Shortage of Teachers at Elementary and Secondary Levels of Education in India: 2021-2024

 

Background

India’s education system has undergone significant transformations in recent years, particularly in its teaching workforce. Analysing parliamentary data from 2021 to 2024 reveals intriguing trends that offer insights into the country’s evolving educational priorities and challenges. Researchers have reported in the past about the shortage of more than 1 million teachers in schools in India imparting primary, upper primary, and secondary education. Despite concerted efforts through a variety of Centrally Sponsored Programmes, like the District Primary Education Programme, Sarva Shiksha Abhiyan, RMSA, and now, Samagra Shiksha, the situation remains the same.

On the other hand, if we look into the enrolment and number of teachers in schools, one gets the impression that there is no shortage of teachers, which is reflected in the Student-Teacher Ratio, but essentially, it is the issue of deployment of teachers because of which many schools have less number of teachers than required and on the other hand, a few schools have an excess number of teachers than required. It has also been noticed that locations near the cities and in rural areas close to urban areas do have issues with teacher deployment, which must be resolved without losing further time. States have developed online portals for transfer from one district to another and from one school to another within or outside the district.

The present article provides an overview of the teacher shortage in India at the school level of education, highlighting its implications for quality education and offering actionable solutions. By addressing this critical issue, stakeholders can foster an educational environment that truly benefits all students.

The analysis is based on information submitted in the Parliament regarding the sanctioned positions of teachers, teachers in Positions, and vacant positions from 2021-22 to 2023-24 on December 4th, 2023.

Shortage of Teachers in School Education in India: Myth or Reality

Shortage of Teachers in India: Implications for Quality of Education (2024)

State-wise Shortage of Teachers at Elementary and Secondary Level: 2021-22 To 2023-24 (Answer in Parliament on 4th December 2023 India, PAB)

The Shrinking Classroom: A Paradox of Progress?

One of the most striking trends is the substantial reduction in sanctioned teaching positions across India. This decline, amounting to nearly 6% over two years (from 5,924,416 in 2021-22 to 5,579,605 in 2023-24), raises important questions about the future of Indian education. Is this a result of budget constraints, or does it reflect a shift towards a more streamlined, efficient educational system? Or is it because of the merging or closedown of schools in the recent past, which is also evident in the number of schools covered under the UDISE as a part of the annual data collection?

The reduction is particularly pronounced in elementary education, which has decreased by over 6% in sanctioned positions (from 4,981,133 in 2021-22 to 4,659,530 in 2023-24); this trend could be interpreted in multiple ways. On one hand, it might indicate a response to changing demographics, with fewer children entering the school system. Alternatively, it could suggest reallocating resources to improve infrastructure or invest in technology-enabled learning or just because of the closing or merging of schools, as indicated above. It may also be observed that India, under the UDISE, initiated student data collection during 2022-23, which is why one can expect a significant decline in the number of students in the Government and schools owned by private management.

Status of Teachers including Head Teachers: All India, 2021-22 to 2023-14
2021-22 2022-23 2023-24
Level Sanctioned In Position Vacant Sanctioned In Position Vacant Sanctioned In Position Vacant
Elementary 4981133 3943862 1037271 4954606 4062586 892020 4659530 3937117 722413
Secondary 943283 813945 129338 966935 834345 132590 920075 795806 124262
Total 5924416 4757807 1166609 5921541 4896931 1024610 5579605 4732923 846675
Percentage
2021-22 2022-23 2023-24
Level Sanctioned In Position Vacant Sanctioned In Position Vacant Sanctioned In Position Vacant
Elementary 84.08 82.89 88.91 83.67 82.96 87.06 83.51 83.19 85.32
Secondary 15.92 17.11 11.09 16.33 17.04 12.94 16.49 16.81 14.68
Total 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00
Source: PAB Minutes & AWP&Bs, as reported in the Parliament. Question No. 133. Answered on 4/12/2023, UNSTARRED QUESTION NO-133, ANSWERED ON 04/12/2023.
2021-22 2022-23 2023-24
Level Sanctioned In Position Vacant Sanctioned In Position Vacant Sanctioned In Position Vacant
Elementary 4981133 3943862 1037271 4954606 4062586 892020 4659530 3937117 722413
Secondary 943283 813945 129338 966935 834345 132590 920075 795806 124262
Total 5924416 4757807 1166609 5921541 4896931 1024610 5579605 4732923 846675
Percentage
2021-22 2022-23 2023-24
Level Sanctioned In Position Vacant Sanctioned In Position Vacant Sanctioned In Position Vacant
Elementary 4981133 79.18 20.82 4954606 82.00 18.00 4659530 84.50 15.50
Secondary 943283 86.29 13.71 966935 86.29 13.71 920075 86.49 13.51
Total 5924416 80.31 19.69 5921541 82.70 17.30 5579605 84.83 15.17
Source: PAB Minutes & AWP&Bs, as reported in the Parliament. Question No. 133. Answered on 4/12/2023, UNSTARRED QUESTION NO-133, ANSWERED ON 04/12/2023.

