District Primary Education Programme

 District Primary Education Programme

DPEP is one of the largest education projects in the world Launched in 1994, aims at achieving the goal of universalization of  elementary education by giving emphasis on district- specific planning with decentralized management, participatory processes, empowerment and capacity building at all levels. The programme is a major initiative to revitalize the primary education system and to achieve objective of upper primary education.

DPEP (phase I) is a project by central government and started in five states with the help of World Bank, later it was expanded to more States. Every state is indicated to choose five districts to start this project, with most backward district where women education is less than national ratio and districts where TLCs have been successfully leading to enhanced demand for elementary education.

 Objectives of DPEP 

 • 100% access to education for children in age group of 6 to 14 years through formal or non formal education.

• 100% enrolment and retention. 

• Children should attend minimum level of learning (MLL) by standard education.

 • To control the stagnation and decrease dropout in school.

• Capacity building of teachers and society, maximum decentralization and community participation.

• To increase the enrolment in school from every unit of society 

 Major Components of DPEP There were four major components of DPEP. They are:-

• Civil Works: Under the civil works programme construction of new schools (two room and verandah structure), new additional class rooms where the school has been expanded up to class-V, construction of toilets, bore wells, school repairs programme, group residential school, teachers’ quarters and women’s hostel have been proposed.

 • Programme: Several alternative approaches for providing school facilities to children could not be brought under the formal system of education are being implemented.

 • Management: DPEP envisages distinct management structures to facilitate better implementation of the programme, to closely monitor the activities by developing a Management Information System (MIS) and to facilitate faster flow of funds. These structures are envisaged at the national, state and district levels .These new structures are supportive to the district plans and are supposed to get merged with the existing organizational arrangements by the end of the project period.

• School Mapping and Micro Planning: Micro Planning aims at involving the community in identifying barriers to enrolment and participation in primary education. It also draws community support to find solutions to overcome  barriers. Micro planning helps to fix up the responsibilities by concretizing the role of VEC. These VECs monitors the educational system of the village and contributes to the progress of enrolment and retention.

 Execution Plan of DPEP: The decentralized planning efforts were mostly initiated through providing professional support to the state and district levels by national institutions. The DPEP made a serious effort to translate the idea of decentralization into an operational practice through various steps:

 • The programme identified district as the unit for initiating decentralized educational planning. 

• The programme attempted to alter the pattern of resource decisions from state level to local levels.

• The programme attempted to strengthen the planning process to make it more consultative, participatory and transparent.

• It tried to provide professional resource support to academic activities through new organizational arrangements like the BRCs and CRCs.

• It attempted to provide support to schools through providing contingency grants of Rs.2000/=to each school and Rs.500/= to every teacher annually.

• The planning process tried to create local level capacity both at the district and sub-district levels.

 Strategies and Activities 

• Access: Opening new L.P Schools in tribal area, Multigrade Learning Centres in remote tribal area and Alternate schools in remote and backward areas. (Tribal & coastal)

• Tribal and Coastal Education: Enrolment campaign with the help of volunteers and Panchayat, Awareness programme and free supply of Text books to tribal children.

• Quality Improvement: Recurrent teacher training on activity based pedagogy, onsite support to teachers through the visits of BRC trainers and Monthly cluster meetings of teachers, TTC training for potential SC/ST candidates, Supply of teacher support materials such as handbooks, activity banks etc, Monthly class PTA meetings and Sahavasa camp.

• Community Mobilization: Creation of Village Education Committee and Formation of Panchayat Monitoring Cell (PMC), training for PMC and Orientation for Parents.

• Research and Evaluation: Action Research Programme, Conduct of studies at BRC &District level.

• Planning and Management: Orientation for school based planning, Annual Plan preparation through participatory process and Meetings of Block Advisory Committees, District Advisory Board and District Implementation Committee.

• Identification and Education of Disabled Children (IEDC): Identification of disabled children, Supply of aids &appliances, Training to teachers, Orientation for parents, People’s representatives.

• Girls Education: Free Supply of Text books to girls, Awareness programme and Teacher sensitization programme.

• Distance Education: Teleconference and Supply of distance learning material.

• Media: Publishing of Newsletters at District &Block level and District and Panchayat level exhibition

 l Management Information System (MIS): Supply of Computers and Dial up networking to all DPEP District &State Project Office, Appointment of System Analyst cum Programmer, Data Entry Operators. In every year MIS updating the school data base .

l •Village Education Register and Retention Register: It is a register which conveys the educational situation of each boy and girl of all families in the village and Retention register is basically to calculate the retention rate of a school or a class that is, how many children continue their studies and how many drop out.

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