Analysis of Trained and Professionally Qualified Teachers in India: UDISEPlus 2024-25 Data

Progress, Challenges, and Implications for Universal School Education by 2030


Introduction

The National Education Policy (NEP) 2020 envisions universal school education by 2030, emphasizing equitable access, foundational literacy, numeracy, and holistic development. Central to this vision is the quality and competence of teachers, as trained and professionally qualified educators are critical for effective pedagogy and addressing diverse learner needs. The Unified District Information System for Education Plus (UDISE+), managed by the Ministry of Education, provides comprehensive data on teacher training and qualifications, offering insights into India’s progress toward these goals. This article analyses the status of trained and professionally qualified teachers using UDISE+ 2024-25 data, compares it with UDISE+ 2023-24 data from Education for All in India, and examines state-level disparities. It also addresses the challenges posed by 104,125 single-teacher schools, 7,993 schools without enrollment, an average of 7 teachers per school, and 20,817 teachers in zero-enrollment schools, highlighting implications for universalization, the role of Samagra Shiksha, and issues like teacher shortages, contractual employment, and non-teaching assignments.

Trained and Professionally Qualified Teachers: All India & State-wise, UDISEPlus 2024-25

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Review of Literature

Research underscores the critical role of teacher training in educational outcomes. A 2019 Education Policy Institute study found that high teacher turnover correlates with a 20% reduction in student test scores. NEP 2020 emphasizes continuous professional development and adherence to pupil-teacher ratio (PTR) norms to ensure quality education. Analyses by Prof. Arun C. Mehta on UDISE+ data highlight persistent challenges, including a shortage of over 10 lakh teachers, with 7.5 lakh vacancies at the elementary level (Education for All in India, 2024). The Samagra Shiksha Abhiyan integrates teacher recruitment, training, and infrastructure development to address these gaps, aligning with NEP 2020’s vision (Education for All in India, 2024). However, issues like contractual teachers, non-teaching assignments, 104,125 single-teacher schools, and 20,817 teachers in 7,993 zero-enrollment schools complicate progress, as noted in UDISE+ 2021-22 to 2023-24 analyses (Education for All in India, 2024).

Analysis of Trained Teachers

All-India Level Analysis

UDISE+ 2024-25 data shows significant progress in teacher training, with 53.3% of pre-primary, 91.4% of primary (Grades 1-5), 91.7% of upper primary (Grades 6-8), 92.7% of secondary (Grades 9-10), and 92.6% of higher secondary (Grades 11-12) teachers trained. Compared to UDISE+ 2023-24 (52.8% pre-primary, 90.8% primary, 91.2% upper primary), there is a marginal improvement (Education for All in India, 2024). The total number of teachers increased to over one crore in 2024-25, with an average of 7 teachers per school, supporting improved PTRs (10 at foundational, 13 at preparatory, 17 at middle, and 21 at secondary). However, the presence of 104,125 single-teacher schools and 20,817 teachers in 7,993 zero-enrollment schools highlights inefficiencies in teacher distribution, undermining universalization efforts. More than the additional teachers, the optimal deployment of available teachers is the need of the day.

Table 1: All-India Percentage of Trained Teachers (UDISE+ 2024-25 vs. 2023-24)

Level

 2024-25 (Total) 2023-24 (Total)

Change (%)
Pre-Primary 53.3% 52.8% +0.5
Primary (1-5) 91.4% 90.8% +0.6
Upper Primary (6-8) 91.7% 91.2% +0.5
Secondary (9-10) 92.7% 92.3% +0.4
Higher Secondary (11-12) 92.6% 92.1% +0.5

State-Level Analysis

States like Kerala (87.4% pre-primary, 98.4% primary, 97.1% upper primary), Goa (68.9% pre-primary, 98.2% primary, 97.7% upper primary), and Delhi (60.0% pre-primary, 96.3% primary, 96.5% upper primary) lead in training percentages. Conversely, Jammu and Kashmir (24.2% pre-primary, 77.8% primary, 78.7% upper primary), Meghalaya (30.7% pre-primary, 72.0% primary, 80.5% upper primary), and Assam (39.6% pre-primary, 87.0% primary, 81.2% upper primary) lag, particularly at the pre-primary level, exacerbating challenges in single-teacher schools.

