fvrfcTF f^ran cb'rtithH DISTRICT PRIMARY EDUCA'J'ION PROGRAMME Part -1 Progress Overview Report 18th Joint Review Mission (November-December, 2003) List of Documents Progress Overview Report Part I (Enclosed) State Report Part II (Separate Volume) State Specific Information on Part III (Separate Volume) Mission Objectives NIEPA DC jttKAftY a uuuytwiss i a i m * mu* * *. ■ -^f. l \i "s of SJ*eatiGn*i & 0 * ’* -rid .-in vurii.r^vm. L7-B. *n A 'jrcbi'.'ido M*r^» DOC, N o ...............L iw - i- . Progress Overview The activities undertaken after last Joint Review Mission have been presented in bold script. The Progress Overview is upto June 30th , 2003. However, the latest information has been provided wherever possible. Contents S.N o. Concerned Area Page No. 1 Planning 1-21 2 Community Mobilisation 22-43 3 Pedagogical Renewal 44-60 4 Distance Education 61-64 5 Alternative Schooling 65-81 6 G ender 82-115 7 Early Childhood Education 116-122 8 Integrated Education for Disabled Children 123-132 9 M edia 133-143 10 Research and Evaluation 144-156 11 Civil Works 157-164 12 Procurement and Disbursement 165-180 13 Management Information System 181 - 187 14 Tribal 188-194 15 Supervision 195-199 16 Abbreviations 200-201 PLANNING AND MANAGEMENT DPEP Fact Sheet jverage Schools District covered - 121. • Schools in the svstem - 2,43.942 • New schools opened - 1,06.854 Students and Teachers * Districts under implementation - 121 • Students in the system - 33.4 million • Total no. of teachers - 6,14.714 • States covered 9 ECE ; • ECE centres set up - 9,040 • Anganwadi pre-school centres Strengthened - 33.835 ivil works Alternative Schools (AS) 1 • AS centres set up - 63.772 j School buildings constructed • Children covered - 2.3 million \ and in progress 19.497 Integrated Education for Disabled I Resource centres constructed • Number of children with special And in progress 9,845 Needs identified under DPEP. - 5,44.323 • Number of children w ith special Classrooms added and Needs enrolled under DPEP. - 3,85,947 Under construction - 36,315 Capacity Building Other works (repairs. • Teachers trained - 2 million Drinking water, toilets etc.) • Communitv members trained - 3 million Completed and in progress - 45.695 Sub-district Academic Structures set up • Cluster and block resource centres - 15.954 Credit and Grant (Total Rs. 37.66 billion) ............. irass root level structures set up • IDA (Soft loan) - Rs. 27.02 billion (S632.30 million) Village Education Committees - 1,08.723 DFID (Grant) - Rs. 9.29 billion (151.416 mill, pound) School Management Committees - 1,96.968 • UNICEF (Grant) - Rs. 0.36 billion Parent Teacher Association/ - 1,15.003 (S10 million Mother Teacher Association • Netheiiand (Grant) - Rs. 1.25 billion (S 26.470 million) • Credit Rs. Z^.OI billion Grant Rs. 10.64 billion. Expenditure - Rs. 21.62 billion Total Project Outlay - Rs. 39.11 billion SI. Project State Expenditure No. of new No. of Additional No. of Alternative No. (Rs.in crores) schools opened Teachers Appointed Schooling/ EGS Centre (Regular Teachers) Opened A BCE 1. Andhra Pradesh 613.46 15278 6291 4u2 2. Bihar 223.29 4601 804 616 3. Jharkhand 123.04 5601 60944 69" i 4. j Gujarat 33.84 7286 163078 418 5. Orissa 39.42 6761 1440 1627 6. Uttar Pradesh 518.35 12425 249503 566 7. ' 'Uttaranchal 48.92 672 130 55 S. West Bengal 224.82 0 - 4, 8 9. Rajasthan 336.62 3212 - 1509 TOTAL 2161.76 106854 482190 6372 SI. Project State No. of No. of No. of New No. of Toilet Drinking No. Block Cluster School Additional facilities Water Resource Resource Buildings Classrooms provided facilities Centres Centres Constructed Constructed provided. FG H I J K 8^ 1. Andhra Pradesh 1889 8013 15163 966 2. Gujarat 70 800 5 91 62 J 3. Orissa 87 886 41 51 0 4. jWest Bengal 1940 993 2076 0 539 i d 5. .Bihar 630 2476 447 1050 41 6. Jharkhand 212 357 690 ; 433 " 7. Uttar Pradesh 626 5840 4818 9451 . ::696 8. Uttaranchal 114 280 428 614 1305 >491 1 ~« 9. Rajasthan 104 635 2433 Total 3732 12222 15737 31619 24492 ----------------- 1 Districts covered under DPEP TOTAL NO. OF NO. OF DPEP STATE DISTRICTS DISTRICTS Andhra Pradesh 23 19 Bihar 37 11 Gujarat 25 6 Jharkhand 22 6 Orissa 30 8 Rajasthan 19 32 Uttar Pradesh 70 36 Uttranchal 13 6 West Bengal 20 10 TOTAL 272 121 Background The District Primary Education Programme (DPEP) was initiated in the year 1994 and was implemented in 18 states covering 271 districts in a phased manner. But with the launch of Sarva Siksha Abhiyan (SSA) in 2001 and the closing of DPEP only 9 states still continue with the DPEP programme. The various states where the DPEP is still in vogue are Andhra Pradesh, Bihar, Gujarat, Jharkhand, Rajasthan, Uttar Pradesh, Uttaranchal, Orissa and West Bengal. The following section gives a brief progress overview of the above-mentioned states in terms