Parliament Question: Shortages of Teachers in Government Schools and Central Universities

GOVERNMENT OF INDIA MINISTRY OF EDUCATION DEPARTMENT OF SCHOOL EDUCATION & LITERACY LOK SABHA

UNSTARRED QUESTION NO:- 3631 ANSWERED ON-10/08/2026 Shortages of Teachers in Government Schools and Central Universities

3631. Mr Pathan Yusuf:

Will the Minister of EDUCATION be pleased to state:

(a) whether the Government is aware of the growing teacher shortages and vacancies in Government schools and higher educational institutions in the country, if so, the details thereof;

(b) the total number of sanctioned posts and vacant posts of teachers and faculty members in schools, colleges and central universities, institution-wise;

(c) whether the Government proposes to undertake any special recruitment drive to fill up these vacancies, if so, the details thereof; and

(d) the steps taken by the Government to improve the student-teacher ratio and maintain the quality of education in the country? ANSWER MINISTER OF STATE IN THE MINISTRY OF EDUCATION (SHRI JAYANT CHAUDHARY)

(a) to (d): Education being a subject in the Concurrent List of the Constitution, the majority of schools in the country are under the administrative control of the respective State Governments and Union Territory Administrations. Accordingly, the recruitment, service conditions and deployment of school teachers fall within the administrative domain of the concerned States/UTs. The data relating to sanctioned teaching posts and vacant teaching posts in Government schools, including State-wise details, is maintained by the respective State Governments and Union Territory Administrations.

As per the UDISE+, the State/UT-wise details of teachers in-position in Government schools across the country are placed at Annexure-I.

Recruitment of teachers is a continuous process undertaken by the respective State Governments/UT Administrations in accordance with their recruitment rules and procedures. Vacancies arise from time to time due to factors such as retirement, resignation, creation of new posts consequent to enhanced student enrolment and establishment of new schools. The timeline for filling up such vacancies is also determined by the respective State Governments/UT Administrations.

The Central Government, on its part, periodically advises States/UTs to fill up vacant posts of teachers through transparent and merit-based recruitment processes, including through autonomous teacher recruitment boards or similar organisations. The progress regarding filling up of teacher vacanciesthrough competitive selection by the States/UTs, with due care for consistency and sanctity and after a technology-based comprehensive teacher requirement planning and forecasting exercise, is periodically reviewed by the Department of School Education & Literacy with the States/UTs.

Further, the Central Government, through the Centrally Sponsored Scheme of Samagra Shiksha, provides financial assistance to States/UTs to maintain appropriate Pupil-Teacher Ratio (PTR) at various levels of schooling as per the norms prescribed under the Right of Children to Free and Compulsory Education (RTE) Act, 2009, as amended from time to time.

The National Education Policy (NEP), 2020 emphasises maintenance of a pupil-teacher ratio of under 30:1 in each school and under 25:1 in areas having large numbers of socio-economically disadvantaged students. As per UDISE+ 2025-26, the national PTR stands at 10 at the Foundational Stage, 12 at the Preparatory Stage, 17 at the Middle Stage and 21 at the Secondary Stage.

In respect of Higher Educational Institutions under the Ministry of Education, the Central Higher Education Institutions (CHEIs), including Central Universities, are statutory autonomous organisations established under the respective Central Acts of Parliament and governed by the provisions of the Acts, Statutes and Regulations made thereunder. Faculty recruitment is undertaken by the respective institutions in accordance with their Acts and Regulations, and the recruitment powers vest with their respective Board of Governors, Executive Committee or Board of Management. Vacancies arise on account of promotion, retirement, resignation, death, opening of new institutions, schemes or projects, and expansion of student strength and institutional capacity.

To fill faculty vacancies, the Ministry has, from time to time, advised all Central Higher Education Institutions to undertake Mission Mode Recruitment Drives, including special drives for filling backlog vacancies. In August, 2021, all CHEIs under Ministry of Education were requested to undertake special drive to fill backlog vacancies in their institutions in Mission Mode. The CHEIs undertook special recruitment drives to fill the vacancies including of Scheduled Castes (SCs), Scheduled Tribes (STs) and Other Backward Classes (OBCs). In September 2022, Ministry of Education had also exhorted all the CHEIs to fill up the vacancies in Mission Mode. In October 2025, all the CHEIs have again been requested to fill up all the backlog vacancies in Mission Mode. From September 2022, all CHEIs including CUs, IITs and NITs have undertaken Mission Mode recruitment drive to fill the vacancies. Up to 23.05.2026 (i.e. the date of last Rozgar Mela), a total number of 32114 posts have been filled up by all CHEIs, including 18757 faculty positions, in Mission Mode.

In Centrally funded Higher Education Institutions, measures have been taken to attract quality faculties which includes year-round open advertisements, recruitment through search-cum-selection procedures, special recruitment drive, mission mode recruitment and invitation to alumni/scientists/faculty, etc. The faculty recruitment processes are carried out by the CHEIs by inviting applications in a transparent manner, as part of a multi-step and robust screening process. The Acts and Statutes of various institutionsspecify the composition of selection committees, authorities responsible for recruitment of various levels of faculty, provision of independent subject experts and Visitor’s nominees etc. so as to ensure transparency and academic rigour in recruitments. UGC has launched a common portal ‘CU-CHAYAN’ for faculty recruitment, making provision for listing of vacancies/ advertisements/ jobs across all Central Universities, thus making the entire recruitment process more transparent and accessible.

