BHUBANESWAR: According to the UNESCO’s State of the Education Report for India released on Tuesday, only 10% of schools in Odisha have computers and only 6% have internet access. According to the data, only 38% of schools have operating electricity, 11% of schools have vacancies, and the state needs 28,816 teachers.

“Following the outbreak of Covid-19, the use of technology in education became increasingly important,” according to the report, “but there were several issues, including a lack of devices and internet connectivity, a lack of teacher preparedness in the use of technology, and a lack of resources in regional languages.”

“To address the issues that the education system was facing as a result of school closures and a lack of access to technologies such as the internet and computers, the state government set up classes via radio and television. We also used YouTube to allow kids to watch recorded versions of courses whenever they wanted “When asked about the report, school and mass education minister Samir Ranjan Dash stated.

Odisha has improved certain significant infrastructure facilities, such as libraries in 94 percent of schools and free textbooks in 84 percent of schools. Boys’ toilets are functional in 90% of schools, whereas girls’ toilets are functional in 93%. According to the survey, almost all schools (99 percent) have functioning drinking water facilities.

The survey noted, “In terms of teacher availability in schools,” “Odisha has 3,40,477 instructors working in 68,717 schools, with 91 percent of them located in rural regions. Women make up 45 percent of all teachers, and 84 percent of them work in rural areas. There are openings in about 11% of schools, and there is a need for 28,816 instructors. In rural areas, 67 percent of all positions are unfilled “schools,” says the narrator.

The research also indicated that there are 3,197 schools with only one teacher, accounting for 5% of all schools. Rural areas account for 88 percent of such schools. “Though the state’s teacher strength is not poor, due to a lack of a good rationalization strategy, more instructors are placed in urban and semi-urban schools, while vacancies in rural schools are higher,” Anil Pradhan, convener of the Right to Education (RTE) forum, stated.


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