status of higher secondary education and its problems and issues

status of higher secondary education and its problems and issues

1. A STUDY ON THE STATUS AND PROBLEMS OF HIGHER SECONDARY
EDUCATION IN ODISHA
1.0 INTRODUCTION
The higher secondary education is the post secondary education. It is also preparatory stage.
The higher secondary stage is linked between secondary and university stage. Vocational and
technical educations are required for the other group Higher secondary education was
considered at as a part of college education even before independence. It was the first
requirement for the establishment of a degree college. The higher secondary education is the
post secondary education. It is also preparatory stage. The higher secondary stage is linked
between secondary and university. Vocational and technical educations are required for the
other group Higher secondary education was considered at as a part of college education even
before independence. It was the first requirement for the establishment of a degree college.
The University Education Commission (1948-49) was appointed under the Chairmanship of
Dr. S. Radhakrishnan for university education but incidentally the commission made certain
recommendations relating to Higher Secondary Education. The commission recommended
that (i) 'Intermediate stage of education should be treated as a part of school education', (ii) '
well equipped intermediate colleges should be started', (iii) 'A large number of occupational
institutions should be opened to divert students to different vocations'.
The Tarachand committee appointed by the Government of India in 1949 also suggested that
"school education should be of 12 years duration". The Secondary Education Commission
was appointed on 23.9.1952 under the Chairmanship of Dr. L. Mudaliar. The commission
submitted its report in June, 1953. The recommendations were as follows:
4 to 5 years Primary or Junior Basic Education + 3 years Middle or Junior Secondary or
Senior Basic +4 years Higher Secondary
Establishment of multipurpose schools
Diversified courses at the higher secondary stage.
Provision of guidance and counselling services.
Improvement in the conditions of recognition.
In pursuance of the recommendations, multi-purpose higher secondary schools were
established in India and so also in Odisha.. The first school of Odisha was started in
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2. Mendhasal In 1954-55 during 1957-58 three more secondary Schools are converted to
multipurpose higher secondary schools. In the next year four more High Schools were also
upgraded to higher secondary schools. The first examination was conducted in1961 in which
193 candidates were appeared the examination. At that time the structure of education was
11+2+2.
Secondary education is the stage of education following the primary level and preceding
higher or tertiary education, typically covering students aged 14 to 18 years. According to the
National Council of Educational Research and Training (NCERT), secondary education
serves as a critical phase that bridges the foundational knowledge acquired during elementary
schooling with the more specialized and vocational education at the tertiary level. It typically
includes two stages: lower secondary (classes 9 and 10) and higher secondary (classes 11 and
12). The main objective of secondary education is to develop learners’ intellectual,
emotional, and moral capacities while preparing them for higher education or entry into the
workforce.
The Kothari Commission (1964–66) emphasized that this stage should prepare students not
only for higher studies but also for life by developing critical thinking, moral values, and
practical skills. Higher secondary education is considered a foundation for national
development, as it produces skilled manpower and prepares youth for professional education,
technical institutes, and the labour market.
Higher Secondary Education in Odisha refers to the two-year academic stage
following secondary education, encompassing Classes XI and XII, and is commonly known
as the +2 level. It is administered primarily by the Council of Higher Secondary Education
(CHSE), Odisha, established under the Odisha Higher Secondary Education Act of 1982.
This stage offers instruction in various streams—Arts, Science, Commerce, and Vocational
—through government and private junior colleges across the state. Higher secondary
education serves as a critical bridge between school and university-level learning, providing
foundational knowledge, life skills, and career readiness. The Department of Higher
Education, Government of Odisha, oversees policy, funding, and infrastructure for this level
of education. Efforts such as online admission through the SAMS portal, gender-inclusive
policies, and integration of NEP 2020 reforms aim to improve quality, access, and equity
across Odisha’s higher secondary education system.
