Insights from the UNESCO ‘Bhasha Matters’ Report launch
When UNESCO speaks, people listen. UNESCO does not tend to be an agency with lots of projects, but their voice comes with authority and therefore gets the attention of the media, government officials, and others. It is therefore very encouraging that the latest State of the Education Report on India has Multilingual Education as its theme. It is an extensive documentation of the main issues around Multilingual Education in India. At the event at which the report was released, important points were made with regards to the implementation of multilingual education in India.
UNESCO launched the State of the Education Report for India 2025, titled Bhasha Matters: Mother Tongue and Multilingual Education, in New Delhi on 17 December 2025, with a live stream on UNESCO India’s official YouTube channel. The report highlights the role of linguistic diversity and multilingual learning in improving access, inclusion and learning outcomes across India. It places mother tongue-based multilingual education (MTB-MLE) at the centre of efforts to strengthen foundational literacy and inclusive classroom participation, in alignment with the National Education Policy (NEP) 2020. UNESCO envisions the report as a practical guide for policymakers, educators and civil society to implement multilingual education in India’s complex linguistic contexts.
Opening the launch, Tim Curtis ( Director of the UNESCO Regional Office for South Asia) emphasised that language is central to learning, identity and dignity, not just a medium of instruction. He argued that mother tongue-based multilingual education is essential for inclusion and equity and directly supports UNESCO’s commitment to SDG 4 and quality education for all. Video Presentations from Rajasthan and Jharkhand showed that multilingual teaching, parental involvement and print-rich classrooms improve participation and attendance. The initiatives highlighted the need for sustained teacher support, strong school leadership and long-term funding to scale MTB-MLE effectively.
As lead author, Dr. Minati Panda (Professor and Former Chairperson, Zakir Husain Centre for Educational Studies, JNU) introduced UNESCO’s 2025 State of Education Report for India, highlighting its focus on language as central to learning, identity, and participation in India’s multilingual context. She emphasised that children learn best in their mother tongue, which strengthens literacy, confidence, and classroom engagement, particularly for girls and children with disabilities. Grounded in evidence and field experience, the report advocates sustained teacher capacity building, inclusive pedagogical practices, the use of technology, and documentation of Indigenous languages, presenting a practical tool to address linguistic inequities and support the implementation of NEP 2020 through equitable multilingual education. Dr. Dhir Jhingran (Director of the Language and Learning Foundation) focused on the need for culturally meaningful learning materials and teacher training rooted in children’s lived experiences. He argued for rejecting deficit views of learners and promoting multilingual classrooms through translanguaging and community co-creation.
The report brings together key actions to strengthen MTB-MLE, focusing on early education in home languages, teacher preparation, culturally relevant materials, community participation, gender-responsive approaches, technology as an enabler, sustained financing and strong institutional coordination. These actions are consolidated in the final chapter, with evidence and analysis developed across the report and aligned with NEP 2020 and UNESCO’s multilingual education framework.
The panel discussion emphasised that mother tongue-based education supports cognitive development, emotional security and deep understanding. Professor Ajit K. Mohanty (Founder-Director, now Chief Adviser, National Multilingual Education Resource Consortium at JNU) stressed that starting education in a dominant or “prestige” language often creates anxiety, silence and learning gaps, particularly for first-generation learners, and warned against equating educational quality with early English instruction. He argued that multilingualism should be treated as a resource, not a problem, with strong foundations in children’s home languages and a gradual introduction of additional languages. Panelists also highlighted that multilingual classrooms are the norm in India, often involving many languages, and require well-prepared teachers, supportive pedagogy and institutional backing. Inclusive education for children with disabilities and neurodivergent learners was identified as dependent on thoughtful curriculum design and collaboration among teachers, parents, communities and specialists. English should function as one resource within a multilingual environment, where children can use their complete linguistic knowledge and ability. Indigenous languages were recognised as living knowledge systems that must be actively integrated into education to support cultural continuity and sustainable learning.
In conclusion, the report underscores that MTB-MLE is central to equitable, inclusive and high-quality education. Evidence from multiple states shows improved attendance, engagement and learning outcomes. Scaling these approaches will require teacher empowerment, culturally responsive materials, systemic support and strong community involvement. The central message of the report is clear: language matters—not only for learning outcomes, but for equity, identity and the future of education in India.
Regards,
Karsten, in collaboration with Upasana Lepcha
Resources:
UNESCO India.. Bhasha Matters: State of the Education Report for India 2025 [LinkedIn post]
UNESCO launches Bhasha Matters: State of the Education Report for India 2025 [Facebook post]
Need for mother tongue-based education in India: UNESCO report (news article)- The Tribune
National Launch of State of the Education Report 2025 | UNESCO Regional Office for South Asia. Youtube livestream Video
Karsten Linkedin post on UNESCO state of Education in India report 2025.
Photo source: https://articles.unesco.org/sites/default/files/medias/fichiers/2025/12/SOER%202025_Digital.pdf