Policy Update
Aditi Kumari
Introduction
According to the 2011 Census, India has more than 19,500 dialects and up to 22 scheduled language options, making it a linguistic mosaic. In the Union Budget 2025–2026, the Indian government unveiled the Bharatiya Bhasha Pustak Scheme (BBPS), which aims to democratize education through multilingualism. It is a significant step towards guaranteeing the implementation of the National Education Policy (NEP) 2020, whose thrust is very strong on mother language-based learning, especially for foundational classes.
Historical Background of Linguistic Diversity in India
India’s linguistic diversity has profound historical origins, which mirror its intricate social, cultural, and regional texture. The first systematic effort to record this diversity was made during British colonial times with the Linguistic Survey of India (1894–1928) under the direction of George A. Grierson. This gigantic survey recorded 179 languages and 544 dialects spoken throughout the subcontinent. However, the survey suffered from limitations in the absence of trained linguists and standardized procedures, which went into the profundity and credibility of its data. After independence, the onus of updating and enlarging this linguistic recording was left with the Central Institute of Indian Languages (CIIL), Mysore. CIIL started endeavors for a scientific and systematic linguistic survey, although the task continues to be unfinished even now.
More about India’s language diversity was revealed in the 1991 Census of India, which documented 1576 mother tongues with separate grammatical systems and approximately 1796 speech varieties under the category of ‘other mother tongues’. Supplementing this, an independent research study, the People’s Linguistic Survey of India (PLSI), identified an even greater linguistic landscape, reporting 780 languages. Alarmingly, the PLSI also reported that approximately 50 languages have been lost in the last half-century, indicating the imperative for preservation.
The historical path of linguistic research in India reveals not just the diversity of its languages but also the fragility of many of the lesser-spoken ones. This dynamic heritage has gone on shaping India’s cultural identity while presenting challenges to policymakers, educators, and conservationists working to preserve it.
Key Aims of the Scheme
- Linguistic Empowerment: Facilitates the learning in regional and classical Indian languages by supplying textbooks as well as study material in Hindi, Tamil, Telugu, Marathi, Bangla, Assamese, etc.
- Digital learning promotion: Digital content focus to ensure accessibility and scalability
- Cultural Integration: Promoting Indian knowledge systems and linguistic wealth among youth.
- Alignment with NEP 2020: In alignment with the NEP’s recommendation for mother tongue-based learning, especially at the elementary and foundational levels.
Significant Events in Multilingual Education
One hundred four primary books have been introduced in 22 states to support mother tongue learning in order to promote language development in education. Textbooks in Indian Sign Language (ISL) for grades 1–12 have been created. The DIKSHA platform offers over 3.66 lakh e-resources in 133 languages, and more than 200+ TV channels broadcast educational content in 29 languages. Reading and multilingual access are encouraged by initiatives like the ULLAS App and the National Digital Library.
There are now 51 Indian Knowledge Systems (IKS) centers in higher education, and 1,500 undergraduate textbooks have been translated into 12 Indian languages. Thirteen regional languages are used for exams like JEE, NEET, and CUET. In 19 central institutions, 428 undergraduate programs and engineering courses are offered in 12 Indian languages. Anuvadini and e-KUMBH provide study materials.
Why the Scheme Matters
The Bharatiya Bhasha Pustak Scheme is an important cultural, social, and developmental step toward inclusive learning; it is more than just an educational reform. The program attempts to close the language barrier that frequently separates students from mainstream education, particularly those from rural and marginalized backgrounds, by offering academic content in Indian languages. Students learn better when instructed in a language they can understand, and language shapes comprehension, critical thinking, and confidence. Particularly for first-generation students, this can dramatically raise classroom engagement, lower dropout rates, and improve learning outcomes.
The program serves as a social equalizer in addition to enhancing education. In India, identity, caste, and class are strongly related to language. While regional language education is frequently seen as inferior, English-medium education has long been associated with privilege. The program encourages social equity and provides academic and career opportunities for students from diverse backgrounds by mainstreaming Indian languages in technical and higher education fields. Children should learn in the languages they are familiar with, particularly in early education, as this fosters creativity, self-assurance, and a deeper understanding, according to the UNESCO report Languages Matter: Global Guidance on Multilingual Education (2025).
