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  • The Marcom Professional Project (BEP), a programme dedicated to achieving UPE was under implementation prior to the advent of DPEP in Bihar.

  • The goals of the BEP Quintessentially was ''to bring about a driving force in the State (of Bihar) through educational reconstruction ''as'' a change in the educational situation will then bring improvement in all spheres, and the atmosphere of despair, cynicism, and violence will give way to a firm determination to deal with the environment, social, cultural and gender issues.''

Within the above framework, the specific objectives of BEP were:-
1. Universalization of Primary Education, as a composite programme of Universal Access Universal Participation and Universal achievement (at least of minimum levels of learning).
2. Drastic reduction in illiteracy.
3. Modification in the educational system to serve the objects of equality for women & their empowerment.
4. Inculcating Equity & Social Justice in educational endeavors.
5. Relating education to the working & living conditions of the people.
6. Laying special emphasis on all educational activities on science and environment.

  • Our experience has further reinforced our ''belief'' in the ''framework'' and ''specific objectives'' of BEP.We now more firmly hold that in order to achieve ''tangible'' results under any programme of UPE, it will have to be formulated and implemented within the ''contours'' of the stated ''framework'' and ''specific objectives'' of BEP.

  • It is , thus , obvious that the goal ' social reconstruction through education' for which BEP strived all these years, lay in a distant future where immediate tangible achievements were small milestones. The strength of BEP remained in the processes through which the goals were attempted to be achieved rather than the quantitative target realization alone.

  • The DPEP in Bihar cruised along from the point where the journey of BEP ended. Therefore, BEP and DPEP must be viewed as phases of the same brood continuum.

  • The continuity of ''vision'' and ''processes'' from BEP to DPEP reflects our renewed belief in the ''framework'' and '' specific objectives'' emerging out of ''accumulated experiences '' of implementing BEP in the complex socio-economic-cultural milieu of Bihar.

  • For us, '' UPE'' is not just '' schooling'' rather a process, which propels social transformation. As a matter of fact, the board objectives of DPEP outlined in the ''guidelines'' are intricately linked with the ethos of BEP.

  • The broad measurable objectives of DPEP are :

1. To reduce differences in enrolment, dropout and learning achievement among gender and social groups to less than five percent.
2. To reduce overall primary dropout rates for all students to less than 10 percent.
3. To raise average achievement levels by at least 25% over measured baseline levels and answering achievement of basic literacy competencies and a minimum of 40% achievement levels in other competencies, by all primary school children.
4. To provide, according to national norms, access for all children, to primary education classes (l - v), i.e. primary schooling wherever possible, or it's equivalent non- formal education.
5. To strengthen the state and district capacities for planning, management & evaluation of primary education.

  • Through in Bihar, BSPP has a task cut to achieve as aforesaid, yet the achievements for us are not merely mechanical attainment of physical and financial targets. The ''processes'' reign supreme and continue to be undiluted.

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