District Primary Education Programme (DPEP)

The centrally—sponsored scheme of District Primary Education Programme (DPEP) was launched in
1994 as a major initiative to revitalize the primary education system and to achieve the objective of
universalisation of primary education.
DPEP adopts a holistic approach to universalize access, retention and improve learning achievement
and to reduce disparities among social groups.
Adopting an “area specific approach” with district as the unit, of planning, the key strategies of the
programme have been to retain the sensivity to local conditions and ensuring full participation of
the community. It also seeks to strengthen the capacity of national, state and district institutions
and organisation, for planning, management and professional support in the field of primary
education.

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.

The basic objectives of DPEP are:

1. To provide all children access to primary education through either the formal or non-formal
stream.
2. To reduce differences in enrolment, drop-out rates and learning achievement among gender and
weaker section groups to less than five percent.
3. To reduce overall primary dropout rates for all children to less than 10 percent.
4. To rise the average achievement rate by 25 percent by measured baseline level and ensuring
achievement of basic literacy and numeracy competencies and minimum of 40 percent achievement
in other competencies by all primary education children.

The bulk of the funds for DPEP came from international bodies such as the UNICEF, ODA (UK), SIDA
(Sweden), Netherlands etc. The first phase of the programme was launched in 42 districts in the
states of Assam, Haryana, Karnataka, Kerala, Maharashtra, Tamil Nadu and Madhya Pradesh. Later
the programme was launched in 80 districts of Orissa, Himachal Pradesh, Andhra Pradesh, UP, West
Bengal and Gujarat. The impact studies of the first phase projects are very positive.
The DPEP has made decisive impact on increasing enrolment, reducing stagnation and improving
class-room transaction. While the DPEP has been operational in backward districts with female
literacy below the national average, total literacy campaign has started up the demand for
elementary education.
DPEP is an externally aided project. 85 percent of the project cost is met by the Central Government
and the remaining 15 percent is shared by the concerned state government. The central
government share is resourced through external assistance.

At present external assistance of about Rs. 6,938 crore composing Rs. 5,137 as credit from IDA and
Rs. 1,801 crore as grant from DFID/UNICEF and Netherlands has been tied up for DPEP, (DFID is
Department for International Development (UK), SIDA is Swedish International Development
Authority).
 Kasturba Gandhi Balika Vidyalaya (KGBV)
The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched by the Government of India in August,
2004 for setting up residential schools at upper primary level for girls belonging predominantly to the SC, ST,
OBC and minorities in difficult areas. The scheme of the KGBV ran as a separate scheme but in harmony with
the Sarva Shiksha Abhiyan (SSA), National Programme for Education of Girls at Elementary Level (NPEGEL)
and Mahila Samakhya (MS) for the first two years, but has since 1st April, 2007 merged with the SSA
programme as a separate component of that programme.

Scope/ Coverage of the scheme :

The scheme was applicable since inception in 2004, in Educationally Backward Blocks (EBBs) where
the rural female literacy is below the national average (46.13%: Census 2001) and gender gap in
literacy is more than the national average (21.59%: Census 2001). Among these blocks, schools may
be set up in areas
1. concentration of tribal population, with low female literacy and/or a large number of girls out of
school;
2. concentration of SC, OBC and minority populations, with low female literacy and/or a large number
of girls out of school;
3. areas with low female literacy; or
4. areas with a large number of small, scattered habitations that do not qualify for a school
5. The criteria of eligible blocks has been revised with effect from 1st April, 2008 to include the
following:
- An additional 316 Educationally backward blocks with rural female literacy below 30%; and
- 94 Towns/cities having minority concentration (as per the list identified by Ministry of Minority
Affairs) with female literacy rate below the national average (53.67%: Census 2001)

