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No School in the State Now Without a Teacher
80% Decline in Single-Teacher Schools10,372 Schools Merged, Extensive Teacher Rationalization Completed
Students to Receive Enhanced Educational Facilities
Raipur, 15 June 2025: In a major stride toward improving the quality and accessibility of education, the Government of Chhattisgarh has launched a wide-reaching and meaningful initiative for rationalizing schools and teachers. Under the leadership of Chief Minister Shri Vishnu Deo Sai, and in accordance with the provisions of the National Education Policy (NEP) 2020 and the Right to Education Act, 2009, this far-sighted reform is a significant effort to streamline the education system and resolve long-standing educational disparities in the state.
Before this rationalization, the shortage of teachers in rural schools and overstaffing in urban and nearby schools had negatively impacted education quality, which in turn affected students’ academic performance.
Earlier, around 212 primary and 48 upper primary schools in the state were completely without teachers. Additionally, 6,872 primary and 255 upper primary schools were operating with only one teacher. Moreover, 211 schools had no enrolled students but still had teachers posted. A total of 166 schools were merged—133 of them in rural areas with fewer than 10 students and located within 1 km of another school, and 33 in urban areas with fewer than 30 students and located within 500 meters of another school.
Despite these challenges, Chhattisgarh’s pupil-teacher ratio (PTR) was notably better than the national average. The state had a PTR of 20 for primary schools (national average: 29) and 18 for upper primary schools (national average: 38). However, there was a significant imbalance in distribution. Approximately 17,000 primary and 4,479 upper primary schools in the state had a PTR lower than 20. In urban areas alone, 527 schools had a PTR below 10—including 8 primary schools with more than 15 teachers, 61 schools with 10–15 teachers, and 749 schools with 6–9 teachers—highlighting the need for more efficient resource allocation.
The central part of this initiative was the integration of about 10,372 schools located on the same campus, including primary, upper primary, high school, and higher secondary levels. This merger is expected to bring several benefits, such as a reduction in dropout rates and eliminating the need for repeated transfer certificates. It will also provide access to quality education, peer learning across grades, and improved exposure to computers, science labs, sports, and cultural activities—leading to academic interest and all-round personality development. Administrative management will also be strengthened as a result.
Along with school consolidation, a major teacher rationalization process was carried out through counseling at district, divisional, and state levels. Approximately 13,793 teachers were rationalized at the district level, 863 at the divisional level, and 105 at the state level.
The initial outcomes of the rationalization campaign are highly promising. Importantly, the Education Department has clarified that no school has been shut down and no teacher post has been eliminated. The focus remains on ensuring that schools operate with better infrastructure and adequate teaching staff.
As a result of this initiative:
There are now zero teacher-less schools in Chhattisgarh.
The number of single-teacher schools has been reduced by 80%, with only about 1,200 remaining.
Integration of 10,372 schools and adjustment of 166 schools (rural and urban) has been successfully completed.
Around 89% of students will no longer need to go through repeated admission processes.
Students will have access to additional teachers and more consistent school schedules and activities.
This reform also aims to strengthen remedial education to enhance student comprehension.
By implementing the National Education Policy, Chhattisgarh is not only addressing current gaps but also laying a strong foundation for a future where every child has access to quality education. This rationalization initiative stands as a testament to the state’s commitment to building a more efficient, equitable, and effective educational environment.
