The rise of temporary teachers in West Bengal

West Bengal’s higher education system is increasingly defined by an unusual feature: an extraordinary dependence on temporary teachers. While contract and temporary faculty are not uncommon in Indian universities, the scale observed in West Bengal is far beyond national norms. Evidence from the All India Survey of Higher Education (AISHE) suggests that this is not a short-term administrative arrangement but a permanent structural feature of the system.

The chart below reveals the magnitude of the problem. Over the past decade, the share of temporary teachers in West Bengal has consistently remained above 15%, far exceeding that of other major states. While Rajasthan (1.25%), Tamil Nadu (2.84%) and even Uttar Pradesh (6%) reported relatively modest shares in 2021-22, West Bengal posted a striking 18%. In absolute terms, too, the State leads with more than 13,200 temporary teachers; this is higher than second-placed Karnataka (11,300).

The skew along gender lines is even starker. Temporary appointments account for 22.5% of all female teachers in the state, compared to 15.4% for males. Among large states, the second highest share of female temporary teachers is only 7.8%.

Although AISHE’s latest data is only available through 2021-22, the insights they reveal remain relevant. Structural features of higher education systems, such as institutional capacity, hiring practices and workforce composition, tend to develop slowly. Therefore, the observed trends are unlikely to reverse dramatically in the short term since then and continue to provide valuable information.

A common explanation for the unusually high share of temporary teachers in West Bengal could be that such reliance is due to a freeze on permanent recruitment. However, the data does not support this claim. Growth in permanent teaching positions in West Bengal has fluctuated between 8% and 15% annually; neither stagnant nor unusually low relative to other States. Moreover, we find that the growth of temporary and permanent teachers in West Bengal generally moves together.

An alternative line of inquiry is whether this pattern reflects a demand-side pressure, particularly whether the higher Gross Enrollment Ratio (GER) in West Bengal has outpaced the system’s ability to expand permanent teaching staff. However, comparison of GER across states shows otherwise. West Bengal’s GER (26.3% in 2021-22) is not very high; In fact, it is at the lower end of the spectrum, with states like Tamil Nadu (47%) and even Rajasthan (28.6%) performing better by a margin.

So the problem lies elsewhere, namely on the supply side of higher education.

stretched numbers

West Bengal has not been able to expand its institutional capacity in line with increasing demand. Between 2017-18 and 2020-21, the number of institutions increased by only 10.83%; this rate was much lower than other states with relatively weaker educational infrastructure such as Rajasthan (23.5%), Madhya Pradesh (21%) and Uttar Pradesh (19%). This limited expansion has placed a heavy burden on existing institutions. With around 1,100 students per institute, West Bengal ranks second in the country behind Delhi and well above most other states.

This tension is also reflected in the capacity to teach. The state’s student-teacher ratio ranges from 29 to 35; which is among the poorest states in India.

Compared to many other large states, West Bengal also has a low number of permanent faculty members per one lakh students (257). These indicators converge on a single conclusion: There are not enough institutions or permanent teachers to meet the demand for higher education.

In this context, the proliferation of temporary teachers appears to be a coping mechanism rather than a policy choice. Over-reliance on temporary teachers may have a short-term financial incentive for the State, but it has long-term consequences for the health of the higher education system. By design, such positions offer limited job security, lower pay, and little room for research or professional development.

This can negatively impact teaching quality, as instructors juggling multiple appointments may have less time and less incentive for student engagement or curriculum development. A system based predominantly on precarious employment risks deterring individuals from pursuing academic careers altogether. Moreover, existing inequalities are further deepened, as temporary positions are disproportionately filled by women and early-career academics.

The consequences of this structural imbalance extend beyond the higher education system. In recent years, the West Bengal government’s policy focus has increasingly turned to cash transfer schemes aimed at immediate welfare gains.

While such interventions can help vulnerable households, they cannot replace long-term investments in human capital.

Addressing underlying structural constraints (expanding institutional capacity, improving student-teacher ratios, and strengthening the permanent faculty base) is essential. Without these reforms, the State risks undermining its ability to create a skilled and productive workforce.

The authors are Assistant Professors of FLAME University. Contributed by Ridhima Mittal, FLAME University UG2 student.

It was published – 30 March 2026 05:45 IST