MUMBAI: In a significant policy reversal, Maharashtra Chief Minister Devendra Fadnavis confirmed on April 22, 2025, that Hindi will no longer be compulsory as a third language in schools for students from Class 1 to 5. This decision comes in response to public backlash and aligns with the guidelines set forth in the New Education Policy (NEP) 2020.
Fadnavis reiterated during a cabinet meeting that while the three-language formula is a requirement under NEP 2020, Hindi will be offered as an optional language alongside 15 other languages, including Tamil, Malayalam, and Gujarati. This change aims to provide students with the freedom to choose their preferred languages without the pressure of mandatory Hindi.
Earlier, the Maharashtra state education department had issued a government resolution on April 16, 2025, stating that Hindi would be compulsory. However, following the public outcry, the department dropped the word “compulsory” from the resolution, reflecting the chief minister's stance.
At the cabinet meeting, Fadnavis stated, “The three-language formula under the central government’s New Education Policy makes it mandatory for students to learn at least three languages. But barring Marathi, other two languages would be a voluntary choice for them.” He assured that the state government would ensure teachers are appointed to teach the languages chosen by students, provided there are at least 20 students in the class. In cases where the number of students is insufficient, online education will be made available in the selected language.
Education Minister Dadaji Bhuse confirmed the new policy during a press conference at Mantralaya, emphasizing that Maharashtra remains committed to implementing NEP 2020. “Our goal is to equip students with the skills needed to compete nationally and globally,” Bhuse stated. He also noted that while Marathi will remain a compulsory language, English will continue to serve as a key medium of instruction.
This reversal of the earlier decision stems from strong opposition from various political parties and civil society groups. Fadnavis addressed the issue over the weekend, which was subsequently reported by the Hindustan Times. The education department's change in policy also reflects recommendations made by the state’s NEP steering committee during a meeting held on September 9, 2024, which suggested implementing the three-language policy starting from Class 1.
Bhuse remarked that Hindi was initially selected as the third language due to its script's similarity to Marathi, making it easier for students to learn. He cited paragraph 4.13 of NEP 2020, which allows states to choose their three languages, provided that two of them are Indian languages. “This isn’t a directive from the Union government,” Bhuse clarified, reiterating the state’s autonomy in educational policy matters.
As Maharashtra moves forward with the implementation of the three-language formula, students will now have the option to choose Hindi rather than being compelled to study it. This decision has been widely welcomed by parents and educators alike, who believe it respects the linguistic diversity of the state.
The discussions around this policy change highlight the ongoing debate about language education in India, particularly in states with rich linguistic heritages like Maharashtra. The emphasis on optional language learning is seen as a step towards creating a more inclusive educational environment that honors regional languages while still adhering to national educational standards.
As the state prepares to roll out these changes, the education department is expected to issue a revised government resolution soon, detailing the implementation process and the available language options for students. This move is part of a broader commitment to enhance the quality of education in Maharashtra, ensuring that students are well-equipped for future challenges.
In conclusion, the decision to make Hindi an optional language in Maharashtra schools reflects a growing recognition of the importance of linguistic diversity and the need to adapt educational policies to better serve the needs of students and their families.