For enhancing quality of School Education, NEP 2020 lays emphasis on experiential learning, arts- integrated and sports integrated education, story-telling based pedagogy, integration of skill education, enhancing quality of pre-service and in-service training of teachers etc.

The following major initiatives have been taken to improve the quality of school education on equitable

basis: i. National Curriculum Framework for School Education (NCF-SE) and National Curriculum Framework for Foundation Stage (NCF-FS) have been developed for children between ages 3-18 under the 5+3+3+4 curricular and pedagogical structure recommended by NEP

2020. ii. In accordance with NEP 2020 and the Curriculum Frameworks, textbooks that emphasize play-based, multidisciplinary, and experiential learning, from foundational years to secondary have been developed. In addition to textbooks, innovative academic resources such as Special Modules, supplementary learning materials, and teachers’ handbooks to support students and teachers in diverse areas of learning are developed on continuous basis.

iii. National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) has been launched under Samagra Shiksha for ensuring that every child in the country necessarily attains foundational literacy and numeracy (FLN) by the end of Grade 3, and e-content for the same has been released at DIKSHA platform.

iv. VIDYA PRAVESH-Guidelines for Three-month Play-based School Preparation Module for Grade-I Children have been released on 29th July, 2021 for all children to expose to a warm and welcoming environment in Grade-I. Jadui Pitara and e-Jadui Pitara, play based interactive learning resources have also been developed.

v. NISHTHA Integrated Teacher Training Programme 1.0, 2.0, 3.0 and 4.0 has been introduced for different stages of school education for Teachers, Head Teachers/Principals and other stakeholders in Educational Management.

vi. PARAKH Rashtriya Sarvekshan 2024 has been conducted on 4th December, 2024 by the Ministry of Education to evaluate children’s progress and learning competencies as an indicator of the health education system, and to take appropriate steps for remedial actions at different levels.

vii. A 73 indicator-based matrix Performance Grading Index (PGI) has been developed to grade the States/UTs. District level Performance Grading Indices (PGI) have been prepared and a Web application for compilation of PGI-District has been developed.

The Central Government assists States and UTs through the Centrally Sponsored Scheme of Samagra Shiksha in delivering quality education and improving learning outcomes through various interventions.

Support is provided, as per scheme norms, for RTE entitlements, composite school grants, library grants, grants for sports and physical education, student assessments, digital interventions, skill education, strengthening of Teacher Education Institutions like SCERTs and DIETs, professional development of teachers, support for DIKSHA, academic support through BRCs/CRCs, etc. Support for remedial teaching, bridge courses, and Learning Enhancement Programmes is also provided.

*****ANNEXURE-I ANNEXURE REFERRED TO IN REPLY TO PARTS (A) TO (D) OF LOK SABHA UNSTARRED QUESTION NO. 3631 ANSWERED ON 10/08/2026 ASKED BY HON’BLE MEMBER OF PARLIAMENT MR PATHAN YUSUF REGARDING “SHORTAGES OF TEACHERS IN GOVERNMENT SCHOOLS AND CENTRAL UNIVERSITIES”.

Teachers in-position in Government schools (2025-26) Teachers in-position Foundational Seconda Total Middle State +Preparatory ry 18,48,33 India 51,34,623 17,54,291 15,32,001 1 Andaman & Nicobar Islands 4,758 877 799 3,082 Andhra Pradesh 2,01,125 74,616 7,254 1,19,255 Arunachal Pradesh 16,288 3,001 6,576 6,711 Assam 2,16,716 95,731 40,479 80,506 Bihar 5,36,061 1,64,481 2,42,606 1,28,974 Chandigarh 5,518 43 284 5,191 Chhattisgarh 1,86,139 74,645 53,452 58,042 Daman & Diu and Dadra & Nagar Haveli 3,264 546 1,656 1,062 Delhi 83,384 18,287 319 64,778 Goa 3,805 1,997 321 1,487 Gujarat 1,94,679 27,386 1,53,108 14,185 Haryana 1,00,969 32,256 10,378 58,335 Himachal Pradesh 66,267 19,080 5,243 41,944 Jammu & Kashmir 91,569 18,748 38,988 33,833 Jharkhand 1,16,372 35,945 45,188 35,239 Karnataka 1,93,644 34,830 95,197 63,617 Kerala 82,601 16,294 15,626 50,681 Ladakh 5,289 734 2,426 2,129 Lakshadweep 729 179 192 358 Madhya Pradesh 3,99,970 1,28,006 1,22,807 1,49,157 Maharashtra 2,23,687 91,352 1,08,297 24,038 Manipur 16,970 6,615 2,944 7,411 Meghalaya 20,297 9,964 7,587 2,746 Mizoram 14,239 5,378 5,560 3,301 Nagaland 18,195 5,791 5,968 6,436 Odisha 2,13,165 60,916 78,991 73,258 Puducherry 4,959 1,513 551 2,895 Punjab 1,22,813 51,471 8,217 63,125 Rajasthan 4,41,070 63,341 1,16,481 2,61,248 Sikkim 10,933 2,038 2,220 6,675 Tamil Nadu 2,21,451 56,778 47,102 1,17,571 Telangana 1,56,178 43,867 14,336 97,975 Tripura 26,881 4,862 5,840 16,179 Uttar Pradesh 6,27,124 3,40,103 2,59,477 27,544 Uttarakhand 59,401 22,738 7,270 29,393 West Bengal 4,48,113 2,39,882 18,261 1,89,970

Source: UDISE+ 2025-26