SPECIAL PROGRAMMES
The DPEP was started in 1994 in 42 districts in seven states. The programme has now been expanded to six new states and 80 more districts, have been included. In the districts included in the programme, the effort is to achieve UPE through increasing accesses, retention and quality of learning as well as development of sufficient capacity to sustain the inputs made during the seven years of the project. 98
17 SPECIAL PROGRAMMES
District Primary Education Programme (DPEP) The DPEP was started in 1994 in 42 districts in seven states (Assam, Kerala, Haryana, Karnataka, Tamil Nadu, Madhya Pradesh and Maharashtra) and the first phase was termed as DPEP I. The programme has now been expanded to six new states (Orissa, Gujarat, Arunachal Pradesh, Andhra Pradesh, West Bengal and Uttar Pradesh) and 80 more districts, including new districts in DPEP I states, have been included. The second phase is referred to as DPEP 11. In the districts included in the programme, the effort is to achieve UPE through increasing accesses, retention and quality of learning as well as development of sufficient capacity to sustain the inputs made during the seven years of the project.
One of the central concerns of the DPEP programmes is to improve the quality of primary education. The focus has been on establishing a pedagogical vision of child centred, activity-based teaching- learning in classrooms.
The following resource groups have been set up in the NCERT to provide inputs to the DPEP programmes and activities in the coun- try:
* DPEP Resource Group on Curriculum
* DPEP Resource Group on Teacher Training
* DPEP Resource Group on Research Activities
* DPEP Core Resource Group
The DPEP Core Resource Group strives for effective coordination, execution and monitoring of the task for the national component of DPEP. The coordination committee of the DPEP met on 1 November 1996. This was followed by a meeting of the NCERT faculty, with the Fourth Joint Supervision Mission for DPEP on 4 November 1996.
Steps were taken to identify the needs of the DPEP I and II states so that the programmes of the NCERT could be fine-tuned to cater to the specific needs of the states. The progress of DPEP activities during 1996 was received by the DPEP Coordination Commit- tee. The DPEP proposals for 1997 were finalised in a Planning Meet in which the State Project Directors, officials from the DPEP Bureau (MHRD) and faculty from Ed. CIL, NIEPA, IGNOU and NCERT participated. A meeting of the NCERT faculty with the Fifth Joint Supervision Mission for DPEP was held on 18 March 1997.
The DPEP Core Resource Group extended support to the DPEP II states. The NCERT's inputs include: (i) Finalisation of Classroom Observation Schedule, (ii) Pedagogical Renewal Processes in Gujarat and Orissa, (iii) Monitoring of the Baseline Assessment Studies (BAS) in Bihar and Himachal Pradesh, and (iv) Sharing workshop and finalisation of training strategy in Orissa. The DPEP research studies are being analysed to evolve action points. An Advisory Committee was set up for Mid-term Assessment Survey for DPEP I states. A research design for the midterm survey was developed.
Curriculum Activities * A compilation of research articles and reports available in the area of Multi-grade Teaching was done and a comprehensive document entitled 'Multi-grade Teaching: Status and Implications' was prepared. Case studies of good practices in the area of multi-level/multi-grade teaching have also been conducted and documented for four organisations, viz, Diganter, Bodh Sidh and Rishi Valley Foundations. Reports of the former three were finalised and the fourth is under preparation. An additional case study is also being prepared of a multigrade teacher who is without the support of any organisation and is finding solutions for related problems on his own. The case studies will be compiled in the form of two documents-one on Multi-level Teaching and the other on Multi-grade Teaching.
* Researches and Good Practices in Reading and Mathematics were documented.
* A research study on identification of readiness level of Class I entrants was completed. The research indicates the need to reinforce certain basic concepts and competencies in children through School Readiness Programme prior to starting them in Class I curriculum.
* Exemplar material in Languages and Math
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ematics developed by the NCERT in collaboration with the DPEP districts personnel is under field-trialling.
* Supplementary learning materials in Mathematics for Classes I and II were developed.
* Guidelines for development of material for enhancing reading skills and comprehension were prepared. Based on the guidelines, a Reading Skills and Comprehension Enhancement (RACE) package was developed at the RIE level with participation of DPEP districts personnel.
* At the instance of the MHRD, the NCERT carried out evaluation of instructional materials developed by the DPEP states in the first phase. The reports of the evaluation were shared with respective DPEP states.
* A programme to orient the DPEP personnel on issues and priorities in ECE was organised to facilitate planning in this area. A comprehensive report of the programme was prepared and disseminated to all the DPEP states.
Teacher Training Activities * In-service training practices were documented in two publications, viz. (i) In-service Training of Educational Personnel in India and (ii) In-service Training of Primary Teachers.
