FINAL DRAFT

Teacher ICT Readiness

A Baseline Study

NCED, MOE and UNESCO Kathmandu

Goreto Nepal

Lalitpur

July 2016

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Acknowledgments

ICT is one of the emphasized areas in the Nepalese education system. ‘ICT in Education Master Plan 2013-2017’ of Ministry of Education is one of the milestones in this respect. Based on this master plan, NCED has developed ICT as one of the major components in its teacher competency framework. Teacher preparation curriculum and planning for teacher training on ICT is being undertaken by NCED at present. In this endeavour there is significant support and input from UNESCO.

This survey study is supposed to establish baseline of the ICT readiness of the schools as well as teachers so that study findings support to plan the training as well as monitor progress of future activities against the baseline 2016. There has been tremendous support from different quarters and persons. Support and guidance from Dr. Tualshi Thapaliya, Director and Mr. Dinesh Khanal, Deputy Director of NCED was instrumental in shaping this study. We render our sincere thanks to both of them. We also heartily thank Mr. Tap Raj Pant, National Programme Officer, UNESCO Kathmandu Office for all his support and advice.

This study would not have concluded successfully with support of Head Teachers and Teachers of the sample schools. They eagerly provided their time and suggestions to the research team. Thanks to all of them for their sincere support.

Goreto Nepal also thanks the research team for their effort, quality of work and timeliness.

Goreto Nepal Lalitpur.

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Table of Contents

Acknowledgments ........................................................................................................................... 1List of Tables .................................................................................................................................. 4Abbreviations .................................................................................................................................. 5Executive Summary ........................................................................................................................ 6 Chapter 1 ......................................................................................................................................... 9Background of the Study ................................................................................................................ 9

ICT in Education ......................................................................................................................... 9ICT Readiness ........................................................................................................................... 10Issues and Challenges in ICT .................................................................................................... 11Objectives of the Survey ........................................................................................................... 11Study Methodology ................................................................................................................... 11Survey Instruments ................................................................................................................... 12Data Input and Analysis ............................................................................................................ 12

Chapter 2 ....................................................................................................................................... 13School ICT Readiness ................................................................................................................... 13

School Characteristics ............................................................................................................... 13School’s ICT Facilities ............................................................................................................. 13Use of ICT Devices Available in the School ............................................................................ 16ICT Training ............................................................................................................................. 16Provisions for ICT Maintenance ............................................................................................... 17Educational Software in the School .......................................................................................... 17ICT Policy and Budget .............................................................................................................. 17Computer Classes ...................................................................................................................... 17

Chapter 3 ....................................................................................................................................... 19Teachers’ ICT Readiness .............................................................................................................. 19

Teacher Characteristics in the Sample ...................................................................................... 19Facilities in the Teacher’s Residence ........................................................................................ 19Teacher ICT Competency ......................................................................................................... 21

Knowledge and skill of ICT................................................................................................... 21Select and utilize ICT integrated teaching learning strategies ............................................. 23

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Develop and adapt digital learning materials ...................................................................... 25Promote effective communication and collaboration for learning ....................................... 26Assess learning and provide feedback .................................................................................. 27Aware on IT policy and contemporary digital culture and professional practices .............. 28

Composite Performance Score .................................................................................................. 30 Chapter 4 ....................................................................................................................................... 33Conclusions and Suggestions ........................................................................................................ 33

School ICT Readiness ............................................................................................................... 33Teachers’ ICT Readiness .......................................................................................................... 34Suggestions ............................................................................................................................... 35

References ..................................................................................................................................... 37 Annex ............................................................................................................................................ 39

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List of Tables

Table 1: Sample of the study ........................................................................................................ 12 Table 2: School established year by community and institutional school .................................... 13 Table 3: Electricity facilities in the schools .................................................................................. 14 Table 4: Telephone facilities in the schools .................................................................................. 14 Table 5: ICT devices in the schools .............................................................................................. 14 Table 6: ICT related facilities in the schools ................................................................................ 15 Table 7: Internet facilities in the schools ...................................................................................... 15 Table 8: Type of internet connection in the schools ..................................................................... 16 Table 9: Use of ICT devices ......................................................................................................... 16 Table 10: Beneficiary of ICT training in the school ..................................................................... 16 Table 11: ICT maintenance in the school ..................................................................................... 17 Table 12: Availability of facilities at teacher’s present residence (n=517 teachers) .................... 19 Table 13: ICT devices available to the teachers (n=517 teachers) ............................................... 20 Table 14: Internet connection to the teachers (n=517 teachers) ................................................... 20 Table 15: Knowledge and use of basic features of word processors, presentation software ........ 22 Table 16: Integration of ICT in teaching learning ........................................................................ 23 Table 17: Developing and adapting digital learning materials ..................................................... 25 Table 18: Promote effective communication and collaboration for learning ............................... 27 Table 19: Assess learning and provide feedback .......................................................................... 28 Table 20: Aware on IT policy and contemporary digital culture and demonstrate in professional

practices ........................................................................................................................ 29 Table 21: Number of skills and sub-skills as expected in the performance standards ................. 30 Table 22: Number of skills and sub-skills as expected in the performance standards ................. 30 Table 23: Number of skills to be at expected in the performance standards ................................ 31

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Abbreviations

ADSL Asymmetric Digital Subscriber Line

AV Audio Visual

CDC Curriculum Development Centre

DOE Department of Education

ICT Information and Communication Technology

ISDN Integrated Services for Digital Network

IT Information Technology

MOE Ministry of Education

MOES Ministry of Education and Sports

NCED National Centre for Educational Development

NCF National Curriculum Framework

NGO Non-governmental Organization

OLPC One Laptop Per Child

SSRP School Sector Reform Plan

TPD Teacher’s Professional Development

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Executive Summary

This study has been undertaken by NCED with the technical support from UNESCO Kathmandu. NCED has developed the Teacher Competency Framework in 2016 in which ICT is one of the major teacher competencies. This survey study is designed to establish baseline of the teachers’ ICT competency. There are two expected implications of the study – 1) it will establish baseline for future progress monitoring, 2) it will help to design different packages for different levels of learners in which competency readiness tools can be used at least with some revisions and adjustments.

Study Approach in ICT Readiness

The survey covered schools as well teachers for their ICT readiness. In case of school availability and use of ICT and required resources in the schools and in case of teachers’, all the indicators in the NCED’s ICT readiness for the teachers was used. Where the skills were combined together in teacher competency indicators, these were broken down for making them easier to assess. Teacher ICT readiness covered these competencies: 1) Introduce basic concept and importance of ICT in education, 2) Use of digital literacy skills in personal and pedagogical level, 3) Introduce the ICT based pedagogical practices in the classroom, 4) Design and implement small ICT based projects in everyday teaching learning process, 5) Update personal and professional capacities utilizing ICT, and 6) Disseminate and share the learning and experiences through ICT.

This survey was conducted with two objectives – 1) to establish baseline of the school environment in relation to ICT facilities in the schools and their use, and 2) to establish ICT competencies of Nepalese schools in terms of teachers’ knowledge and understanding of ICT policy, ICT skills of teachers, ICT-enhanced innovative pedagogy, professional development of teachers, and research and development.

This survey study covered 10 districts (2 from mountain region, 4from hilly region and 4 from terai region districts), 51 schools and 517 teachers from all of these districts. The study sample covered 29 (56.9%) schools from the urban setting and 22 (43.1%) from rural setting. Among the selected schools, 35 (68.6%) were community schools and 16 (31.4%) were institutional schools. Two types of instruments were developed and used in this survey: ‘School ICT Readiness Survey’ and ‘Teacher’s ICT Readiness Survey’.

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School ICT Readiness

In case of electricity and backup in the schools, in 82.4% of the schools electricity was available in the schools itself, but backup provision was in about 25% of the schools. Most of the schools having electricity backup facility were institutional schools. In 58.8% of the schools there was landline telephone facility, in 76% of the school there were one or another type of ICT devices. Almost all, i.e.15 out of 16 institutional schools had different types of ICT devices. In case of internet facilities in the schools, 49% of the school had it in the schools – 13 out 35 community schools and 12 out of 16 (i.e. 3/4th) institutional schools had internet facility. Only three (5.9%) schools,(one community and two institutional schools) reported that there was availability of e-library in their schools.

Regarding the access to the ICT devices available in the schools, it was for the head teacher (62.7%), computer lab (58.8%), accounts (45.1%), admistration (37.3%); teachers (25.5%) and students (23.5). However, teachers could use computer facilities of the schools in the library, computer lab or other places when they wanted to use. In case of ICT training in the school it was very less; such as for head teachers in 11.8% of schools, teachers 15.7%, accountants 11.8%, EMIS/administration personals in 11.8% of the schools. When maintenance was required, schools mainly depended upon local technicians (45.1% of schools) or took it away to the city (39.2% of schools).

In case of availability of national ICT policy in the schools, only 4 (7.8%) of the schools affirmed that they had national ICT policy document with them. Whereas, 6 (11.8%) of the schools stated that they had their own school level ICT policy developed. In case of school budget and its share in the ICT, it was found that only 1.51% of the total school budget was spent for the ICT which included buying the hardware as well.

The schools had provision of computer classes. The computer classes were scheduled in the school routine as well. In this respect, schools were found to have computer classes in the routine from grade one (2 schools) to grade ten (12 schools). At grades 7 and 8, most (33) of the schools had computer classes.

Teachers’ ICT Readiness

There was electricity available at the residence of most (93.4%) of the teachers and there was electricity backup also available in residence of about half of the teachers. In case of landline telephone, it was available in the residence of 46% of the teachers whereas 95.4% teachers possessed mobile phone. In this regard, it could be said that fundamental facilities related to ICT

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were available to the teachers. Regarding availability of ICT devices with the teachers only 55.3% of the teachers said that they had one or another type of ICT devices with them.

