Fixing the foundations

India needs to strengthen teaching infrastructure

A recent report by the Parliamentary Committee on Estimates (2026-27) titled “Budget and Policy aspects for providing Affordable and Quality Education in the Country including Review of Central Board of Secondary Education (CBSE)”, presented in Parliament, flagged serious capacity constraints at the National Council of Educational Research and Training (NCERT) and CBSE, even as both institutions face expanding responsibilities. The most striking concern is the shortage of personnel. Against the 2,844 sanctioned posts at the NCERT, only 1,248 were filled as of October 2025, leaving 1,596 vacancies, or about 56 per cent. The gaps were not confined to administrative positions, but academic posts too were vacant. At the CBSE, 933 of the 2,117 sanctioned positions, or 44 per cent, were empty. With the CBSE conducting examinations for millions of students, excessive dependence on contractual staff is a risk to the efficiency and integrity of examination management. These institutional shortages also have consequences for the classroom. The NCERT is still rolling out textbooks for Classes IX to XII, creating a transition in which schools are expected to implement a more competency-based curriculum while older study material remains in use. The committee has rightly called for faster development, printing and distribution of textbooks, alongside teacher training in application-based pedagogy.

 

The sharp fall in enrolment between primary and higher-secondary stages also warrants attention. The committee has flagged inadequate availability of secondary and higher-secondary schools relative to primary and upper-primary schools, including all government and government-aided schools. Economic pressures on families, weak retention strategies, and inadequate career guidance further contribute to students dropping out. The problem is particularly acute in several regions where the higher-secondary gross enrolment ratio remains below 50 per cent. Physical and digital infrastructure too remains uneven. Only 58.6 per cent of government schools in 2024-25 had an internet connection. Rural schools continue to face gaps in digital infrastructure, connectivity and locally relevant content. There are also shortages of facilities such as classrooms, laboratories and toilets, and the committee recommended stronger community monitoring of school infrastructure.

 

Funding is, therefore, central. Public expenditure on education remains at 4.1 per cent of gross domestic product (GDP), well below the 6 per cent ambition of the National Education Policy 2020. Its share in government spending has also fallen to 14.2 per cent, below Unesco’s 15 per cent benchmark. The committee recommends a time-bound financial road map and a mandatory 10 per cent annual baseline increase to move towards that target, alongside a non-lapsable education fund for infrastructure, digital expansion, and inclusion. Higher allocations, however, will not be enough unless spending translates into outcomes. The next phase should combine time-bound recruitment with incentives for teachers in difficult areas, continuous teacher training, strengthening career counselling, expanding connectivity, and basic facilities. Monitoring should track not just expenditure but also learning, attendance, retention and transition between school stages. Community-led audits through local boards and school-management committees can improve accountability.