* A training design for training of primary school teachers and other functionaries was developed. Instead of one short training, the design envisages recurrent training of teachers and their trainers. A study on appraisal of training designs developed by different DPEP states was completed. Steps were taken for collection and evaluation training material available in different states.
* Exemplar training material was developed. Training packages were translated into other languages. Key personnel were trained in field-testing of the training material. A workshop for training of the field staff in field-testing of training material in the states was organised and field- testing of the training material in the states was undertaken. The field-tested material was reviewed and finalised by an expert panel.
* Steps were taken for field-testing of identified innovative practices.
* Studies on Monitoring Quality of Training, Application of Classroom Practices and Effect of Learning Achievement of Pupils were undertaken. A framework to monitor the quality of training was developed. The instruments to monitor the quality of training, viz. (i) Participants Reaction Scale, (ii) Focussed Group Discussion, (iii) Observation Schedule, (iv) Classroom Observation Scale and (v) Interview Schedule for Resource Persons and Guidelines were shared with the representatives from the DPEP states in a workshop.
* The Regional Institutes of Education appraised the training material (for training of primary school teachers and their trainers) developed by different states including DPEP states. Based on the appraisal reports a national report on Appraisal of Training Material was brought out.
Research Activity * International Seminar on School Effectiveness and Classroom Process at Primary Stage.
This seminar was organised at the NCERT from 24 to 26 July 1996. Of the 170 papers received, 65 were selected for presentation and were discussed in the seminar. The seminar was attended by 140 persons. Ten papers were contributed by foreign scholars representing Denmark, Hong Kong, Mexico, the Netherlands, the UK, and the USA. Representatives of European Commission, World Bank, UNDP, ODA, DPEP Bureau, NGOs, Indian universities and senior NCERT faculty members participated in the seminar.. Thirteen technical sessions were held during the seminar. Some significant recommendations of the seminar for improving school practices are:
* Use of educational management information system
* Decentralisation and microplanning
* Mobilising community participation
* Curriculum revision to suit expected learning outcomes.
* Improvised pre-service teacher education
* Revision of textbooks
* Use of multi-graded classroom
* Improving the system of national testing
* Teacher incentives.
The proceedings of the seminar were docu-
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mented and published under the title Understanding Classroom Processes at Primary Stage. Another volume, containing complete papers presented in the seminar, is in press.
* Capacity-building at School, Block, Cluster and District Level DPEP Functionaries to Undertake Contextual Research Studies
Two capacity-building workshops, one each for DPEP functionaries in Tamil Nadu and Uttar Pradesh, were organised.
* Research Studies on Primary Education Twenty-five research studies pertaining to various aspects of primary education were undertaken and completed by the Regional Institutes of Education (RIEs). The titles of the DPEP studies conducted by the RIEs are given in the Box.
Research Studies Completed by the RIEs RIE, AJMER
2. Effect of Schooling Process on Learning Outcome
3. Study of Role Perception of VEC Members of DPEP Districts in Haryana in Terms of Community Participation in School Management
4. Comparative Study of Three-Tier and Two-Tier Teacher Training Model with Reference to Direct Spill-over Benefits
RIE, BHOPAL
5. Developing and Field Testing of Readiness Programme for Students of Class I Incorporating Basic Cognitive Abilities (Conservation, Seriation and Classification)
6. Identification of Local Specific Teaching Learning Materials for Classes I, II and III in Languages, Mathematics and Environmental Studies to Nurture Perceptual Abilities Including Observation, Measurement and Drawing Inferences
7. A Study of Incidence and Nature of Learning Dis- abilities at the End of Class 11 and to Evolve Preventive, Strategies
8. Developing a Motivational Strategy to Enhance the Environment of Working and Out-of-School Children in the Age- group 6 to 14 Years
9. Development and Validation of Needs Assessment Survey (NAS): Inventory of Identification of Training Needs of Primary School Teachers in a DPEP District
10. A Study of DPEP Teacher Training Programme (Madhya Pradesh and Maharashtra)
11. Development and Field Testing of Competency Based Teaching Learning Materials and Strategies (TLMS) Suitable for Two-Teacher Primary Schools
