This presentation is based upon manpower planning in for teachers; their demand and supply at different stages, recruitment policies of teachers in India and challenges at global level.

1. Manpower Planning for Teachers:
Demand & Supply of Qualified
Techers at Different Levels
By:
Waheeda Bushra
M. Ed. 3rd Semester
Jamia Millia Islamia

2. INTRODUCTION
“The manpower assessments, education and training surveys, and wage and
salary studies are among the more important tools for analysis of the elements
related to the economic demand. A Strategy of human resource development,
therefore requires the integration of a broad range of programmes based on
the variety of studies.” ~Harbisons & Myers
Manpower development, therefore, said to be accompanied by a lot researches
done to gauge the scope of development of the economy. Harbison and
Meyers suggest how the systematic study is important in manpower planning.

3. As per a 2015 report by the UNESCO Institute of Statistics (UIS),
about 74 countries face great shortage of teachers, with India second
on the list. Also the data released by Lok Sabha by MHRD in
December 2016, 18% positions of teachers in government run
primary schools and 15% in secondary schools were vacant
nationwide.
In this presentation, we are first going to deal with what is actually the
term ‘manpower planning’ means then will delve into the arena of
teacher education, as to what is present state and the future need of
teacher as a ‘manpower’ is there? We will try to relate it with NCFTE
and other important studies. And also link it with the global scenario.

4. WHAT IS MANPOWER?
Manpower is the total number of people who can work to get
something done.
Merrium Webster:
Power available from or supplied by the physical effort of human beings;
The total supply of person available and fitted for service
The term manpower can mean "labor force," "workforce," "workers," or
simply "people," and despite the man, it applies to both men and women.

5. WHAT IS PLANNING?
Planning is the act of researching, analyzing, anticipating and
influencing change in our society.
Merrium Webster: The establishment of goals, policies, and
procedures for a social or economic unit.
Planning involves selecting missions and objectives and the actions
to achieve them; it requires decision making, which is choosing from
among alternative future courses of action.– Weihrich and Koontz

6. WHAT IS MANPOWER PLANNING?
Manpower Planning refers to ‘the process including forecasting,
developing and controlling by which a firm ensures that it has the right
number of people and the right kind of people at the right places, at
the right time doing work for which they are economically most
useful.’
It consists of projecting future manpower requirements and
developing manpower plans for the implementation of the projects.

7. Definition:
Coleman has defined manpower planning as “the
process of determining manpower requirements
and the means for meeting those requirements in
order to carry out the integrated plan of the
organization.”

8. ACTIVITIES OF MANPOWER PLANNING
Forecasting
Inventorying
Anticipating
Planning

9. PROCESS OF MANPOWER PLANNING
Action Plans
Gap between Available and Required Manpower
Manpower Inventory
Forecasting the Manpower Requirements
Objectives of Manpower Planning

10. OBJECTIVES OF A MANPOWER
PLANNING
To assess or forecast future skill requirements.
To ensure the optimum use of the human resources
currently employed.
To assess/provide control measures to ensure that
necessary resources are available as and when required.

11. WHY CURRENT INTEREST IN
MANPOWER PLANNING?
Employment-Unemployment Situations
Technological Changes
Demographic Changes
Skill Shortages

12. MANPOWER PLANNING IN EDUCATION
The educational sector plays a crucial role in material development by providing
the manpower recruitment of the economy.
Education transforms, raw human material into human resources or
manpower or more appropriately, into ‘human capital’
Investment in education in many of the modern economies forms a sizeable
part of public expenditure.
It is necessary to plan education so that the mismatch between the output of the
educational system and the input of the job market are minimized and manpower
with varying skills is made available to the economy in required quantities.

13. MANPOWER PLANNING FOR
TEACHERS
Teachers represent a category of skilled manpower, and one can
regard the planning of teacher demand and supply as a branch of
manpower planning.
The planning of teacher demand and supply is a central concern of
educational planners.
In mounting any new, changed or expanded educational
programme, the highest priority concerns are securing the necessary
teachers for it.

14. Teacher Demand
The demand for teachers is defined as the total number of
teaching positions required.
According to the economic definition, it is an estimate of how
many teachers school systems will seek to employ, contingent
on certain projected values of an array of underlying
determinants of demand (NRC, 1992:134).

15. Major Determinants of Demand:
Enrolment
Growth
Caused by changes in
the size of the
relevant student
population.
Changes in
Pupil/Teacher
Ratios
Caused by changes in
staffing patterns, class
sizes or teaching loads,
and program offerings
etc.
Teacher Turnover
The sum of losses
resulting from
retirements, death,
disability and
promotions etc.

16. Teacher Supply
The supply of teachers is defined, as the number of eligible individuals
available from all sources who are willing to supply their services
under prevailing conditions.
The supply includes qualified individuals who:
Currently hold teaching positions
Seek to enter the profession by applying for open positions
Would apply for positions if suitable openings existed

17. Sources of Supply
The teaching force is composed of two large groups:
Employed teachers continuing from year to year
Entering teachers in any year

18. Teachers Recruitment
Teacher recruitment is the process of providing an adequate
number of quality applicants. Teacher selection is the process of
choosing only high-quality employees from among the assembled
applicants.
Regulations for Teacher Recruitment:
The sections of the RTE Act and NPE affect and influence
teacher recruitment practices in government schools.

19. NPE, 1986 (Modified 1992)
Section 9.2 The methods of recruiting teachers will be reorganized to ensure merit,
objectivity and conformity with spatial and functional requirements. The pay and
service conditions of teachers have to be commensurate with their social and
professional responsibilities and with the need to attract talent to the profession.
Efforts will be made to reach the desirable objective of uniform emoluments, service
conditions and grievance-removal mechanisms for teachers throughout the country.
Guidelines will be formulated to ensure objectivity in the postings and transfers of
teachers. A system of teacher’s evaluation – open, participative and data-based – will
be created and reasonable opportunities of promotion to higher grades provided.
Norms of accountability will be laid down with incentives for good performance and
disincentives for non-performance. Teachers will continue to play a crucial role in the
formation and implementation of educational programmes.

20. RTE Act, 2009
Section 23 (1) Any person possessing such minimum
qualifications, as laid down by an academic authority, authorized
by the Central Government, by notification, shall be eligible for
appointment as a teacher.
Section 25 (1) Within six months from the date of
commencement of this Act, the appropriate Government and the
local authority shall ensure that the Pupil-Teacher Ratio, as
specified in the Schedule, is maintained in each school.

21.  Section 25 (2) For the purpose of maintaining the Pupil-Teacher Ratio under sub-
section (1), no teacher posted in a school shall be made to serve in any other school or
office or deployed for any non-educational purpose, other than those specified in
section 27.
 Section 26 The appointing authority, in relation to a school established, owned,
controlled or substantially financed by funds provided directly or indirectly by the
appropriate Government or by a local authority, shall ensure that vacancy of teacher in
a school under its control shall not exceed ten percent of the total sanctioned strength.
 Section 27 No teacher shall be deployed for any non-educational purposes other than
the decennial population census, disaster relief duties or duties relating to elections to
the local authority or the State Legislatures or Parliament, as the case may be.

22. Teacher Shortage
The shortage lies in the distribution of teachers. There are not enough teachers
who are both qualified and willing to teach in urban and rural schools.
Increasing Teacher Retirement Rates
Rising Enrollments and Falling Teacher-Pupil Ratios
Decreasing Interest in Teaching

23. MANPOWER PLANNING IN
TEACHER EDUCATION
Success of educational development depends on the quality of innovative and
useful teacher education programme to a great extent. Here the main focus is
to prepare skilled and qualified teacher preparation, which is to be done very
carefully.
The concept of manpower planning can be implemented through pre-service
and in-service teacher education programmes.
The inputs, process and outputs of the entire teacher education system has to
consider two general concerns as regards the quality of teacher education as
well as the quantity of teachers.

24. POLICY PERSPECTIVE REGARDING
MANPOWER PLANNING FOR TEACHERS
NCFTE (2009)
Two major developments have been heighted in the NCFTE (2009) which talks about, how the
mandate of UEE has been politically recognized and therefore the states commitment towards
RTE Act 2009, which emphasizes 1:30 student-teacher ratio, the demand of teachers has
increased manifolds.
It says “The country has to address the need of supplying well qualified and professionally
trained teachers in the larger number in the coming years.”
While quality is emphasized for the improvement of secondary school teacher education. As it
aims to reach out universal secondary education within a maximum period of 10 years.
Therefore, the need to equip the secondary teachers with quality education, apart from
infrastructure is of utmost importance.

25. THE PRESENT SCENARIO
NCFTE (2009) talks about the imbalance in demand and supply of teachers, because of
the large scale requirement of teachers due to the pan India programmes like SSA, OB
and DPEP.
Ministry of Human Resource Development, Govt. of India, Some Inputs for Draft
NEP 2016 talks about the acute shortage in the eastern part of the country where there is
a huge backlog of untrained teachers. The capacity to train teachers is also very limited in
these States. Research, experimentation and innovations in teacher education remain very
limited. These deficiencies have brought about an erosion in the professional identity of
teachers and the status of teaching as a profession. The issues relating to the capacity,
motivation and accountability of teachers to achieve improvements in learning outcomes
of students need to be urgently addressed.”