Teachers’ ICT competency was determined based on the ICT competency levels determined by NCED, in terms of Basic, Proficient and Distinguished in each of 6 performance categories. Composite performance score was calculated to determine number of teachers at various levels of performance. First of all, the number of skills as per the competency indicators were calculated to determine expected performance level which came to be 58 for basic level, 21 for proficient level and 16 for the distinguished level. As to calculate cut-off score for each level, criterion referenced interpretation could be used in which minimum learning was to be set such as at least 80% of the learning objectives/tasks learned. In this respect, cut off score was determined for each level as a whole, such as 46 for basic level, 21 for proficient level and 16 for distinguished level. Based on above calculation, out of 517 teachers 475 (91.9%) were below the basic level, 42 (8.1%) were at basic level, 22 (4.3%) at proficient level and 10 (1.9%) were at the distinguished level. This figure added the number of teachers from higher level in the lower level as well. If number of teachers were separated in the expected levels only, then it would be 20 (3.9%), 12 (2.2%) and 10 (1.9%) teachers respectively at basic, proficient and distinguished levels.

In the basic level, there was high number of skills, i.e. 58 skills and also number of teachers below basic level was also high, i.e. 475 teachers. Further analysis of the basic level showed that there were 24 (4.6%) of the teachers scoring none, 191 (36.9%) with score 1-5, 65 (12.6%) with score 6-10, 77 (14.9%) with score 11-20, 134 (25.9%) with score 21-40, and 26 (5%) with score 41-58. This showed that teachers at the basic or below basic also could be at the different levels within it which could have implications in the ICT training.

Suggestions

This study had come up with the following suggestions that the authority should

1) support schools at least to reach at minimum requirement level for ICT enhanced pedagogical practices.

2) provide different packages for novice, basic, proficient and distinguished level teachers.

3) select teachers by pre-testing and provide appropriate training package without having diverse competency teachers in a group.

4) develop national IT policy awareness to the teachers; and

5) include monitoring and technical backstopping within the ICT training package.

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Chapter 1

Background of the Study

Use of Information and Communication Technology (ICT) in education is one of the strategies to achieve the broader goals of quality education in the Nepalese schools. As a teacher preparation institution, National Centre for Educational Development (NCED) has developed Teacher Competency Framework (NECD, 2016) in which ICT is one of the major competencies in the teacher competency. This is the backdrop of baseline survey.

ICT in Education ‘Information and Communication Technology in Education Master Plan 2013-2017’ has been developed by the Government of Nepal (2013). There are four components in this Master Plan: 1) Development of Infrastructure including connectivity,

2) Development of Human Resources,

3) Development of Digital Learning Materials, and

4) Enhancement of Education System.

There has been emphasis and efforts to increase the access to technology at home and in the classroom by both students and teachers.

Developing ICT infrastructure in the school has been one of focus program intervention by Department of Education (DOE). In this endeavour, some Non-governmental Organizations (NGOs) were involved to develop interactive digital learning materials for the students of grades 2 to 6 in Nepali, Mathematics, English and Science subjects. One Laptop Per Child (OLPC) initiative has been supported by different organizations in selected schools of some districts. School teachers are now encouraged to develop their ICT skills in order to use them in everyday teaching learning process. However, in general, their ICT skills are very basic. They are not in a position of developing ICT assisted pedagogical activities and utilizing them in teaching learning process.

School Sector Reform Plan (SSRP), which has now phased out, has envisioned implementing and expanding ICT assisted teaching/learning process in all schools. The main focus of this plan was to effectively integrate ICT in teaching and learning process across all education sub-sectors so that access to education would be expanded, quality of education would be enhanced and

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equity promoted. The vision of the Master Plan is to ensure extensive use of ICT in education sector and contribute for access to and quality of education for all.

National Curriculum Framework (NCF) also provided significant provisions to integrate and implement ICT in education sector (CDC, 2007). Additionally, other policy documents such as teacher development policy guideline (NCED, 2011), three year interim development plan, etc. have opened windows of opportunities in designing and implementing the ICT interventions in education. Based up on these policy provisions, Ministry of Education (MOE) has also introduced policy directives on ICT to ease the implementation process. Specifically, NCED has developed ICT as one of the integral part as teacher competency and the way to implement ICT teacher training.

ICT Readiness Limited number of schools is reported to have received ICT related support from government, donors, and individuals. Some schools, specifically private ones have managed to equip themselves with computer and ICT related devices. Similarly, school teachers are now encouraged to develop their ICT skills in order to use them in everyday teaching learning process. However, in general, their ICT skills are very basic or below it. They are not in a position of developing ICT assisted pedagogical activities and utilizing them in teaching learning process. Thus, basic operational and functional skills (digital literacy), skills on pedagogical mix is the felt need of the school teachers with regard to ICT in Education. They are not getting the training opportunity on ICT and thus, MOE has planned to initiate teacher-training program for them from this fiscal year. Teacher training course for ICT has also been designed by NCED. Existing teacher training course for ICT has emphasized the following competencies:

• Introduce basic concept and importance of ICT in education

• Use of digital literacy skills in personal and pedagogical level

• Introduce the ICT based pedagogical practices in the classroom

• Design and implement a small ICT based project in everyday teaching learning process

• Update personal and professional capacities through utilizing ICT

• Disseminate and share the learning and experiences through ICT

The topics for the ICT curriculum covers Digital Literacy, Computer Operating Systems, Application Program (Word Processor, Spreadsheet, Presentation, Email and Internet, Computer Security, Multimedia), ICT & Pedagogy, Subject-wise ICT based Demonstration, Project work.

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Issues and Challenges in ICT There are several challenges to implement the ICT policy and master plan in the context of Nepal. The major ones are: i) developing infrastructure, ii) developing the teachers’ capacity, iii) making continuous power supply to the schools, iv) developing connectivity to all schools, v) developing interactive teaching learning materials and making them avail to all students and the teachers, vi) creating proper classroom environment and vii) managing adequate amount of budget. To address these challenges, the government has started to develop the infrastructure, internet connectivity, develop the capacity of the teachers, and increase its annual budgets. Nevertheless, it is not adequate to create proper environment to implement the ICT based teaching learning in real classroom situation.

Demand based in-service teacher professional development opportunities are available for the school teachers. Due to the problems of availability of ICT facility in the schools, not using the ICT based subject (i.e. computer education from grade 6 to 10, which is optional one not the compulsory) in everyday teaching learning process, teachers are not demanding training on ICT under the teachers professional development program. Thus, NCED has decided to design and implement ICT based training for them under the Teacher Professional Development (TPD) modality. It is supply driven training and also demand for the establishment of ICT lab at the training institution. The availability of the existing lab facilities these days is not sufficient to design and implement ICT based training in all training centers and thus, it will take some years to provide ICT based training to all teachers working in the community schools. The government has already set the strategy of providing ICT based training to all teachers in a phase wise manner.

Objectives of the Survey The main objectives of the survey were:

1. To establish baseline of the school environment in relation to ICT facilities in the schools and their use, and

2. To establish ICT competencies of Nepalese school teachers in terms of their knowledge and understanding of ICT policy, ICT skills of teachers, ICT-enhanced innovative pedagogy, professional development of teachers, and research and development.

Study Methodology This is a national survey study covering 10 districts, 51 schools and 517 teachers. To sample the district stratified random sampling has been used so that 2 from mountain region, 4 from hilly

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region and 4 from terai region districts are in the sample. Study sample is presented in the following table:

Table 1: Sample of the study Region East Center West Mid-West Far-west

Mountain region Shankhuwasabha Jumla Hill region Kathmandu

Valley Gorkha

Surkhet

Doti

Terai region Jhapa Sarlahi Ruphendahi Kanchanpur

Altogether 51 schools were covered – 5 schools from each of the sample districts except Surkhet where 6 schools were covered. Schools were also sampled on the basis of urban rural and community- institutional dichotomy (please see sample teacher characteristics in chapter 4).

While selecting schools for the survey it was instructed to exclude ICT focused support school if happen to be chosen in the sample. However, there was no such case arisen in the study. This precaution was taken so that a few cases do not pollute the data than the normal/average condition.

Survey Instruments Two types of instruments were developed in this survey ‘School ICT Readiness Survey’ and ‘Teacher’s ICT Readiness Survey’ (Please see annex for the tools). While developing survey tool following aspects were considered:

• Teachers’ competency standards in ICT prepared by NCED, MOE, and

• Prepare school status on ICT provision, practice and environment.

Prepared survey tools were pre-tested in two schools for clarity of instruction and finalized before orientation to the field researchers.

Data Input and Analysis Filled up survey forms were coded and entered in the Microsoft Office Access programme. Entered data were cleaned and analyzed using SPSS. Basically frequency and percentage of occurrence for each of the items are calculated at the first level; capacity of teachers on the set range of knowledge and skill in the items in general in the second level; and range of knowledge and skill in the items based on different category of teachers in the third level of analysis.

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Chapter 2

School ICT Readiness

School readiness survey tools mainly focused on the ICT infrastructure and teacher preparation on ICT by the school. School ICT readiness is presented in this chapter in these themes – School facilities related to ICT; Use of ICT devices available in the school; ICT training in the school; ICT maintenance in the school; Educational software available in the school; ICT policy; School budget for ICT; and Computer class in the school routine.

