International Journal of Social Science Research (IJSSR)

SCHOOL EDUCATION AND SOCIAL DEVELOPMENT IN ODISHA: A SOCIOLOGICAL STUDY OF ENROLMENT, GENDER PARITY, AND EDUCATIONAL INSTITUTIONS

School education plays a vital role in fostering social development by enhancing human capital, reducing inequality, and creating opportunities for social mobility. This study examines the relationship between school education and social development in Odisha using key indicators such as the Gross Enrolment Ratio (GER), Gender Parity Index (GPI), and the distribution of schools, teachers, and students across districts. It is based on secondary data from the Odisha Economic Survey 2025–26 and other official sources. The findings reveal that Odisha has made considerable progress in expanding school education, particularly in increasing enrolment and promoting gender inclusion. The GER at the preparatory and middle stages is relatively high, indicating improved access to education. However, enrolment at the foundational level remains comparatively low, highlighting the need to strengthen early childhood education. At the secondary level, the GER declines, reflecting issues such as student dropouts, socio-economic barriers, and limited access to higher-level educational facilities in some regions. Gender parity in education appears largely balanced across most stages, with GPI values close to or slightly above one. This suggests that female participation is comparable to, or even exceeds, that of males in certain stages, especially at the secondary level. Government initiatives such as scholarships, residential schools, and awareness programmes have played a significant role in reducing gender disparities. District-level analysis shows uneven distribution of educational resources. Highly populated districts like Ganjam, Khurda, and Mayurbhanj report higher enrolment, while several backward and tribal districts face shortages of infrastructure and teaching staff. Variations in the Pupil Teacher Ratio (PTR) further indicate disparities in teacher allocation and potential challenges to educational quality. Overall, while Odisha has achieved notable progress in access and gender equality, regional disparities and infrastructural gaps persist, requiring targeted policy interventions.