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3. 2.0 IMPORTANCE OF HIGHER SECONDARY EDUCATION
Higher Secondary Education plays a pivotal role in the overall educational
journey of a student, serving as a bridge between secondary schooling and higher education
or vocational training. It is a critical stage where students begin to specialize in academic
disciplines such as Science, Commerce, or Humanities, enabling them to make informed
choices about their careers. According to the National Policy on Education (1986) and
reiterated in the National Education Policy (NEP) 2020, higher secondary education must not
only prepare learners for university but also equip them with essential life skills, critical
thinking abilities, and a strong ethical foundation. This stage of education fosters intellectual
maturity and academic discipline, helping students to develop a sense of responsibility, self-
confidence, and decision-making skills. UNESCO emphasizes that secondary and higher
secondary education are essential for reducing poverty, promoting gender equality, and
ensuring sustainable development. In India, initiatives like Samagra Shiksha and RMSA have
been launched to ensure equity and access to quality education at this level. Therefore, higher
secondary education is not just a preparatory phase for college or jobs it is fundamental for
producing capable, aware, and productive citizens who can contribute meaningfully to the
nation's growth and democratic fabric.
3.0 Functions of Higher Secondary Education IN ODISHA
1. Preparation for Higher Education
Provides subject specialization in Science, Commerce, Humanities, or vocational streams and
Builds academic foundation for college and university education.
2. Development of Intellectual Abilities
Enhances critical thinking, logical reasoning, and independent learning and Encourages
problem-solving and analytical skills.
3. Career and Vocational Preparation
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4. Offers skill-based and vocational courses for employment readiness and Prepares students for
professional and technical fields.
4. Bridge between Secondary and Higher Education
Higher Secondary Education acts as a crucial transitional phase that prepares students
academically and mentally for college-level education, professional courses, or technical
training. It deepens subject knowledge and introduces specialization (Science, Commerce,
Arts, Vocational).
5. Academic Enrichment and Subject Specialization
Students are introduced to advanced content in selected subjects, which helps develop a
strong academic foundation. This phase allows learners to explore career-oriented disciplines
and strengthen their cognitive and analytical skills.
6. Preparation for Competitive and Entrance Exams
HSE in Odisha plays a key role in preparing students for national and state-level entrance
tests such as JEE, NEET, CUET, Odisha Joint Entrance Exam (OJEE), etc. Schools offer
focused support, and some are connected with model coaching schemes.
7. Skill Development and Employability
Under vocational education schemes, higher secondary schools offer training in skills such as
agriculture, IT, tourism, tailoring, healthcare, etc., especially in Government Vocational
Junior Colleges. This function prepares students for immediate employment or
entrepreneurship.
9. Social Inclusion and Equity
HSE in Odisha serves as a platform for educational inclusion of SC, ST, SEBC, and
minority students through reservations, scholarships (like Medhabruti, Kalia
Scholarship), free textbooks, and hostel facilities. It addresses gender equity by promoting
girls’ education, especially in tribal and backward districts.
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5. 10. Emotional and Adolescent Support
During this age (16–18), students experience emotional and psychological challenges. Higher
secondary schools in Odisha offer career counseling, mental health awareness, and life
skill programs to help students manage adolescence positively.
11. Digital and Technological Literacy
HSE integrates ICT-based learning under schemes like SMART classrooms, e-Pathshala,
PM eVIDYA, and Odisha State Open University initiatives. This prepares students for
digital-era education and technology-based careers.
12. Cultural, Civic, and Environmental Education
Odisha’s higher secondary schools incorporate awareness about Odisha’s culture, civic
responsibilities, environmental sustainability, and disaster preparedness—particularly
important in a disaster-prone state like Odisha.
13. Promotion of Scientific Temper and Research Attitude
Through science exhibitions, innovation clubs, and participation in programs like INSPIRE
Awards and Young Scientists Program, HSE promotes scientific curiosity and research
skills.
14. Facilitating National Education Policy (NEP) Goals
With NEP 2020 being implemented in phases, Odisha’s HSE is gradually shifting toward
flexible subject choices, multidisciplinary education, and credit-based learning (planned
under NCrF - National Credit Framework).
4.0 STATUS OF HIGHER SECONDARY EDUCATION IN ODISHA
1. Enrolment and Access
In Odisha, not all students continue their education after Class 10. Only around 43.6% of
eligible students are enrolled in higher secondary classes (Class 11 and 12), which is lower
than the national average. Many students, especially from poor, tribal, or rural families, drop
out due to reasons like money problems, no nearby schools, lack of transportation, or early
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6. marriage (in case of girls). Although the state has made some progress in reducing dropouts
bringing down the rate from 27.3% to 9.1% in just a few years many students still leave
school before completing higher secondary education. Special attention is needed to help
tribal and SC students, where dropout rates are still high.
