General Studies Paper – II: Governance, Constitution, Polity, Social Justice, and International Relations.

Context:

India's criminal justice system operated for a long time based on laws created by British rule for the purpose of administrative control. The framework of the Indian Penal Code (IPC), 1860; the Code of Criminal Procedure (CrPC), 1973; and the Indian Evidence Act (IEA), 1872 remained effective for decades. Although the nature of crime shifted towards cyber fraud, organized syndicates, and digital complexities over time, these laws could not attain that modernity. Therefore, moving from a colonial framework to a justice-centric system became an inevitable necessity.

New Criminal Laws: Structural Changes

From July 1, 2024, India has implemented three new laws replacing these old ones:

• Bharatiya Nyaya Sanhita (BNS): Replaced IPC, 1860. It defines crimes and their punishments.
• Bharatiya Nagrik Suraksha Sanhita (BNSS): Replaced CrPC, 1973. It streamlines criminal investigation and judicial processes.
• Bharatiya Sakshya Adhiniyam (BSA): Replaced IEA, 1872. It aligns the admissibility of evidence with modern contexts.

Reasons for Discussion: Technological and Practical Transition of the Police Apparatus

The leading role played by the Haryana Police in implementing the new criminal laws (NCL) and the grassroots experiences of its DGP have given this subject a new relevance. The main reasons for its discussion are as follows:

• Challenge of Practical Transition: This is not just a change in law, but a change in the entire work culture of the police. The transition of IPC 420 to BNS 318 and IPC 302 to BNS 101 demonstrates how grassroots investigators had to 'un-learn' decades-old legal procedures and master new sections almost overnight.
• Leadership on the Frontline: The experience of the Haryana Police DGP clarifies that reforms cannot be implemented effectively just through files or orders, but through administrative leadership and standing with the team on the 'field'.
• Training and Restructuring: This subject is under discussion because it has highlighted the need for 'capacity building' of the police force. Adapting investigators to new technology, digital evidence management, and new workflows has been a major administrative test.
• Synergy of Technology and Reform: The article emphasizes that since the 'nature of crime' has changed in the digital age, adopting emerging technology in policing is mandatory. This reform is being considered an important step towards improving 'public trust' in the police and the 'quality of investigation'.

Key Changes and Technological Integration

Technology has been placed at the center of the new laws:

• Electronic Evidence: BSA has clarified and strengthened the admissibility of electronic and digital evidence.
• Procedural Simplicity: Under BNSS, the system of e-FIR and filing complaints through electronic means has been encouraged.
• Time-bound Procedures: Time limits have been set for various stages (from investigation to judgment), which is expected to make the judicial process more efficient.

Challenges: 'Un-learning' and Restructuring

This transition phase has been challenging for the police force:

• Lack of Training: Grassroots investigators have had to 'un-learn' decades-old procedures and master new sections and processes.
• Resources and Capacity: Developing workflows compatible with digital technology and new laws in small police stations is an ongoing process.

Impact: Policing and Public Trust

The new laws attempt to make police functioning more technology-enabled and accountable. With time-bound procedures and the inclusion of digital evidence, the delay in victims receiving justice is likely to decrease.

Analysis

The new laws place greater emphasis on a victim-centric, technology-enabled, and time-bound justice system. In line with the recommendations of the Malimath Committee (2003) and the Law Commission, this system is now moving from a punitive approach towards judicial efficiency.

Way Forward

• Integration of ICJS: Making the 'Inter-Operable Criminal Justice System' (ICJS) fully effective so that there is digital coordination between the police, prosecution, and the judiciary.
• Continuous Training: Regular refresher courses for police forces, digital forensic training, and extensive use of modern training modules developed by the NCRB and BPR&D.
• Institutional Coordination: Enhancing coordination between the police, forensic experts, and the judiciary.
• Public Awareness: Educating citizens about the new laws so they remain conscious of their rights.

Conclusion

The new criminal laws are a reflection of India’s growing aspirations towards a 'Viksit Bharat' (Developed India). This transitional change is certainly difficult, but its ultimate goal is to build a justice-oriented system free from colonial control and committed to human dignity and constitutional values. With effective implementation, this reform will not only prove to be revolutionary in crime control but will also make 'justice' accessible and swift for the common citizen.

General Studies Paper – II: Governance, Constitution, Polity, Social Justice, and International Relations.

Context

India is one of the most multilingual countries in the world, where language is not just a medium of communication but the basis of culture, identity, and knowledge. According to the 2011 Census, 121 major languages and over 19,500 mother tongues/linguistic forms have been recorded in India. Due to the colonial period, English has had a widespread influence on administration, the judiciary, and higher education, whereas since independence, continuous emphasis has been placed on making the mother tongue and Indian languages the basis of education. Recently, the phased implementation of the Three-Language Formula by the Central Board of Secondary Education (CBSE), in line with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF), has triggered a widespread debate on linguistic policy and the future of education.

National Education Policy (NEP) 2020

• The National Education Policy (NEP) 2020 is an ambitious effort to develop India's education system to be modern, inclusive, multidisciplinary, and in line with global standards. Its fundamental objective is to move away from rote-based education and promote competency-based, experiential, and holistic learning.

• The policy aims to establish India as a "Global Knowledge Superpower," in which multilingualism is considered India's major intellectual and cultural strength.
• UNESCO also considers mother-tongue-based multilingual education an important medium for improving the quality of primary education.

Reasons for Discussion

• Recently, CBSE has begun the process of phased implementation of the Three-Language Formula in line with the National Education Policy 2020 and the National Curriculum Framework (NCF) from Class 6 onwards.