Filling the Gaps: A Silver Lining

Despite the reduction in overall positions, there’s a notable improvement in vacancy rates across both elementary and secondary levels. The vacancy rate decreased from 19.69% in 2021-22 to 15.17% in 2023-24. This positive trend suggests a concerted effort to address the longstanding issue of teacher shortages in schools in India.

At the elementary level, vacancy rates have improved significantly:

  • 2021-22: 20.82% (1,037,271 vacancies)
  • 2022-23: 18.00% (892,020 vacancies)
  • 2023-24: 15.50% (722,413 vacancies)

The secondary level has also seen improvements, albeit less dramatic:

  • 2021-22: 13.71% (129,338 vacancies)
  • 2022-23: 13.71% (132,590 vacancies)
  • 2023-24: 13.51% (124,262 vacancies)

The implications of this trend are significant. Fewer vacancies mean more classrooms with permanent teachers, which may lead to better educational outcomes and more stable learning environments for students. However, it’s crucial to investigate whether this improvement is uniform across different regions and types of schools or if specific areas are still struggling with chronic teacher shortages. However, on this note, we confine ourselves to only a shortage of teachers at the all-India level.

The Elementary-Secondary Divide

The data reveals a persistent disparity between elementary and secondary education sectors. Elementary education continues to dominate in sanctioned positions and vacancies, reflecting the massive scale of India’s primary education system. In 2023-24, elementary education accounted for 83.51% of all sanctioned positions and 85.32% of all vacancies. In the latest year, i.e., 2021-22, the elementary level has a large enrollment, 188.63 million, against 67.11 million students at the secondary and higher secondary levels of education.

This emphasis aligns with the country’s focus on achieving universal elementary education, as mandated by the Right to Education Act 2009. However, the consistently lower vacancy rates in secondary education are intriguing. In 2023-24, the vacancy rate for secondary education was 13.51%, compared to 15.50% for elementary education; this could indicate a more manageable scale, better retention rates, or possibly more attractive working conditions at the secondary level. It’s worth exploring whether these factors could inform strategies for improving teacher recruitment and retention in elementary schools.

Efficiency or Compromise?

The overall trend of reduced positions and improved fill rates presents a complex picture. On the surface, it appears to be a move towards greater efficiency in the education system. Despite the reduction in sanctioned positions, the total number of filled positions has remained relatively stable (4,757,807 in 2021-22 to 4,732,923 in 2023-24). However, this raises critical questions about the quality of education being delivered. Are fewer teachers being asked to manage larger class sizes? Is this trend impacting the teacher-student ratio, a crucial factor in educational quality?

Moreover, reducing teaching positions could potentially impact the diversity of subjects offered, especially in secondary schools. It’s essential to investigate whether this trend is affecting the breadth & depth of the curriculum available to students.

Regional Disparities and Future Challenges

While the national-level data provides valuable insights, it likely masks significant regional variations. India’s vast and diverse educational landscape means that the experiences of different states and union territories could vary widely. Future research should delve into these regional disparities to provide a more nuanced understanding of the challenges and successes across various parts of the country.

Additionally, the data prompts questions about the long-term sustainability of these trends. As India strives for improved educational outcomes and increased enrollment, especially at the secondary level, will the current trajectory of reduced teaching positions be sufficient to meet future demands? Needless to reiterate, India envisages attaining a 100 percent Gross Enrolment Ratio (GER) at the secondary level by 2030, as indicated in the NEP 2020.

Recent Efforts: Samagra Shiksha’s Role in Bridging the Gap

In response to the challenges facing India’s education system, the Government launched the Samagra Shiksha scheme in 2018. This integrated program for school education extends from preschool to class XII, aiming to ensure inclusive and equitable quality education. Concerning addressing teacher shortages and improving the quality of education, Samagra Shiksha has implemented several key initiatives:

  1. Teacher Training and Professional Development: The scheme emphasizes continuous professional development of teachers, allocating funds for in-service and pre-service training. In 2023-24, this focus on teacher quality may have contributed to the improved vacancy rates (15.17% overall vacancy rate, down from 19.69% in 2021-22).
  2. ICT Integration: By promoting information and communication technology in schools, Samagra Shiksha aims to enhance teaching-learning processes; this could help mitigate teacher shortages’ impact in some areas.
  3. Composite School Complexes: The scheme encourages the creation of school complexes, which can help in the optimal utilization of teaching resources across nearby schools.
  4. Recruitment Support: While teacher recruitment is primarily a state subject, Samagra Shiksha provides financial assistance to states for additional teaching posts in areas with high pupil-teacher ratios.

These efforts under Samagra Shiksha likely contribute to the positive trends we’ve observed in filling teacher vacancies, particularly at the elementary level, where vacancy rates have improved from 20.82% in 2021-22 to 15.50% in 2023-24.

