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DISTRICT / SUB-DISTRICT LEVEL STRUCTURES

• A district DPEP committee with representatives from the District Education Office, NGOs, Panchayat Members, as well as functional areas is the apex body in the district. The committee is headed by DDO of the district. Each district has established a district implementation committee, which functions as the Executive body in Banaskantha, Panchmahal and Dangs.
  

• The District Project Offices, headed by the District Primary Education Officers, have been established as separate structures in all the three districts. Day-to-day implementation is managed by a full-time District Project Co-ordinator and the Assistant Project Co-ordinator. The DPO is supported by District Institute of Education and Training with academic and training inputs.
  

The position of the BRC/CRC Coordinators appointed in the DPEP districts at present is as under:

DIETs

DPEP-Gujarat has made sustained effort to strengthen the DIETs. DIETs in project district have been provided with necessary educational infrastructures. Financial allocations are made for purchase of computers, photocopiers, carrying out action researches, accountant and clerks. The impact is evident in the increased capacity of DIETs to impart training, undertaking research studies, developing teachers’ training modules and preparing Master Trainers for DPEP.

DIET faculty is represented in the SRG and DRGs. Each DIET faculty member is linked with one block as a liaison officer, and he/she is expected to provide guidance to BRCs and CRCs.

Gujarat has taken pioneering steps in giving DIETs the freedom to design their own district specific teacher training modules. This is perhaps the first attempt of its kind in the country. DIETs prepared their own modules for different types of training, including for new initiatives such as Vidya Sahayak programme. There is a sharing of training modules between DIETs.

GCERT

GCERT has been playing an important role in monitoring the quality of the modules prepared by different DIETs. Having transferred the routine training responsibilities to DIET, GCERT pays attention to new types of inputs to be given to the elementary education system of the state. GCERT takes initiatives in designing new type of programmes such as training of Head Masters for School management, addressing the needs of target groups such as education of adolescent girls and so on.

BRCs.

The Block Resource Centres have been working effectively to provide on the site support to teachers in terms of school visits, demonstration and feedback, teacher training, material preparation, discussion of specific problems at monthly meetings etc.

The structures of BRCs have been created in all the districts of the state for implementation of Sarva Shiksha Abhiyan, following their success in DPEP districts. 

Monthly meeting of BRCs are held regularly during which the intervention undertaken were assessed, hardspots are addressed and future training interventions decided.

Under an exposure visit trip, all the newly appointed BRCs of six new districts observed theactual functioning BRCs in the old districts and learned the positive practices.

Effective planning at BRCs requires adequate capacity building of Block Resource Co-ordinators. Under a comprehensive training programme, BRCs of new districts have learnt the techniques of Microplanning, School Mapping and Preparation of School Improvement Plan (SIP).

BRC and Additional BRC Co-ordinators and TRPs were imparted computer training, which enhanced their level of performance.

All the BRCs are well equipped with infrastructure to carryout residential training for Ad.BRC, CRC, teachers and other educational functionaries.

CRC

The capacity of CRG have been built in organising training at cluster level, organising and conducting meeting for teachers, follow up and support visits to schools, equipping the CRC Centre with books, discussion papers, etc. 

The structures of CRCs have been created in all the districts of the state for implementation of Sarva Shiksha Abhiyan, following their success in DPEP districts.

All the CRCs have received training at their respective BRCs on issues such as academic planning, school monitoring, community mobilisation, microplanning, School Mapping and preparation of School Improvement Plan (SIP).

CRCs are playing a vital role in collecting data and information used by BRC (enrolment, attendance, dropout etc). In addition, they are successfully organising VEC meetings, mobilising community support, undertaking environment building activities for enrolment drive and providing feedback to BRCs and effectively monitoring the schools.