of planning and management. Formulating a decentralized and participatory plan has been a major thrust area under DPEP. The basic objective is to make the plan location specific and need based. To make the plan participatory, emphasis has been laid on greater involvement of functionaries working at district as well as sub-district level structures. Thus ensuring community participation, ownership and monitoring have been deemed to the major pillars for the success of the programme. At ‘macro level’ district is the basic unit of plan formulation with national and state components as supportive processes. A great deal of autonomy and flexibility has been vested with the sub-district level structures (blocks' mandals and clusters) and village/habitation based institutions/ forums (VEC. MTA, PTA, PRIs etc) at the ‘micro level’. In all DPEP districts ‘perspective plans’ have been prepared before the project is sanctioned and on the basis of these plans “annual plans” are prepared every year by the states and districts as well. While the perspective plans deal with overall strategies for the whole project period, the annual work plans chart out the details for implementation of these strategies. These plans provide for an opportunity for bringing about mid-course corrections, based on experiences gained in previous years. A major focus at the national level has been the capacity building of district teams and to equip them the skill of preparation of annual work plans and budget (AWP&B). In this direction, training programs at a large scale have been carried out for all DPEP states by NSDART, Mussoorie (annexure I). In previous year (2000-2001) NSDART revamped its training programmes to make the content amenable to the present requirement of DPEP in the field of planning and management. Simultaneously, programmes of various kinds for different issues in planning have been carried out by NIEPA as well as TSG (annexure II and III). At the national level, there have been continuous efforts to improve the planning capacities of state as well as district teams. In this regard, a manual for district teams to prepare annual work plans and budget proposals was prepared in January 1999 and shared with state and district teams. Subsequently, the training module of NSDART has been replaced by a new module and shared with the states in a national workshop held in August, 1999. On the basis of this new module training programmes on AWP&B for several states viz. Himachal Pradesh. Rajasthan. Bihar, West Bengal and Orissa have been carried out. Second major activity under planning and management has been the appraisal of AWP&Bs that are prepared by the district teams. It has been of great help in providing feedback to the teams on the plans made and secondly in avoiding mistakes that can occur because district planning is a relatively new phenomenon. Improvement of quality of AWP&B has become an important ingredient of planning over the year. When the project began in 1994 all plans were appraised at the national level. However, in 1997-98 appraisal was decentralised to DPEP-I states as well as Uttar Pradesh, Bihar and Andhra Pradesh and at the national level only 10% of the plans were re-appraised. Third initiative in planning and management under DPEP is to strengthen the capacity of grassroots level functionaries so that they can prepare their plans and implement them as well. In this direction there has been emphasis on orientation of the state and district level teams in micro planning. However, the nature of the processes that the states have followed in micro planning vary considerably. For instance, in Karnataka and Bihar micro planning is seen largely as a community mobilisation exercise, while in Maharashtra the focus is on household surveys. Finding proper appreciation of these grassroots activities in annual work plan formulation is a matter of concern at national as well as at the state level. This issue was taken up with the states in a workshop in January 1999 and again in another workshop in December 1999. Subsequently, the states have been encouraged progressively for modifying their planning processes to incorporate grassroots level needs in AWP&B for forthcoi^iiig years. Fourth major input in this area has been the strengthening of institutional plannii by setting up of SIEMATs at state level or SIEMAT like structures under SCERT . SPO and capacity building of DIETs at district level, which the states have undertaken \\ ilh varying degrees of success (Annexure-l'J. The success in establishing well functioning SIEMATs has not been up to expected level, despite the fact that a major workshop on the importance of establishing SIEMATs was held in December 1998. and the issue was taken up with state education secretaries in February 1999 and October 1999.