Issues of Children’s Literature in Odisha

 

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 Existing materials are often outdated and lack proper classification by grade or subject.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.