medium on a scale criterion
to the number of primary school leavers. For classes VI to VIII where the related
directive envisages that all children would receive compulsory education, we will have to make a special provision for such instruction wherever education has been introduced compulsorily for these classes. On the basis of the estimates made, it constitutional
be presumed that two thirds of the students leaving primary schools would be desirous of moving on to the next stage of education. Urdu medium sections in the existing schools should be provided on this basis and Urdu knowing teachers appointed may
in anticipation of students offering Urdu as a medium. We feel that the accordingly,
of such sections will give the Urdu speaking students an opportunity to mix freely in the school and on the playground with students whose mother tongue, is not Urdu and will make for greater emotional integration. In our view the emphasis should opening
on such mixed schools. However, new Urdu medium schools should also be opened wherever necessary. In such Urdu medium schools also there would be provision for parallel sections with the regional language as the medium. As we have indicated in our be
recommendation for Uttar Pradesh, the opening of one Urdu medium higher separate
school for every group of eight to ten primary schools may provide a workable basis for determining the requirements of Urdu medium higher secondary schools in cities with concentration of Urdu speakers. secondary
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4.203 At the same time, some of the witnesses, among whom there were educationists, sounded a note of caution about the expansion of secondary education without proper planning. They differentiated between the required facilities for the mother tongue as a medium of instruction and those required for teaching it as a language subject. These witnesses felt that in the matter of opening of Urdu medium schools at the secondary
on Urdu