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22nd December 2014, 04:19 PM
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Join Date: Apr 2013
Re: National policy on ICT in school education

The National Policy on Education 1986, as modified in 1992, stressed the need to employ Educational technology to improve the quality of education.

The policy statement led in two major centrally sponsored schemes, namely, Educational Technology (ET) and Computer Literacy and Studies in Schools (CLASS) paving the way for a more comprehensive centrally sponsored scheme.

Educational technology also found a significant place in another scheme on up gradation of science education. The significant role ICT can play in school education has been highlighted in the National Curriculum Framework 2005 (NCF) 2005.

This policy main aim is preparing youth to participate creatively in the establishment, sustenance and growth of a knowledge society leading to all round socioeconomic development of the nation and global competitiveness.

National policy on ICT in school education
School Education
Department of School Education and Literacy
Ministry of Human Resource Development
Government of India
2012
Contents
Page
No.
1. Preamble
2. Vision, Mission and Policy Goals
3. What is ICT?
4. ICT in School Education
4.1 Challenges and issues
4.2 ICT Literacy and Competency enhancement
4.3 ICT enabled teaching learning processes
4.4 Elective Courses at Higher Secondary Level
4.5 ICT for Skill Development
(Vocational and Job oriented areas of general Education)
4.6 ICT for Children with Special Needs
4.7 ICT for Open and Distance Learning
5. ICT for School Management
5.1 Automated and ICT managed school processes
5.2 School Management Information System
6. ICT Infrastructure
6.1 Hardware
6.2 Network and Connectivity
6.3 Software
6.4 Enabling Infrastructure
7. Digital Resources
7.1 Digital Content and Resources
7.2 Development of content
7.3 Sharing and Dissemination of Digital Content
7.4 Role of School Library
8. Capacity Building
8.1 Capacity building of In-Service Teachers
8.2 Capacity building through Pre service Teacher Education
8.3 Capacity building of School Heads
8.4 Capacity building of State / District Education Department
Personnel
9. Implementing and Managing the Policy
9.1 Programme Monitoring and Evaluation Group (PM & EG)
9.2 Inter-ministerial Group
9.3 National and State level Agencies
9.4 Role of the States
9.5 Programme of Action
9.6 Advisory Group
9.7 Norms, Standards and Procedures
9.8 Models for ICT Infrastructure
9.9 Regulatory Measures
9.10 Incentives
10. Financing and Sustainability
11. Monitoring and Evaluation
11.1 Monitoring
11.2 Evaluation
11.3 Sharing of Results and Findings
11.4 Policy Review
1. Preamble
The National Policy on Education 1986, as modified in 1992, stressed the need to employ
educational technology to improve the quality of education. The policy statement led to two
major centrally sponsored schemes, namely, Educational Technology (ET) and Computer
Literacy and Studies in Schools (CLASS) paving the way for a more comprehensive
centrally sponsored scheme – Information and Communication Technology @ Schools in
2004. Educational technology also found a significant place in another scheme on
upgradation of science education. The significant role ICT can playin school education has
also been highlighted in the National Curriculum Framework 2005 (NCF) 2005.
Use of ICT for quality improvement also figures in Government of India's flagship
programme on education, Sarva Shiksha Abhiyan (SSA). Again, ICT has figured
comprehensively in the norm of schooling recommended by the Central Advisory Board of
Education (CABE), in its report on Universal Secondary Education, in 2005.
With the convergence of technologies, it has become imperative to take a comprehensive
look at all possible information and communication technologies for improving school
education in the country. The comprehensive choice of ICT for holistic development of
education can be built only on a sound policy. The initiative of ICT Policy in School
Education is inspired by the tremendous potential of ICT for enhancing outreach and
improving quality of education. This policy endeavours to provide guidelines to assist the
States in optimizing the use of ICT in school education within a national policy framework.
2. Vision, Mission and Policy Goals
Vision
The ICT Policy in School Education aims at preparing youth to participate creatively in the
establishment, sustenance and growth of a knowledge society leading to all round socioeconomic
development of the nation and global competitiveness.
Mission
To devise, catalyse, support and sustain ICT and ICT enabled activities and processes in
order to improve access, quality and efficiency in the school system
Policy Goals
To achieve the above, the ICT Policy in School Education will endeavour to:
Create
• an environment to develop a community knowledgeable about ICT
• an ICT literate community which can deploy, utilise, benefit from ICT and contribute
to nation building
• an environment of collaboration, cooperation and sharing, conducive to the creation
of a demand for optimal utilisation of and optimum returns on the potentials of ICT in
education
Promote
• universal, equitable, open and free access to a state of the art ICT and ICT enabled
tools and resources to all students and teachers
• development of local and localised quality content and to enable students and
teachers to partner in the development and critical use of shared digital resources
• development of professional networks of teachers, resource persons and schools to
catalyse and support resource sharing, upgradation, and continuing education of
teachers; guidance, counselling and academic support to students; and resource
sharing, management and networking of school managers and administrators,
resulting in improved efficiencies in the schooling process
• research, evaluation and experimentation in ICT tools and ICT enabled practices in
order to inform, guide and utilise the potentials of ICT in school education
• a critical understanding of ICT, its benefits, dangers and limitations
Motivate and enable
• wider participation of all sections of society in strengthening the school education
