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<p>Odisha exhibits notable disparities in educational access and outcomes across various districts, including both KBK and non-KBK regions. It is crucial to assess how efficiently the study area utilises educational resources and influences policy development to close regional gaps in school performance. Therefore, to achieve this aim, the present study analyses elementary education in Odisha, focusing on dropout rates, gender disparities, and regional differences from 2008-09 to 2021-22. To estimate efficiency, the Directional Distance Function (DDF), conventional Data Envelopment Analysis (DEA) methods, and second-stage Tobit regression have been employed to capture efficiency over time. Therefore, the study’s findings reveal marked disparities between KBK and non-KBK districts, as well as between scheduled and non-scheduled regions. While most districts are relatively efficient, the KBK districts have an average efficiency of 0.958 compared to non-KBK districts with an average efficiency of 0.85. Additionally, the dropout rate in KBK is 5 per cent, while in non-KBK areas, it is 7 per cent, because dropout has been treated as an undesirable factor. Later, Tobit estimates that on-the-job training for teachers, teacher qualifications, and the representation of SC/ST teachers have significantly enhanced efficiency. Therefore, these results offer valuable insights for policymakers to address the distinct challenges faced by tribal communities in scheduled areas, encouraging policies that foster inclusivity and equitable education.</p>

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Efficiency analysis of elementary education development in an eastern state of India: a two-stage DEA approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月4日

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  • Rukmani Mahala,
  • Pushp Kumar,
  • Mandeep Bhardwaj,
  • Sukhpal Singh

摘要

Odisha exhibits notable disparities in educational access and outcomes across various districts, including both KBK and non-KBK regions. It is crucial to assess how efficiently the study area utilises educational resources and influences policy development to close regional gaps in school performance. Therefore, to achieve this aim, the present study analyses elementary education in Odisha, focusing on dropout rates, gender disparities, and regional differences from 2008-09 to 2021-22. To estimate efficiency, the Directional Distance Function (DDF), conventional Data Envelopment Analysis (DEA) methods, and second-stage Tobit regression have been employed to capture efficiency over time. Therefore, the study’s findings reveal marked disparities between KBK and non-KBK districts, as well as between scheduled and non-scheduled regions. While most districts are relatively efficient, the KBK districts have an average efficiency of 0.958 compared to non-KBK districts with an average efficiency of 0.85. Additionally, the dropout rate in KBK is 5 per cent, while in non-KBK areas, it is 7 per cent, because dropout has been treated as an undesirable factor. Later, Tobit estimates that on-the-job training for teachers, teacher qualifications, and the representation of SC/ST teachers have significantly enhanced efficiency. Therefore, these results offer valuable insights for policymakers to address the distinct challenges faced by tribal communities in scheduled areas, encouraging policies that foster inclusivity and equitable education.