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Specific Action 29. While the studies are proceeding, immediate effort could be made by the National Book Trust and Sahitya Academy to identify, translate and publish some books from each language into other Indian languages. Identification of these books could be done by the Sahitya Academy with the assistance of State academies.
30. The effort at translation should be systematic, of high quality and of sizeable magnitude. There is also the need to coordinate various programmes of translating books and training of translators. These tasks can more effectively be accomplished by a Central Translation Bureau. The functions of this Bureau would be different from those of the Translation Bureau functioning under the Department of Official Languages of the Ministry of Home Affairs.
Monitoring 31. At the Central level the Central Hindi Directorate, Bureau for the Promotion of Urdu, Commission for Scientific and Technical Terminology, the Central Institute of Indian Languages and the proposed Central Translation Bureau will be made responsible for identifying gaps that exist and for developing suitable programmes of support for the preparation of bilingual and multilingual dictionaries.
DEVELOPMENT OF HINDI AS LINK LANGUAGE
Present Status 32. The need for developing Hindi as the link language has been emphasized in the National Policy on Education. At present the Kendriya Hindi Sansthan, the Central Hindi Directorate and the Commission for Scientific and Technical Terminology are undertaking a number of activities; organization of institutional and correspondence courses for teaching of Hindi through various languages; preparation and production of materials; display and free distribution of Hindi books; organization of seminars/ workshops for non-Hindi speaking writers; evolution of scientific and technical terminology etc. A large number of voluntary organisations in both Hindi and non-Hindi speaking Stages are being supported for organization of Hindi teaching classes, publication of materials, training of teachers, etc.
Pre-requisites 33. A general consensus among the States about the use of Hindi as link language seems necessary. The effective implementation of the three language formula is also necessary to promote adequate level of proficiency in the use of Hindi among people.
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Specific Action 34. Information on the impact of various programmes, implemented in pursuance of Article 351 of the Constitution, is not available. Systematic studies are required to determine the impact and effectiveness of the present effort. The other action would include: (a) exploration of the possibility of developing a core vocabulary for general use; (b) augmentation of effort to produce dictionaries, glossaries and conversational guides; (c) augmentation of the facilities for correspondence courses for teaching Hindi through various Indian languages; (d) increased assistance to voluntary organisations for teaching of Hindi; (e) preparation of self- instructional materials and use of modern communication media; (f) establishment of Hindi resource centres in non-Hindi speaking States; and (g) free distribution of Hindi books throughout the country.
Roles 35. The implementation of intention of Article 351 of the Constitution should riot be regarded as the sole responsibility of the Central Government. States should make effort to promote knowledge and use or Hindi in their territories. The Kendriya Hindi Sansthan, CHD and CSTT would provide academic and technical assistance for popularisation and promotion of Hindi. Specific cells for monitoring various programmes will be set up.
PROMOTION OF INTER-DISCIPLINARY RESEARCH IN SANSKRIT AND INDOLOGY
Present Position 36. The National Policy on Education has emphasised the need for research in Indology, particularly with a view to "delving into India's ancient fund of knowledge and to relate it to contemporary reality." It has been stated that this "effort will imply the development of facilities for the intensive study of Sanskrit and other classical languages."
Present Status 37. Apart from the fact that the quality of research undertaken in universities and institutions of higher learning in social sciences and humanities leaves much to be desired, research in manuscripts and materials available in Sanskrit, Pali, Prakrit, old Tamil and other classical languages has not been taken up with any degree of seriousness in India, particularly with a View to establishing the validity and relationship of the knowledge and experience embedded in these languages to contemporary scientific thought and technological development.
38. At the time of formulating the Seventh Five Year Plan, the establishment of an International Institute was proposed. The objectives envisaged were to enable scholars to find the roots of a common world culture in Indian and foreign classical literature.
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It was felt that classical languages like Greek, Latin, Old Tamil, Sanskrit etc. have several common features and a study of these would not only help to project Indian culture but also enrich modern ideas and concepts.
Specific Action 39. Considering a definite policy recommendation in the National Policy on Education, 1986, it is proposed to pursue the proposal to establish an International Institute for the promotion of Indology and Classical languages. The specific action required would include: (a) a firm decision by the Ministry to establish such an Institute; (b) provision of outlay for its establishment; (c) establishment of an autonomous Institute under the Societies Registration Act 1860; (d) preparation of the constitution, bye-laws etc. of the proposed Institute; (e) appointment of required academic and supporting staff.
ROLE OF THE GOVERNMENT 40. A small group of experts drawn from various disciplines will be constituted to work out the structure and roles of the proposed Institute. This exercise will be completed early.
POLICY-PLANNING FOR LANGUAGE DEVELOPMENT 41. The decisions about language policy and the development of languages are taken at various levels-Central and State Governments, universities, Boards of Secondary/School Education etc. Consequently, there is no uniformity on the language policy followed in education. Implementation of the policies has also not been effective for want of regular monitoring. Although the Three Language Formula was arrived at through consensus and adopted in the context of social and political considerations, in actual implementation substantial modifications have been made in it. In recent years, the effort of the States to determine the relative place of various languages in education has become a matter of considerable argument and agitation. In view of these rather unpleasant developments, it would seem desirable to (a) undertake a critical review of the language policies being adopted at various levels, (b) suggest a policy which would bring some uniformity about the place of languages in education; and (c) identify directions on which language development should be undertaken. For this purpose, it is suggested that a Standing Committee of the Central Advisory Board of Education may be constituted. The Bureau of languages of the Ministry would function as its secretariat.
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