In - Service Teacher Education Under: Aroob Parween

M.Ed semester 2 ; C.C.
6 ; Unit :2
In –service teacher education under

DPEP
Aroob Parween
Research Scholar
Department of Education
P.U.
Objectives
After going through this topic, students will be able to:

 Understand the concept & functions of DPEP.
 Understand the objectives of DPEP.
 Analyze the significance of DPEP in teacher education.
Content
 Concept of DPEP
 Objectives
 Significance
 Funding
 Planning process
 Quality improvement under DPEP
a. Teacher training
b. Academic support institutions
 Self evaluation questions
District Primary Education Programme
 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 sensitivity 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.
Objectives
 To provide all children access to primary education through either
the formal or non-formal stream.
 To reduce differences in enrolment, drop-out rates and learning
achievement among gender and weaker section groups to less than
five percent.
 To reduce overall primary dropout rates for all children to less
than 10 percent.
 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.
Significance
 The DPEP has made decisive impact on :
 increasing enrolment
 reducing stagnation
 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.
Funding
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.
Planning process
Planning process and project formulation under DPEP is of
great significance. DPEP emphasizes location-specific
planning in a participatory manner. In a sense there are some
basic postulates which need to be born in mind for DPEP
planning processes, namely the “nine pillars”. DPEP planning
should include :
(i) Mobilization for UEE by activating village education
committees, teachers, parents/guardians and linking up with
efforts under the Total Literacy Campaign.
(ii) Planning for primary education and not merely primary
schooling. Alternative methods have significance and a
holistic view be taken.
(iii) Cover all qualitative aspects such as school effectiveness,
textbooks, teacher training and improvement in simple
reading and learning skills.
(iv) Convergence of services, such as primary education,
primary health and ECCE to provide synergistic
development
(v) Provision for training's to improve teacher motivation and
classroom transactions, as also in management of education.
(vi) Openness to innovations which thrown up new solutions
and once tested can be scaled up, or aborted if unsuccessful.
(vii) A marked gender focus to provide for improvement in
access, retention and achievement levels of girls education, as
also to permeate gender sensitivity through all aspects of
DPEP planning, including teacher training/recruitment,
textbooks other educational facilities and incentives.
(viii) The canvas of DPEP is systemic where the issue is one of
management of change and improving of the system.
(ix) Evaluation monitoring and research are interactive and
supportive of DPEP. Studies and evaluations will play a major
role in project planning and action research to facilitate
decision-making.
Quality improvement under DPEP
Quality improvement is one of the stated objectives of DPEP

and focus is on ensuring improvement in teaching learning
processes. This is being attempted through :
 renewal of curriculum and teaching learning material (TLM)
 teacher training and empowerment
 provision of decentralised academic support
 capacity building of institutions.
Teacher training
(a) Strengthening the teachers in-service training and
development of new designs for such training.
(b) Selection and training of master trainers and resource
persons within the district.
(c) Training of educational administrators including district and
block level functionaries and VEC members.
(d) Augmenting the DIETs
(e) Any other activity/facility required for continuous and
updated training.
Academic support institutions
 It may be stated that teacher development is a continuing
process with regular academic support. The CRC's (Cluster
Resource Centric) plans such inputs for a group of 8 to 10
villages, and BRC's (Block Resource Centre) for a group of 8
to 10 clusters.
 The block or mandal level resource centers are being set up
to provide onsite support to teachers in terms of school
visits, demonstrations and feedback, teacher training,
material preparation discussion of specific problems at
monthly meetings etc.
 DlETs which provide academic and resource support to
elementary education have been identified as technical and
professional resource institutions.
 DlETs have taken up number of activities. In service teacher
training include sensitizing them about academic monitoring
and supervision, planning for action research, Mapping out
Total Literacy Mission (TLM).
 The state councils of Educational Research and Training also
extended academic support. The faculties of SCERT are
involved in a range of quality improvement interventions.
 Self evaluation questions:
Q. Discuss the contributions of DPEP in India .
Q. Discuss the drawbacks of DPEP scheme.
 Topic for next class:
“In-Service teacher education under SSA”
 Contact :
Email id - aroobparween@gmail.com
Mobile -9955142371

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M.Ed semester 2 ; C.C.

In –service teacher education under

After going through this topic, students will be able to:

DPEP is an externally aided project. 85 percent of the project

Quality improvement is one of the stated objectives of DPEP

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