process through appropriate utilisation of ICT
3. What is ICT?
Information and Communication Technologies are defined as all devices, tools, content,
resources, forums, and services, digital and those that can be converted into or delivered
through digital forms, which can be deployed for realising the goals of teaching learning,
enhancing access to and reach of resources, building of capacities, as well as management
of the educational system.
These will not only include hardware devices connected to computers, and software
applications, but also interactive digital content, internet and other satellite communication
devices, radio and television services, web based content repositories, interactive forums,
learning management systems, and management information systems.
These will also include processes for digitisation, deployment and management of content,
development and deployment of platforms and processes for capacity development, and
creation of forums for interaction and exchange.
4. Information and Communication Technology in School Education
4.1 Challenges and Issues
Challenges before the Education System in India
Concerns of reach and access to education continue to attract widespread attention of all
segments of society. Following sustained initiatives spread over many decades, the country
can today boast of perhaps one of the largest ever schooling systems. With increased
throughput, and ever increasing numbers of students aspiring for higher education,
concerns of equity in education and issues of quality have also begun to attract attention.
The challenge of developing alternate modes of education, continuing education, teacher
capacity building, information systems for efficient management of the school system are
being addressed. With Information and Communication technologies becoming more
accessible, reliable and mature, the prospect of leveraging ICT for education is becoming
increasingly feasible.
Information and Communication Technologies in Schools
Information and Communication Technologies have enabled the convergence of a wide
array of technology based and technology mediated resources for teaching learning. It has
therefore become possible to employ ICT as an omnibus support system for education. The
potential of ICT to respond to the various challenges the Indian education system poses
are:
1. ICT can be beneficially leveraged to disseminate information about and catalyze
adaptation, adoption, translation and distribution of sparse educational resources
distributed across various media and forms. This will help promote its widespread
availability and extensive use.
2. There is an urgent need to digitize and make available educational audio and video
resources, which exist in different languages, media standards and formats.
3. Given the scarcity of print resources as well as web content in Indian languages, ICT
can be very gainfully employed for digitizing and disseminating existing print
resources like books, documents, handouts, charts and posters, which have been
used extensively in the school system, in order to enhance its reach and use.
4. ICT can address teacher capacity building, ongoing teacher support and strengthen
the school system's ability to manage and improve efficiencies, which have been
difficult to address so far due to the size of the school system and the limited reach
of conventional methods of training and support.
5. Using computers and the Internet as mere information delivery devices grossly
underutilizes its power and capabilities. There is an urgent need to develop and
deploy a large variety of applications, software tools, media and interactive devices
in order to promote creative, aesthetic, analytical and problem solving abilities and
sensitivities in students and teachers.
4.2 ICT Literacy and Competency Enhancement
The policy defines ICT Literacy in terms of levels of competence. Based on the stage of
schooling at which a student or teacher is introduced to ICT, they may progress to different
levels. These levels are suggestive and adaptations must be made to suit local conditions.
The levels do not correspond to specific classes (for eg, sixth or seventh standard) and time
duration must also be locally determined. Also, these levels must be revised periodically to
keep pace with changing technology.
Stage 1: Basic
Basics of computers and basic use of tools and techniques – operate a computer, store,
retrieve and manage data, use a computer to achieve basic word and data processing tasks;
connect, disconnect and troubleshoot basic storage, input and output devices
Connect to the internet, use e-mail and web surfing, use search engines, keep the computer
updated and secure, operate and manage content from external devices (sound recorders,
digital cameras, scanners etc.); connect, disconnect, operate and troubleshoot digital
devices;
Stage 2: Intermediate
Create and manage content using a variety of software applications and digital devices;
using web sites and search engines to locate, retrieve and manage content, tools and
resources; install, uninstall and troubleshoot simple software applications etc.
Stage 3: Advanced
Use different software applications to enhance ones own learning – database applications,
analysis of data and problem solving, computing, design, graphical and audio-visual
communication; undertake research and carry out projects using web resources; use ICT for
documentation and presentation; create and participate in web based networks for
cooperative and collaborative learning; become aware of issues of cyber security, copyright
and safe use of ICT and take necessary steps to protect oneself and ICT resources.
Note: The above stages constitute a general set of competencies for all students and
teachers. ICT as an elective subject at the plus two stage will have its own distinct
curriculum and competency set.