RIE, BHUBNESWAR
12. Preparation and Field Testing of a Motivational Package to Promote Teacher Effectiveness at Primary Stage.
13. A Study of Mathematical Language Needs of Students of Classes I and II for Smooth Transaction from Concrete to Abstract Stages of Comprehension of Mathematics Teaching
14. Development of Local Specific and Activity-Oriented Resource Materials for Promoting Learner Centred MCC-based Teaching of EVS at Class Ill Stage in Gajapati District of Orissa
15. Identification of Minimum Support Facilities Required for Effective Implementation of Competency-Based MLL Approach to Teaching-Learning of the Primary Stage in the DPEP Districts of Dhenkanal and Kalahandi in Orissa
16. Effects of Instructional Strategies on the Solution Processes of Primary School Children in Arithmetic (Multiplication and Division Problems)
17. Management of Learning Situations Utilising Peers and Seniors in Single or Two-Teacher Primary Schools
18. Preparation of Diagnostic Tool to Identify Intervention Areas for Improving Teaching Efficiency of EVS II
19. Formulation of Intervention Strategies for Effective Management of Large Size Classes at Elementary level
20. Preparation of a Diagnostic Tool to Identify Inter- vention Areas for Improving Teaching Efficiency of EVS II
RIE. MYSORE
21. Development of Training Package in EVS II for Primary Teacher Trainers
22. A Study of Physical Health Learning and Behavior Problem among Primary School (children in Mandya District
23. Development of a Training Package for Teachers Based on the Identification of Teaching Difficulties in Mathematics in Class I of Tamil Nadu Schools
24. Development of Training Package in Mathematics for Primary Teacher Trainers in Andhra Pradesh
25. Development and Try-out of a Training Package on Collection, Preparation and Processing of Research Data for DIETs Faculty.
National Population Education Project
Curriculum and Material Development The first draft of the Reconceptualized Framework of Population Education was developed. Two issues of Population Education Bulletin, January and July 1996 were prepared.
Training An intensive training programme for the state project personnel was organised in which the participants were exposed to various aspects of Population Education programme, conceptual framework of Population Education and Adolescence Education. Two regional seminars on Adolescence Education were organised at Bangalore and Guwahati, in which State Education Secretaries, Directors of Education, state project personnel and representatives of State Boards of School Education and other agencies participated.
Co-curricular Activities Five of the best entries from five age-group categories selected under the national component of International Poster Contest, organised during January-March 1996 on the theme of 'Where We Live Now', were sent to New York for global judging. One Indian entry won global award.
The World Population Day was observed on 11 July 1996 by organising an extramural lecture and an exhibition on the theme 'Essential Conditions for Population Stabilisation'.
Studies and Evaluation An evaluation study of Population Education activities in four Regional Institutes of Education was conducted. In the context of the need for development of future strategies for Population Education, a status study was conducted. After collecting information from different sources, the work of synthesisation of researches in Population Education was initiated.
Three research studies-in Population Education have been sponsored. One study has been completed.
Work plans and budget estimates of all the implementing agencies of NPEP for 1997 were finalised and approved in the annual Project Progress Review (PPR) meetings convened in November-December 1996.
The sixteenth meeting of the National Steering Committee on Population Education and the Tripartite Progress Review (TPR) meeting were organised.
Quarterly reports from the states were reviewed, consolidated and sent to the concerned agencies. Monitoring of implementation of the project activities was done through visits to the states/UTs.
Documentation A bibliography on Adolescence Education was prepared. Materials on Population Education were procured and disseminated to various agencies and institutions.
Regional Level Inputs The RIE, Bhopal organised a workshop for production of learning materials on Adolescence Education for the secondary school children.
In the context of organising Population Education related activities, the RIE, Mysore undertook development of resource material for use by the states and the UTs. Secondary school teachers and teacher educators were ori-
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ented in matters related to Population Education.
The RIE, Bhubaneswar organised a variety of competitions and activities like debates, essay writing, drawing and painting compe- tition in the context of observance of the World Population Day. Prizes and merit certificates were also awarded. Content analysis of textbooks of secondary and higher secondary levels of Orissa State was completed. A status study and survey of parameters of physical quality of the life of human population of selected districts of Orissa is in progress.
Area-Intensive Education Project for Human Resource Development The Area-Intensive Education Project (AIEP) aims at developing a viable and replicable model of EFA focussing on improvement of pre- school, primary, non-formal and adult learning in selected geographic areas as well as establishment of complementarity among these programmes. It is a holistic approach and draws more strength by linking itself with programmes relating to health and development concerns. It adopts area and community-specific community participation, flexibility, decentralisation in planning and manage- ment and promoting inter-sectoral coordination. The AIEP was initiated in six blocks one block in each of the six states/UT- Maharashtra, Mizoram, Orissa, Tamil Nadu, Uttar Pradesh and Dadra and Nagar Haveli, covering 542 villages. The number of villages was increased to 1,756 in 16 blocks of the same districts in a phased manner. The outcomes of the project vary from state to state, but there are some commonalities such as the following: