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2.dpep-District Primary Education Programme

The District Primary Education Programme (DPEP) was launched in 1994 with the goal of universalizing elementary education through decentralized district-specific planning, community participation, and capacity building. DPEP aimed to improve access, retention, learning outcomes, and reduce disparities. It was implemented in phases across several states with World Bank support. Key objectives included 100% enrollment, attendance, and retention from ages 6-14 through formal and non-formal education. DPEP adopted a holistic approach and was structured to fill existing gaps in primary education provision.

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2K views6 pages

2.dpep-District Primary Education Programme

The District Primary Education Programme (DPEP) was launched in 1994 with the goal of universalizing elementary education through decentralized district-specific planning, community participation, and capacity building. DPEP aimed to improve access, retention, learning outcomes, and reduce disparities. It was implemented in phases across several states with World Bank support. Key objectives included 100% enrollment, attendance, and retention from ages 6-14 through formal and non-formal education. DPEP adopted a holistic approach and was structured to fill existing gaps in primary education provision.

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shirantha
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DISTRICT PRIMARY EDUCATION PROGRAMME (DPEP)

District Primary Education Programme (DPEP) is conceptualized and concretized on the


basis of varied experience and expertise the country has gained in the process of planning and
implementing national programmes, state level programmes and externally funded
programmes in education in India. 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.

DPEP adopts a holistic approach to universalize access, retention and improve learning
achievement and to reduce disparities among social groups. DPEP is based on the principle of
“additionally” and is structured to fill in the existing gaps by providing inputs over and above
the provisions made under central and state sector schemes for primary education. The state
governments are required to at least maintain expenditure in real terms at base year level.

Objectives of DPEP

The DPEP has specified objectives in its document. Given below is a collation
of the most important objective which each state has been implementing.

 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.

In order to materialize this program of education, proper organizational and administrative set
up had also been built up. Education Department of the Central Government was to give
necessary instruction to the State government regarding the proper utilization of the financial
aids given by the World Bank for the purpose. Further, the States has to create a Central
Committee to give necessary suggestions for its implementation. Only the provincialized
schools of the State Government were included under this program.
Programs of District Primary Education Programme (DPEP)
Some of the programs of activity under this plan are as below.

 To develop the teaching aids and instruments for a child’s education.


 To provide special facilities for drinking water and sanitation for the girl students.
 Also, to involve the community people in this plan of activity.
 To make provision of education for children who were engaged in some other
work.
 To make provision for pre-primary school for children of the age group of 3 to 6
years for their all-round development.
 Also, to make arrangements for child gathering, an exhibition of dolls, and a
child’s picture exhibition.
 To establish co-ordination and co-operation between pre-primary and primary
education.
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. DPEP activities
are an essential element in the programme.
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 enrollment and participation in primary education. It also draws
community support to find solutions to overcome these 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 enrollment 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 Centers in
remote tribal area and Alternate schools in remote and backward areas. (Tribal &
coastal)
 Tribal and Coastal Education: Enrollment 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
and 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 sensitation programme.
 Distance Education: Teleconference and Supply of distance learning material.
 Media: Publishing of Newsletters at District &Block level and District and Panchayat
level exhibition
 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 .In every month MIS develops the data of SOE (Statement of
Expenditure) and send the same to SPO( State project office).
 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.
Impact of the Programme on UEE

This programme was implemented in a mission mode. A National Management Structure was
set up on the lines of NLMA which would oversee the implementing of the programme
throughout the country and a situational analysis was conducted to assess the access and
retention in DPEP districts, and to compare the performance of DPEP ones in the selected
states. The analysis was based on secondary sources of data obtained from the state
Directorate of Education and also from the EMIS established under the DPEP.

The following are some of the findings/observations of the assessment

Coverage

• District Covered – 219 (248 with bifurcated districts)


❑ Phase I (1994 – Sept. 2001) 42
❑ Phase II (1996 – Dec., 2002 80
❑ Phase III (1998 – March, 2003) 27
❑ Other phases 70
States Covered 18

Schools

• Schools in the system 3,75,000


• New school added 10,000

Students and Teachers

• Students in the system 513 lakh


• Total no. of teachers 11 lakh

ECE

• ECE center set up 56,124


• Children covered 21 lakh
Alternative Schools (AS)

• AS centers set up 56,124


• Children Covered 21 lakh

Enrollment

GER* (including enrolment in EGS & AS) 102 %*


NER* (including enrolment in EGS & AS) 90 %*

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