From 918 teachers in composite schools before 2017 to 1.85 lakh in 2025–26, Uttar Pradesh expands its teaching workforce, strengthens school infrastructure and advances inclusive education through Prashast 2.0Strengthening the foundations of basic education requires more than expanding the number of schools or increasing enrolment. It calls for adequate teacher availability, continuous professional development, better working conditions and a learning environment that recognises the individual needs of every child.Over the past nine years, Uttar Pradesh has pursued these priorities through initiatives aimed at strengthening its school system, improving teacher capacity and making education more inclusive.Under the leadership of Chief Minister Yogi Adityanath, the state government’s efforts have focused on expanding composite schools, improving the availability of teachers, introducing digital tools and extending welfare benefits to educators. Alongside these measures, initiatives such as Prashast 2.0 are seeking to equip teachers to identify children with special needs and understand the educational support they require.Together, these interventions reflect a broader approach to basic education: strengthening the institutional framework of schools while developing the human resources and sensitivity needed to make classroom learning more effective.
A significant expansion in teacher availability
One of the most notable changes in Uttar Pradesh’s basic education system has been the increase in the number of teachers serving in composite schools. According to the available data, the number of teachers in these schools stood at just 918 in 2016–17. By 2025–26, the figure had risen to 1,85,408, representing an increase of approximately 1.84 lakh teachers over nine years.This expansion has accompanied the state’s efforts to reorganise primary and upper primary education by developing composite schools. By bringing different stages of elementary education together within a single campus, the model seeks to create a more integrated educational environment and make better use of available teaching resources.The transition is significant because the continuity of elementary education depends not only on available school buildings but also on teachers who can guide children through successive stages of learning. A stronger teaching workforce can help schools organise classroom instruction more effectively, respond to students’ learning requirements and provide greater continuity between primary and upper primary classes.The increase in teacher numbers in composite schools therefore forms an important part of the state’s broader effort to strengthen basic education. It also highlights the growing importance of integrated school campuses in the organisation of elementary education across Uttar Pradesh.
Composite schools strengthen the school education framework
The expansion of composite schools has been another major development in the state’s education system. According to Unified District Information System for Education (U-DISE) data cited by the department, Uttar Pradesh had 225 composite schools in 2017–18. By 2025–26, this number had increased to 24,605, a rise of 24,380 schools.These schools bring education from Bal Vatika to Class 8 together within a single campus, creating an opportunity for children to continue their elementary education without having to move between separate primary and upper primary institutions.An integrated campus can also facilitate the coordinated use of classrooms, teaching materials and other educational resources. For families, the availability of multiple elementary grades within one institution can provide greater continuity in a child’s schooling. For teachers and school administrators, the model offers scope for closer coordination in planning academic activities and addressing students’ learning needs.The expansion of composite schools also creates an institutional foundation for initiatives that depend on teacher training and school-level implementation. Whether the objective is improving foundational learning, introducing digital resources or strengthening inclusive education, schools need systems that can support these interventions consistently.However, the effectiveness of this model ultimately depends on how well individual schools are staffed, equipped and managed. The expansion of the school network and the increase in teacher availability are therefore important steps towards strengthening the delivery of education, while continued attention to learning outcomes and classroom support remains essential.
Prashast 2.0 takes inclusive education to teachers
Alongside the expansion of the school system, the Yogi government is focusing on the diverse learning requirements of children through digital teacher training. Prashast 2.0 is an important component of this effort, providing teachers with training material designed to improve their understanding of children with special needs and the support required to facilitate their education.According to the latest departmental figures cited for the initiative, 9,20,169 teachers out of a total of 16,29,945 across Uttar Pradesh’s 75 districts had been onboarded onto Prashast 2.0. Of these, 8,15,309 teachers had watched all the training videos.The figures indicate substantial participation in a digital capacity-building programme intended to bring the principles of inclusive education closer to the classroom. The training provides teachers with information to help them recognise possible special educational needs and understand how teaching approaches and classroom support may be adapted accordingly.Inclusive education recognises that children do not all learn in the same way or at the same pace. Some may require additional assistance, adapted teaching methods or specific learning resources to participate effectively in classroom activities. Teachers are often best placed to notice when a child is experiencing difficulties because of their regular interaction with students.By strengthening teachers’ awareness, Prashast 2.0 seeks to support the identification of children who may need additional educational assistance and encourage a more responsive approach to their learning requirements. Such training can also help teachers understand the importance of creating classrooms in which children are treated with dignity and encouraged to participate.The initiative is particularly relevant in a large state such as Uttar Pradesh, where delivering consistent training to teachers across all districts presents a considerable logistical challenge. Digital platforms provide a means of distributing training content widely and allowing teachers to access learning material without depending entirely on conventional, in-person training arrangements.
