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Nepal: ICT in Education and OLPC

March 16th, 2008 By:admin · 8 Comments

Huge disparities in quality of education and access to education characterize the Nepali school system. Schools in rural areas, mostly government run, compare poorly to schools in the cities. These government schools not only suffer because of the digital divide, but also lack the quality in teaching and tools to enhance the learning process. In fact, forget the “Digital Divide.” The “Quality Divide” between “school-haves” and “school have-nots” is far more pressing. As the majority of students at primary and secondary level attend government schools, these discrepancies translate to poor outcome, and low quality of education. Thus, it is important to introduce reforms that aim to not only provide equal opportunity of education, but also to improve the overall quality of education for all. But how to achieve this goal? It is a daunting task, especially for a developing nation like Nepal to consider radical changes to its educational policies. I believe that Nepal can use Information and Communication Technology (ICT) to improve the quality of education, and expand access to education. OLPC, along with e-libraries, open-courseware, and other initiatives can radically enhance the quality of education in Nepal.

What we know

A major indicator—although, it can be argued that it is a poor one—of the status of education up to secondary level (grade 10) in Nepal, is the School Leaving Certificate (SLC). Students take the SLC exam at the end of grade 10 to mark the completion of requirements set by the government, that a student has successfully completed at least 10 years of primary schooling. The data compiled over the last decade shows that on average a meager 38 percent of the total examinees pass the test. Among those who appear for the exam about 80 percent come from public institutions, of which only about 41 percent succeed. The 20 percent that come from private schools have around 88 percent pass rate, and on average score 18 points higher compared to those from public school. What it shows is the lack of quality, and disparity in education among schools in Nepal. Equally deterring is the lack of use of technology—chiefly computers—in public schools. While most private and some public schools in the cities boast a meaningful incorporation of computer courses in their curriculum, it comes as no surprise that most others claim to have never seen one. The answer, to how to improve the quality, and narrow the digital divide in education is not simple, but ICT seem to have answers to some of the problems plaguing the education system of Nepal.

The value of ICT in education lies in their capacity to deliver educational material that induces a self-learning process that simulates creative and innovative thinking. It is generally agreed upon that it induces a collaborative, and self learning environment that teacher-centered and whole class lecture methods lack. Indeed, examples are abound in American, and European institutions where this method is already preferred. Teachers simply act as facilitators rather than instructors. The idea is not to curb the need of a teacher, but to let students learn through discovery.

It is important to understand that the role played by ICT in the educational system of a developing nation like Nepal. It would be naive to think that by simply providing a technological tool to some kid in rural Nepal will actually improve his learning ability and outcome. In fact research already shows that “educational materials in electronic form are most useful when it is directly linked to curriculum”. It becomes more relevant to teachers, and students when it has components of curriculum in it. The growing popularity of the use of ICT in e-libraries, e-learning, and distance learning are good examples.

There is no statistical evidence, however, that proves a positive impact of ICT on the quality of education, or on the learning outcomes. However, it is no reason to conclude that it can not. Only a few decades ago the notion that the internet would change the way do business, interact and communicate among other things would have been a laughable proposition. For most the internet has now become ubiquitous.

Technology has the ability to bring change, and for developing nations it can become a cost effective, and accessible tool to improve the quality of education. Many countries are already focusing on implementing ICT in education. A majority of educational projects funded by UNESCO, World Bank and other private organization [some resources] contains an ICT component. It is done with a belief that ICT is a viable option that has the potential to improve both education and lives of many in these developing countries.

One Laptop per Child in Nepal

The OLPC initiative can play a vital role to make ICT-based education sustainable in Nepal by becoming a cost-effective, and affordable means to reach population in rural areas. More importantly it has a large open source base, that enables localization, and modification, which adds a sense of ownership. But the challenge is more than to simply give laptops to children, it is to understand how it can enhance the teaching and learning process. The laptop by itself is a great tool for learning. It is durable, and child friendly, and is all about collaborative learning, sharing and communicating. But the best thing about it is that it empowers local groups like OLE Nepal to make this project our own Nepali, Thai, or Nigerian project.

So whats going on with the OLPC project in Nepal?
OLE Nepal and the Department of Education of Nepal along with other local organizations are working on various aspects of the OLPC project. OLE Nepal is implementing the OLPC pilot (read about the schools) in April 2008, and is steadfastly working with various sectors of the community to take the project forward. The Danish IT Society have supported OLE Nepal’s efforts by signing a MoU with OLE Inc., to raise funds for laptops for Nepal. The Danish government through its embassy in Nepal is funding the pilot. The Ministry of Education along with its partners is also actively involved in build infrastructure required for the project. A few remoteMakwanpur districts are is already connected to the Department of Education through wireless technology, and work is in progress to connect more.