As each stage is defined by competencies to be achieved, the pace is dependent on
frequency of access to the ICT facilities. Based on the local situation, the time duration
needed for each stage will be shortened. Different parts of each stage can also run
concurrently. In any case, an attempt will be made to ensure every student completes the
Advanced stage before completing schooling. The competencies will also guide ICT curricula
for teachers.
4.2.1 A programme of ICT literacy will be implemented across all secondary schools in
the States, both government and private within the XII plan period.
4.2.2 A model Curriculum for ICT in Education (CICT) will be developed at National Level
and States will be encouraged to adopt/adapt it.
4.2.3 States will develop an ICT literacy curriculum and appropriate course materials
mapped to the stages mentioned above for uniformity. These will be in the form of
self-instructional materials, enabling students and teachers to process them on
their own. The ICT literacy programme will endeavour to provide a broad set of
generic skills and conceptual knowledge and not focus on mastering the use of
specific software applications.
4.2.4 The Boards of Secondary Education will develop a suitable scheme of Evaluation.
ICT would be an additional subject together with the award of a certificate of
proficiency.
4.2.5 The ICT Literacy programme will be extended to the upper primary stage by the
end of the XII plan period. However States may take up this expansion earlier,
based on resource availability and capacity of the system.
4.2.6 A dedicated teacher with appropriate qualification will be engaged in each school.
This teacher will also function as the ICT coordinator of the school where ICT
literacy is to be imparted. With the growth of infrastructure in the school, a suitably
qualified technical assistant may also be provided.
4.2.7 All teachers in a school will be expected to become advanced users of ICT (see 4.2
above) integrating ICT skills into their professional development as well as their
teaching learning practices across all areas of the curriculum.
4.3 ICT enabled teaching – learning processes
4.3.1 ICT enabled teaching-learning encompasses a variety of techniques, tools, content
and resources aimed at improving the quality and efficiency of the teachinglearning
process. Ranging from projecting media to support a lesson, to multimedia
self-learning modules, to simulations to virtual learning environments, there are a
variety of options available to the teacher to utilise various ICT tools for effective
pedagogy. Each such device or strategy also involves changes in the classroom
environment, and its bearing on effectiveness. Availability of a wide range of such
teaching-learning materials will catalyse transformation of classrooms into ICT
Enabled classrooms.
4.3.2 Teachers will participate in selection and critical evaluation of digital content and
resources. They will also be encouraged to develop their own digital resources,
sharing them with colleagues through the digital repositories.
4.3.3 In schools equipped with EDUSAT terminals, DTH or other media devices, relevant
activities will be planned and incorporated into the time schedule of the school.
4.3.4 Initially the teachers may use the Computer lab for teaching-learning but
progressively more classrooms will be equipped with appropriate ICTs, making way
for ICT Enabled classes
4.4 Elective Courses at the Higher Secondary level
4.4.1 States will initiate the process of launching/creating courses in different areas of
ICT for the higher secondary stage. The courses will factor in the requirements of
students of different streams, including academic and vocational streams (see 8.2).
4.4.2 Courses will be modular in design to enable students to select appropriate software
applications based on current needs of higher education and job prospects. Courses
will be revised frequently to keep pace with emerging trends in ICT.
4.4.3 A Post Graduate teacher with appropriate qualifications to teach these courses will
be appointed.
4.4.4 An ICT Lab attendant/technical assistant with appropriate qualifications will be
appointed to manage the ICT/Multimedia Resource lab.
4.5 ICT for Skill Development
(vocational and job oriented areas of general education)
4.5.1 Job oriented courses in ICT will be developed and established for students of the vocational
stream at the higher secondary level by linking them with the need of ICT enabled
industries/establishment in the neighbourhood.. The scope of these courses would be a broad
based ICT literacy. It will not be limited to ICT based occupations, but will inform and enhance
productivities in a wide range of other occupations (for example, accounting, office automation,
office communication, data handling and data processing, desktop publishing, graphics and
designing, music and video, etc). This will also include courses on cyber security.
4.5.2 The courses will be modular and students will be provided a wide range of choices,
catering to a variety of job options, hardware and software platforms, tools and
resources. Appropriate mechanisms to counsel students in selecting career paths
and courses will be developed simultaneously. The courses will be in conformity
with the National Vocational Education Qualifications Framework (NVEQF).
4.5.3 The courses will be frequently revised and updated in order to maintain relevancy
to changing requirements of the job market and emerging trends in technology.
Hence it will also be imperative to conduct such courses in close liaison with
industry.
4.5.4 The institutions offering Vocational courses will be required to integrate ICTs in
their teaching-learning process.
