The Union Education Ministry’s UDISE (Unified District Information System for Education) recent report reveals that Goa’s school dropout rate at the secondary level has climbed to 8.1 percent, raising alarm over the State’s educational journey, especially at a time when Goa is taking baby steps towards the National Education Policy. Although Goa aims to establish itself as an “education hub” with prominent institutions setting up shop, and has to its credit a strong Gross Enrolment Ratio (GER), this data reveals a stark contradiction: many children are dropping out of school before completing vital educational stages. This disparity between promising educational facilities and the actual situation demands urgent attention, as it has long-term implications.
To begin with, the notable rise in dropout rates, especially in Classes 9 and 10, points to deep-rooted systemic problems. The report shows that boys are exiting school at higher rates than girls at both preparatory and secondary levels, with 10.9 percent of boys quitting compared to 5.1 percent of girls. Although the overall dropout rate has seen a minor decline from 8.8 percent in 2022-23, the increasing trend during this critical transitional period is worrisome. These years are crucial for students as they acquire skills essential for higher education, employment, and socio-economic mobility. Missing out during this time can have career consequences, leaving many students ill-equipped to face the challenges of a competitive, modern workforce.
What contributes to such high dropout rates? Financial burdens appear to be prominent in most cases across India. Families often need their children's assistance for household income, and it could hold true in Goa’s case too, since we are heavily dependent on tourism and migrant labour. Besides economic factors, systemic and academic hurdles play a crucial role. The “No-Fail” policy, designed to alleviate academic pressure, may unintentionally reduce students’ enthusiasm and dedication to their studies.
Many students find it difficult to handle the high demands of secondary education, further complicated by insufficient preparation in earlier grades. The drop in transition rates from middle to secondary school highlights this struggle. Moreover, the academic environment frequently lacks the means to engage students effectively; traditional teaching methods, irrelevant curricula, and inadequately trained teachers contribute to disinterest and increased dropout rates.
Furthermore, social and behavioural challenges such as bullying, peer influence, and insufficient mentorship foster an unwelcoming educational atmosphere. Children who encounter regular setbacks or overwhelming academic stress might develop a lack of confidence, leading them to disengage from school altogether. The absence of counselling services and nurturing environments leaves numerous students feeling isolated. A high dropout rate reveals a disconnect at the foundational tier. The deficiencies, particularly at the primary and foundational levels, pose risks to the State’s broader vision for academic excellence.
The NEP 2020 presents a strategy to tackle these challenges through flexible, multi-entry/exit frameworks, vocational training, and inclusive curricula. However, the realisation of this policy's potential relies on localised execution—recognising specific reasons for dropout clusters, whether they be economic, social, or systemic, and adjusting strategies accordingly. Goa must focus on data-informed interventions, which include providing targeted support for vulnerable students, enhancing guidance and counselling services, besides upgrading infrastructure.
The rise in dropout rate serves as a critical prompt for reflection and decisive action. The government needs to transcend aspirational statements and confront the underlying issues so that no student is deprived of learning.