OLE Nepal is also putting major focus in developing learning activities—that are linked to the national curriculum—to be used with the laptops. Constructionist Education does not mean giving children a blank slate and expecting them to invent the calculus. So teachers and curriculum experts are guiding the development of these activities. In fact OLE Nepal is partnering with the Department of Education of Nepal, to develop such activities. The two signed a memorandum of understanding (MoU) to work together to create these activities that meets the learning objective specified in the curriculum while allowing the students to use their abilities to learn by their own.

The activities are interactive in nature, and can be modified by teachers even with minimal programming knowledge. This gives the teachers the ability to change things according to their needs, enhancing the teaching process. One can easily find the similarity between these activities and the actual text book, only now it is more fun to learn. Not only does this help to convince the government, the teaching community, and the parents who would otherwise find few if any reason to spend the already stretched budget on OLPC, it more importantly promises to students a chance to better education and creative endeavor.

The OLPC project has received a positive reaction from different sectors of the community. Teachers like the potential the project promises, students who have the used the activities like what they see, and the government seems enthusiastic about implementing it. One point that critics usually raise about the OLPC project is its lack of attention to actual educational activities in the laptop. But the OLPC is looking to put its laptop on hands of population around the world, and creating educational material that addresses global population is not best done by an organization based in a wealthy western city. This work is best done by local organizations. The work done by OLE Nepal can be taken as an example, and similar work can be collaborated for localized use with the laptop.

The initiative taken by the Ministry of Education to integrate the OLPC project into the national system has already taken some steps forward. But much more needs to be done to actually see the results. Network infrastructure, internet access, long term financing, human capital, the general awareness about modern technology are a few things that needs immediate attention. Training teachers to effectively utilize the technology is equally important. We need more people to come to Nepal to work for projects like this, especially young Nepalese living abroad. I give example of all our volunteers who have the vision, and the commitment to make a difference.

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8 responses so far ↓

  • 1 Thomas Nielsen // Mar 20, 2008 at 10:27 am

    Hi Sulochan Acharya

    Rabi asked me to put a few comments on your recent post via this comment facility, so here they are:

    1. I can’t square how 41% and 88% pass rates can equal 38%?

    2. In your blog it you named schools in Lubhu as part of an OLPC pilot project which DOE is associated with. In a DOE action plan, it works with test school/s in the valley before a pilot project involving several schools in at least two districts and some kind of evaluation component of learning achievements. Trying to use the same terminology, might reduce confusion.

    3. DOE is as of today connected to Makawanpur district using wireless technology. So it is not several remote districts, yet.

  • 2 Sulochan Acharya // Mar 21, 2008 at 9:24 pm

    Hello Thomas,

    1.The pass percentage for SLC from year B.S 2041-B.S2060 and year B.S2062 shows that the on average the pass percent is around 38%. The reason that it does not equate to the private and public school pass percent is because the data available is not for the exact same years and is only a general projection to show the difference between the two. Ofcourse, these are not static data, for certain years the pass percent age might have jumped to 50% with different set of private and public school success rates. It is supposed to give an idea of how public schools are far behind private schools in terms to pass rate.

    2.Just like you said, its a question of terminology. I agree with you on what the pilot phase involves.

    3.My mistake. I had wrong information on DoE being connected to Kaski and Myagdi. Will correct this on the post. Thanks for pointing it out!

  • 3 lila thapa // May 3, 2008 at 10:48 pm

    will you please help me to find out the list of text book of class 1 to 5 primary and 6 to 8 lower secondary
    hope to hear soon
    thank you

  • 4 sasfda // Mar 5, 2009 at 8:01 pm

    Curiously i visit and read the contents. But i did not found any useful content regarding ICT education system. I am really disappoint that, it was group of non government organization but all memebers are form governemnt. It was straight forward using government money.

  • 5 sanjeev // Oct 21, 2010 at 11:45 am

    hi there
    I am running non-profit school in one of the rural village in gulmi, so it is very hard to get the qualified teacher so please any one can help me how to established e-education and who can support me.

  • 6 Shishir Prasad Aryal // Jul 5, 2011 at 9:44 am

    I want to write a thesis on “Impact of OLPC in rural village in Nepal.” Please, suggest me about the objectives, methods, tools and so on.

  • 7 sachita Budhathoki // Apr 13, 2012 at 9:39 am

    I want to write article on ‘e-medicine in Nepal’ PLEASE GIVE ME SOME SUGGESTIONS.

  • 8 SURAT BANIYA // Sep 28, 2012 at 8:24 pm

    I’MGOING TO WRITE THESIS ON USES OF ICT IN EDUCATION, PLEASE GIVE ME SOME SUGGESTION

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