4.5.5 An open learning system will be developed permitting students to continue to reskill
themselves. Conventional restrictions of age and previous qualifications will be
suitably reworked to facilitate an open system. Where feasible, online and distance
modes will also be explored. Lateral and vertical mobility will be established
amongst the courses with multiple entry and exit options.
4.5.6 A system of On-demand evaluation and certification, to enable students to obtain
timely qualifications will be developed.
4.6 ICT for Children with Special Needs
4.6.1 Use of ICT will catalyse the cause and achieve the goals of inclusive education in
schools.
4.6.2 ICT software and tools to facilitate access to persons with disabilities, like screen
readers, Braille printers, etc. will be part of the ICT infrastructure in all schools.
Special care will be taken to ensure appropriate ICT access to students and
teachers with special needs.
4.6.3 All teachers will be sensitised to issues related to students with special needs and
the potential of ICT to address them. All capacity building programmes will include
components of ICT enabled inclusive education.
4.6.4 All web based interfaces developed for the programme including digital repositories,
management information systems, etc. will conform to international guidelines for
accessibility.
4.6.5 Accessibility norms will be adopted as per the world wide web consortium, W3C
guidelines (Web Content Accessibility guidelines, \to enable the
content to be accessed by children with special needs. Web based digital
repositories with W3C compliance will address the lack of availability of resources
for persons with disabilities. Digital content and resources, for the exclusive use of
persons with disabilities, talking books for example, will also be developed and
deployed.
4.6.6 The absence of appropriate vocabulary for different subject areas in the different Indian
languages and the unfamiliarity of the cultural context can make digital communication and
resources inaccessible to students and teachers across the country. Efforts will be initiated to
develop appropriate word lists and dictionaries in Indian languages and wide spread
translations encouraged.
4.7 ICT for Open and Distance Learning
4.7.1 Open and Distance Learning with the use of ICT opens out alternate possibilities for
students who have dropped out, cannot continue formal education or are students
of the non-formal system of education. Existing formal systems of Education will be
strengthened with ICT based instruction available in Open and Distance Learning
Systems so as to cater to the needs of such learners .
4.7.2 Present Open Schooling systems (e.g. National or State level Open Schools) will be
strengthened by harnessing ICTs innovatively. Access to e-books, digital learning
resources, Digital Repositories (with relevant learning resources) etc. will be
developed by these institutions as student support services. This will also be used
for online capacity building for open and distance teacher training.
4.7.3 All Open and Distance Learning Systems will be automated and provide online, all
services including admissions, examinations, e-Accreditation and grievance
redressal on the lines of the National Institute of Open Schooling.
4.7.4 The proposed mentoring system for students involving expert teachers will be
extended to these students also. Online courses, online on demand exams, and
digital repositories and content, media broadcasts planned through DTH/Satellite
based, open learning systems allowing multiple entry and exit points, opening out
the school resources to non-formal students, guidance and counselling, will result in
effective use of ICT for open and distance learning.
5. ICT for School Management
5.1 Automated and ICT managed school processes
States will adopt or adapt an e-governance and automated school administration
programme for schools, build capacities for its implementation and deploy school
based Management Information Systems (MIS). These MIS will be integrated with
the proposed state wide web based School Education Management Information
System.
A school wide local area network enables automation of a variety of processes.
Beginning with library automation, locally cached offline access to internet
resources, office automation, maintenance of records, student tracking, resource
planning, using the existing ICT infrastructure will increase efficiencies. At the same
time, savings in cost, time and effort will also accrue. The school wide local area
network will be used to facilitate this automation.
5.2 School Management Information System (School MIS)
5.2.1 A nation wide network will be established in which schools, teachers, students,
school managers, and the community at large participate. This implementation will
include the School Management Information Systems (School MIS); digital
repositories of tools, content and resources; professional development and
continuing education platforms; and guidance, counselling and other student
support services.
5.2.2 School MIS will emerge as a single window clearing house on all information related
to the secondary school system. The information will facilitate research and analysis
activities and guide decision making at different levels in the education system,
contributing to enhanced efficiencies.
5.2.3 The scope of information to be collated by the MIS will be broad and include
student and teacher tracking, particularly for their academic needs. The norms will
also define standards of technology including language fonts, word processors,
technical dictionaries, etc. Open standards facilitating universal access to
information, content and resources will be ensured.
6. ICT Infrastructure
There will be two types of Infrastructure:
Core ICT Infrastructure
Enabling Infrastructure
6.1 Hardware
6.1.1 The States will establish state of the art, appropriate, cost effective and adequate
ICT and other enabling infrastructure in all secondary schools
6.1.2 Based on the size of the school, needs of the ICT programme and time sharing
possibilities, States will define an optimum ICT infrastructure in each school. Not
more than two students will work at a computer access point at a given time. At
least one printer, scanner, projector, digital camera, audio recorders and such other
devices will be part of the infrastructure.
