Statement–Argument — Should English be the medium of instruction for higher education in India? Arguments: I. Yes. Even in countries like the UK and USA, higher education is in English. II. Yes. English is a widely used international language today.

Introduction / Context:Medium-of-instruction debates consider access to global scholarship, employability, and inclusivity. A strong argument must be logically relevant to India's choice, not merely a superficial comparison with other countries.

Given Data / Assumptions:

• Policy: Use English as the medium for higher education in India.
• Arg I: UK/USA use English.
• Arg II: English is widely used internationally.

Concept / Approach:Argument I relies on a flawed analogy: English is the native majority language in the UK/USA; their usage does not imply suitability for India's multilingual context. Argument II is relevant because access to global research, collaboration, and publications typically requires English proficiency.

Step-by-Step Solution:1) Evaluate I: Merely copying the medium from countries where English is native offers no policy rationale for India. It does not address access, equity, or academic goals. Hence, weak.2) Evaluate II: International academia and industry widely use English; making it a medium can improve access to cutting-edge literature and global opportunities. Hence, strong.

Verification / Alternative check:Many Indian universities already use English at higher levels to access global material—consistent with II. At the same time, regional-language provisions may improve inclusivity; the question here is about the strength of the given arguments, not the final policy mix.

Why Other Options Are Wrong:“Only I” is based on weak analogy; “either/both” are incorrect since I is not strong; “neither” undervalues the clear relevance of II.

Common Pitfalls:Confusing descriptive practices abroad with normative justification at home.

Final Answer:If only Argument II is strong.