West Bengal’s higher education system is increasingly being defined by an unusual feature: an exceptionally high reliance on temporary teachers. While contractual and ad-hoc faculty are not uncommon across Indian universities, the scale observed in West Bengal is far beyond the national norm. Evidence from the All India Survey on Higher Education (AISHE) reveals that this is not a short-term administrative adjustment, but a persistent structural feature of the system.
The chart below captures the magnitude of the issue. Over the past decade, the share of temporary teachers in West Bengal has consistently remained above 15%, far exceeding that of any other major State. In 2021-22, while Rajasthan (1.25%), Tamil Nadu (2.84%), and even Uttar Pradesh (6%) reported relatively modest shares, West Bengal stood at a striking 18%. In absolute terms too, the State leads, with over 13,200 temporary teachers — higher than Karnataka (11,300), which ranks second.
The skew is even sharper along gender lines. Temporary appointments account for 22.5% of all female teachers in the State, compared to 15.4% for men. The next highest share of female temporary teachers among major States is just 7.8%.
While the latest data from AISHE are available only up to 2021-22, the insights they reveal are still relevant. Structural features of higher education systems such as institutional capacity, hiring practices, and workforce composition tend to evolve slowly. As such, the trends observed are unlikely to have reversed dramatically in the short span since, and continue to offer valuable insights.
A common explanation for the unusually high share of temporary teachers in West Bengal could be that such reliance stems from a freeze in permanent recruitment. However, 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 see that the growth of temporary and permanent teachers in West Bengal has broadly moved in tandem.
An alternative line of inquiry is whether this pattern reflects a demand-side pressure, specifically whether a higher Gross Enrolment Ratio (GER) in West Bengal has outpaced the system’s ability to expand permanent faculty. However, a comparison of GER across States suggests otherwise. West Bengal’s GER (26.3% in 2021-22) is not particularly high; in fact, it lies toward the lower end of the spectrum, with States like Tamil Nadu (47%), and even Rajasthan (28.6%) outperforming by a margin.
The problem, therefore, lies elsewhere — on the supply side of higher education.
Strained numbers
West Bengal has not been able to expand its institutional capacity in line with rising demand. Between 2017-18 and 2020-21, the number of institutions grew by just 10.83%, well below other States with relatively weaker educational infrastructure, such as Rajasthan (23.5%), Madhya Pradesh (21%), and Uttar Pradesh (19%). This limited expansion has resulted in a heavy burden on existing institutions. With roughly 1,100 students per institute, West Bengal ranks second in the country, behind Delhi, and far above most other States.
This strain is further reflected in teaching capacity. The pupil-teacher ratio in the State ranges between 29 and 35 — among the poorest in India.
Compared to many other major states, the number of permanent faculty per one lakh students is also low in West Bengal (257). These indicators converge on a single conclusion: there are simply not enough institutions or permanent teachers to meet the demand for higher education.
In this context, the proliferation of temporary teachers appears less a policy choice and more a coping mechanism. An excessive reliance on temporary teachers may have a fiscal incentive from the State’s perspective in the short run, but it has certain long-term consequences on the health of the higher education system. By design, such positions offer limited job security, lower pay, and little scope for research or professional development.
This can adversely affect teaching quality, as instructors juggling multiple appointments may have less time and lower incentive for student engagement or curriculum development. A system that depends heavily on precarious employment risks disincentivising individuals from pursuing academic careers altogether. Moreover, since temporary positions are disproportionately filled by women and early-career academics, existing inequities are deepened.
The implications of this structural imbalance extend beyond the higher education system itself. In recent years, the policy focus of the West Bengal government has increasingly leaned towards cash transfer schemes aimed at immediate welfare gains.
While such interventions help vulnerable households, they cannot substitute long-term investments in human capital.
Addressing the underlying structural constraints — expanding institutional capacity, improving student-teacher ratios, and strengthening the base of permanent faculty — is essential. Without these reforms, the State risks undermining its ability to generate a skilled and productive workforce.
The authors are Assistant Professors, FLAME University. With inputs from Ridhima Mittal, UG2 student, FLAME University.
Published – March 30, 2026 05:45 am IST