Table 2: State-Wise Percentage of Trained Teachers (UDISE+ 2024-25, Selected States)
State/UT Pre-Primary Primary Upper Primary Secondary Higher Secondary
Kerala 87.4% 98.4% 97.1% 97.9% 98.8%
Goa 68.9% 98.2% 97.7% 98.1% 97.9%
Delhi 60.0% 96.3% 96.5% 98.8% 99.5%
Jammu & Kashmir 24.2% 77.8% 78.7% 91.3% 91.9%
Meghalaya 30.7% 72.0% 80.5% 67.4% 66.5%
Assam 39.6% 87.0% 81.2% 66.6% 66.8%

Implications for Universalization and Quality

High training rates at primary and secondary levels support NEP 2020’s goals, but low pre-primary training in states like Jammu, Kashmir, and Meghalaya hinders foundational learning. The 104,125 single-teacher schools and 20,817 teachers in 7,993 zero-enrollment schools reflect inefficient resource allocation, exacerbating the impact of the 10 lakh teacher shortage (Education for All in India, 2024).

Analysis of Professionally Qualified Teachers

All-India Level Analysis

UDISE+ 2024-25 data indicates that 48.2% of pre-primary, 87.7% of primary, 88.5% of upper primary, 90.4% of secondary, and 89.4% of higher secondary teachers are professionally qualified (e.g., B.Ed or equivalent). There is slight progress compared to UDISE+ 2023-24 (47.8% pre-primary, 86.9% primary, 87.9% upper primary) (Education for All in India). The pre-primary level and single-teacher schools remain concerns, with less than half of teachers qualified.

Table 3: All-India Percentage of Professionally Qualified Teachers (UDISE+ 2024-25 vs. 2023-24)
Level 2024-25 (Total) 2023-24 (Total) Change (%)
Pre-Primary 48.2% 47.8% +0.4
Primary (1-5) 87.7% 86.9% +0.8
Upper Primary (6-8) 88.5% 87.9% +0.6
Secondary (9-10) 90.4% 90.0% +0.4
Higher Secondary (11-12) 89.4% 89.0% +0.4

State-Level Analysis

States like Kerala (84.9% pre-primary, 97.5% primary, 96.1% upper primary), Goa (60.8% pre-primary, 97.2% primary, 96.9% upper primary), and Delhi (60.0% pre-primary, 96.2% primary, 96.3% upper primary) lead in professional qualifications. In contrast, Jammu and Kashmir (13.0% pre-primary, 69.1% primary, 72.6% upper primary), Meghalaya (23.8% pre-primary, 64.6% primary, 74.7% upper primary), and Assam (33.2% pre-primary, 81.1% primary, 71.1% upper primary) show significant gaps.

Table 4: State-Wise Percentage of Professionally Qualified Teachers (UDISE+ 2024-25, Selected States)
State/UT Pre-Primary Primary Upper Primary Secondary Higher Secondary
Kerala 84.9% 97.5% 96.1% 97.2% 97.2%
Goa 60.8% 97.2% 96.9% 97.2% 95.4%
Delhi 60.0% 96.2% 96.3% 98.7% 99.4%
Jammu & Kashmir 13.0% 69.1% 72.6% 87.5% 87.6%
Meghalaya 23.8% 64.6% 74.7% 59.6% 56.9%
Assam 33.2% 81.1% 71.1% 51.7% 54.9%

Implications for Universalization and Quality

High qualification rates at primary and secondary levels enhance pedagogy, but low pre-primary qualifications in states like Jammu, Kashmir, and Meghalaya hinder early education quality. The 104,125 single-teacher schools and 12% unqualified teachers nationally, and 20,817 teachers in zero-enrollment schools, contribute to low learning outcomes (ASER 2023: <50% of Class V students can read Class II-level text).

Recommendations and Role of Samagra Shiksha

  1. Enhance Pre-Primary Training: Prioritize pre-primary teacher training through DIETs in states like Jammu, Kashmir, and Meghalaya (Education for All in India, 2024).
  2. Address Teacher Shortages: Fill 10 lakh vacant posts, focusing on rural areas and single-teacher schools with incentives.
  3. Reduce Contractual Dependency: Transition contractual teachers to permanent roles and provide professional development.
  4. Limit Non-Teaching Assignments: Minimize teachers’ non-teaching duties to focus on instruction.
  5. Data-Driven Interventions: Use UDISE+ data for targeted training and recruitment.

Concluding Observations

UDISE+ 2024-25 data shows progress in teacher training and qualifications, with over one crore teachers and an average of 7 teachers per school. However, 104,125 single-teacher schools, 7,993 zero-enrollment schools with 20,817 teachers, and low pre-primary training in states like Jammu and Kashmir, Meghalaya, and Assam pose challenges. Leveraging Samagra Shiksha’s provisions and increasing education spending to 6% of GDP are critical to achieving NEP 2020’s universalization goals by 2030 with quality.

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