Impact of Pandemic on School Dropouts among Tribal Children in Odisha and Way Forward

Abstract

The findings from the study focus on two key areas- a) learning levels and b) attendance and dropout levels. This study provided data into the current situation (Post Covid) of children in 5 tribal districts - both those who live at home in the village, as well as those who are in residential school. Learning Levels - The data from the study shows that learning levels of children across age groups are largely below grade level, and that learning loss is visible in both reading and arithmetic- during the period when school were closed due to the pandemic. Data showed that girls performed better than boys, with the gender gap increasing in higher grades. Higher grades show greater evidence of learning loss than lower grades, which if not addressed promptly may lead to increased dropout rates in the months and years ahead. Dropouts and Extended Absenteeism- On the positive side, an important finding of the study is that less than 2 percent of all children in the 6-14 age group are not enrolled in school which is very much in line with enrollment numbers elsewhere in the country. Also similar to other parts of India, the proportion of children not currently enrolled is higher for older age groups (7.4 percent for 15-16-year-olds), but this proportion has been falling steadily in recent years. Overall, however, the good news is that enrollment trends have not changed much since 2018, despite two years of school closures. Robust monitoring and measurement mechanisms are needed to ensure that the solutions provided are relevant and to track progress in both learning levels and enrollment. This data should be available dynamically, with easy-to-understand visualizations that are updated as more data is collected, such that it can be utilised by all stakeholders both within and outside the government system. Adopting and implementing new methods of teaching and learning such as leveraging the participation of parents and family members in their childrens learning (especially when schools are closed). A strong social structure can be built within the community comprising of youth, parents and other community members to create awareness and ownership on children learning.