School Characteristics Study sample covered 29 (56.9%) schools from the urban setting and 22 (43.1%) from rural setting. Among the schools, 35 (68.6%) were community schools and 16 (31.4%) were institutional schools. Regarding establishment year, only two of the institutional schools were new which established less than 5 years back and 15 of the community schools were with their golden jubilee as shown in the table:

Table 2: School established year by community and institutional school Year group Community Institutional Total

Less than 5 years 0 2 2 6-10 years 3 3 6 11-20 years 1 3 4 21-50 years 16 8 24 More than 50 15 0 15 Total 35 16 51

School’s ICT Facilities A school needs various basic facilities in order to employ ICT in school administrative works as well as in the teaching learning activities. Electricity, backup, telephone, computer and related devices, internet, e-library etc. are among these basic facilities.

In 82.4% of the schools, electricity facility was available in the schools themselves. In case of 4 (7.9%) of the schools, electricity was not available in their locality as well, so that they had no chance to have electricity line in the school in the near future. These were community schools at the rural area. In case of 9.8% of the schools, electricity was available in the community, but there was still no line in the school. This means if schools needed to have electricity line in the school, it could be easily managed. This means over 92% of the sample schools had or could

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have electricity in the school premises and they had ICT readiness in terms of electricity. School status on the ICT facilities is presented in the following table:

Table 3: Electricity facilities in the schools Items Response Frequency Percentage

Electricity Available in the school 42 82.4 Available in the locality, but not in the school (can be arranged if needed)

5 9.8

Not available in the locality as well 4 7.9 Electricity backup (multiple response)

Generator 12 23.5 Recharge battery/Inverter/UPS 15 29.4 Solar 6 11.8

Most of the schools (33 or 64.7%) had electricity backup facilities such as generator, inverter/UPS, or solar electricity sources. Some of the schools had multiple backup systems as well. Out of 16 institutional schools, 6 had generator, 10 had inverter/UPS, and 3 had solar whereas out of 35 community schools, only 6 had generator, 5 had inverter/UPS, and 3 had solar electricity as backups.

Availability of landline telephone facilities was connected in the 58.8% of the schools and in the school locality, but not connected in the 19.6% of the schools. Whereas landline telephone was not available in 21.6% of schools in their locality as well as shown in the following table:

Table 4: Telephone facilities in the schools Response Frequency Percentage

Available in the school 30 58.8 Available in the locality, but not in the school (can be arranged if needed)

10 19.6

Not available in the locality as well 11 21.6 About three fourth of the schools reported that they had one or another type of ICT related devices available in the school (Table 5). About one fourth of the schools had none of the ICT devices. Only one institutional school out of 16 schools reported that they did not to have any type of ICT devices in the school whereas the number of schools was 11 in case of community schools.

Table 5: ICT devices in the schools Type of school Yes No Total

Community 24 11 35 % 47.1 21.6 68.6

Institutional 15 1 16 % 29.4 2.0 31.4

Total 39 12 51 % 76.5 23.5 100

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Those schools that had ICT related devices reported mean number of desktop to be 8.4 with maximum number of desktops in one school being forty three. Thirty five of the schools had printing facilities as well. Similarly, power point projector, sever connection within school and digital camera had been reported by 18, 16 and 14 schools respectively. Two community schools and one institutional school also reported that they had interactive whiteboard in the school as shown in the following table:

Table 6: ICT related facilities in the schools Items Response Mean Maximum None

Type and number of devices

Desktop 8.4 43 12 Laptop 1.5 25 25 Printing facility 1.1 4 16 Server connection within school 0.6 7 35 Tablets 0.6 30 49 Digital camera 0.3 2 37 Server connection outside school 0.04 1 49 Power point projector 0.4 2 33 Over Head Projector 0.1 1 44 Interactive whiteboard 0.1 1 48

In case of internet facilities in the schools, 49% of the school already had it in their schools – 13 out 35 community schools and 12 out of 16 (i.e. 3/4th) institutional schools. Whereas 13.7% of them said that it was available in the locality meaning that it could be arranged if school required and 37.3% reported that it was not available in the community as well, which is shown below:

Table 7: Internet facilities in the schools Type of school

Available in the school

Available in the locality, but not in the

school

Not available in the locality as

well

Total

Community 13 5 17 35 % 25.5 9.8 33.3 68.6 Institutional 12 2 2 16 % 23.5 3.9 3.9 31.4 Total 25 7 19 51 % 49.0 13.7 37.3 100.0

The type of internet connection in the schools was mostly ADSL which was used by17 (33.3%)

schools, Wi-Fi was found to be used by14 (27.5%) schools and cable internet was used by only 2

(3.9%) schools as presented in the table below:

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Table 8: Type of internet connection in the schools Items Response Frequency Percentage

Type of internet/ connectivity (multiple response possible)

ADSL 17 33.3 ISDN 0 0.0 Cable 2 3.9 Fiber 0 0.0 Wi-Fi 14 27.5 Others 2 3.9

Only 3 (5.9%) schools, among which one community and two institutional schools reported that

there was availability of e-library in their schools whereas 3 other schools reported that e-library

facility was available in the community and it could be arranged for the schools as well.

Use of ICT Devices Available in the School

Different persons in the schools have access to

the ICT devices available in the schools. Mostly

the head teachers (62.7%) had the access to the

ICT devices to use. In 58.8% of the schools

these were in the computer lab, in 45.1% of

schools these were available to the accounts

section, and in 37.3% of schools these were

available to admistration section. In case of

teachers and students, 25.5% of schools

hadmade them available to the teachers and to 23.5% of schools had made them available to the

students besides computer classess. However, teachers could use computer facilities of the

schools in the library, computer lab or other places when they wanted to use. ICT Training School’s provisions and practices in organizing training to the head teachers, teachers and its staffs were also collected. Seven schools, community and institutional, reported that they had organized ICT training in the school. The ICT training organized by the schools is presented in the table no 10. In case of 8

Table 9: Use of ICT devices Number Percentage Head teacher 32 62.7 Teachers 13 25.5 Accounts 23 45.1 Library 2 3.9 Administration 19 37.3 Computer lab 30 58.8 Students 12 23.5 Others 4 7.8

Table 10: Beneficiary of ICT training in the school

Beneficiary training Frequency Percentage Head teacher 6 11.8 Teachers 8 15.7 Accounts 6 11.8 EMIS person/ Administration

6 11.8

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(15.7%) schools it was organized for head teachers and 6 schools reported that the training was for teachers, accountants and administration/EMIS person. This means that most of the schools do not organize ICT training in the school by themselves.

Provisions for ICT Maintenance In case when maintenance of the ICT device is needed, the possibilities in the school might be that the schools having their own technician, or some capable teacher repairing them, or taking the device to the market as presented in table:

Table 11: ICT maintenance in the school Response Frequency Percentage

School has technician 8 15.7 School teacher is capable to do 14 27.5 Hire from locality 23 45.1 Need to take it away when a problem 20 39.2 Others (mention) 1 2.0 As reported by the schools, only 15.7% of the schools had a technician in their school. Other schools reported that they depended upon capable teacher (27.5%) or took the devices to the local market (45.1%). Even 39.2% said that in such case it should be taken away when there was a problem.

Educational Software in the School Schools were asked about the educational software available in there in the schools. Only 4 (7.8%) of the schools mentioned that they had produced educational software by themselves. There were 16 (31.3%) schools that had received educational software/packages from DEO or RC. Similarly, 10 (19.6%) schools had bought educational software from the market and 7 (13.7%) schools reported that they were able to access such software from the web-site.

ICT Policy and Budget Only 4 (7.8%) of the schools affirmed that they had national ICT policy document with them. Whereas 6 (11.8%) schools stated that they had their own school level ICT policy developed. In case of school budget and its share in the ICT, it was found that only 1.51% of the school budget was spend for the ICT which included buying the hardware as well.

Computer Classes The schools have provision of computer classes. Computer classes were scheduled in the school routine as well. In this respect schools were found to have computer class in the routine from grade one (2 schools) to grade ten (12 schools). At grades 7 and 8, most (33) of the schools had

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computer classes. Schools seemed to reduce computer classes from grade 9 as presented in the following figure:

Another aspect found in relation to the computer class in the school routine was that in the primary grades only few schools had computer classes (maximum number of schools 9) having computer class at grade 5 and as level of grades increased number of schools rise proving computer class in the school with pick at grade 7 and 8 as presented in the above figure.

2 2 38 9

15

33 33

27

12

0

5

10

15

20

25

30

35

1 2 3 4 5 6 7 8 9 10

No.ofschoo

ls

Grade

Figure1:No.ofschoolsmangingcomputerclassindiffererntgrades

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Chapter 3

Teachers’ ICT Readiness

This survey has another important objective i.e. to establish baseline of the teachers’ ICT readiness which is presented in this chapter.

Teacher Characteristics in the Sample Altogether there were 517 teachers from 51 schools of 10 districts. Out of them 68.5% were male teachers and 31.5% were female teachers. The age of the sample teachers was 31.3% of up to 30 years, 53% teachers were of 31 to 50 years and rest (9.3%) were above 50 years. By the type of schools the teachers were working 68.3% were from community schools and 31.7% were from institutional schools. Similarly, 67.6% teachers were working in the urban area and 32.4% in the rural area.

The level of schools at which teachers were teaching was 0.2%, 5.3%, 34.1%, 28.7%, 26.1%, and 5.7% respectively at pre-primary, primary, lower secondary, secondary and higher secondary. Though teachers used to teach more than a subject in the school, they were asked to mark only one main subject as their teaching subject. In this respect, 24.3% of the teachers responded English language to be their main teaching subject. Others were Nepali language (17.6%), Science (13.2%). Mathematics (15.4%), Health Physical and Environment (5.1%), Social Studies (15.4%), Computer (3.1%), Optional subjects (2.8%) and rest were other subjects.

