Development of English Language Curriculum in West Bengal with Special Reference to Ashok Mitra Commission and Pabitra Sarkar Commission

This paper examines the guiding principles, comparative recommendations, and implementation challenges of two pivotal educational commissions in West Bengal the Ashok Mitra Commission (1991) and the Pabitra Sarkar Committee (1998) with a focus on English language education. While both commissions sought to improve access, quality, and equity in schooling, they differed in their approach to the role and introduction of English, reflecting broader socio-political and cultural shifts. The analysis reveals that despite well-founded recommendations advocating inclusiveness, early bilingualism, and teacher development, numerous social and educational obstacles hindered their effective implementation. Key barriers included political interference, teacher union resistance, inadequate funding, infrastructure disparities, bureaucratic inertia, and entrenched social inequities. The study underscores the necessity of multi-level stakeholder coordination, adequate resource allocation, and culturally sensitive policy frameworks to realize meaningful reform in English language education in West Bengal. These insights contribute to a deeper understanding of the complexities involved in educational policy implementation within diverse socio-political contexts.