The scheme also plays a vital role in cultural preservation. India has lost 220 languages in the last 50 years due to globalization, urbanization, and the dominance of major languages. Many smaller languages are at risk of extinction because they lack institutional and generational support. Academic content in these languages can help preserve them and ensure they remain relevant. In line with the National Education Policy (NEP) 2020, this scheme encourages education in the mother tongue, minimizes reliance on foreign language sources, and stimulates indigenous research in Indian languages. It enhances India’s intellectual independence as well as its rich linguistic heritage.
Challenges
Despite its potential, the Bharatiya Bhasha Pustak Scheme faces numerous significant obstacles. The lack of consistently standardized technical terms in Indian languages is one of the main obstacles, especially for fields as complicated as biotechnology or law. Additionally, there is a shortage of bilingual subject matter experts and certified translators. Academic textbooks in Indian languages are not commercially viable without government support due to the weak regional publishing scene.
Another issue is faculty readiness; the majority of university instructors have received English training, and their curricula need to be modified and they need to be retrained. Digital access isn’t even, either. According to the Annual Status of Education Report (ASER) 2024 report, girls in rural areas have less access to smartphones than boys. Without offline options and better infrastructure, the program could unintentionally exacerbate existing disparities.
Way Forward
To address the challenges, we need a strategy that’s both clear and flexible. One of the first things that needs to happen is for the people in charge to start putting money into language research and building proper glossaries and standard terms for Indian languages. Using AI tools and teaming up with groups like the Central Institute of Indian Languages (CIIL) can really help move this along. On top of that, there should be training programs made just for teachers so they’re fully prepared to teach regional languages the right way. Working with universities, ed-tech companies, and local publishers will also help a lot when it comes to making and sharing good quality learning materials across the country. It’s really important that textbooks are easy for students to get in both digital and print formats so no one is left out, no matter where they’re from. The government should make sure printed materials are being sent out properly and that digital networks are being improved, especially for rural girls who rely on online education the most.
But the Scheme can’t just stop at translating textbooks. It’s just as important to push for academic writing and research to be done in Indian languages. Hence, these languages become part of real teaching and learning, not just something you translate into. Setting up a system that actually monitors content quality and collects feedback from both students and teachers will help make sure the materials stay useful and up to date. When the government, schools, businesses, and local communities all work together, the Bharatiya Bhasha Pustak Scheme has the potential to create an education system that truly includes and respects all of India’s different languages.
Conclusion
The Bharatiya Bhasha Pustak Scheme is honestly a pretty exciting step toward changing the way language is handled in education. Since it focuses on making students feel more connected to their own culture and languages, it could really help improve access and fairness for everyone. However, for this plan to actually work, there has to be strong teamwork between different institutions, steady funding, and fresh ideas when it comes to both policy and teaching. If all of that falls into place, the BBPS has a real shot at creating a multilingual learning network that will make a difference for people all across India.
References:
- ASER reveals the gender gap in digital literacy. (Feb 3, 2025). Indian Express. https://indianexpress.com/article/opinion/columns/aser-gender-gap-digital-literacy-girl-education-9814730/
- Bharatiya Bhasha Pustak Scheme. (2025). Ministry of Education. https://pib.gov.in/FactsheetDetails.aspx?Id=149124®=3&lang=1
- Historical Background of Linguistic Diversity in India. (2017). PIB. https://pib.gov.in/newsite/printrelease.aspx?relid=158532
- Importance of the Scheme. (2020). PIB. https://pib.gov.in/newsite/PrintRelease.aspx?relid=199459
- Milestones in Multilingual Learning. (2024). Ministry of Coal. https://pib.gov.in/PressReleaseIframePage.aspx?PRID=2085529
- UNESCO Report, Languages Matter: Global Guidance on Multilingual Education. (Feb 21, 2025). UNESCO. https://www.unesco.org/en/articles/new-unesco-report-calls-multilingual-education-unlock-learning-and-inclusion
About the Author : Aditi Kumari is a research intern at the Impact and Policy Research Institute (IMPRI), pursuing Post graduation in Sociology.
Acknowledgement: The author extends sincere gratitude to Omkar Shelar, Yash Kumar and Sonali Devi for their informative inputs.
Disclaimer: All views expressed in the article belong solely to the author and not necessarily to the organisation.
Read more at IMPRI:
National Urban Transport Policy (NUTP), 2014:Framework, Implementation and Future Directions
Pradhan Mantri Garib Kalyan Anna Yojana (PM-GKY): Addressing COVID-19 Vulnerabilities
