Odisha trains over 100 school heads at IIM Ahmedabad to curb dropout rates

The Odisha government has initiated a significant education reform by sending heads and principals from higher secondary schools and Plus II colleges to the Indian Institute of Management (IIM) Ahmedabad for advanced training.

This phased program aims to enhance academic standards, improve school governance, and reduce dropout rates in government institutions.

Over 100 school heads have completed a five-day training session, with another batch of 50 principals set to begin training on June 9.

The curriculum focuses on institutional leadership, strategic planning, digital education, innovative teaching methods, student attendance, engagement, library and infrastructure management, and the implementation of the National Education Policy (NEP) 2020.

The reform seeks to modernize school and college administration and increase the competitiveness of Odisha’s government educational institutions compared to private schools.

This effort comes amid concerns over rising dropout rates, with more than 43,000 Class 10 students and 11,000 Class 12 students failing to appear for their final exams this year.

The training initiative is a strategic response to rebuild public trust and boost student confidence in government schools.

Principals who participated in the first phase praised the program. One called it “world-class, highly relevant, and urgently needed,” noting that the training provided practical tools for effective school management.

The state’s Minister of School and Mass Education reiterated the government’s dedication to reform and highlighted the importance of implementing the training’s lessons at the ground level.

Saroj Senapati, a college principal from Kamardha, said, “This is a great initiative by the Odisha government. It’s a new beginning that aligns with the National Education Policy. We got to learn how advanced education systems function.”

Education experts have welcomed the reform, viewing the empowerment of institutional heads with leadership and management skills as a vital step toward addressing systemic issues in public education.

However, they caution that the real test will be translating the training into sustained, on-the-ground improvements.