Karnataka’s English-Medium Push Faces Scrutiny Over Teacher Training Gaps

English-Medium Introduced in Over 4,000 Government Schools Across Karnataka

In a bid to enhance educational standards and increase enrolment, the Government of Karnataka has introduced English medium instruction in 4,134 of the state’s 21,045 government primary schools as part of its first-phase rollout. The initiative is designed to make government schools more competitive with private institutions, foster greater student interest, and improve academic outcomes by equipping learners with essential language skills.

However, educators and academic experts have voiced serious concerns regarding the preparedness of teaching staff. It has been reported that Kannada medium teachers are being provided with only one month of training to transition into English-medium instruction—a measure widely criticised as unscientific, impractical, and insufficient to ensure quality education. The School Education and Literacy Department introduced English-medium sections in response to growing parental demand and to prevent school closures. Officials acknowledged that these sections were launched without additional teachers or infrastructure, raising questions about the sustainability of the programme. This year, over eight lakh new enrolments were recorded, with approximately 30% of parents opting for English-medium instruction. Existing Kannada-medium students were also permitted to switch. According to Senior Education Officer Girish Padaki, nearly 45% of students have chosen English-medium, indicating a strong initial response.

Despite this uptake, many educationists have criticised the initiative as rushed and poorly planned. Shankar Halgatti, senior writer and general secretary of the Karnataka Vidyavardhaka Sangha, argued that a one-month crash course is inadequate to prepare teachers for English-medium instruction. He warned that such a transition could fail both teachers and students, who may struggle to learn effectively in either language. Halgatti urged the government to reconsider what he described as an “unscientific” policy.

Further concerns were raised by Purushottam Bilimale, Chairman of the Kannada Development Authority, who cautioned that mixing English and Kannada, particularly in core subjects, could lead to confusion and negatively impact learning outcomes. Venkatesh Machaknoor, retired Additional Commissioner of the Education Department, noted that while teaching classes 1 and 2 in English may be manageable, the challenge becomes significantly greater from classes 3 to 7. He emphasised that most teachers, with years of experience in Kannada-medium instruction, are now expected to switch to English after minimal training, a shift he described as unrealistic.

A government school teacher, speaking anonymously, expressed support for the initiative but stressed the need for dedicated English-medium teachers. They warned that overburdening existing staff without adequate support would be counterproductive and could compromise the quality of education. In response to these concerns, School Education Minister Madhu Bangarappa stated in an interview with Deccan Herald that he had discussed extending teacher training hours with officials. He added that the Department of State Educational Research and Training (DSERT) and the Regional Institute of English (RIE) would be tasked with providing ongoing training to ensure effective implementation and sustained teaching quality. While the policy modernises public education and expands access, its success will depend on thoughtful execution, adequate resources, and long-term investment in teacher development.

Editor’s Note:

The Karnataka government’s move to start English-medium instruction in many government primary schools is a major change in public education. While the aim is to raise academic standards and meet parents’ growing demand, the main concern is the lack of properly trained teachers. Expecting Kannada-medium teachers to start teaching in English after just one month of training is unrealistic and could harm both teaching quality and student learning. A concerning trend is emerging: many students, including first-generation learners, are being placed in English-medium classes without adequate support. Without substantial government investment in comprehensive teacher training, improved infrastructure, and robust curriculum development, this program risks failure. Such an outcome could result in classroom chaos, diminished learning outcomes, and exacerbated educational disparities. Conversely, with meticulous planning and consistent teacher support, this initiative has the potential to expand access to English education for more students, thereby unlocking enhanced future opportunities.

Skoobuzz underlines that the success of this programme will depend not just on good intentions but on how well the government prepares and supports schools for real and inclusive change.