Model Schools or Missed Opportunity? Rethinking School Education in Odisha

 

Recently, the Government of Odisha laid the foundation for setting up Godabarish Model Schools in every Gram Panchayat, allocating a substantial amount of nearly ₹7 crore per school. The government claims that this initiative will help improve the quality of education in government schools. However, a closer examination suggests that this approach is unlikely to address the real challenges facing school education in the state.

In most Gram Panchayats of Odisha, there are seven to ten primary and upper primary schools. Spending such a large amount on only one school as a “model” raises a critical question: how will this benefit all the children of the Panchayat? Quality education is a fundamental right of every child, especially after the enactment of the Right to Education (RTE) Act, 2009. Strengthening a handful of schools while ignoring the majority does not ensure equitable access to quality education.

The core problems of school education lie elsewhere. A large number of government schools still lack basic infrastructure, and teacher recruitment and deployment have not been rationalised in accordance with RTE norms. Government data itself reveals a worrying trend: enrolment in government schools is steadily declining, while enrolment in private schools continues to rise. This clearly indicates a growing loss of public confidence in the government education system.

Furthermore, due to the policy of school closures and mergers, many children—particularly in tribal and remote areas—have been pushed out of the education system altogether. For these communities, distance and accessibility are major barriers, and such measures have only worsened the situation.

The present model of government school administration has failed to bring meaningful improvement in educational outcomes. As a result, people are increasingly losing faith in government schools. Instead of investing heavily in a limited number of model schools, the government should seriously rethink its strategy and focus on strengthening all schools by ensuring adequate infrastructure, sufficient teachers, and supportive learning environments.

The government should also engage in genuine consultation with stakeholders, including teachers, parents, educationists, and local communities, to explore sustainable alternatives for improving school education. Unfortunately, the current approach appears to be top-down and dismissive of criticism. The attempt to implement NEP 2020, despite its many contested aspects, without accommodating dissenting voices, reflects an intolerance towards democratic debate. Reports of harassment of those who highlight policy shortcomings further weaken trust in governance.

If Odisha truly aims to provide quality education for all, it must move beyond symbolic initiatives and address the structural deficiencies of its school education system. Only an inclusive, equitable, and participatory approach can restore public confidence and uphold the constitutional promise of education for every child.