Facilities in the Teacher’s Residence Teachers were asked to supply information about various facilities at their residence which can be supportive in the use of ICT. The information supplied by the teachers is presented in the following table:

Table 12: Availability of facilities at teacher’s present residence (n=517 teachers) Item Response Frequency Percentage

Electricity in the residence Yes 483 93.4 No 34 6.6

Electricity backup Yes 250 48.4 No 267 51.6

Telephone Yes 238 46.0 No 279 54.0

Mobile phone Yes 493 95.4 No 24 4.6

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There was electricity available at the residence of most (93.4%) of the teachers and there was electricity backup also available in residence of about half of the teachers. In case of landline telephone, it was available in the residence of 46% of the teachers whereas 95.4% teachers possessed mobile phone. In this regard it can be said that fundamental facilities related to ICT are available to the teachers.

Regarding availability of ICT devices with the teachers only 55.3% of the teachers said that they had one or another type of ICT devices with them as presented below:

Table 13: ICT devices available to the teachers (n=517 teachers) Item Response Number Percentage ICT related devices with the teacher

Yes 286 55.3 None 231 44.7

Type of device Yes (%) Desktop 32.3 Laptop 35.0 Printing facility 8.5 Tablets 10.1 Digital camera 27.3 Server connection within school 4.1 Regarding the type of ICT devices that teachers had, 35% reported having laptop whereas 32.3% said they had desktop computer. Similarly, 27.3% of the teachers said that they had digital camera, 10.0% had tablets, and 8.5% had printing facility as well at their residence.

About half of the teachers said that they had access to the internet – ADSL (13%), cable (10.4%), Fibre (1.5%) and ISDN (1%). Wi-Fi facility was available to 18.6% of the teachers as shown in the following table:

Table 14: Internet connection to the teachers (n=517 teachers) Item Response Frequency Percentage Internet Yes 244 47.2

None 273 52.8 Type of internet/ connectivity (multiple response possible)

ADSL 67 13.0 ISDN 5 1.0 Cable 54 10.4 Fibre 8 1.5 Wi-Fi 96 18.6 Mobile phone 315 60.9 Others 9 1.7

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There were about 61% of the teachers accessing internet through their mobile phones as well. In case of e-library 27 (5.2%)teachers said they had access to it.

Teacher ICT Competency Teachers’ ICT competencies were examined in terms of six themes – knowledge and skills of ICT of teachers; select and utilize ICT integrated teaching learning strategies; develop and adapt digital learning materials; promote effective communication and collaboration for learning; assess learning and provide feedback; and aware on IT policy, contemporary digital culture and demonstrate in professional practices. These are described in this section.

Knowledge and skill of ICT Teachers were asked about different types of tools that could be used for the classroom teaching learning. Most of the teachers reported that radio (79.9%), laptop and computers (66.5%), internet (50.1%), digital camera (49.5%), and projector (35.2%) could be used for this purpose. Whereas some of them reported that they had knowledge about intranet (11%), interactive whiteboard (10.4%), online forum (9.1%), etc which could be used for teaching and learning. The information is presented in the figure below.

413

344

259 256

182

136 123 112 103 9557 54 47

0

50

100

150

200

250

300

350

400

450

No.ofteachers

Typeofdevice

Figure2:NumberofteacherindicatingdevicesforICTuse

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Regarding teachers’ knowledge about fundamental working of word processors, presentation software and spreadsheets 46.6% reported that they had knowledge about word processors, where as 25.3% and 17.6% teachers respectively had knowledge on presentation software and spreadsheets. But their use in the classroom teaching was less as shown in the following table:

Table 15: Knowledge and use of basic features of word processors, presentation software Item1 Response Frequency Percentage

Knowledgeable about fundamental working/ basic features of (multiple answer possible)

Word processors 241 46.6 Presentation software 131 25.3

Spreadsheets 91 17.6

Able to use in professional work with minimal support from others (multiple answer possible)

Word processors 169 32.7 Presentation software 119 23.0 Spreadsheets 64 12.4

Able to use internet to browse internet and identify relevant text documents, image, audio and video materials

190 36.8

Basic knowledge of (multiple answer possible)

Computer hardware 95 18.4 Peripherals (printer, scanner, projector, camera etc.)

156 30.2

Handheld devices 76 14.7 Use of multimedia for preparing relevant digital games and

presentations 68 13.2

Able to search and use relevant free and open source online learning resources

120 23.2

Able to install and run (multiple answer possible)

Software 94 18.2 Perform simple troubleshooting 68 13.2 Do maintenance works 45 8.7

Able to maintain IT environment in the school (computers, lab, etc.)

90 17.4

Familiarity with Updated web technology in the context 50 9.7 Able to prepare Creative and innovative lessons using

available ICT tools and resources 59 11.4

Able to inspire and guide other colleagues

to be creative and innovative 91 17.6

Ability in browsing internet was reported by 36.8% of the teachers and basic knowledge of peripherals by 30.2%. Whereas having basic knowledge about computer hardware was reported by 18.4% of the teachers and about handheld devices by 14.7% of the teachers. In case of

1Double-lineinthetableseparatesitemsrelatedtobasic,proficientanddistinguishedlevelsofteachercompetencies.

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handheld devices for most teachers, the term was new and was heard for the first time. When they were explained the term ‘handheld devices’, they would respond that they knew about some of the handheld devices. However, later confirmation was not reported in the questionnaire. Thus, teachers seem to have some level of knowledge of computer hardware, peripherals and handheld devises, but very little of them used. Only 23.2% of teachers reported that they were able to search and use relevant free and open source online learning resources; 18.2% said that they were able to install and run software; and 17.4% said that they were able to maintain IT environment in the school. Responses in other items in this level were even lesser. In the distinguished level in this category, 17.6% of teachers reported that they were able to inspire and guide other colleagues to be creative and innovative while 11.4% of them said that they were able to prepare creative and innovative lessons using available ICT tools and resources.

In the level-wise composite score in the category of ‘knowledge and skill of ICT’ the mean score was 6.8 (out of 23), 0.9 (out of 6), and 0.4 (out of 3) respectively at the basic, proficient and distinguished levels. At the basic level also 148 (29%) of the teachers had scored 10 or less out of 23, in total, in this level. Two of them had full score as well, at this level. At the proficient level in this category, there were items scoring 6 in total with 0.9 mean score. Only 48 (9.2%) teachers scored 4 or more at this level which means more than 90% teachers were below half-line in this level. Similarly, at the distinguished level in this category, 78.9% of the teachers had no score, 9.9% scored only one, 4.8% scored two and 6.4% had 3 score.

Select and utilize ICT integrated teaching learning strategies Next category of teacher ICT competency covered in the survey was on selection and utilization of ICT integrated teaching learning strategies. About 1/4th of the teachers responded that they were able to use word processors and spreadsheet to plan and manage lesson activities and maintain students’ records. Similarly, about 1/5th of them reported that they were able to search and use simple and interactive digital learning materials for instruction and were able to encourage students to access e-library and other online resources to acquire relevant information as shown in the following table:

Table 16: Integration of ICT in teaching learning Item Response Frequency Percentage

Able to use word processors, and spreadsheet to (multiple answer possible)

plan and manage lesson activities 125 24.2 maintain students records 122 23.6

Able to search and use simple and interactive digital learning materials for instruction

104 20.1

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Use self prepared simple digital materials to complement conventional mode of teaching

72 13.9

Use subject specific educational software for (multiple answer possible)

schools 79 15.3 other online resources 51 9.9

Encourage students to access e-library and other online resources

to acquire relevant information 97 18.8

Regularly use ICT productivity tools and ICT enhanced

instructional techniques (digital storytelling, simulations, games, animation, video lesson etc.)

52 10.1

Engage students in e-learning and ICT based projects 46 8.9 Promote active, self-directed, collaborative learning

culture in schools 95 18.4

Lead and support colleagues to

plan student-cantered lessons utilizing ICT tools and resources

67 13.0

Design and demonstrate creative and innovative ICT enhanced learning modules

42 8.1

Contribute to promoting

ICT pedagogy integration through trainings or by organizing appropriate events in professional community

32 6.2

Regarding regular use of ICT productivity tools and ICT enhanced instructional techniques, 10.1% of the teachers responded affirmatively and it was 8.9% in case of engaging students in e-learning and ICT based projects. These two items were related to proficient level. In case of distinguished level 18.4% of the teachers said that they promoted active, self-directed, collaborative learning culture in schools, 13% reported that they led and supported colleagues to plan student-cantered lessons utilizing ICT tools and resources, 8.1% said they designed and demonstrated creative and innovative ICT enhanced learning modules, and only 6.2% contributed in promoting ICT pedagogy integration through trainings or by organizing appropriate events in professional community.

In the level-wise composite score in the category of ‘select and utilize ICT integrated teaching learning strategies’ the mean scores were 1.3 (out of 7), 0.2 (out of 2) and 0.5 (out of 4) respectively at the basic, proficient and distinguished levels. At the basic level, only 15% of the teachers had scored 4 or more out of 7 in total. 19 of them had full score as well at this level. At the proficient level in this category, there were only 2 items where only 32 (6.2%) scored 2 and another 34 (6.6%) scored 1 score. Similarly, at the distinguished level in this category, 78.1% of the teachers had no score, 14.1% scored 1 or 2, and 7.6% scored 3 or 4 score.