6.1.3 Each school will be equipped with at least one computer laboratory with at least 10
networked computer access points to begin with. Each laboratory will have a
maximum of 20 access points, accommodating 40 students at a time. The ratio of
total number of access points to the population of the school will be regulated to
ensure optimal access to all students and teachers.
6.1.4 In composite schools, exclusive laboratories with appropriate hardware and
software will be provided for the secondary as well as higher secondary classes.
6.1.5 In addition, at least one classroom will be equipped with appropriate audio-visual
facilities to support an ICT enabled teaching-learning.
6.1.6 Appropriate hardware for Satellite terminals will be provided to selected schools in a
progressive manner.
6.1.7 Computer access points with internet connectivity will be provided at the library,
teachers’ common room and the school head’s office to realise the proposed
objectives of automated school management and professional development
activities.
6.1.8 ICT enabled education can be significantly enhanced and the range of classroom
practices expanded with the introduction of digital devices like still and video
cameras, music and audio devices, digital microscopes and telescopes, digital
probes for investigation of various physical parameters. These will also form a part
of the infrastructure. States will make appropriate choices and promote the use of
such devices in classrooms.
6.2 Network and Connectivity
6.2.1 All computers in the school will be part of a single local area network to enable
optimum sharing of resources. In addition to the laboratory, internet connections
will also be provided at the library, teachers’ common room and the school head’s
office.
6.2.2 Each school will be serviced with broadband connectivity capable of receiving
streaming audio and video, a range of digital learning resources and interactive
programmes. The number of computers given internet connectivity will be governed
by the available bandwidth, in order to ensure adequate speeds. A mechanism to
have offline access to internet content will be set.
6.2.3 Teachers and students will be educated on issues related to the safe use of internet
Firewalls and other security measures will be implemented to guard the school
network against cyber attacks and misuse of the ICT facilities. Appropriate
guidelines for network security will be developed.
6.2.4 An EDUSAT network will be planned at each state with interactive terminals (SIT)
and recieve only terminals (ROT)
6.3 Software
6.3.1 A software environment favouring a pedagogy of learning which promotes active learning,
participatory and collaborative practices and sharing of knowledge is essential to nurture a
creative society. Free and Open Source Software – operating system and software applications
will be preferred in order to expand the range of learning, creation and sharing.
6.3.2 A wide variety of software applications and tools, going well beyond an office suite
is required to meet the demands of a broad based ICT literacy and ICT enabled
teaching learning programme. Graphics and animation, desktop publishing, web
designing, databases, and programming tools have the potential of increasing the
range of skills and conceptual knowledge of the students and teachers. A judicious
mix of software applications will be introduced in schools.
6.3.3 Creation and widespread dissemination of software compilations, including
specialised software for different subjects, simulations, virtual laboratories,
modelling and problem solving applications will be encouraged. These will be
distinct from multimedia packages and digital learning resources.
6.4 Enabling Infrastructure
6.4.1 The enabling infrastructure required to efficiently maintain the ICT facility will be
defined, established and maintained.
6.4.2 Regular and regulated supply of electricity, appropriate electrical fixtures, adequate
power backup and support, including alternate sources of energy, where needed,
will be ensured. Students and teachers will also be trained in the safe use of
electrical outlets and fittings.
6.4.3 Physical facilities like an adequately large room, appropriate lighting and
ventilation, durable and economic furniture suitable for optimisation of space and
long hours of working will be established. Alternate layouts and arrangements
facilitating interactions amongst students and with the teacher will be encouraged.
6.4.4 Adequate safety precautions and rules for use will be established. Each laboratory
will be equipped with a portable fire extinguisher and students and teachers trained
in its use. An appropriate fire drill will also be implemented.
6.4.5 All the equipment and resources will be secured from theft and damage. They will
also be covered under an appropriate insurance policy against theft and damage.
7. Digital Resources
7.1 Digital Content and Resources
7.1.1 The state shall endeavour to provide universal, equitable, open and free access to
ICT and ICT enabled tools and resources to all students and teachers. All digital
learning resources and software resources will conform to the National Policy on
Open Standards of the Government of India
7.1.2 Given the diversity of the country’s educational, linguistic and social situation, there
exists a need for a wide variety of digital content and resources for different
subjects, curriculum, ages/grade levels and languages. Unicode fonts will be used
to ensure universal access, compatibility and amenability to transliteration and
translation.
7.2 Development of Content
7.2.1 Use of interactive ICT tools for teaching and learning, e.g. virtual laboratories will
be promoted. The development of digital learning resources in the form of e-books,
animations, lessons, exercises, interactive games, models and simulations, videos,
presentation slides, plain text materials, graphics, or any combinations of the
above, will be encouraged. Use of digital resouces should be harmonised with the
requirements of the curriculum and supplement it.