• Under the Three-Language Formula, students will study three languages, of which at least two will be Indian languages. Additionally, the Board has made special provisions for the transition period so that current students do not face the difficulty of sudden language changes.
• In this context, a national-level debate has intensified regarding language selection, opportunities for foreign languages, availability of teachers, and practical challenges related to implementation.

Policy Rules: Three-Language Formula Brief History of the Three-Language Formula

• The Three-Language Formula was formally adopted for the first time in the 1968 National Education Policy.
• It was reiterated in the 1986 and 1992 education policies.
• NEP 2020 has adopted it in a more flexible form, where no specific language has been made mandatory.

Objectives

• To promote linguistic diversity, cultural understanding, and national integration among students.
• To encourage the preservation and enrichment of Indian languages.
• To strengthen cognitive development by developing multilingual proficiency.

Key Provisions

• Students will have to learn three languages.

• At least two of these will be Indian (native to India) languages.
• No language (including Hindi) has been made mandatory. The selection of the language will be according to the circumstances of the states, schools, and students.
• As far as possible, the medium of instruction will be the mother tongue, local language, or regional language at least up to Class 5 (preferably up to Class 8 and beyond).

Debate: Arguments in Favor and Against

Arguments in Favor

• Cultural Unity: It can be helpful in preserving India's linguistic diversity and strengthening the spirit of 'Ek Bharat, Shrestha Bharat.'
• Cognitive Benefits: According to many international studies, multilingual students develop relatively higher problem-solving, analytical skills, and cognitive flexibility.
• Preservation of Local Identity: Primary education in the mother tongue connects students to their culture, traditions, and local knowledge.
• Better Learning: ASER and various educational studies indicate that the learning capacity of children in primary classes is more effective in their mother tongue.

Arguments Against

• Curriculum Burden: There is an apprehension that the study of a third language may increase the additional academic pressure on some students.

• Concern over Global Competitiveness: Some educationists are of the opinion that a large portion of global research, higher education, and STEM subjects is still available in English; therefore, it is necessary to maintain English proficiency equally strong.
• Shortage of Teachers and Resources: The availability of trained teachers for every Indian language in all schools of the country remains a major administrative challenge.
• Complexity of Implementation: Effective implementation of the Three-Language Formula will not be easy, especially in rural and resource-constrained schools.

Impact of New Policy

• Linguistic Development: The new education policy aims to make students more capable at national and global levels by developing multilingual proficiency while connecting them to their mother tongue and local languages.

• Educational Benefits: Primary education based on the mother tongue is likely to improve children's conceptual understanding, learning capacity, and classroom participation. UNESCO and other international studies also support this.
• Challenge of Implementation: Effective implementation will require improvement in language-expert teachers, quality teaching materials, digital resources, and assessment systems.
• Transition-related Challenges: In the initial phase, students, parents, and schools may have to face practical and administrative challenges.

Concerns

• Practical Difficulties: The availability of trained teachers for all Indian languages is still limited in many states and schools. In such a situation, uniform and effective implementation of the Three-Language Formula may be challenging.

• Opportunities for Foreign Languages: Some educationists opine that if time and resources are limited for three languages in schools, the opportunities to study foreign languages like French, German, Spanish, and Japanese may be relatively reduced. However, this is not the declared objective of the policy.
• Transitional Challenges: If a student has to change languages in middle classes, it may have an adverse impact on their learning and exam performance. For this reason, CBSE has talked about adopting a flexible approach for the transition period.
• Uneven Implementation: Due to substantial differences in resources, trained teachers, digital infrastructure, and availability of language options between private and government schools, the policy cannot be implemented uniformly across all states and schools.
• Concerns related to Federalism: Education is a subject of the Concurrent List. Therefore, it is necessary to maintain respect for the linguistic and cultural priorities of the states in the implementation of the language policy.

Analysis

The core objective of the National Education Policy 2020 is to establish a balance between Indian languages and global competitiveness while promoting multilingualism. In a multilingual democracy like India, its success will depend on the balanced and flexible implementation of mother-tongue-based education, global utility of English, and quality teaching resources. The findings of UNESCO and ASER also confirm the effectiveness of the mother tongue in primary education.

Way Forward

• Flexible Implementation: The Three-Language Formula should be provided with sufficient flexibility according to the local requirements and career goals of states, schools, and students.

• High-Quality Bilingual Study Material: High-quality textbooks, e-content, and vocabulary should be developed in both the mother tongue and English for STEM, medicine, law, and other professional subjects.
• Teacher Training: Comprehensive training programs for language teachers should be conducted at the national level and multilingual teaching methods should be encouraged.
• Use of Digital Technology: Multilingual education can be made more effective through AI-based translation, digital dictionaries, e-books, language laboratories, and online learning platforms.
• Knowledge Creation in Indian Languages: Instead of relying only on translation, original research, scientific writing, technical literature, and innovation should be encouraged in Indian languages.
• Implementation in the Spirit of the Constitution: The implementation of language policy should be in accordance with the spirit of Articles 343 to 351 and the Eighth Schedule, which will strengthen both linguistic diversity and national unity.
• BHASHINI: AI-based language technology like 'Bhashini' should be used extensively to accelerate knowledge creation and translation in Indian languages.

Conclusion

The linguistic approach of the National Education Policy 2020 is an important initiative in the direction of preserving Indian languages, promoting multilingualism, and encouraging quality education. Its success will depend on balanced, flexible, and inclusive implementation. Making the mother tongue the strong foundation of primary education, Indian languages the medium of knowledge and innovation, and English and other foreign languages the bridge to global opportunities will be the real success of this policy in a multilingual nation like India.