Merit, mobility, and uncertainty: Inside Madhya Pradesh’s CM Rise teacher selection process

Bhupendra Singh, previously the sole primary teacher for 42 students in Nasrullaganj, Sehore district, 90 km from his home, is now posted at a CM Rise school in Bilkisganj, Sehore. In conversation with The Hindu, he said he took the CM Rise exam hoping for a posting closer to home. “I was unable to give time to my children and their studies….I knew I would get a chance to choose a posting near my house.”

As Madhya Pradesh expands its CM Rise Schools project, existing government teachers are required to clear a competitive selection process to secure postings in these institutions. Conducted by the Directorate of Public Instruction (DPI) and, in some cases, the Madhya Pradesh State Open School Education Board, the process includes a written examination, interviews and an assessment of past performance.

Since 2021, the exams have been held annually, with results published on official portals like vimarsh.mp.gov.in and mpsos.nic.in. Selected teachers receive specialised training and must adhere to service conditions that restrict transfers from CM Rise schools. Mr. Singh added that the minimum eligibility is Higher Secondary qualification for the primary level, and TET qualification along with a D.Ed. degree for the secondary level.

Mr. Singh, who holds a Master’s degree in Science, appeared for the CM Rise primary selection test in 2021. He said the district-level exam is conducted separately for primary and secondary teachers, with candidates choosing their respective subjects. He opted for Mathematics. The 80-mark paper included 60 subject-specific questions and 20 general components. As the syllabus closely matched what he teaches daily, he did not require extensive preparation.

Selected primary-level teachers can choose areas of postings within their district and secondary-level teachers have choices between other districts. As a primary teacher, he opted for Bilkisganj, saying it’s closer his residence.

After clearing the CM Rise entrance test, teachers are now allotted schools based on a 1:30 pupil-teacher ratio instead of the earlier fixed seven-teacher pattern in primary schools. At the secondary level, only three teachers (Sanskrit, English, and Maths) handle all subjects, with the rest covered by guest faculty. “I think it was due to shortage of teachers…we had 120 teachers earlier, two were shifted to another CM Rise school to balance the ratio,” he said.

He also noted that teachers recruited through the regular appointment process are now being given priority postings in CM Rise schools over non-CM Rise government schools.

Restructuring State’s public education system

The selection process is part of a wider restructuring of the State’s public education system. According to Unified District Information System for Education data, nearly 30,000 government schools have closed over the past five years under consolidation efforts. In their place, the State plans to establish around 369 CM Rise Schools as centralised, better-equipped campuses with upgraded infrastructure and staffing.

In April 2025, the Government of Madhya Pradesh announced that all CM Rise Schools would be renamed Sandipani Vidyalayas, invoking the ancient sage Sandipani, believed to have been the guru of Lord Krishna and Balarama.

Criticism

However, the closure and merger of schools into CM Rise institutions have drawn criticism from student federations, teachers’ unions, NGOs, and opposition parties across Madhya Pradesh. Critics argue that shutting low-enrolment schools without addressing transport and socio-economic barriers could worsen dropout rates, particularly among rural and marginalised communities.

For teachers like Mr. Singh, clearing the entrance test has brought professional validation and access to better-equipped classrooms, while for others, especially those from closed schools, the transition has created uncertainty.

While seeking responses for the story, The Hindu contacted Saneetha Thakur, Assistant Director, Directorate of Public Instruction (DPI), School Education Department. She said, “I am not the concerned person,” and redirected them to Atul Danayak, Joint Director of the CM Rise Cell, Directorate of Public Instruction, Madhya Pradesh, who also stated, “I am not the concerned person.”

What happens to the teachers that don’t clear it

While the policy frames this as merit-based deployment, teachers who do not qualify face indirect consequences such as transfers to distant locations, disruption due to school closures, or being placed in schools with fewer resources.

Jaiti Kushwaha, a primary government school teacher, cleared the entrance test but did not receive a CM Rise posting as seats were full. She remained at her current school, Government Higher Secondary School, Obedullaganj, which has 36 students and four primary teachers, including herself.

Ms. Jaiti said higher-scoring candidates were given priority, leaving her disappointed. Her present school is 38 km from her residence, requiring nearly one hour and 20 minutes of travel each way. The commute consumes much of her day, alongside teaching and non-teaching duties, leaving her little time for family. She had hoped that selection into CM Rise would allow her to choose a posting closer to home.

Several of her colleagues cleared the test and moved to CM Rise schools. “When I meet them during training or official meetings, I feel a difference. I start wondering if I am less capable, even though we hold the same degrees and were appointed in the same cadre. It affects my confidence and leaves me with little hope,” she said.

She said that examination results do not fully reflect classroom ability. “Teaching is not only about writing a test. We have worked for years in difficult rural conditions, handled multi-grade classrooms, and managed with limited resources,” she said.

Although she plans to appear for the test again, she believes her chances are now lower than in 2021, as regular recruitment is also placing teachers directly into CM Rise schools. With retirement approaching in six years, she feels time is limited.

(Mantasha Ahmed is an independent journalist based in Indore with five years of experience. She reports on the critical intersections of education, civil rights, social issues, and culture.)

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