The components of the scheme will be as follows

1. Setting up of residential schools where there are a minimum of 50 girls predominantly from the SC,
ST and minority communities available to study in the school at the elementary level. The number
can be more than 50 depending on the number of eligible girls. Three possible models for such
school have been identified and revised financial norms for the same are given Annexure – I (a), (b)
& (c). The revised financial norms will be admissible to the new KGBVs approved with effect from 1st
April, 2008. Only the revised recurring grant will be admissible to the existing 2180 KGBVs
sanctioned upto March, 2007 with effect from 1st April, 2008.
2. To provide necessary infrastructure for these schools
3. To prepare and procure necessary teaching learning material and aids for the schools
4. To put in place appropriate systems to provide necessary academic support and for evaluation and
monitoring
5. To motivate and prepare the girls and their families to send them to residential school
6. At the primary level the emphasis will be on the slightly older girls who are out of school and were
unable to complete primary schools (10+). However, in difficult areas (migratory populations,
scattered habitations that do not qualify for primary/ upper primary schools) younger girls can also
be targeted
7. At the upper primary level, emphasis will be on girls, especially, adolescent girls who are unable to
go to regular schools
8. In view of the targeted nature of the scheme, 75% girls from SC, ST, OBC or minority communities
would be accorded priority for enrolment in such residential schools and only thereafter, 25% girls
from families below poverty line.
9. Established NGOs and other non-profit making bodies will be involved in the running of the schools,
wherever possible. These residential schools can also be adopted by the corporate groups. Separate
guidelines are being issued in the matter.

Implementation, Monitoring and Evaluation

1. The scheme will be implemented by State Governments through the Mahila Samakhya (MS) Society
in MS states and through the SSA society in case of other states. Funds will be released as per SSA
pattern to the State SSA societies. The monitoring and evaluation at the State and district level will
be undertaken by the MS State Resource Centers and in non-MS states, through the committee
created for the National Programme for Education of Girls at the Elementary Level in the SSA society
2. Training for teachers and staff at the residential schools will be coordinated by the District Institutes
of Educational Training, Block Resource Centres and the Mahila Samakhya Resource Group

State Support Group

An Advisory State level coordination committee as approved under the NPEGEL scheme, shall
provide direction and support to the programme. This group will consist of nominees from relevant
State Government Departments, Government of India, experts in the field of girls education,
educationists etc. The selection of an appropriate model of the school and its location would be
done by this Committee based on the recommendation of the district committee implementing the
NPEGEL and the new proposed scheme.

National Support Group

1. The National Resource Group (NRG) created under the Mahila Samakhya programme at the National
level shall provide inputs on conceptual issues and concerns arising in the programme, and advice
GOI on policy matters concerning the education of girls. This group will provide the interface with
research and training institutions, women’s movement, educationists and non-Governmental
institutions and also bring in other experiences of educating girls
2. Since the NRG, consists of a small number of persons and meets only two to three times in a year,
smaller sub committees of the NRG created for specific inputs, like gender training of teachers,
development of gender based teaching learning material, development of audio visual programmes
etc. will co- opt additional persons from relevant institutions or experts for the purpose.

Activities in the KGBVs

1. Girls in KGBV have learnt self defense training like Judo karate, Lathi Lazim, tirandaji and won medal at block,
district & State level in different games competition like, Kabbadi, khokho, long jump & Swimming too.
2. Every month exposure visit have been done at bank, Railway stations, Library, Science city for increase their
knowledge and what is the procedure of different organization. During these visit so many Girls told that “I
have never seen the word out of my village!”
3. Std.8 of KGBV (2010-11) were appeared in "NMMS" (National Means cum Merit Scholarship) for further
studies Std.9 to Std.12.
4. KGBV has given a good performance in "Gunotsav"(Quality assessment Program) program of Hon. Chief
Minister.
5. Educational tour has been given to the girls to know the outside world & also for the Science city particularly
girls of upper primary.
6. Inter KGBV visit have been done in the with the purpose of sharing ideas and Innovations of other districts.
7. 15 Days academic, administrative and managerial training for the teachers of KGBV and also for gender
sensitization purpose for 350 teachers in two phases organized by SSA and Mahila Samakhya with the
support of Care India Gujarat.
8. "Vibrant Patangotsov" program is given in KGBV
9. In Gujarat so many sports competition held by GCERT, Khel Mahakumbh for all primary school at block,
district and state level. In which KGBV girls got the Prizes, Medals and Certificates.
10. Not only in sports but in studies also KGBV girls performed well as compare to normal government school
students due to residential facilities. It is observed by the officers in the program of Gunotsav (Quality
assessment program)
11. Girls under vocational training and took part in “Akhil Bhartiya Hastakala Pradarshan” organized by indext-C.
They displayed the items & put on sell and initiate a step towards an independent entrepreneur for future
exposure in Handicraft business.
12. Incinerators & sanitary napkins are provided in each KGBV.
13. Documentary film of 25 min. on KGBV Scheme prepared by “Prasar Bharti Doordarshan” and will be telecast
by end of January, 2012