The National Policy of Education (NEP), 1986 and its Programme of Action 1992 accorded an unqualified priority to Universalisation of Elementary Education. The policy shifts the emphasis from enrollment as well as retention and achievement. The policy received a further impetus as a consequence of the declaration of the 1990 Jomite World conference, which called upon the countries to take effective steps for achieving 'Education for All' by the year 2000 AD. The modified version of NEP - POA, 1992 stated "It shall be ensured that free and compulsory education of satisfactory quality is provided to all children up to the age of 4 years of age before enter 2?"

As a sequel to the spirit of NEP-OPA, a large number of central and state-sponsored programmes were launched. Very soon it was realized that most of these programmes were deficient in delivering the goods, as they were heavy / supply based and did not provide contextually. It was also felt that in a vast country like India any centralized scheme of education would not succeed because we have to attend to more than a half a million habitants and equal number of other small tiny regions and hutments.

Having realized the significance of contextually for imparting education at the primary stages, it was felt that planning process needs to be based on desegregated targets. To begin with, it was decided that the districts may be considered as a unit for planning and management, this 'home grown ' idea actually resulted in the emergence of the District Primary Education Programme DPEP. Imbibing the spirit of the constitution and education policy provision, the district primary education programme emerged in 1994 as a response to various challenges in the Primary Education sector.

DPEP adopts a historic approach and has the essential ingredients required to universalize access, retention and improves learning achievement and reduces disparity among social groups. The programme seeks to ' Universalize' primary education by revitalizing the existing system. It seeks to identify and tackle ' inefficiencies' by integrating innovative practices and approaches. Adopting an areas specific approach, with districts as a unit of planning the key strategies of the programme have retained the contextually and sensitivity to local condition and ensuring full participation of the community.

There is a marked force on sustainability, equity and local ownership. The emphasis on participate planning and management and capacity building are clearly articulated. Acknowledgment of the fact that the programme would continue to evolve as it progresses, makes it flexible and dynamic in nature, providing room for experimentation and accommodating felt need through involvement.

The scope to pilot and either scale up the various approach tried out has been built into the programme with following objectives:

• Reduce over all primary dropouts rate for all students to less then 10 percent.
• Raise average achievement levels by at least 25% over measured base line, ensuring achievement of the basic literacy and numeric competencies and minimum of 40% achievement level, in other competencies, by all primary school children.
• To provide access for all children to primary schooling or equivalent non-formal education.
• It also seeks to strengthen the capacity of National, State and District level institutions and organization for planning, management and evaluation of primary education.