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Develop and adapt digital learning materials In case of developing and adapting digital learning materials to use in the classroom teaching learning 1/3rd of teachers reported that they prepared simple digital learning materials using word processors whereas there were 1/4th of the teachers using presentation tools and 12.8% of the teachers were using spreadsheets for this purpose. There were more than 40% teachers using digital camera and mobile devices to take real pictures, record audio and video for classroom materials. There were 38.3% teachers who could download, 32.9% teachers were able to identify and 18.6% teachers were able to edit freely available online resources that fit in to the purpose of the lesson. These items were related to the basic level of competency in this category as presented in the following table:

Table 17: Developing and adapting digital learning materials Item Response Frequency Percentage

Prepare simple digital learning materials using (multiple answer possible)

word processors 172 33.3 Spreadsheet 66 12.8 presentation tools 121 23.4

Use digital camera and mobile devices for classroom materials (multiple answer possible)

take real pictures 213 41.2 record audio 221 42.7 record video 214 41.4

Use freely available online resources that fit in to the purpose of the lesson (multiple answer possible)

Identify 170 32.9 Download 198 38.3 edit 96 18.6

Develop digital materials Develop simple interactive digital

learning materials such as quiz, games, etc. to promote self learning

86 16.6

Tools use to adapt existing digital materials for specific learning purpose (multiple answer possible)

graphic tools 54 10.4 simple audio 122 23.6 video editing 48 9.3

Manage blended lessons by using (multiple answer possible)

online learning materials 72 13.9 multimedia 94 18.2

Materials development and sharing

Develop and upload online learning materials to share with professional community

60

11.6

Support colleagues in designing and utilizing digital learning materials

55

10.6

Collaborate in preparing ICT-enhanced learning environment in school

48 9.3

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At the proficient level of this category, 23.6% teachers used simple audio to adapt existing digital materials for specific learning purpose, 18.2% teachers managed blended lessons by using multimedia; and 16.6% teachers developed simple interactive digital learning materials such as quiz, games, etc. to promote self learning as presented in the table above.

At the distinguished level in this category; 11.6% reported that they were able to develop and upload online learning materials to share with professional community; 10.6% said they could support colleagues in designing and utilizing digital learning materials; and 9.3% teachers said they collaborated in preparing ICT-enhanced learning environment in school.

In the level-wise composite score in the category of ‘develop and adapt digital learning materials’ the mean scores were 2.9 (out of 9), 1.0 (out of 6) and 0.3 (out of 3) respectively at the basic, proficient and distinguished levels. At the basic level, 33.5% of the teachers had scored 5 or more out of 9 in total and 29 (5.6%) of them had full score as well at this level. At the proficient level in this category, there were 10.4% of the teachers who scored 4 or more including 16 (3.1%) with full score. Similarly, at the distinguished level in this category, 82.8% of the teachers had no score, 7.4% scored one, 5.4% scored two and 4.4% scored full score.

Promote effective communication and collaboration for learning Use of ICT by the teachers in the communication and collaboration for learning was also registered in the questionnaire. One of the most common medium of communication is email. More than half of the teachers said that they had email account. Out of the email account users 74.1% said that they checked their account daily and 12.7% said that they checked it weekly. There were 43.5% teachers who used social media for sharing information and materials while social media was used for other relevant exchange by 17% and 8.5% said that they used social media to provide assignments.

At the proficient level in this category there were 14.3% of the teachers using students’ forum to promote group learning, 11.2% were utilizing available cloud computing tools for collaboration among teachers; and 10.8% of them said they created student forums.

At the distinguished level in this category, there were 43 (8.3%) teachers who used teacher network to facilitate exchange and mainstreaming good ICT practices in schools; 12.8% teachers created and contributed to learning group and 5.8% teachers were in the teacher online forums. Creation of wiki, blog or school website was done by 8.5% of the teachers to share educational resources and information as presented in the following table:

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Table 18: Promote effective communication and collaboration for learning Item Response Frequency Percentage

Email account (multiple answer possible)

Have an online account/email ID 270 52.2 Use of email correspondence

daily weekly

monthly once in a while

never

169 74.1 29 12.7 5 2.2 20 8.8 5 2.2

Use social media for (multiple answer possible)

sharing information and materials

225 43.5

providing assignments 44 8.5 other relevant exchange 88 17.0

Utilize available cloud computing tools (such as Google-drive, One-drive, drop box etc.) (multiple answer)

for collaboration among teachers 58 11.2 promote these activities among students

42 8.1

Student forums (multiple answer possible)

create student forums 56 10.8 use to sharing local information 50 9.7 promote group learning 74 14.3

Create wiki, blog or school website to

Share educational resources and information

44 8.5

Create and contribute to (multiple answer possible)

learning groups 66 12.8 teacher online forums 30 5.8

Utilize teacher network to facilitate exchange and mainstreaming of good ICT practices in schools

43

8.3

In the level-wise composite score in the category of ‘promote effective communication and collaboration for learning’ the mean scores were 1.9 (out of 5), 0.5 (out of 5) and 0.4 (out of 4) respectively at the basic, proficient and distinguished levels. At the basic level, 56 (10.8%) of the teachers had full score and 199 (38.5%) of them scored none. In the proficient level 16 (3.1%) teachers had full score and 411 (79.5%) teachers had no score. Similarly 18 (3.5) teachers had full score in distinguished level of this category and 434 (83.9%) teachers had no score at all.

Assess learning and provide feedback Assessment is an integral part in teaching learning. Its effectiveness can be enriched using ICT. In this term, use of ICT for the assessment and providing feedback to the students, less number of teachers had responded affirmatively. Only15.5% teachers used word-processors and spreadsheet for assessing students’ learning and 9.5% of the used these to give programmed feedback. Similarly, the use of spreadsheet was responded to improve test construction (14.5%), manage student progress (15.1%) and analyze results (12.4%).

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At the proficient level of this category the use of computer for formative (7.7%), summative (7.5) and preparation of assessment devices for diverse learners was by 6.2% teachers. Whereas, in the distinguished level of this category, designing and promoting computer-based testing system in school was from 8.1% of the teachers and those encouraging discussion among colleagues for ICT enhanced assessment system was by 7% of the teachers as presented in the following table:

Table 19: Assess learning and provide feedback Item Response Frequency Percentage

Use word-processors and spreadsheet for (multiple answer possible)

assessing students’ learning 80 15.5 giving programmed feedback 49 9.5

Use spreadsheet to (multiple answer possible)

improve test construction 75 14.5 managing student progress 78 15.1 analyzing results 64 12.4

Assessment devices prepare assessment devices (testing and non-testing) for diverse learners

32 6.2

Use computer-based testing widely for (multiple answer possible)

summative purposes 39 7.5 formative purposes 40 7.7

Computer-based testing system

Design and promote computer-based testing system in school

42 8.1

Promote assessment for self/peer assessment with automated feedback system

24 4.6

Encourage discussion among colleagues for

ICT enhanced assessment system 36 7.0

In the level-wise composite score in the category of ‘assess learning and provide feedback’ the mean scores were 0.7 (out of 5), 0.2 (out of 3) and 0.2 (out of 3) respectively at the basic, proficient and distinguished levels. At the basic level, only 13.9% of the teachers had scored 3 or more out of 5 in total, 27 (5.2%) of them had full score as well at this level. At the proficient level in this category, 17 (3.3%) teachers scored full marks and 458 (88.6%) scored none. Similarly, at the distinguished level in this category, 88.6% of the teachers had no score and 3.1% had full score.

Aware on IT policy and contemporary digital culture and professional practices Last category in the ICT competency of NCED is concerned with teachers’ awareness on IT policy and contemporary digital culture as well as demonstration of these aspects in professional practices.

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Only 73 (14.1%) of the teachers were aware of national ICT policy and only 4.3% said that their school had their own ICT policy. Around 3% of the teachers had understanding of ICT master plan’s intents, major components and provisions,6.8% of the teachers said that they had implemented code of conduct for their school lab where as 4.4% had drawn implication of ICT policy for their school. Relatively more number of teachers seemed concerned and aware of security issues as 15.9% of the teachers were aware of the issues on information security and 18.8% made students aware of cyber crime and related issues. 9.5% of the teachers responded that they had contributed in maintaining appropriate IT policy in the school and 4.8% said that they had contributed forums for formulating effective IT policy for the school community as presented in the following table:

Table 20: Aware on IT policy and contemporary digital culture and demonstrate in professional practices

Item Response Frequency Percentage Are you familiar with national ICT policy

Yes 73 14.1 No 444 85.9

Do your school have its own ICT policy (written)

Yes 22 4.3 No 495 95.7

Understanding of ICT policy Master Plan in Education (multiple answer possible)

the intents 16 3.1 major components 15 2.9 provisions of ICT 17 3.3

Implication of ICT policy matters (multiple answer)

draw implications for school 23 4.4 draw implications for classroom 18 3.5

Implementation of ICT policy

implement code of conduct for school lab

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6.8

Security issues (multiple answer possible)

aware of the issues on information security

82 15.9

make students aware about cyber crime and related issues

97

18.8

Use of digital materials and sources (multiple answer possible)

promote responsible use of digital materials and sources

81 15.7

promote the use of free and open source resources

69 13.3

Contribute in IT policy (multiple answer possible)

Maintain appropriate IT policy in the school

49 9.5

Contribute to the local and district level forums for formulating effective IT policy for the school community

25 4.8

Sensible use of ICT Initiate avoiding potential adverse impacts of ICT use in creativity

24 4.6

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In the level-wise composite score in the category of ‘aware of IT policy and contemporary digital culture and demonstrate in professional practices’ the mean scores were 0.4 (out of 9), 0.6 (out of 4) and 0.2 (out of 3) respectively at the basic, proficient and distinguished levels. At the basic level, only 2.4% of the teachers scored 5 or more out of 9 in total. Only one of them had full score at this level and 80.3% scored none. At the proficient level in this category, 76% of the teachers scored none whereas 36 (7%) of them had full score. Similarly, at the distinguished level in this category, 87.4% of the teachers had no score and 9 (1.7%) teachers scored full.

