Name: Puneet Narang
Country: India

Year: 2025
Volume: Volume-15, Issue-1 (Jan-June)
Page Number: 406-413
DOI: https://doi.org/10.5281/zenodo.20394759

ABSTRACT
The task of formulation of educational policies is regularly undertaken in every nation to make education more responsive to the individual and societal needs. To continuously secure individual growth of citizens, produce trained workforce and above all to achieve national goals, educational policies are revived from time to time. Due to India’s multilingual and multicultural identity, the issue of language is of paramount importance. After India’s independence, considering its global worth, English was retained in our education system. Consequently, it had continuously been shaping the direction of our educational policy making. In this context, ‘Three language Formula’ has been a prominent recommendation of Kothari commission(1964-66) which has found echoes in recommendations of almost all subsequently formed education commissions including the recent NEP(2020). Besides, mother tongue as medium of instruction has been emphatically proposed as most befitting choice for stu