The Recruitment Conundrum: Processes and Challenges

The teacher recruitment process in India is complex and varies across states, contributing to the challenges in filling vacancies efficiently. Generally, the recruitment process involves the following steps:

  1. Identification of Vacancies: States assess their teacher requirements based on student enrollment, existing teachers’ retirement, and new school creation.
  2. Eligibility Criteria: Candidates must meet specific educational qualifications, including a bachelor’s degree and a teaching diploma or degree (B.Ed). Passing the Teacher Eligibility Test (TET) is mandatory for elementary teachers.
  3. Recruitment Examinations: Most states conduct Teacher Eligibility Tests and competitive exams for selection.
  4. Interview and Demonstration: Shortlisted candidates often undergo interviews and may be required to give teaching demonstrations.
  5. Appointment and Placement: Successful candidates are appointed and placed in schools based on vacancies and sometimes personal preferences.

Despite this structured process, several challenges persist in obtaining adequately qualified teachers:

  1. Regional Disparities: Rural and remote areas struggle to attract and retain qualified teachers, contributing to uneven vacancy rates across regions.
  2. Quality of Teacher Education: The variability in the quality of teacher education institutions affects the preparedness of new teachers entering the system.
  3. Delays in Recruitment: Administrative delays in conducting exams, publishing results, and completing the appointment process can lead to prolonged vacancies.
  4. Qualification-Demand Mismatch: In some cases, there’s a mismatch between the available candidates’ specializations and the schools’ subject-specific requirements.
  5. Contractual Appointments: The practice of hiring contract teachers while helping to fill immediate gaps can lead to teacher quality and motivation issues in the long term.

Despite efforts, these recruitment challenges partly explain why there remain significant vacancies – 722,413 at the elementary level and 124,262 at the secondary level in 2023-24. The complexity of the recruitment process, coupled with the vast scale of India’s education system, makes the rapid filling of all vacancies a formidable task.

Conclusion: Balancing Quantity and Quality

The trends observed in India’s teaching workforce from 2021-22 to 2023-24, along with the ongoing efforts under Samagra Shiksha and the complexities of teacher recruitment, reflect a system in flux. While the improved fill rates are encouraging, the overall reduction in teaching positions and persistent recruitment challenges demand careful consideration.

As India moves forward, policymakers and educators must balance the drive for efficiency with the need to provide quality education to all;  this may require innovative approaches to teacher training, deployment, and support and a streamlined and more responsive recruitment process. The focus should be filling vacancies and ensuring every classroom has a well-qualified, motivated teacher.

Ultimately, these trends and challenges underscore the need for a comprehensive, data-driven approach to education policy. By closely monitoring workforce dynamics, addressing recruitment bottlenecks, and building on the initiatives of Samagra Shiksha, India can work towards an education system that is not only efficient but also equitable and effective in preparing its youth for the challenges of the 21st century.

FAQs: Teacher Shortage in India (2021-2024)

  1. Q: What is the current trend in teacher positions in India?

    A: From 2021-22 to 2023-24, there has been a substantial reduction in sanctioned teaching positions across India, decreasing by nearly 6% (from 5,924,416 to 5,579,605).

  2. Q: Has the shortage of teachers improved in recent years?

    A: Yes, there has been an improvement. The overall vacancy rate decreased from 19.69% in 2021-22 to 15.17% in 2023-24.

  3. Q: Which level of education has more teacher vacancies?

    A: Elementary education consistently has more vacancies. In 2023-24, elementary education accounted for 85.32% of all vacancies.

  4. Q: What is the vacancy rate at the secondary education level?

    A: The vacancy rate for secondary education in 2023-24 was 13.51%, which is lower than the elementary level (15.50%).

  5. Q: What government initiative aims to address teacher shortages?

    A: The Samagra Shiksha scheme, launched in 2018, is an integrated program that aims to ensure inclusive & equitable quality education from preschool to class XII.

  6. Q: What are some key challenges in teacher recruitment in India?

    A: Key challenges include regional disparities, variability in teacher education quality, delays in recruitment processes, qualification-demand mismatches, and issues related to contractual appointments.

  7. Q: How has the number of sanctioned teaching positions changed at the elementary level?

    A: The number of sanctioned positions in elementary education has decreased by over 6%, from 4,981,133 in 2021-22 to 4,659,530 in 2023-24.

  8. Q: What factors might contribute to the reduction in sanctioned teaching positions?

    A: Possible factors include budget constraints, changing demographics, reallocation of resources, merging or closing of schools, and efforts to streamline the educational system.

  9. Q: How does the Teacher Eligibility Test (TET) factor into teacher recruitment?

    A: Passing the Teacher Eligibility Test is mandatory for elementary teachers and is part of the recruitment process in most states.

  10. Q: What is the main area of concern regarding the reduction in teaching positions?

    A: The main concern is whether this reduction might impact the quality of education, potentially leading to larger class sizes or affecting the diversity of subjects offered, especially in secondary schools.

  11. Q: How does Samagra Shiksha aim to improve teacher quality?

    A: Samagra Shiksha emphasizes continuous professional development of teachers, allocates funds for in-service and pre-service training, and promotes the integration of ICT in schools.

  12. Q: Are there regional variations in teacher shortages across India?

    A: Yes, while the document provides national-level data, it acknowledges that there are likely significant regional variations across different states and union territories.

Education for All  in India