7.2.2 The proposed web based digital repositories will host a variety of digital content,
appropriate to the needs of different levels of students and teachers.
7.2.3 Raw content resources like photographs, video, audio and animations will be
remodelled to develop multimedia learning objects.
7.2.4 Teachers and students will be encouraged to develop digital learning resources
collaboratively and contribute to the proposed digital repositories, collectively
owning it.
7.2.5 Textbooks, teachers’/students’ guides, question banks, FAQs, laboratory manuals,
problem sets, activities, notes and a variety of other print based learning resources
available in the public domain will be digitised and deployed on the national and
state level web based digital repositories.
7.2.6 Educational standards and instructional designs for a variety of digital content and
resources will be widely disseminated to enable development of quality digital
content, including interactive multimedia materials and learning objects.
7.3 Sharing and Dissemination of Digital Content
7.3.1. Widespread sharing and dissemination of digital content will promote infusion of
ICT into classroom practice. Suitable open standards for interoperability, web
based sharing and appropriate norms for free access will be defined to catalyse use
of digital content and resources.
7.3.2 Collections of digital content and resources will be deployed on web based digital
repositories, which will be universally accessible. Private Public partnership projects
for the same could be encouraged. State level and National level repositories will be
developed and maintained. Emphasis will be placed on multi lingual digital learning
resources development in State Regional Languages with facilities for translation to
other languages so as to optimise time, effort and cost. Content Delivery Networks
will be developed to enable transmission of content from multiple locations.
7.3.3 National level organisations like Central Institute of Educational Technology (CIET),
National Council of Educational Research and Training (NCERT). Indira Gandhi
National Open University (IGNOU) and State level organisations like State Institutes
of Educational Technology (SIETs) will play a proactive role in developing and
sharing of digital content and its source code to support wide scale adaptations.
They will also support the capacity building activities of teachers in digital content
development and usage.
7.3.4 Content developed by state funded projects and programmes will be deployed
along with source code under appropriate licensing norms (like the creative
commons) to facilitate open and free access to these resources. This will also help
avoid duplication of efforts in different States.
7.3.5 Digital content, software applications and resources developed by private
individuals, agencies or groups to be used in the school system will be subject to
validation for accuracy of content and pedagogical suitability by organisations like
NCERT, SCERT, and Boards of Secondary Education. A mechanism for procurement
along with source code and rights will be evolved.
7.3.6 Teachers and students will be oriented to prevailing copyright regimes, different
types of restrictions on reuse of content and the need to respect copyright.
Teachers and students will also be educated about alternate forms of licences like
the creative commons and encouraged to use them.
7.4 Role of School Library
7.4.1 The library in the school will search, collate and categorise digital resources and
make them available to the teachers and students. For instance, the school library
will develop lists of web resources or advisories for ICT usage or teaching learning
of different subjects. The school library will be automated for facilitating access to a
variety of digital resources. An automated library with internet access will catalyse
the use of digital resources in all class rooms.
8. Capacity Building
8.1 Capacity building of In-service Teachers
8.1.1 Capacity building of teachers will be the key to the widespread infusion of ICT
enabled practices in the school system. A phased programme of capacity building
will be planned. In service training of teachers will comprise of Induction Training as
well as Refresher Courses. The induction trainings will be imparted by the Regional
Institutes of Education of the NCERT, State Councils of Educational Research and
Training (SCERTs) or such other institutions of the Central and State Governments
and will preferably be completed before the commencement of the academic year.
The refresher trainings will be carried out every year to enable teachers to share,
learn and keep abreast of the latest trends in ICT based teaching learning
processes. The induction training will be followed by teacher’s evaluation to ensure
that the minimum competency is achieved.
8.1.2 Training in ICT will be integrated with general training programmes organised for
teachers and school leaders at all levels in order to popularise its use and to
demonstrate effective practices in ICT.
8.1.3 Beginning with an initial sensitisation through ICT operational skills and ICT
enabled subject teaching skills, teachers will become part of online professional
groups (e.g. English teachers association) to continue their education, pool in their
resources and actively contribute to the strengthening of domain specific
knowledge within the country. The forums will also facilitate continuous
development of ICT skills introducing them to tools and resources in different
subjects / specialisations as well as create and share learning resources in those
subjects.
8.1.4 Teacher participation in the digital content development process will catalyse its
broad based usage in the classrooms. Teacher capacities will be developed in
instructional design, selection and critical evaluation of digital content, and
strategies for effective use of digital content to enhance student learning.
8.2 Capacity building through Pre-service Teacher Education
8.2.1 Teacher educators will be suitably oriented and trained to use ICT in their preservice
teacher training programmes. They will also be expected to enable preservice
teachers to be sensitised to and practice the use of ICT.
