NCTE Teacher Demand and Supply Study

The Need

The National Council of Teacher Education (NCTE) has the mandate to ensure planned and coordinated development of teacher education in the country. In order to fulfil its mandate, the NCTE needs a database on demand and supply of teachers for different stages of school education. With this realization, NCTE conducted two major studies in 2007-08 and 2009-10 on demand and supply estimates of school teachers and teacher educators, and demand and supply estimates of intake capacity of teacher education courses respectively. NCTE decided to conduct a new version of the Teacher Demand/Supply Study at the state-level to reflect the recent developments in the school education sector. The overall study will provide greater insight into the areas of need in the teacher education system and will increase the overall efficiency of the system.

Central Square Foundation’s Role

CSF has been involved since the inception of the study by first working with experts in the field to determine the appropriate existing data sources and methodology for the study. CSF then developed the demand (teachers required in schools) and supply (teachers graduating from teacher education institutes) pro-formas which were distributed to all states and union territories in the country to gather the additional data required for the study. In parallel, CSF led the effort to source the data necessary for the demand-side calculations and analysed the data to determine teacher demand by stage of school education from 2014-15 through 2025-26. In partnership with NCTE, CSF also supported the efforts to collect the necessary demand and supply data from states and documented any gaps in the submissions. CSF is currently leveraging existing data sources to determine the teacher demand from 2014-15 through 2025-26 for additional states.

Systemic Impact

The study will allow for a greater understanding of the current status of teachers in position at different school stages, their vacancies, enrolment of students at different school stages and pupil-teacher ratio as per current norms of RTE Act and RMSA guidelines. The current and projected status of these variables will be crucial to assessing the extent of gaps prevailing in the demand of teachers and indicate to what extent policy initiatives regarding achieving the stated objectives of SSA and RMSA have been successful and where teacher education programmes need to be directed. The study will also allow for an understanding of the capacity of different teacher education programmes to examine the gap between demand and supply of teaching manpower corresponding to stages of school education.

Shweta Chaudhry