The government is trying to fix this through schemes like scholarships, digital
admissions, and model schools, but more work is needed to ensure equal access for all
students, especially in backward districts.
2. Transition from Secondary to Higher Secondary
There is a noticeable gap in the transition rate from Class 10 to Class 11 in Odisha. One
major cause is the declining trust in government secondary schools, which is reflected in the
migration of students to private or aided institutions after Class 9. Reports indicate that poor
performance in government schools, including low pass percentages in matriculation exams,
has led to a drop in Class 11 admissions in those schools. This trend reduces continuity in
education for students who rely on government support the most, further widening the
educational divide.
3. Infrastructure and School Facilities
Odisha faces considerable challenges in terms of school infrastructure. As of the UDISE+
2023–24 report, more than 2,182 government schools still do not have electricity, affecting
both teaching and digital learning. Moreover, 611 girls’ schools lack proper toilet facilities,
and 1,159 boys’ schools are similarly under-equipped. However, in some areas, the state has
shown progress—94.7% of schools have libraries, 98.8% provide safe drinking water, and
98.2% have functional toilets, making Odisha relatively better than many eastern Indian
states in those parameters. Despite these improvements, the absence of reliable electricity,
digital tools, and sanitation facilities continues to affect learning conditions in rural and tribal
districts.
4. Digital Literacy and Teacher Capacity
Digital infrastructure in schools remains underutilized in Odisha due to a lack of teacher
training and support. According to recent data, only about 33% of teachers in government
schools are trained to use computers and digital tools effectively. This severely limits the
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7. potential of e-learning and blended education, especially in areas where traditional teaching
methods are failing. In contrast, districts like Jharsuguda have been highlighted in national
reports for improving digital classrooms and achieving high rankings in the Performance
Grading Index (PGI-D), showcasing what is possible with the right investments.
5. Academic Quality and Learning Outcomes
The quality of education at the higher secondary level is highly uneven across the state. In
districts such as Koraput, inspections revealed that nearly 50% of students were absent
regularly, and even those present lacked basic literacy skills—only 8 out of 23 Class 10
students could read simple English. On the other hand, Odisha Adarsha Vidyalayas
(OAVs), which are centrally funded model schools, showed remarkable success in the 2025
CBSE Class XII exams, with 72% pass rate in Science and 77% in Commerce. This
disparity shows the urgent need to bring similar quality teaching and accountability to regular
government schools across the state.
6. Governance and Policy Measures
The Council of Higher Secondary Education (CHSE), Odisha, which was established in
1982, is responsible for regulating curriculum and exams at the higher secondary level. The
government has also introduced new reforms in line with the National Education Policy
(NEP) 2020, including steps to install CCTV cameras in schools for better safety and create
Internal Complaints Committees (ICCs) to handle gender-based grievances. Admission to
Class 11 is now streamlined through the Student Academic Management System (SAMS),
which in 2024 successfully filled nearly 4.7 lakh seats across 2,415 higher secondary
schools. Importantly, girls outnumbered boys in the latest admission cycles, indicating
positive gender trends.
7. Inclusive Education and Dropout Support
To reduce dropouts, Odisha has implemented inclusive strategies such as the State Institute
of Open Schooling (SIOS), which allows students who failed or dropped out of the system
to rejoin formal education through alternative modes. This is particularly beneficial for girls,
SC/ST youth, and rural students. Additionally, the state allocated 762.4 crore in 2023–24 for
post-matric scholarships to encourage retention among students from marginalized
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8. communities. Such financial support and flexible education models are crucial to ensuring
that all students can complete their higher secondary education.
5.0 PROBLEMS AND ISSUES OF HIGHER SECONDARY EDUCATION
IN ODISHA
Despite several reforms and policy initiatives, higher secondary education in Odisha
continues to face multiple challenges that hinder access, equity, and quality. These problems
are structural, socio-economic, infrastructural, and pedagogical in nature.
1. Low Enrolment and High Dropout Rates
According to UDISE+ data (2023–24), only about 43.6% of eligible students transition from
Class 10 to Class 11 in Odisha, which is below the national average. Dropout rates are
especially high among Scheduled Tribe (ST) and Scheduled Caste (SC) students,
particularly in remote and tribal districts such as Koraput, Malkangiri, and Rayagada. The
major reasons include poverty, early marriage (especially for girls), lack of transport, and low
awareness about the value of higher education.
