National Policy on ICT in School Education

Why an ICT in School Education Policy?

There is a growing awareness building amongst policymakers globally and in India on the emerging role of ICTs in enhancing the process and outcome of School Education.

It is a well accepted fact that the effective usage of ICTs in the classroom is correlated to positive academic outcomes, including higher test scores, better attitudes towards schools, and better understanding of abstract concepts. A longitudinal study of a state-wide experiment with classroom computers found that those most in need of help – low-income, low achieving students, and students with disabilities – made the most gains.

In addition to better performance in traditional measures of academic achievement, a secondary benefit of ICTs in education is a new generations’ familiarisation with the technologies that have become integral components of the modern world. However, despite the positive impacts emerging from the integration of ICTs – improvements in teaching, learning and administration, there is a growing awareness among Ministry of Human Resource Development (MHRD), schools and practitioners of the inherent risk factors involved: costly deployments; poor planning; lack of coordination, and lack of correspondence to educational objectives.

While many States have developed their own policy on ICT in School education, at the national level there is a need for putting in place a coherent and enabling policy for use by all stakeholders. It has thus been felt to develop a set of policy objectives, guidelines, practices and knowledge tools to enhance the role of ICT in School Education, particularly, by following a consultative and a participatory process with States, academia, NGOs, civil society organizations, practitioners and other stakeholders.

In this regard, Global e-Schools and Communities Initiative, (GeSCI) has offered its expertise and assistance to the Department of School Education & Literacy (D/SE&L), Ministry of HRD, Govt. of India in the formulation of the National policy on ICT in School Education.

GeSCI has developed five broad thematic areas or work streams to respond to the needs, these include policy development process, strategic implementation planning, ICTs in teaching and learning, infrastructure and connectivity, followed by monitoring and evaluation. In addition to these resources, GeSCI harnesses the expertise of both ICT and education specialists, and multi-stakeholder partners, to bring momentum to how we work with MHRD; thus serving as the catalyst for progress.