National Programme for Education of Girls at Elementary Level (NPEGEL)

 

National Programme for Education of Girls at Elementary Level (NPEGEL)

The National Programme for Education of Girls at Elementary Level (NPEGEL) is a focused programme of the Government of India designed to provide additional support for the education of girls at the elementary level. Launched in July 2003, it is an important component of the Sarva Shiksha Abhiyan (SSA), offering special assistance to enhance girls’ education. The NPEGEL forms a part of SSA and is implemented under its umbrella, but with a distinct identity.

NPEGEL has been formulated to promote the education of underprivileged and disadvantaged girls from Classes I to VIII as a separate and distinct gender component plan of SSA. This gender-focused initiative is essential for achieving Universal Elementary Education (UEE) for girls in educationally backward areas.

Objectives of the Programme

  • Reduce the gender gap in the education sector.

  • Develop and promote facilities to provide access to and retention of girls in schools.

  • Ensure greater participation of women and girls in education.

  • Improve the quality of girls’ education.

  • Emphasize the relevance and quality of girls’ education for their empowerment.

Scope

The scheme is applicable in the following areas:

(a) Educationally Backward Blocks (EBBs): A block where the level of rural female literacy is below the national average and the gender gap is above the national average.

(b) Blocks of districts with at least 5% SC/ST population and an SC/ST female literacy rate below 10%.

(c) Selected urban slums.

The programme targets both in-school and out-of-school girls (ages 6–14) within the block, including:

  • Out-of-school girls

  • Dropout girls

  • Overaged girls who have not completed elementary education

  • Working girls

  • Girls from marginalized social groups

  • Girls with low attendance or achievement levels

  • Girls rescued from work or trafficking

  • Daughters of sex workers

  • Displaced girls, including those in disturbed areas and urban settings

Components of the Girls’ Education Programme

(i) Block Focus Projects for Girls at Risk/In Difficult Circumstances:
Detailed action plans are developed for the target group of girls with specific strategies to be adopted in each block.

(ii) Model Cluster School (MCS):
A Model Cluster School for Girls, serving as a model girl-child-friendly school at the cluster level, is established in selected districts/blocks. Each cluster covers about 5–10 villages. This infrastructure provides teaching-learning equipment, books, games, and facilities such as computers, film shows, self-defence training, life skills education, and sports. Resources like books are shared among schools in the cluster.

(iii) Awards to Schools/Teachers:
One award per year is given to a school or teacher at the cluster level for outstanding achievements in enrolment, retention, and learning outcomes of girl students.

(iv) Teacher Training:
Gender sensitization and attitudinal transformation training is provided to teachers to develop a girl-friendly environment in classrooms.

(v) Remedial Teaching:
Remedial Teaching Centres have been established in Model Cluster Schools to improve the competence levels of girls.

(vi) Additional Incentives:
To attract girls to school, students in all NPEGEL districts are provided free textbooks, stationery, uniforms, etc., resulting in improved retention rates.

(vii) Nutrition and School Health:
The programme includes general health check-ups and special follow-up for girls requiring additional care.

(viii) Community Mobilization (for Enrolment, Retention, and Learning):
At district and cluster levels, activities include training of teachers and administrators, mobilizing communities, forming and training groups such as Mother Teacher Associations (MTA), Women Motivator Groups (WMG), and Mahila Samakhya (MS) Sanghas. These groups promote enrolment, retention, and regular attendance, and monitor progress and achievement.

(ix) Child Care Centres:
Additional Early Childhood Care Centres are established to fill gaps in the Integrated Child Development Scheme (ICDS) and relieve girls from sibling care responsibilities.

Other Activities Include:

  • Learning through computers, especially at the upper primary level

  • Life skills training to develop coping abilities, decision-making, and access to resources for a better quality of life

  • Educational tours and exposure visits to enhance self-esteem and confidence

  • Interaction with community leaders and role models

  • Accelerated learning programmes and curricula for older girls, including bridge courses for dropouts or those never enrolled

  • Follow-up strategies to support girls transitioning from bridge courses to regular schools

  • Engagement of older women as escorts for school-going girls where travel is unsafe

  • Continuous monitoring of girls’ attendance and implementation of strategies to improve regularity and learning outcomes

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