Composite Performance Score Composite performance score was calculated to determine number of teacher at various levels of performance. First of number of skills as per the competency indicators were calculated to determine expected performance level. Number of skills and sub-skills as expected in the performance indicators related to ICT competency of the teachers were:

Table 21: Number of skills and sub-skills as expected in the performance standards Standards

Expected Performance Indicators

Basic Proficient Distinguished Knowledge and skill of ICT 23 6 3 Select and utilize ICT integrated teaching learning strategies 7 2 4 Develop and adapt digital learning materials 9 6 3 Promote effective communication and collaboration for learning 5 5 4 Assess learning and provide feedback 5 3 3 Aware on IT policy and contemporary digital culture and demonstrate in professional practices 9 4 3

Total 58 26 20 80% level of performance 46 21 16

As performance indicators developed by NCED is hierarchical in nature, higher level performance may include lower level skills as well. Therefore, actual number of expected performance indicators was higher as moving at higher level:

Table 22: Number of skills and sub-skills as expected in the performance standards Standards

Expected Performance Indicators

Basic + Proficient + Distinguished Knowledge and skill of ICT 23 29 32 Select and utilize ICT integrated teaching learning strategies 7 9 13 Develop and adapt digital learning materials 9 15 18

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Promote effective communication and collaboration for learning 5 10 14 Assess learning and provide feedback 5 8 11 Aware on IT policy and contemporary digital culture and demonstrate in professional practices 9 13 16

Total 58 84 104 80% level of performance 46 67 83

As to calculate cut-off score for each level, criterion referenced interpretation can be used in which minimum learning is to be set such as at least 80% of the learning objectives/tasks learned (Linn and Miller, 2005; Thorndike and Chirst, 2010). It was discussed if cut-off score should be determined on the basis of each level separately or combined score of the level and below it. As combined cut-off score might help to get into higher level even with score of lower level, it was decided to determine level when cut off score at the level and below it were achieved separately. Thus, proficient level would be when 80% achievement in all the levels separately.

Obviously, there would be teachers further below the basic level which is also of interest while designing ICT training. Two more levels can be used for the ICT training planning – ‘Novice’ teachers who are ICT illiterate and need training from the scratch/the government and there would also be those who know some aspects of computer and ICT, but are not yet at the basic level who can be termed as ‘Below Basic’. The teachers in ‘Below Basic’ level can be expected at least know half of what ‘Basic’ level teachers know and ‘Novice’ teachers are further lower than the ‘Below Basic’. In this way, the level of competency can be calculated as following:

Table 23: Number of skills to be at expected in the performance standards Level of the Teacher Expected number of skills mastered at each level

Basic Proficient Distinguished Novice/ Below basic Less than 45 Less than 21 Less than 16 Basic 46-58 Less than 21 Less than 16 Proficient 46-58 21-26 Less than 16 Distinguished 46-58 21-26 16-20 Due to hierarchical nature of skills, the teacher at the proficient level should also possess skills at basic level. Similarly, a teacher at the distinguished level should also be at par in basic and proficient levels as well. Therefore, basic level would combine the number of teachers of the proficient and distinguished levels as well while proficient level teachers would also add up teachers at the distinguished level.

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Based on above calculation out of 517 teachers 475 (91.9%) were at the below basic level, 42 (8.1%) at basic level, 22 (4.3%) at proficient and 10 (1.9%) teachers were at the distinguished level as shown in the figure below:

The figure above shows number of teachers from higher level in the lower level as well. If number of teachers are separated in the expected levels only, then it would be 20 (3.9%), 12 (2.2%) and 10 (1.9%) teachers respectively at basic, proficient and distinguished levels.

In the basic level there were high number of skills, i.e. 58 skills and also number of teachers below basic level was also high, i.e. 475 teachers. Further analysis of the basic level showed that there were 24 (4.6%) teachers scoring none, 191 (36.9%) teachers with score 1-5, 65 (12.6%) with score 6-10, 77 (14.9%) with score 11-20, 134 (25.9%) with score 21-40, and 26 (5%) teachers with score 41-58. This shows that teachers at the basic or below basic also could be at the different levels within it which could have implications in the ICT training.

475

42 22 10050

100150200250300350400450500

Novice Basic Proficient Distinguished

Num

bero

fteachers

Levelofteachers

Figure5:Levelsofteachers

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Chapter 4

Conclusions and Suggestions

This study intended to find out schools existing ICT provision and teachers ICT competencies against NCED’s required teachers’ ICT competencies.

School ICT Readiness 1) Some of the basic requirements for the ICT were satisfactory in the schools such as

electricity available in the 82.4% of the schools itself and in 7.9% of the schools it was in the locality and could be managed easily if needed. Availability of landline telephone facility was in the 58.8% of the schools and in the school locality, but not in the school among the 19.6% of the schools. Electricity backup was in 64.7% of schools. This shows that in case of electricity, backup and telephone line more than 2/3rd of the schools had these basic facilities, specifically in the institutional schools. This was also similar in case of having ICT devices in the schools such as desktop (39 schools), laptop (26 schools), printing facility (35 schools), digital camera (14 schools), and projector (18 schools). Based on availability of basic facilities for the ICT, it can be concluded that in 2/3rd of the sample schools ICT enhanced pedagogy could be facilitated with proper orientation/training and whereas in 1/3rd of the schools, first basic facilities (electricity, backup, telephone and ICT devices) had to be arranged.

2) In case of internet facilities in the schools, 49% of the school already had it in their schools – 13 out 35 community schools and 12 out of 16 institutional schools. The type of internet connection in the schools was mostly ADSL 17 (33.3%) schools, Wi-Fi 14 (27.5%) and cable 2 (3.9%) schools. Only 3 (5.9%) schools; 1 community and 2 institutional schools reported that there was availability of e-library in their schools. As internet is basic facility to promote ICT enhanced pedagogy, with the training to the teachers, internet facility to the schools also need to be arranged. One without the other will not be fruitful.

3) At present, the use of ICT devices by the teachers (25.5%) and students (23.5%) in the schools was very limited which indicates that its use for the pedagogical purposes would be limited. Also training for the teachers in ICT was low – only 15.5% schools had organized it. Educational software in the schools was also limited – 4 schools had produced educational software by themselves; 16 had them from DEO or RC; 10 schools had brought them from market and 7 had accessed them from website. The school budget

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for ICT, in an average was 1.51%, which seems low. This shows low priority of ICT use in the schools.

In case of ‘school ICT readiness’ it can be concluded that there were schools (2/3rd) with adequate basic facilities for the promotion of ICT enhanced pedagogy, internet facility and limited access to the ICT devices to the teachers and students in the schools are barriers.

Teachers’ ICT Readiness 4) There was electricity available at the residence of most (93.4%) of the teachers and

electricity backup in residence of about half of the teachers. In case of landline telephone, it was available in the residence of 46% of the teachers whereas 95.4% teachers possessed mobile phone. In this regard it can be said that fundamental facilities related to ICT were available to the teachers. Regarding availability of ICT devices with the teachers only 55.3% of the teachers said that they had one or another type of ICT devices with them. In case of internet connectivity 47.2% of teachers had it at their residence and 60.9 could access it from their mobile phones. Thus, it can be said that fundamental facilities related to ICT were available to at least half of the teachers and physical facilities-wise they were equipped for using ICT to improve classroom pedagogy with proper training.

5) Teachers’ ICT competency was determined based on the ICT competency levels determined by NCED in terms of Basic, Proficient and Distinguished in each of 6 performance categories. Mean percentage of score in each of these categories were:

Category Basic Proficient Distinguished • Knowledge and skill of ICT 29.6 15.0 13.3 • Select and utilize ICT

integrated teaching learning strategies

18.6 10.0 12.5

• Develop and adapt digital learning materials

32.2 16.7 10.0

• Promote effective communication and collaboration for learning

38.0 10.0 10.0

• Assess learning and provide feedback

14.0 6.7 6.7

• Aware on IT policy and contemporary digital culture and demonstrate in professional practices

4.4 15.0 6.7

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The data above indicates that 1) by large NCED’s competency was hierarchical in nature; 2) in all the levels and in all the categories ICT competencies of the teachers were low; 3) most of the teachers were unaware about national IT policy.

6) Out of 517 teachers 475 (91.9%) were at the below basic level, 42 (8.1%) at basic level, 22 (4.3%) at proficient level and 10 (1.9%) at the distinguished level. This figure adds number of teachers from higher level in the lower level as well. If number of teachers were separated in the expected levels only, it would be 20 (3.9%), 12 (2.2%) and 10 (1.9%) teachers respectively at basic, proficient and distinguished levels.

7) In the basic level there were higher number of skills, i.e. 58 skills and also number of teachers below basic level was also high, i.e. 475 teachers. Further analysis of the basic level showed that there were 24 (4.6%) teachers scoring none, 191 (36.9%) with scores 1-5, 65 (12.6%) with scores 6-10, 77 (14.9%) with scores 11-20, 134 (25.9%) with scores 21-40, and 26 (5%) with scores 41-58. This showed that teachers at the basic or below basic also could be at the different levels within it which could have implications in the ICT training.

8) The points 6 and 7 above point out the necessity of different packages of ICT for at least 4 different levels of teachers – novice, basic, proficient and distinguished.

Suggestions 1) For ICT enhanced pedagogy, school ICT readiness is important. ICT enhanced pedagogy

training can be divided into following phases:

a. School which are ready to get the ICT training

b. School which are not yet ready in terms ICT related physical facilities, should get support for or arrange them before having their teachers in the ICT training.

2) Prepare 4 different packages of ICT training

a. For novice teachers in which some hardware aspects, knowledge and information on ICT and fundamentals, ICT operations skills are included.

b. Basic level package in which knowledge on word processor, presentation software, spreadsheets and their use in classroom pedagogy; use of internet; use of ICT in assessment are covered.