8.2.2 All pre-service teacher education programmes will have a compulsory ICT
component. The existing curricula for pre-service teacher’s training will be revised
for including appropriate and relevant applications of ICT. All teacher trainees
passing out of teacher education programmes will obtain adequate levels of
competency in ICT and ICT enabled education (see 4.2 above). This proficiency will
gradually form a part of the eligibility criteria for teacher appointments.
8.2.3 National Council for Teacher Education (NCTE) has already laid down guidelines
about availability of ICT infrastructure in each such training institution. NCTE would
prescribe appropriate curriculum in ICT corresponding to the ICT curriculum in
schools, to be revised periodically, for such teachers.
8.3 Capacity building of School Heads
8.3.1 School heads will play an important role in establishment and optimal utilisation of
ICT and ICT enabled education practices in the school. All school heads will undergo
appropriate orientation in ICT and ICT enabled education training programmes. This
will also help them in building up digital resources for the school.
8.3.2 School heads will also be trained in processes leading to automation of
administration, management and monitoring of the school system and will play a
proactive role in the implementation of School Education Management Information
System (SEMIS).
8.3.3 School heads will be oriented to ensure the upkeep and safety of the ICT
infrastructure and the optimum use of the ICT facilities.
8.4 Capacity building of State / District Education Department Personnel
8.4.1 States / Districts Education Department personnel at all levels will be oriented to
infuse ICT into their work. They will also be oriented to various aspects related to the
ICT implementation at the school level, SEMIS and sustenance of the ICT
infrastructure.
8.4.2 School clusters encompassing neighbourhood schools will be established for sharing
and learning from each other aiming to hasten the process of integration of ICT into
all aspects of the school system.
9. Implementing and Managing the Policy
9.1 Programme Monitoring and Evaluation Group (PMEG)
9.1.1 Programme Monitoring and Evaluation Group (PMEG) of the Department of School
Education & Literacy, Ministry of HRD, Government of India, will be tasked with the
overall responsibility of guiding the implementation of the ICT programme in
schools across the country. The PMEG may set up task groups and invite institutions
or established professionals with substantial expertise in that sector to develop
norms, specifications, guidelines, evaluation reports, white papers etc. to guide the
States in implementing the ICT programme.
9.2 Inter-ministerial Group
9.2.1 An Inter-Ministerial Group consisting of members from the Ministry of HRD, Ministry
of Communications and Information Technology, Ministry of Information and
Broadcasting, Department of Space, Department of Science & Technology, Ministry
of Power, Ministry of New and Renewable Energy, Ministry of Labour and Ministry of
Rural Development and such other Ministries dealing with issues related to
education, will be set up and tasked with the responsibility of guiding technological
choices and specifying cost effective and optimum infrastructure and connectivity.
9.2.2 The group will also review the state of the art technology, connectivity and inter
sectoral convergence based on its relevance to educational ICT goals, feasibility of
implementation in the school sector, appropriateness in terms of finance,
environmental footprints, need for training and learning curves for use and
managing the system. The group will regularly review technological choices and
guide the states in making informed investments, maximising the educational
benefits.
9.2.3 Technology choice reviews will include standards and norms for computer
configuration, input and output devices like scanners, printers and projectors,
operating systems and system software applications including virus scans,
productivity applications and educational software, power conditioning equipment,
and other digital equipment like camera and audio recorders. It would also include
norms for Edusat terminals. Norms for pricing of enabling infrastructure like
telephone, internet, and electricity will also be considered and states guided in
establishment and management of the infrastructure.
9.2.4 The Group will review, from time to time, ICT and education related issues
emerging out of Acts and Policies in other sectors, particularly relevant to security,
copyright and effective use of ICT and guide States accordingly.
9.3 National and State level Agencies
9.3.1 National and State level agencies, like the National Council of Educational Research
and Training, the Central Institute of Educational Technology, the National Institute
of Open Schooling, the State Councils of Educational Research and Training, the
State Institutes of Educational Technology or any other public educational agency
designated by the State will develop curriculum, resources, and undertake capacity
building programmes, which will serve as models for adaptation and
implementation across the system. These activities will not be outsourced.
9.3.2 All public funded National and State level agencies will partner in developing,
compiling and making available digital content, resources and tools. Norms for
quality, universal open access for different types of digital content will be defined.
9.3.3 Public funded broadcast agencies at the National and State level and agencies
managing the EDUSAT networks will be engaged with to ensure wider dissemination
of support services and resources.
9.4 Role of the States
The States will have a two fold task:
• Define norms, standards, guidelines and frameworks to implement the policy in an
effective manner
• Facilitate and monitor the implementation of the policy in an effective manner
These tasks will include:
• A programme of action, an appropriate road map and a feasible time line
• Guidelines based on national standards and norms for infrastructure, implementation
processes at various levels, capacity building programmes, monitoring and
evaluation criteria, targets, etc.