2. Inadequate Infrastructure
A significant number of higher secondary schools suffer from poor infrastructure. As per the
UDISE+ 2023–24 report:
2,182 government schools lack electricity, severely affecting ICT-enabled learning.
611 girls' schools lack proper toilet facilities, affecting adolescent girls’ attendance
and hygiene.
Many schools in tribal and backward districts do not have science laboratories,
libraries, or internet access, creating a digital and academic divide.
3. Shortage of Qualified Teachers
Many higher secondary institutions in Odisha face vacancies in key subject areas such as
Physics, Mathematics, and English. According to the Odisha School Education Programme
Authority (OSEPA), several government and aided schools rely on guest teachers or under-
qualified instructors, especially in rural areas. This affects the quality of subject delivery
and exam preparedness.
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9. 4. Poor Learning Outcomes
In districts like Nabarangpur and Nuapada, classroom inspections have revealed that a
large number of students in Class 11 and 12 struggle with reading comprehension and
numerical skills, pointing to serious foundational learning gaps. Even in urban government
schools, many students do not meet expected learning outcomes, as reported in ASER and
NAS (National Achievement Survey) assessments.
5. Digital Divide and Limited ICT Integration
Although the state has introduced smart classrooms and e-learning platforms under
schemes like PM eVIDYA and SAMAGRA SHIKSHA , their implementation is uneven.
Only around 33% of teachers are trained in digital tools, and many rural schools lack
devices or internet connectivity. The digital divide became particularly visible during the
COVID-19 pandemic, when remote learning was inaccessible to a majority of students in
rural Odisha.
6. Gender Disparities and Social Inequities
While female enrolment has improved in some districts, gender-based barriers remain
prominent, particularly in tribal belts. Girls are often burdened with household work or face
safety concerns related to traveling long distances. In addition, many children from SEBC,
SC, ST, and minority communities lack social support systems, career counseling, or
mentorship, which limits their academic aspirations.
7. Overemphasis on Board Exam Results
The higher secondary education system in Odisha remains exam-centric, with undue
emphasis on rote learning and board exam scores. This undermines critical thinking,
creativity, and holistic development. Students are often pressured into coaching centres,
sidelining classroom learning and creating inequity between those who can afford private
tuition and those who cannot.
8. Limited Vocational and Skill-Based Opportunities
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10. While the curriculum includes vocational streams, their reach is minimal. Out of over 2,400
higher secondary schools, less than 10% offer practical skill-based training in areas like
IT, agriculture, or tourism. Where vocational education is offered, lack of infrastructure,
trained instructors, and industry linkages diminishes its impact.
9. Ineffective Implementation of NEP 2020 Reforms
Though the Odisha government has started integrating the National Education Policy (NEP)
2020, progress is slow. The proposed multidisciplinary curriculum, flexibility in subject
choice, and academic credit frameworks under NCrF are still in nascent stages. Most schools
continue with outdated syllabi and rigid subject groupings.
10. Monitoring and Accountability Gaps
There is limited monitoring and feedback on classroom processes, teaching quality, or
student well-being in many schools. In some districts, there are no regular school
inspections, and grievance redressal mechanisms like Internal Complaints Committees
(ICCs) are either inactive or non-existent. This leads to poor accountability and unresolved
issues, particularly related to gender safety and mental health.
Conclusion
Higher Secondary Education in Odisha has shown considerable improvement in terms of
access, enrollment, and institutional development, supported by reforms like NEP 2020 and
digital initiatives such as SAMS. The establishment of government junior colleges and
Odisha Adarsha Vidyalayas has strengthened the system. However, challenges remain in the
form of infrastructure gaps, teacher shortages, regional disparities, and the digital divide.
Addressing these issues through focused investment, inclusive policy implementation, and
improved governance is essential for ensuring quality and equitable education for all learners
at the higher secondary level.
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11. 6.0 REFERENCE
National Education Policy 2020. Government of India.
https://www.education.gov.in
Council of Higher Secondary Education, Odisha
https://chseodisha.nic.in/
Odisha State Open University,
https://www.osou.ac.in/
www.kalyainpublishers.co.in
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