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c. Proficient level package in which explicit use of ICT, designing, engaging students, promotion of ICT environment, blending lesson, use of cloud computing tools, computer assisted assessment, etc. are incorporated.

d. Distinguished level package should be for few high level human resources in which creative use, innovation, promotion and leadership role are developed; development of ICT materials developed, shared and network of ICT practitioners developed; planned use of ICT in assessment and providing feedback; and promote sensible use of ICT.

3) While selecting teachers for the ICT training:

a. Pre-test applicants using ‘teacher ICT readiness assessment tool’. This study’s tool can be used for this purpose with some modification.

b. Determine teacher’s ICT readiness and provide appropriate package to the appropriate group. Do not keep mixed level participants.

c. For the novice teachers, certain hands-on practices could be required on the ICT equipments. These can be made pre-requisite so that how to handle a computer or type need not to be covered in the training otherwise it will not be possible to achieve desired level of competence in limited time period. Such pre-requisite can be determined based on the pre-test.

d. NCED needs to plan how many and where they require ‘proficient’ and ‘distinguished’ level teachers and plan and select trainees accordingly.

4) As over 95% of the teachers’ were found to be unaware about national IT policy, NCED training programmes should cover it as a campaign.

5) Monitoring and technical backstopping should be embedded with the training. Without it training could be only a waste.

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References

CDC. (2007). National Curriculum Framework for School Education in Nepal. Kathmandu: Author.

MOE. (2009). School Sector Reform Plan 2009-2015. Kathmandu: Author. MOE. (2013). Information and Communication Technology (ICT) in Education Master Plan

2013-2017. Kathmandu: Author. NCED. (2011). Teacher Development Policy Guideline. Sanothimi: Author.

NCED. (2016). Teachers’ ICT Competency Standards. Sanothimi: Author.

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Research Team Prof. Ganesh B. Singh, Ph. D.

Mr. Ashok K. Pokharel Mr. Ashik Singh

Mr. Arun K. Kshetree Mr. Arjun Mahtara

Mr. Hikmat Khatri Mr. Ashok Kalakheti

Mr. Ramhari Das Shrestha

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Annex

Annex 1: List of sample district and schools

District School

1) Jhapa 1. Everest EBS, Damak 2. Shree Mangalmaya MA.Vi 3. Swarnim Shiksha Sadan H.S.S

4. Dhukurpani Higher Secondary School 5. Bhadrapur Higher Secondary School

2) Sankhuwa-Sabha

6. Shree Sabhapokhari Bording L.S.S 7. Manakamana Ratna Higher Secondary School 8. Shree Janjoti Higher Secondary School 9. Surya Secondary Boarding School,Khandbari 10. Mahendra H.S.S

3) Surkhet

11. Jana H.S.S 12. Shree Ananda Ma.Vi,Krishnagunj 13. Elite Higher Secondary Boarding School 14. Shree Bahirab Lower Secondary School 15. Nepal Rastrya Primary School 16. Cerandaine Academy

4) Jumla

17. Shree Malika Higher Secondary School 18. Shree Devi Deurali Lower Secondary School 19. Shree Gauri Primary School,Bata 20. Shree Shanti Ja.Na Primary School 21. Kalika Primary School

5) Rupandehi

22. Gyanodaya Secondary School,Butwal-5 23. Butwal Secondary School,Butwal-1 24. Pharsatikar Higher Sec. School,Pharsatikar-1 25. Summit English Boarding High School,Butwal-5 26. Tilottama English H.S.School, Pharsatikar-1

6) Gorkha

27. Bal Kalyan Lower Secondaary School 28. Surya Memorial English Boarding 29. Shree Alka Ma.Vi 30. Rajagare Secondary School,Kamaltar 31. Tribeni Secondary School,Seraberi

7) Lalitpur

32. Shree Saraswati Higher Secondary School 33. Amar Kanti Sec.Eng.School 34. Madan Smarak Higher Secondary School 35. Lalita Bikash Lower Secondary School 36. Puspasadan Boarding High School

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8) Sarlahi

37. Shree Mahavir Janta H.S.School,Haripur 38. Shree Navajeewan Vidya Ashram H.S.S 39. Lord Bright Wisdom International English School 40. Shree Ishworpur Bela Higher Secondary 41. Laligurash Academy

9) Doti 42. Padma Public Mukti Naryan Higher Sec school 43. Saileshowari Higer Sec Boarding School 44. Shree Shila Dev Primary School 45. Shree Tedi Lower Sec School 46. Shree Kalikasthan Primary School

10) Kanchanpur 47. West Point English Boarding School, Jhalari 48. Shree Jaycees Higher Sec School,Rajipur 1 49. Shree Baijnath Secondary School, GailNadi, Belkot 50. Shree Kalika Secondary School, Jhalari,Pipladi 51. Mahakali Modern Boarding School, Bhasi

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Annex 2: Instruments

ICT Readiness Survey 2016 NCED, UNESCO Kathmandu

School ICT Readiness Survey Form 1. Background of school Name of the school: ……………………………………. 1.1 District: ……………………………………….……….

Item Response Coding 1.2 Type of school 1 Community/public

2 Institutional/private 1.3 Establishment year ………………. BS 1.4 School locality 1 Urban (district headquarter or municipality)

2 Rural (VDC) 2. School facilities related to ICT

Item Response Coding 2.1 Electricity 1 Available in the school

2 Available in the locality, but not in the school (can be arranged if needed) 3 Not available in the locality as well

2.2 Electricity backup (multiple response possible) 1 Yes 0 No

1 Generator 2 Recharge battery/Inverter 3 Solar 4 Others (mention) ………………………………..

2.3 Telephone 1 Available in the school 2 Available in the locality, but not in the school (can be arranged if needed) 3 Not available in the locality as well

2.4 ICT related devices in the school

1 Yes 0 None

2.4.1 If yes write the number in the related device type, if not available write 0

1 Desktop …………………………….……………. 2 Laptop …………………………………….…….. 3 Printing facility ………………………………….. 4 Server connection within school ……………………

5 Tablets …………………… 6 Digital camera …………………… 7 Server connection outside school ………………… 8 Power point projector ……………………… 9 Over Head Projector …………………………….. 10 Interactive whiteboard …………………………… 11 Others (mention) ………………………………… …………………………………

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2.5 Internet 1 Available in the school 2 Available in the locality, but not in the school (can be arranged if needed) 3 Not available in the locality as well

2.5.1 If internet/ connectivity is available in the school, what type (multiple response possible) 1 Yes 0 No

1 ADSL 2 ISDN 3 Cable 4 Fiber 5 Wi-Fi 6 ADSL 7 Others (mention) …………………………………..

2.6 E-library 1 Available in the school 2 Available in the locality, but not in the school (can be arranged if needed) 3 Not available in the locality as well

3. Use of ICT devices available in the school Item Response Coding

3.1 For head teacher 1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.2 For teachers (in total)

1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.3 For accounts 1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.4 For library 1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.5 For administration 1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.6 For computer lab 1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.7 For students (other than computer lab and library)

1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

3.8 For others (mention) 1 No. of desktop ………………………………. 2 No. of laptop ……………………………….

4. ICT training in the school Item Response Coding

4.1 Has ICT training been organized for teachers and school staffs (until date)

1 Yes 0 No

4.1.1 If yes, for whom (multiple response possible)

1 head teacher 2 teachers 3 accounts 4 EMIS person

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1 Yes 0 No

5 Others (mention) ……………………………………. ………………………………………………..

4.1.2 How many days ICT training was organized in 2072/2073 fy for (mention days)

1 head teacher ………………… days 2 teachers ………………… days 3 accounts ………………… days 4 EMIS person ………………… days 5 Others (mention) …………………………… days ……………………………………… days.

5. ICT maintenance in the school

Item Response Coding 5.1 How does school manage maintenance for the ICT when needed (multiple response possible) 1 Yes 0 No

1 School has technician 2 School teacher is capable to do 3 Hire from locality 4 Need to take it away when a problem 5 Others (mention) ………………………………….

6. Educational software available in the school

Item Response Coding 6.1 Educational software available in the school Write 0 if not available

1 No. of educational software produced in the school …………….………….

2 No. of educational software produced in the DEO, RC …………….………….

3 No. of educational software externally produced …………….………….

4. Access to web-based resource ………………….. 5. Others (mention name and number) …………………………………………………… ……………………………………………………

7. ICT policy

Item Response Coding 7.1 Does school has a copy (hard or soft) of national ICT policy

1 Yes 0 No

7.2 Does school has its own ICT policy (written)

1 Yes 0 No

7.2.1 If yes, mention major aspects of the

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school ICT policy 8. School budget for ICT

Item Response Coding 8.1 Last year budget 1 Total budget Rs………………………………….

2 Budget for ICT related Rs. ………………………

8.2 Sources from which school receive support for ICT (multiple response possible) 1 Yes 0 No

1 Government 2 Own resources 3 NGOs 4 Donors 5 Individual donors 6 Others (mention) …………………………………….

9. Total number of students in the school

Item Response Coding 9.1 Number of students (mention NA if not related)

1 Pre- primary level ………………………… 2 Primary ………………………… 3 Lower secondary ………………………… 4 Secondary ………………………… 5 Higher secondary …………………………

10. Computer class in the school routine

Item Response Coding 10.1 Number of hours in a week for the computer class in the school routine (mention 0 if no computer class in the routine)

Grade Hours/week 1 Pre-primary ……………………. 2 Grade 1 ……………………. 3 Grade 2 ……………………. 4 Grade 3 ……………………. 5 Grade 4 ……………………. 6 Grade 5 ……………………. 7 Grade 6 ……………………. 8 Grade 7 ……………………. 9 Grade 8 ……………………. 10 Grade 9 ……………………. 11 Grade 10 ……………………. 12 Grade 11 ……………………. 13 Grade 12 …………………….