• Framework for development, selection, evaluation, deployment in repositories, and
use of digital content
• Facilitation of wide spread participation of all stake holders, including community and
private partners in various aspects of the ICT programme implementation of the
policy in an effective manner
• Development, deployment and maintenance of infrastructure and digital repositories
• Development and phased implementation of an appropriate capacity building
framework
• Mobilisation of resources including from private and community sources
• Development of an appropriate legal and regulatory framework
• Monitor and evaluate the implementation
These actions will be in conformity with Guidelines issued by the Central Government.
9.5 Programme of Action
9.5.1 The States will draw up a Programme of action to inform and guide various aspects
of the ICT programme, viz., development of infrastructure, management of the
programme, development of digital resources, capacity building, monitoring and
evaluation of the programme.
9.5.2 Based on a suitable road map and time line, the States shall ensure coverage of all
Government and Government aided secondary and higher secondary schools. It will
also ensure similar development in all private and unaided schools through the
respective State Boards of affiliation. The time line will be broken up into
appropriate phases and suitably monitored. The programme will be expanded to
the upper primary stage, covering all the schools within an appropriate time frame.
9.5.3 The States will set up an institutional mechanism for implementing the ICT
programme under the existing educational system, suitably delegating
responsibilities up to the school level. States may experiment with different models
based on past experience and appropriateness.
9.6 Advisory Group
9.6.1 The States’ Department of Education will spearhead an advisory group to guide the
implementation of the ICT programme , its monitoring and evaluation. The
advisory group, will consist of the concerned Departments, a reputed engineering
Institute of the State, University Departments, etc taking into consideration the
variety of technical, educational, financial and administrative tasks involved.
9.6.2 The States’ Department of Education will synergise with the appropriate
departments and state level agencies to ensure the establishment of connectivity
and electricity in all schools. This will include negotiated norms for pricing, quality
of service and maintenance.
9.7 Norms, Standards and Procedures
9.7.1 In order to ensure uniform and high standards of ICT, optimum utilisation and cost
effective implementations, States will adapt standards and norms suggested by the
inter ministerial group at the national level for all aspects of the ICT
implementation, in particular the technology mix, specifications of equipment,
selection of software and connectivity, selection and deployment of digital
resources and capacity building programmes.
9.7.2 Prevailing norms in the State will be utilised to phase out, dispose of or exchange
old and obsolete equipment. Care will be taken to minimise avoidable upgradation
and generation of electronic waste.
9.7.3 States will draft SLA for procurement, installation, operation and maintenance
procedures, and draw up appropriate agreements with the vendor/agency. The
MoUs/ agreements will involve strict compliance clauses to ensure quality of
equipment and service and minimum downtime. Appropriate Guidelines for SLA
developed by the Inter Ministerial Group will form the basis.
9.8 Models for ICT Infrastructure
9.8.1 Build, Own, Operate and Transfer (BOOT) models for ICT infrastructure may be
used to maximise coverage of the programme in schools in the shortest possible
time. Different combinations of services like equipment only and equipment +
manpower will be tried out and appropriate combination, based on feasibility and
cost effectiveness, adopted by the States. Based on prevailing depreciation and
obsolescence norms, the State may also choose to use a Build, own and operate
(BOO) model to avoid out of date / obsolete equipment in schools.
9.8.2 In view of increasing capacities of regular teachers in integrating ICT and capacity
building programmes for teachers, an attempt will be made by States to phase out
the requirements of a separate teacher for ICT, except at the +2 level, where ICT
is introduced as a separate subject. The State will avoid (and phase out)
outsourcing of teacher recruitment to BOOT agencies.
9.8.3 States will explore the possibilities of sharing the infrastructure partly or wholly
with the community to extend education or train youth after school hours or similar
purposes. Care will be taken to ensure that such usage does not compromise the
school's educational or ICT programmes. The BOOT agency and/or the school may
also utilise it for augmentation of resources. States will try out and establish
appropriate community partnership models for optimum utilisation of infrastructure
and resources, while ensuring safety of school property.
9.9 Regulatory Measures
9.9.1 Access to the Internet enhances the risk of inappropriate content reaching children
and compromising privacy and identity of individuals. Evolving appropriate
advisories for regulating access, monitoring internet activity and education including
privacy and security of students and teachers will be taken up at the instance of the
Advisory Group. Heads of schools and teachers will be trained in appropriate
security and regulatory measures.
9.10 Incentives
9.10.1 The States will draw up an appropriate incentive scheme for teachers, students and
schools to recognise, showcase and promote initiative and talent. Easy loan
schemes for procuring ICT equipment and resources, awards, professional support
packages, and a variety of similar incentives, will be considered. States will also
explore the possibility of partnerships and sponsorships with Government and
Private agencies like Banks, Corporations and Charitable Institutions.


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