43. The Three-Language Formula enunciated in the National Policy Resolution of 1968 provided that: (a) in Hindi-speaking areas, the Three-Language Formula should be Hindi, English and a; modern Indian language (preferably one of the Southern languages); and (b) in non-Hindi speaking areas, Hindi, English and the regional language. Several permutations, and combinations have been introduced by the various States at the implementation stage. It has created many difficulties for Urdu speakers. it is, therefore, considered necessary that  in any formula that is worked out it should be ensured that students are able to study their mother tongue as well as the official language of the State. The Committee has, accordingly, suggested that the modified Three-Language Formula should provide:

(i) In Hindi-speaking States

(a) Hindi (with Sanskrit as part of a composite course);

(b) Urdu or any other modern Indian language excluding (a); and

(c) English or any other modern European language.

(ii) In non-Hindi-speaking States

(a) Regional language;

(b) Hindi;

(c) Urdu or any other modern Indian language excluding (a) and (b); and

(d) English or any other modern European language.

44. The Three-Language Formula, at present in vogue in A.P. with a degree of success, may also be adopted as an alternative by the non-Hindi speaking States for Urdu speaking population.

The formula is:

(a) Urdu and Hindi (a composite course);

(b) Regional language;

(c) English or any other modern European language.

Care should be taken to ensure that the Hindi course in the Hindi speaking States, and the regional language course in the non-Hindi speaking States are somewhat different and simpler from the course for those whose mother tongue is Hindi in the former and the regional language in the latter. Likewise in both Hindi as well non-Hindi speaking States, the Urdu course should be slightly different and simpler for those whose mother tongue is other than Urdu.

45.. We are keen that the students whose mother tongue is Urdu should learn Hindi and those whose mother tongue is Hindi should get an opportunity to learn Urdu ... The Committee noticed that the National Policy Resolution is not being followed in the Centre's own  schools, viz., the Kendriya Vidyalayas or in schools affiliated to the Central Board of Secondary Education. We feel that it would be unwise to continue with the non- implementation of the Centre's own directives in its own schools and would recommend that non-adherence to the concept of the 3-Language Formula in the Central Schools on the plea of transferability of pupils should not be allowed to continue any longer. It would, therefore, be necessary in all Central Schools also to apply the 3-Language Formula strictly, as laid down in the National Policy Resolution.

Shahabuddin's Letter to Prime Minister Gujral, 18 December, 1997

I find that the recommendations relating to Three Language Formula by the Gujral Committee provides a slot for Urdu as the Second language for those whose Mother Tongue in Urdu, in marked deviation from the National Policy Resolution of 1968. But in my view, neither is in accord with the letter and spirit of the Three Language Formula as originally adumberated in 1961 which laid stress on the Mother Tongue as the First Language. Since the position of a language in the Formula not only indicates the sequence in which the students learn it but also the relative weightage thereof, and therefore, the comparative proficiency therein, the Formula needs to be recast for both Hindi and non-Hindu States

The Gujral Report itself recognises the "many difficulties for Urdu-speakers" and the need to ensure study of the Mother Tongue but the recommendations make no mention of the Mother Tongue at all and does not take into account the high level of proficiency in the Mother Tongue a student should have by the end of school instruction.

Over the years, Urdu-speaking children have been deprived of the opportunity to learn their Mother Tongue under one pretext or the other. To my mind this is essentially because the importance of teaching and learning the Mother Tongue has been lost sight of – both in theory and in practice.

I, therefore, suggest that the Formula be recast on the following lines:

Hindi-speaking States:

1. M.T. for all, without any pre-condition or numerical limits.

2. Hindi for non-Hindi-speaking students and any other MIL spoken in the State for Hindi-speaking students.

3. English or any other MIL or any Classical Language (Sanskrit, Arabic or Persian) For non-Hindi-speaking States:

1. M.T. for all (except Urdu-speaking children) and Urdu-Hindi composite course for Urdu-speaking children.

2. Hindi for non-Hindi speaking students and Principal Language of the State for those whose M.T. is otherwise.

3. English or any other MIL or any Classical Language (Sanskrit, Arabic or Persian)                  The teaching of the Mother Tongue as the First Language should begin in class I; the teaching of the Second Language, in class V and of the Third Language at class VII. In class V and VI, the 1st and 2nd language should receive equal teaching time and weightage. In classes VII to X, all three Languages should receive equal teaching time and weightage.

The medium should be M.T. compulsorily upto class VI. From class VII onward, it should be the Principal Language of the State in all government schools. Private schools established and managed by the linguistic minorities may be given the option of having M.T. as the medium right upto class X.

The State government should establish adequate number of primary, middle and high schools in all parts of the State, in accordance with the nationally accepted norms, on the basis of the population of the Panchayat, the Prakhand/the Town and the Zila so that linguistic minorities enjoy equal access to government schools at all levels. In determining the number of primary/middle/ high schools in Muslim concentration areas, the number of Maktabs and Madarsas, should not be taken into consideration. Beyond middle schools, separate schools for boys and girls should be established if girl education is to be promoted, among the Urdu-speaking population.