Thanks for all your support

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ICT Readiness Survey 2016 NCED, UNESCO Kathmandu

Teacher ICT Readiness Survey Form 1. Background of teacher Name of the teacher: ……………..……………………………………. 1.1 District: …………………..…………………………….….……….

Item Response Coding 1.2 Gender 1 Male

2 Female 1.3 Age ……………………… 1.4 Type of school 1 Community/public

2 Institutional/private 1.5 School locality 1 Urban (district headquarter or municipality)

2 Rural (VDC) 1.6 Teaching level (one main)

1 Pre- primary level 2 Primary 3 Lower secondary 4 Secondary 5 Higher secondary

1.7 Teaching subject (one main)

1 English language 2 Nepali language 3 Science 4 Mathematics 5 HPE 6 Social studies 7 Computer 8 Optional subjects 9 Other subjects (mention ……………………….)

1.8 Teaching experience 1 In total …………………………….. years 2 In present school ………………………….. years

2. Availability of facilities at teacher’s present residence (Yes–1 No–0)

Item Response Coding 2.1 Electricity in the residence 1 Yes

0 No 2.2 Electricity backup 1 Yes

0 No 2.3 Telephone 1 Yes

0 No 2.4 ICT related devices with the teacher

1 Yes 0 None

2.4.1 If yes type of device (multiple answer possible)

1 Desktop 2 Laptop

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1 Yes 0 No

3 Printer 4 Tablets 5 Digital camera 6 Server connection with school 7 Server connection outside school 8 Others (mention) …………………

2.5 Mobile phone 1 Yes 0 No

2.6 Internet 1 Yes 0 No

2.6.1 If internet/ connectivity is available in the residence, what type (multiple answer possible) 1 Yes 0 No

1 ADSL 2 ISDN 3 Cable 4 Fiber 5 Wi-Fi 6 Mobile phone 7 Dial up 8 Others (mention) …………………..

2.7 E-library available/accessible in the residence

1 Yes 0 No

3. Teacher ICT competency 3.1 Knowledge and skill of ICT (Yes–1 No–0)

Item Response Coding 3.1.1 Aware of different ICT tools (multiple answer possible)

1 Radio 2 Laptop and Computers 3 Digital camera 4 Projector 5 Interactive whiteboard 6 Tablets 7 Handheld devices 8 Web page 9 Audiovisual (e.g. ebook, digital stories, movies,

animation, etc.)

10 Videoconference applications (e.g. Skype, WebEx, etc) 11 Internet 12 Intranet (School created website) 13 Online Forum 14 Other (please specify) …………………………………

3.1.2 Knowledgeable about fundamental working/basic features of (multiple ans)

1 Word processors 2 Presentation software 3 Spreadsheets

3.1.3 Able to use in professional work with minimal support from

1 Word processors 2 Presentation software 3 Spreadsheets

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others (multiple answer possible) 3.1.4 Able to use internet to

1 browse internet and identify relevant text documents, image, audio and video materials

3.1.5 Basic knowledge of (multiple answer possible)

1 Computer hardware 2 Peripherals (printer, scanner, projector, camera etc.) 3 Handheld devices

3.1.6 Use of multimedia for

1 preparing relevant digital games and presentations

3.1.7 Able to search and use

1 relevant free and open source online learning resources

3.1.8 Able to install and run (multiple answer possible)

1 Software 2 Perform simple troubleshooting 3 Do maintenance works

3.1.9 Able to maintain 1 IT environment in the school (computers, lab, etc.) 3.1.10 Familiarity with 1 Updated web technology in the context 3.1.11 Able to prepare 1 Creative and innovative lessons using available ICT

tools and resources

3.1.12 Able to inspire and guide other colleagues

1 to be creative and innovative

3.2 Select and utilize ICT integrated teaching learning strategies (Yes–1 No–0)

Item Response Coding 3.2.1 Able to use word

processors, and spreadsheet to (multiple answer possible)

1 plan and manage lesson activities 2 maintain students records

3.2.2 Able to search and use

1 simple and interactive digital learning materials for instruction

3.2.3 Use self prepared 1 simple digital materials to complement conventional mode of teaching

3.2.4 Use subject specific educational software for (multiple answer)

1 schools 2 other online resources

3.2.5 Encourage students to

1 access e-library and other online resources to acquire relevant information

3.2.6 Regularly use 1 ICT productivity tools and ICT enhanced instructional techniques (such as digital storytelling, simulations, games, animation, video lesson etc.)

3.2.7 Engage students in 1 e-learning and ICT based projects 3.2.8 Promote 1 active, self-directed, collaborative learning culture in

schools

3.2.9 Lead and support 1 plan student-centered lessons utilizing ICT tools and

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colleagues to resources 3.2.10 Design and

demonstrate 1 creative and innovative ICT enhanced learning modules

3.2.11 Contribute to promoting

1 ICT pedagogy integration through trainings or by organizing appropriate events in professional community

3.3 Develop and adapt digital learning materials (Yes–1 No–0)

Item Response Coding 3.3.1 Prepare simple digital

learning materials using (multiple answer possible)

1 word processors 2 Spreadsheet 3 presentation tools

3.3.2 Use digital camera and mobile devices for classroom materials (multiple answer possible)

1 take real pictures 2 record audio 3 record video

3.3.3 Use freely available online resources that fit in to the purpose of the lesson (multiple answer)

1 Identify 2 Download 3 edit

3.3.4 Develop digital materials 1 Develop simple interactive digital learning materials such as quiz, games, etc. to promote self learning

3.3.5 Tools use to adapt existing digital materials for specific learning purpose (multiple answer possible)

1 graphic tools 2 simple audio 3 video editing

3.3.6 Manage blended lessons by using (multiple ans.)

1 online learning materials 2 multimedia

3.3.7 Materials development and sharing

1 Develop and upload online learning materials to share with professional community

3.3.8 Support colleagues in 1 designing and utilizing digital learning materials 3.3.9 Collaborate in 1 preparing ICT-enhanced learning environment in

school

3.4 Promote effective communication and collaboration for learning (Yes–1 No–0)

Item Response Coding 3.4.1 Email account (multiple

answer possible) 1 Have an online account/email ID 2 Use of email correspondence

(1 daily 2 weekly 3 monthly 4 once in a while 5 never)

3.4.2 Use social media for (multiple answer possible)

1 sharing information and materials 2 providing assignments 3 other relevant exchange

3.4.3 Utilize available cloud computing tools (such as

1 for collaboration among teachers 2 promote these activities among students

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Google-drive, One-drive, drop box etc.) (multiple)

3.4.4 Student forums (multiple answer possible)

1 create student forums 2 use it for sharing local information 3 promote group learning

3.4.5 Create wiki, blog or school website to

1 Share educational resources and information

3.4.6 Create and contribute to (multiple answer possible)

1 learning groups 2 teacher online forums

3.4.7 Utilize teacher network to 1 facilitate exchange and mainstreaming of good ICT practices in schools

3.5 Assess learning and provide feedback (Yes–1 No–0)

3.5.1 Use word-processors and spreadsheet for (multiple ans.)

1 assessing students’ learning 2 giving programmed feedback

3.5.2 Use spreadsheet to (multiple answer possible)

1 improve test construction 2 managing student progress 3 analyzing results

3.5.3 Assessment devices 1 prepare assessment devices (testing and non-testing) for diverse learners

3.5.4 Use computer-based testing widely for (multiple answer)

1 summative purposes 2 formative purposes

3.5.5 Computer-based testing system 1 Design and promote computer-based testing system in school

3.5.6 Promote assessment 1 for self/peer assessment with automated feedback system

3.5.7 Encourage discussion among colleagues for

1 ICT enhanced assessment system

3.6 Aware on IT policy and contemporary digital culture and demonstrate in professional practices (Yes–1 No–0)

3.6.1 Are you familiar with national ICT policy

1 Yes 0 No

3.6.2 Do your school have its own ICT policy (written)

1 Yes 0 No

3.6.3 If yes, mention major aspects of the school ICT policy

3.6.4 Understanding of ICT policy Master Plan in Education (multiple answer possible)

1 the intents 2 major components 3 provisions of ICT

3.6.5 Implication of ICT policy matters (multiple answer possible)

1 draw implications for school 2 draw implications for classroom level

3.6.6 Implementation of ICT policy 1 implement code of conduct for school lab 3.6.7 Security issues (multiple answer

possible) 1 aware of the issues on information security 2 make students aware about cyber crime and

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related issues 3.6.8 Use of digital materials and sources

(multiple answer possible) 1 promote responsible use of digital materials

and sources in the school

2 promote the use of free and open source resources

3.6.9 Contribute in IT policy (multiple answer possible)

1 Maintain appropriate IT policy in the school

2 Contribute to the local and district level forums for formulating effective IT policy for the school community

3.6.10 Sensible use of ICT 1 Initiate avoiding potential adverse impacts of ICT use in creativity

4. ICT training in the school

Item Response Coding 4.1 Have you been provided opportunity to participate in ICT training (until date)

1 Yes 0 No

4.1.1 If yes, how long (in total) …………………………… days

4.2 Have you taken any ICT/computer course in the university/college/HSE

1 Yes 0 No

4.2.1 If yes mention the title of the course and level

……………………………

5. Educational software available with the teacher

Item Response Coding 5.1 Educational software available in the school If yes mention number If none write 0

1 No. of educational software produced in the school …………….………….

2 No. of educational software produced in the (DEO, RC) …………………….

3 No. of educational software externally produced …………….………….

4. Access to web-based resource …………….. 5. Self produced by the teacher ……………… 5. Others (mention name and number) …………………………………………………… ……………………………………………………

Thank you for your time and input