26. RELEVANCE OF TEACHER DEMAND
AND SUPPLY IN EDUCATIONAL POLICY
PLANNING
Careful planning of teacher supply is as vital to qualitative as to
quantitative change in education. New language policies, revised
curricula involving changed approaches or different subject
emphases, new equipment and teacher aids all have implications
for—and in turn may depend upon—adequate teacher supply, and
will make heavy demands upon a country's teacher-training and
teacher retraining capacity. Realistic curriculum planning is
intimately bound up with questions of teacher needs and teacher
availability.

27. Teacher’s salaries account for an extremely high proportion of
recurrent expenditure on education, particularly at the primary level.
Changes in the qualifications of teachers or in the pupil teacher ratio
can have enormous impact on the level of the education budget.
Teacher’s training courses need to be planned , as much as five or six
1 years ahead of the time that trained teachers will be needed in the
schools. If the teacher-training programmes themselves have not yet
been established, it may require an additional two or three years to
build colleges, recruit training staff and design and mount the
training courses.

28. EXAMINING THE EXAMPLE OF: Rashtriya Madhyamik
Shiksha Abhiyan (KARNATAKA AND MADHYA
PRADESH)
• In order to study the planning in an Indian context, let’s look at the scenario of Karnataka and Madhya
Pradesh, in the report the Rashtriya Madhyamik Shiksha Abhiyan (RMSA, Teacher’s demand and
supply in secondary schools, ) MAY 2016, following has been picked from the same.
Both Karnataka and Madhya Pradesh are experiencing serious shortfall of meeting the
RMSA norm of minimum 5 subject teachers at secondary level.
AVAILABILITY OF TEACHERS KARNATAKA M. P.
Schools with 5 subject teachers 5.3% 1.8%
Schools with at least 2 language teachers 67.8% 42.6%
Schools with at least 2 language teachers 63.6% 59.2%
Schools with at least 2 language teachers 61.3% 62.8%
Schools with at least 1 social studies teachers 38.3% 63.1%

29. THE GLOBAL CHALLENGES OF
TEACHER SHORTAGE AND QUALITY
Analysis by the UNESCO Institute for Statistics (UIS) in 2014 shows that
27.3 million primary school teachers are needed to be recruited by 2030
(UIS, 2014).
The major challenges at the global level regarding teacher demand and
supply can be seen as:
Trained Teachers Are in Short Supply in Many Countries
Imbalances in Teacher Deployment Within Countries

30. RECOMMENDATIONS
(Education for All Global Monitoring Report)
Attract the best teachers from a wide range of
backgrounds
Get teachers to where they are most needed and retain
them
Improve teacher education both before and during
teachers’ careers

31. CONCLUSION
To conclude, we can say that manpower planning of teacher’s
demand and supply is a very important area, in which state wise data
can not only help in planning the future directions, but also address
the backlogs in the institutional capacity of teacher education. Also,
the policy planning, budgetary allocations and goals of the country
with respect to its education can be fulfilled only if sound studies
are done in this area.

32.  Panda, B. N., Tewari, A. D. (2009), ‘Teacher Education’, A. P. H. Publishing Corporation, Ansari Road, Darya Ganj, New Delhi.
(Google Book)
 Jagannath Mohanty (2007), ‘Teacher Education’, Deep & Deep Publication Pvt. Ltd., Rajouri Garden, New Delhi. (Google Book)
 Harbison and Meyers, ‘Manpower Planning and Education’, Mc Grawhill Series in International Development.
 ‘National Curriculum Framework for Teacher Education’ (2009), NCTE.
 ‘National Policy on Education 2016’, MHRD, Report of the Committee for Evolution of the New Education Policy, Govt. of
India.
 William, Peter (1979), ‘Planning Teacher Demand and Supply’, Fundamentals of educational planning—27, UNESCO:
International Institute for Educational Planning.
 Adrita Bagchi, ‘Documentation of Teacher Recruitment Practices in Government Schools in New Delhi’, Researching Reality
Internship 2015, Centre for Civil Society, Working Paper: 339.
 ‘Education for All Global Monitoring Report’, April 2015, Policy Paper 19, UNESCO.
 Teacher Demand and Supply in Secondary Schools: Karnataka And Madhya Pradesh, May 2016, The RMSA Technical
Cooperation, (DFID).
 http://shodhganga.inflibnet.ac.in/bitstream/10603/52920/13/13_chapter%204.pdf
 https://www.nap.edu/read/2040/chapter/3#27
 www.centralsquarefoundation.org
 https://azimpremjiuniversity.edu.in/SitePages/pdf/MHRDNEP-AzimPremjiFoundationResponse.pdf
 https://iedunote.com/planning-nature-importance-types
 https://www.merriam-webster.com
REFERENCES

33. Thank You