District-level participation reflects the reach of digital training
The participation figures from individual districts provide further insight into the programme’s reach. According to the latest available data, 90.5 per cent of teachers in Rampur had been onboarded onto Prashast 2.0. Pilibhit recorded 88.7 per cent, while Lakhimpur Kheri registered 86.3 per cent.The proportion of teachers who had watched all the training videos was also substantial in these districts. Rampur recorded 88.3 per cent, Pilibhit 84.6 per cent and Lakhimpur Kheri 82.5 per cent.Across the state as a whole, 56.5 per cent of the total teacher workforce had been onboarded onto the platform, while 50 per cent had watched all the training videos, according to the cited figures.These numbers point to both the reach achieved and the work remaining. While participation in some districts has been high, extending the programme to the remaining teachers and encouraging completion of the training are important for ensuring more consistent coverage.The next step is to translate the knowledge acquired through digital training into classroom practice. Teachers need to be able to apply their understanding when observing students, planning lessons, interacting with parents and coordinating with the appropriate educational support systems.Training completion is an important measure of participation, but its long-term value will depend on how effectively teachers use the knowledge to support children’s learning.
Teacher welfare as a pillar of education reform
The government’s initiatives also recognise that a stronger education system depends on the welfare and professional development of teachers. Educators are central to the implementation of educational reforms, and their ability to perform effectively is influenced by working conditions, access to training and the availability of administrative support.Among the measures highlighted by the state government is a free cashless medical treatment facility of up to Rs 5 lakh for teachers. Such a provision is intended to reduce the financial burden associated with eligible medical treatment and provide greater security to educators and their families, subject to the applicable scheme conditions.The government has also allocated Rs 58 crore for teacher training during the 2026–27 financial year, according to the information provided. Investment in professional development is important because teaching requirements continue to evolve with changes in curricula, classroom practices and the use of technology.Administrative digitisation is another element of the government’s approach. The Manav Sampada Portal facilitates access to services related to leave and salary, helping teachers interact with administrative processes through a digital platform. The availability of such systems can reduce procedural difficulties and make routine personnel-related services more accessible.In addition, the provision of two tablets in each school is intended to strengthen the use of digital resources in educational activities. Digital devices can support access to learning material, facilitate communication and assist teachers in using technology as part of classroom instruction and school administration.These measures complement the broader objective of strengthening the teaching workforce. Welfare provisions can improve a sense of security, while training and digital resources can help teachers respond to changing educational requirements. Their effectiveness, however, depends on timely implementation, accessibility and sustained support at the school level.
Bringing technology, teacher capacity and inclusion together
The expansion of composite schools, the increase in teacher numbers, digital training and teacher welfare measures address different but interconnected aspects of basic education.Composite schools provide an integrated institutional setting for elementary education. A larger teaching workforce can strengthen classroom delivery, while professional training can help educators improve their understanding of children’s academic requirements. Digital tools can support access to information and administrative services, and welfare measures can contribute to a more supportive working environment.Prashast 2.0 adds another important dimension by focusing attention on children who may require specialised educational support. Its emphasis on identifying children with special needs and understanding their requirements reinforces the principle that access to education must be accompanied by opportunities to participate and learn.For inclusive education to succeed, awareness must extend beyond the completion of training videos. Schools need to create an environment in which children can participate without discrimination, teachers can respond to different learning needs, and appropriate support can be provided when required. Collaboration among teachers, parents, school administrators and relevant specialists can help ensure that the needs identified in the classroom lead to meaningful assistance.The state government’s digital training initiative provides a foundation for this process by reaching a large number of teachers through a common platform. Sustained engagement and practical application will be important in converting that reach into improvements in classroom experiences.
Towards a more responsive basic education system
Uttar Pradesh’s efforts over the past nine years indicate a multi-dimensional approach to strengthening basic education. The increase in teachers serving in composite schools from 918 in 2016–17 to 1,85,408 in 2025–26, together with the expansion of composite schools from 225 in 2017–18 to 24,605 in 2025–26, represents a substantial change in the scale and organisation of the elementary education system.At the same time, the participation of more than 9.20 lakh teachers in Prashast 2.0, including over 8.15 lakh who have watched all the training videos, demonstrates the reach of digital capacity-building efforts aimed at inclusive education.Teacher welfare initiatives, professional training, administrative digitisation and access to digital devices add further support to this framework. The challenge ahead is to ensure that these measures consistently improve the experience of teachers and students in individual schools.Under Chief Minister Yogi Adityanath’s leadership, the state’s stated direction is to build a basic education system that combines institutional expansion with greater attention to teaching quality and the needs of individual learners. Ultimately, the success of these efforts will be reflected not only in the number of schools, teachers or training participants, but also in whether every child receives the opportunity, encouragement and support needed to learn and progress.By bringing school expansion, teacher capacity-building and inclusive education into a common framework, Uttar Pradesh is seeking to strengthen the foundations of its education system and create a more responsive learning environment for children across the state.
