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DISTRICT PRIMARY EDUCATION Programvffi-Phasf! DISTRICT PRIMARY EDUCATION PROGRAMvffi-PHASf!:: (A m ovem ent,for^ "^<n u. Chirtocpr DisTfiC|f DISTRICT'gptJCATION '1998-2003 CKITTOOR DISTRIC ANDHRA FRADESK f t - C6Mny & UOCUMfflffrflON CtNTB' 'lijticziil TnstitEducatico;^! ^ {i g a nd ni»tt at ion. ^ Aifr^indo Mar*, s < ^ . INDEX S.No Chapter Page No. 1. Vision for DPEP : Chittoor District 01-04 2. About the District 05-07 3. District situational analysis - Educational scenario 08-15 4. Enrollment - Drop outs - Retention 16-22 5. Equity 23-31 6. Key issues and concerns 32-38 7. Access 39-46 8. Quality in education 47-55 9. Planning process 56-62* 10. Management structures 63-71 11. Community participation in DPEP 72-74 12. Educational Plan & Cost Estimates 75-99 APPENDIX NJEPA DC D09752 CHAPTER - I VISION FOR DPEP : CHITTOOR DISTRICT •liducaiion for All' is a compelling goal because education improves both the lives of children and the economic and social development of the nation. A child who has access to quality primary schooling has a better chance in life. Learning to read, to wxite and to do basic arithmetic provides a foundation for continued learning through out life. Also important are the life skills that education gives to children. Education gives a child a better chance for a full, healthy and secure life. The education system in our country has made great efforts in providing primarv’ education to substantial numbers for the last five decades. Yet, the system failed in two wavs. System failed to reach some children (children in the school less habitations, working and street children, Girls with daily responsibilities. Disabled). System failed to teach all children (Drop-outs without completing primary level. No equity. No Quality learning). Among and within the states c'sf our country there are differences in ‘’w'ho” succeeds in school. Certain groups ot children i.e. GirVs, Rura\ poor, Disadvantaged groups like S.C., S.T., and Minorities etc., Disabled (physical, mental, and learning) are left out of quality education more often than others. To reach and to teach, the children not served by existing education system, new approaches to education are needed. The programmes tried in the past have not been able to reach all these children. The Bihar Education Project, Lokjumbish of Rajastan, TUPE of Orissa, Shiksha Karmi of Rajasthan, Andhra Pradesh Primary Education Project etc., are some of the Area specific programmes/people specific programmes which are being implemented in our country in the recent past. Based on th. lessons and gains of the above regie ^specific experiences the District Primarv Education Progranmies (DPEP) are planned and designed through Micro Planning at the Habitations level. DPEP attempts to implement the interventions in Primar>- Fducation in a holistic and coordinated fashion. District Primary Education Programme DPEP is an irmovative experiment in the field of Primary Education to achieve UPE by 2003 AD The DPEP s^eks to operationalize the strategies of Micro Planning at the District/Mandal level. The main thrust under the DPEP is;- Bottom to top planning in the district Community participation and decentralized partnership management Focus on disadvantaged groups viz.; Girls, SC, ST, Handicapped, Minorities Improving effectiveness of education i.e. Betterment of quality in education Emphasis on focused targeting. Objectives of DPEP The present effort is to develop the district specific project with specific interventions, clearly defined roles and responsibilities, definite time schedule, plan of action and specific targets. The programme is thus focused on - 1. Providing all children with access to pre-primary and primary education either in formal system or through NFE programme. 2. Reducing differences in enrollment, drop-out and learning achievement to less than 5% between boys and girls as also for disadvantaged social groups. 3. A reduction in the overall drop-out rate in primary education to less tha 10% for all students. 4. An increase of atleast 25 percent in average primary learning achievement levels measured against base line assessment survey. 5. Facilitating access for disadvantaged groups such as Girls, S.C., S.T., Minorities and the handicapped. 6. Improving the_quality of education through a process of demand creation for better service. 7. Recurrent and regular upgrading of teacher skills. 8. Involvement of communities in programme planning as distinct from project planning. 9. Strategies for convergence with related services such as health care, early child hood care and education and other government welfare schemes. 10. Improvement of infrastructural facilities. 11. Effective decentralized school management. 12. Achievement of minimum levels of learning. In a nutshell, the major objectives of DPEP is to achieve universal accessibility, enrolment, retention and achievement levels among all the children in the age group of 6-11 years. Our vision for DPEP The DPEP will be implemented in Chittoor District from 1998 -99 to 2002- 2003 A.D. The district is undertaking various innovative activities for the overall improvement of Primary Education in the District. There are 404321 children in the age group of 6-11 in the district . Out of this 352040 children are enroled . At pr-^sent the rate of enrolment in the district is 87.0%. To achieve Cent Percent enrolment, 200 school less habitations will be provided new primary schools in a phased manner during the project period. 00002 In the habitations of General, S.C as well as S.T., where low enrolment and higher dropout rates are seen 400 ECE centres will be opened Present dropout rate in the district is 21.7%. Alternate schooling facilities will be provided in 475 habitations'to facilitate the dropout children to re-enroll themselves. During the project period 33 intensive Back to School coaching camps will be undertaken for bringing the dropouts into main stream . The rate of retention over classes 1 to 5 is 78.26%. School premises and class rooms will be made more attractive to retain children in the school. Money will be provided to each and every school and also to the teacher to procure and prepare Teaching and Learning materials. Facilities like buildings, drinking water and toilets will be provided. Quality of teaching will be improved through inservice trainings , enriching the existing 342 teacher centres established under APPEP, establishment of 70 Mandal Resource Centres and strengthening of DIET. The academic support of the DIET will be optimiimly utilized for the qualitative improvement of primary education in the district. At the moment community participation is minimum . This will be improved through the formation of Village Education Committees in the district. Convergence with interrelated developmental departments like ICDS, Health, Women and Child Welfare, Social Welfare help in realizing Universalisation of Elementary Education by 2002- 03 A.D. in the district. By the completion of this programme............... • All the schools in all our villages will be bubbling with Educational Activities. Education for All - i.e., our goal will be yielding fruits. • Students will enjoy their schooling . Schools will play an effective role for the joyful learning process. No drop outs will be seen in the schools. • Cc;-;nmitted , enriched and effective teachers will be playing their significant roles in the schools. Both Girls and Boys will be enjoying the equal opportunities provided to them. • Training Centres, viz., DIET, MRCs, TCs will be continuing as Resource Centres and Power Cells for the teachers. • Every School is seen with all amenities and function in a congenial atmosphere for learning. • The strong interlinks between school and Community is seen everywhere. 0U003 VISION OF AN IDEAL SCHOOL IN CHITTOOR DISTRICT /. Children will be smiling and playing 2. School campus will be buzzing with noise, movement of children and playful activities. Separate groups will be doing different things - singing, swinging Jumping .collecting things, entering arguments while working together. Some will also be waiting for their chance in some games. 3. Children will keep doing some thing or the other even if the teacher is not there for some time. 4. Class rooms will be full vith materials collected by children and their teacher from the environment. 5. Teacher A - will ask - Teacher B “ How can we.make use of this Paper- Boat in teaching science or mathematics? Teacher will ask some child " You are joining. Are you? ” 6. Teacher will be seen asking children what shall we do next... and he would actually does what children wanted him to do(game, reading, mathematics etc.,) 7. Teacher would not be heard talking much. 8. Teacher would be mingling freely with groups of children in such a way that he will be looked as one among the groups also but for his age- it would be difficult to distinguish him 9. Teacher would be seen in an encouraging role providing reinforcement... NICE ... FINE ....... KEEP FT UP.........evoking appreciation. 10. Children will be without fear. They would not hesitate saying 7 don't understand 11. Parents would be telling the teachers that they enjoyed the game he taught to their wards. 12. The spirit would be - Let me help. Let me try- a mutual understanding between teachers and children will characterize their relationship. 001)04 CHAPTER - II ABOUT THE DISTRICT Historical Background Chittoor district was constituted on 1st April, 1911 comprising the taluks of Chittoor, Palamaner and Chandragiri transferred from North Arcot District of Tamilnadu, Madanapalle and Vayalpad taluks from Cuddapah District and Ex- Zamindari areas of Punganur, Srikalahasti, Puttur and Karvetinagar estates. In 1928 Kangundi taluk of North Arcot district and in 1950 under province and states order, 8 villages of Mysore state were included in Chittoor district. The next major change in the jurisdiction of the district has taken place on 1** April, 1960 as a result of “Pataskar Award” which was implemented for the purpose of reorganization of the state on linguistic basis.
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