Bhubaneswar: Government schools across Odisha are witnessing a gradual decline in student enrolment over the past few years, as more parents—both in rural and urban areas—are choosing private schools for their children’s education.
According to data from the School and Mass Education Department, the state has seen a steady fall in the number of students enrolled in government-run schools, mirroring a national trend. Educationists attribute this shift to changing parental aspirations, improved access to private education, and lingering challenges in public schooling.
Experts say that Odisha’s declining fertility rate, coupled with perceptions of better quality teaching, English-medium instruction, and improved facilities in private institutions, are driving this trend. Even in rural districts such as Balasore, Mayurbhanj, and Kalahandi, parents are increasingly sending their children to low-cost private schools.
“Parents today want English-medium education and modern learning methods. Many feel that government schools, despite free facilities, lack discipline and personal attention,” said an education activist from Cuttack.
In the last decade, Odisha has also seen a decline in the number of functional government schools, partly due to school mergers under the state’s rationalisation policy. According to official reports, over 17% of government schools have been merged or closed between 2014 and 2024, as part of efforts to manage declining enrolment.
While the government continues to invest in schemes such as Mo School Abhiyan, free textbooks, midday meals, and digital classrooms, experts say that improving learning outcomes and teacher accountability remains a key challenge.
“The state government is taking steps to enhance infrastructure and introduce digital tools in classrooms. But rebuilding public trust in government schools will require consistent quality improvements,” said an official from the School and Mass Education Department.
Educationists also caution that the shift towards private education could widen inequalities, especially for children from economically weaker backgrounds who rely on government schools for free education and nutrition.
The Odisha government is reportedly considering additional measures to improve classroom performance, strengthen teacher training, and promote vocational learning to make public schools more competitive and appealing to parents.
Why Odisha’s Parents Are Turning Away from Government Schools
Families seek English-medium education and better facilities for their children
For Rekha Behera, a daily wage worker from Cuttack’s Bidanasi area, enrolling her 10-year-old daughter in a private school was not an easy decision. Despite the financial strain, she says it was a necessary one.
“The government school near our home had good teachers, but classes were irregular, and there were too many students in one room. I want my daughter to learn English and use computers. So, I shifted her to a small private school even though the fees are high,” Rekha says, holding her daughter’s school bag proudly.
Across Odisha, thousands of parents like Rekha are making similar choices. Official figures show a steady decline in government school enrolments, while private schools — even low-cost ones in rural areas — are attracting more students each year.
In Balasore and Mayurbhanj, parents cite similar reasons: English-medium instruction, disciplined environments, and perceived better job prospects for their children. “We see children from private schools speaking fluent English and getting into good colleges,” says Ramesh Mohapatra, a small trader from Balasore. “That gives them confidence. We want the same for our kids.”
Teachers, however, feel that the issue goes beyond perception. “Many government schools struggle with shortages of teachers and delayed infrastructure upgrades,” says Sabitri Dash, a government school teacher in Khurda. “We have bright students, but without proper facilities, parents lose faith.”
The Odisha government has launched several initiatives — from the Mo School Abhiyan and digital classrooms to free textbooks and transport — to revive interest in public education. Yet, educationists say the real challenge lies in restoring trust.
“Government schools offer free education and meals, but parents today want quality and accountability,” explains education analyst Dr. Pradipta Nayak. “If a teacher doesn’t show up or a computer lab isn’t functional, parents immediately shift to private schools.”
In some villages of Kandhamal and Kalahandi, however, the story is slowly changing. Improved infrastructure and community involvement have revived enrolment in select government schools. “Our school now has smart boards and regular teachers,” says Headmaster Bhabani Patra from Kalahandi. “Parents are slowly coming back.”
Still, experts warn that the overall trend could deepen inequality. “When low-income families spend beyond their means to send children to private schools, it creates economic stress,” Dr. Nayak adds. “We must make government schools aspirational again — not just functional.”
For now, parents like Rekha continue to make tough choices, balancing dreams with affordability. “I just want my daughter to have a better future,” she says, “even if it means skipping a few meals sometimes.”
Educators speak about declining enrolment, lack of resources, and the fight to restore public trust
As classrooms in many of Odisha’s government schools grow emptier, the people standing at the blackboard every morning — the teachers — are feeling the pinch most deeply.
For Sabitri Dash, a government school teacher in Khurda district, the sight of half-filled benches has become routine. “We used to have 60 students in a class five years ago. Now, there are barely 25,” she says. “Parents prefer private schools because they think we don’t teach well. But that’s not true — we are doing everything we can with the limited resources we have.”
Across Odisha, teachers share similar stories — of shrinking enrolment, crumbling infrastructure, and mounting expectations. Many schools face shortages of trained teachers, especially in science and mathematics. In several rural areas, one teacher handles multiple subjects and classes simultaneously.
“I teach English and Science for Grades 6 to 8,” says Ranjan Pradhan, a teacher from Kalahandi. “There are days when I also have to manage mid-day meals or government paperwork. Teaching becomes secondary because we are overloaded with non-teaching duties.”
While the state government has introduced reforms such as digital classrooms, Mo School Abhiyan, and online teacher training, teachers say the real challenge lies in maintaining quality amidst administrative pressure.
“We attend multiple workshops and training sessions, but we need time and proper infrastructure to implement what we learn,” says Anita Sahu, a primary school teacher in Balangir. “Sometimes the computers don’t work, or the classrooms lack electricity.”
The decline in government school enrolment has also affected morale. Teachers say that while the public perception favors private schools, government teachers often work in far more difficult conditions — remote locations, poor connectivity, and limited resources.
“Private schools have fewer students and better facilities,” says Headmaster Prabhat Rout from Jajpur. “But in government schools, we teach students from all backgrounds — many are first-generation learners. Our job is not just to teach; we have to motivate them to stay in school.”
Despite the challenges, there are stories of hope. In Sundargarh district, a group of teachers started weekend remedial classes for weak students, leading to improved attendance and performance. Similarly, in Ganjam, a government school introduced English-speaking clubs that drew local attention and increased enrolment.
Education experts believe such community-led efforts are crucial. “Teachers are the backbone of the education system,” says Dr. Pradipta Nayak, education analyst. “If we empower them — with proper resources, recognition, and autonomy — the public school system can recover.”
Back in Khurda, Sabitri Dash remains optimistic. “Our students are talented,” she says with a smile. “All they need is guidance and belief — from us, and from their parents.”
-OdishaAge
