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Exploring Teacher Training In Remote India
It is a foregone conclusion that the poor quality of education in rural schools will surely affect the employability of rural youth. And this is the outcome of the poor training given to teachers in the remote rural areas.
With a great deal of sadness and shame, one has to agree with the Nobel Laureate economist Dr Amarthya Sen’s observations shared at London School of Economics, that “India is the only country in the world which is trying to be the global economic power with an uneducated and unhealthy labour force." This is not just idle talk but a reality that is facing us all. Of the 280 million children in the world who are not going to school, 80 million children come from India alone. And the tragic trajectory of only 35% attendance in government schools, especially in the rural areas, and more than 61% drop-out by the time the students reach secondary school is further perpetuated because we have such ill-trained and demotivated teachers right across the country.
As a contrast, India could actually be in a position to boast of one of the largest education systems in the world. There are nearly 5.98 lakh primary schools, 76 lakh elementary schools and 98,000 higher secondary schools in the country. We have about 1300 teacher training institutes for elementary teachers and nearly 700 colleges of education preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country, nearly 3 million are teaching at the elementary level. This huge machinery is something to boast about but unfortunately, in this number game, what is severely lacking is the quality of teaching and learning.
In rural India, almost half of grade V students cannot read a grade II text and more than 70% of them cannot carry out the simple division. A common feature across the Indian education system is a shortage of qualified teachers. With nearly one in six elementary school teachers not professionally trained, India must improve its spending on teacher training. It is sad that just 2% of the 2018-19 budget allocated for Samagra Shiksha Abhiyan (‘holistic education program’) was spent on teachers’ training institutes.
Right to Education Act of 2009 (Section 23) had mandated that all government school-teachers should possess minimum qualifications laid down by the National Council of Teacher Education. Under guidelines released in November 2010, those not qualified were given time until March 31, 2015, to complete their training. Yet, in 2015-16, of 6.6 million teachers employed at the elementary level, 1.1 million were untrained. Of these, 5,12,000 were in government and aided schools and 5,98,000 in private schools. At the secondary school level, of 2 million teachers, around 14% were not professionally qualified, according to the education ministry.
Poor employability is a direct outcome of poor education. With 70% of India’s workforce residing in rural areas, it is rural India that will form the majority of tomorrow’s workforce. NITI Aayog estimates that half of the total Indian population is expected to be in rural India by 2050. Right now a major cause for rural to urban migration is the search for better employment opportunities in cities. The net migration from rural to urban areas is about 20 lakh per annum, of which 10 lakh are expected to be job-seekers as per MSS Research. During this current pandemic we saw for the first time, a reverse migration happens when the labourers lost their jobs because of the lockdown and slowing of the economy. They were evicted from their houses because of non-payment of rents, and could not manage three square meals a day. If the education in the rural areas were up to the mark and the rural youth were employable both in the villages and cities then this social churn would not have happened. It is a foregone conclusion that the poor quality of education in rural schools will surely affect the employability of rural youth. And this is the outcome of the poor training given to teachers in the remote rural areas.
Large proportions of untrained teachers, both at the elementary and the secondary level, exist in the remote areas of West Bengal, Bihar, Jharkhand, Uttar Pradesh and Chhattisgarh. The story is not too different in the remote areas of other states as well. The reasons for this is simple, there has been very little systematic planning to ensure that teaching as a profession is valued and respected and therefore attracts the best talent. The reality is that teaching has not been the first choice of career for most teachers for a few decades now. It is viewed as a stopgap arrangement and a convenient career choice for women. The magical ingredient of passion is sorely lacking amongst most teachers. In remote parts of the country, it is even more difficult to reach out to teachers both for pre-service and in-service training. The share of teachers’ education budget in school budget has consistently declined from 1.3% in 2009-10 to 1.1% in 2018-19 showing that teachers’ training has been accorded low priority.
I am of the opinion that the training of teachers of rural schools in remote parts of the country has to be designed differently. The curriculum has to be a lot more hands-on, experiential and relevant to the children there. Since most of the teachers themselves come from the same background, they would find it easier and more meaningful to teach children what can be easily applicable in that background. Most of the training for teachers is very theoretical and therefore does not highlight the real problems in the field. While some effort is being made to enhance knowledge of teachers through subject training, nothing is being done to ignite passion and pride in the teaching profession. More emphasis needs to be put upon practice teaching so that the individuals are able to generate more confidence in themselves and work to their best abilities to improve their teaching skills.
