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PM SHRI Scheme: School Selection and Non-Hindi Language Teachers Details

UPSC / SSC current affairs note · Polity

PolityEducationSchemes

Why in news

The Minister of State for Education, Shri Jayant Chaudhary, informed Lok Sabha on 27 July 2026 about the number of schools selected under the PM SHRI scheme and the appointment of teachers for non-Hindi local languages in these schools. The data reveals that 13,092 schools have been selected so far, with details on teachers for Sanskrit, Urdu, and regional languages across states and UTs.

Background

PM SHRI (PM Schools for Rising India) is a centrally sponsored scheme aimed at strengthening over 14,500 schools across India. It covers schools under KVS, NVS, NCERT, and state/UT governments.

Key facts

in5points

  1. Total PM SHRI schools selected: 13,092 as of July 2026.

  2. Scheme target: over 14,500 schools.

  3. Highest number of PM SHRI schools: Uttar Pradesh (1,888), followed by Maharashtra (946) and Madhya Pradesh (944).

  4. Teachers for non-Hindi languages: 6,102 Sanskrit, 1,994 Urdu, 9,152 regional language teachers appointed.

  5. Highest Sanskrit teachers: Madhya Pradesh (1,211), Odisha (738), Bihar (736).

  6. Highest Urdu teachers: Jammu & Kashmir (323), Bihar (691), Uttar Pradesh (351).

  7. Highest regional language teachers: Andhra Pradesh (2,142), Telangana (1,666), Karnataka (1,115).

  8. Data source: UDISE+ 2025-26.

  9. Scheme includes KVS, NVS, and NCERT schools.

  10. Information provided in response to Lok Sabha Unstarred Question No. 1296.

Prelims pointers

  • PM SHRI: PM Schools for Rising India
  • Centrally sponsored scheme under Ministry of Education
  • Target: 14,500+ schools
  • Selected schools: 13,092 (as of July 2026)
  • Covers KVS, NVS, NCERT, state/UT schools
  • Data source: UDISE+ 2025-26
  • Lok Sabha question answered on 27 July 2026
  • Non-Hindi languages: Sanskrit, Urdu, regional languages

Mains angles

  • Discuss the role of PM SHRI scheme in promoting multilingual education and preserving regional languages.
  • Critically examine the implementation of language policy in centrally sponsored school schemes.
  • Analyze the distribution of teachers for non-Hindi languages across states and its implications for educational equity.