Children’s literature plays a vital role in ensuring meaningful and
inclusive education. It is essential for making learning engaging, relevant,
and enjoyable. However, in Odisha, the promotion and integration of children’s
literature within the education system remain largely neglected.
A significant concern is the lack of functional school libraries. Many
schools do not have libraries, and where they exist, they are often
inaccessible to students. Additionally, there is a shortage of relevant and
age-appropriate books. Teachers are also not adequately trained to use library
resources to enhance learning outcomes.
The education system continues to place excessive emphasis on textbooks.
However, learning—particularly at the foundational level—can be significantly
enriched through alternative resources. Mahatma Gandhi had advocated that
textbooks at the foundational stage should serve primarily as reference
materials for teachers. Despite this, the current system remains heavily
textbook-centric.
With the introduction of the National Education Policy (NEP) 2020,
foundational learning has received increased attention. Reading has been
recognized as a critical component of early education. However, there has been
insufficient effort to strengthen library systems or provide diverse reading
materials to support this objective.
The prevailing focus on outcome-based and competency-based education has
further intensified the emphasis on examinations, marks, and competition. This
approach often limits opportunities for creative learning and discourages
children from exploring reading beyond textbooks. As a result, the development
of independent and motivated readers is hindered.
An alternative approach was demonstrated through the UDAAN program,
implemented by Sikshasandhan in collaboration with Care India. This initiative
targeted out-of-school tribal girls and successfully supported around 800
children in transitioning to formal education. Notably, the program did not
rely on textbooks. Instead, facilitators used library-based resources and were
trained to design context-specific learning activities. This approach enabled
children to achieve primary-level competencies within a year, highlighting the
effectiveness of resource-rich, flexible learning models.
Another critical issue is the limited availability of quality children’s
literature in Odisha. Existing materials are often outdated and lack proper
classification by grade or subject. There is a notable shortage of books in
subjects such as science, mathematics, geography, and history. At the same
time, creative formats like stories, songs, riddles, and biographies remain
underutilized as pedagogical tools.
Language diversity presents an additional challenge. Tribal communities
constitute approximately 23% of Odisha’s population, with around 25 languages
still in use. Despite this, efforts to develop children’s literature in tribal
languages have been minimal. While some initiatives have been undertaken by
organizations like Sikshasandhan and StoryWeaver, government-led efforts remain
insufficient.
Children’s literature also has a broader social role. It can foster empathy,
environmental awareness, and social responsibility. It can help children
understand their surroundings, including the natural environment and societal
inequalities. However, the current education system often fails to nurture
curiosity and critical thinking.
Way Forward
There is a need for systemic reform to reduce the overemphasis on
examinations and promote holistic learning approaches.
Efforts must be made to develop and disseminate quality children’s literature
in regional and tribal languages.
All schools should be equipped with functional libraries, and teachers must be
trained in their effective use.
Parents should also be encouraged to create a supportive reading environment at
home.
Addressing these challenges is essential for fostering a culture of reading
and for developing independent, thoughtful, and engaged learners.