A few studies have been done on the condition of teacher education in the country but woefully not enough that addresses the conditions in rural India. The identified problems are the obvious ones, like the short duration of the training program as compared to other countries and therefore the lack of depth and gravitas of such training. The problem begins right from the time the student-teachers are selected for the program. The individuals overwhelmed by poverty, insecurity and vulnerability usually experience problems inadequately depicting their skills, even when they are educated and possess the needed information (Mallica, 2005). It is unfortunate that teacher education institutions have not paid much attention to the promotion of creativity (Sharma, 2018). It is for this reason that the practice of rote learning continues in most Indian schools and definitely in the ones in remote India. It is obvious that the teaching profession is not valued and therefore does not attract much investment either from the government, the school management and the teachers themselves. This leads to a lack of professionalism in the teaching profession
The National Council of Teacher Education (NCTE) has become a mere regulatory body. The main job duty that it performs is to control the administrative functioning of the institutions and prevent them from turning into commercial institutions. Where this department has failed is to incorporate innovative contemporary practices in education into the curriculum and establishing quality controls to ensure that the pedagogy is of high standards. It is for this reason that the quality of teaching has not been given any importance and is actually in the decline.
In the midst of this great turmoil, there is a glimmer of hope coming through with the new National Education Policy 2020 that has recommended a slew of changes to the country’s education system. As per the new policy, by 2030, the minimum degree required for teaching will be a four-year integrated BEd. Apart from this, the Teacher Eligibility Test (TET) will also be changed as per the new school system.
National Testing Agency (NTA) test scores in the corresponding subjects will also be taken into account for recruitment. The NTA will hold exams for all subjects and a common aptitude test.
Those who qualify TET will have to give a demonstration or appear in an interview, and show their knowledge of the local language, as per the new policy. As per the NEP – “Interview will become an integral part of teacher hiring." These interviews would also assess comfort and proficiency in teaching in the local language. It would be a must for teachers in private schools as well to qualify TET. While this seems a good idea, it is, however, unclear how they propose to interview teachers in remote areas.
Under the National Education Policy, a new National Curriculum, Framework for Teacher Education (NCFTE), will be formulated in the country. The new policy acknowledges that no reform will work unless the teacher is brought onto the centre-stage. Critics have raised issues about the policies opaque treatment of “contract teachers or para teachers” which is one of the critical reasons for the poor quality of teaching in the remote parts of the country. The policy is not clear about the working conditions and salaries of these ‘local’ teachers, nor is there any clarity about who will hire them. The number of contract teachers in India’s education system has steadily grown from 3,16,091 at the elementary level in 2010-11 to 6,32,316 by 2017-18 at the elementary and secondary levels. While the draft NEP of 2019 made an unequivocal statement about discontinuing the practice of contract teachers, NEP 2020 does not do so. It is well known that this system can be dysfunctional and even unfair because two sets of teachers are expected to do the same work under two entirely different service conditions.
Teacher vacancies have also been a huge problem in India. The year 2018-19 saw 11.7% vacancies against the sanctioned posts of teachers. States like Bihar, Chhattisgarh, Jharkhand and Uttar Pradesh had more than 30% of the posts sanctioned in the Samagra Shiksha vacant. NEP has not given any timelines about how and when these vacancies will be filled.
None of the good ideas discussed in NEP 2020 can see any reality without a clear road map to transform the way teachers both in the cities and remote places are positioned in the educational system.
In the post-COVID-19 era, more will be demanded by our teachers and we need to prepare them for it. Our teachers may have to do a lot more than just show up in the classroom. Teachers have to rediscover themselves as counsellors and healers to deal with the uncertainties that the children are facing. The question to ask is how do we, as a nation, prepare ourselves for this onerous task and do it well?
About the author: Shukla Bose is the Founder-CEO of Parikrma Humanity Foundation, a nonprofit organisation that runs English-medium schools for underprivileged children. She can be reached on Twitter at @ShuklaBose.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
In a landmark step towards digital equity in education, the Telangana government has signed a Memorandum of Understanding (MoU) with six leading non-profit organisations to provide state-of-the-art, technology-enabled learning completely free of cost to government schools across the State.
The MoU, formalised in the presence of Chief Minister A. Revanth Reddy on Sunday is part of the State’s broader push to ensure inclusive, quality education for underprivileged students. “We are laying the foundation for a knowledge-based future. These partnerships reflect our commitment to ensuring no child is left behind in this digital age,” said the Chief Minister.
The collaborating organisations include EkStep Foundation (led by Nandan Nilekani), Prajwala Foundation (Sunita Krishnan), Physics Wallah (Alakh Pandey), Khan Academy, Pi Jam Foundation (Shoaib Dar), and Educate Girls (Safina Hussain). Each brings a unique offering to the table:
- EkStep will expand its AI-powered multilingual foundational learning platform from 540 to over 5,000 primary schools across all 33 districts.
- Physics Wallah will offer free NEET, JEE, and CLAT coaching to Intermediate-level students.
- Khan Academy will roll out curriculum-aligned STEM video content for Classes 6–10.
- Prajwala Foundation will introduce child safety and protection modules for Classes 6–12.
- Pi Jam Foundation will offer coding and computational thinking courses from Classes 1–10.
- Educate Girls, already active in the State, will continue efforts to boost girl-child enrolment and literacy.
Senior officials, including Government Advisor K. Kesava Rao, Education Secretary Yogita Rana, and School Education Director Narasimha Reddy, were present at the signing, underscoring the administration’s intent to drive systemic change through strategic public–NGO partnerships.
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