Promoting the Use of Information and Communication Technologies for Primary and Secondary Education

This discussion paper examines the enabling environments of information and communication technology (ICT) usage in primary and secondary schools in three Indian states: Chhattisgarh, Jharkhand, and Karnataka. Through an evaluation of state-level policies and ICT-based programmes and projects in schools, the author analyses factors contributing to ICT-based education, best practices and challenges in the field, and issues pertaining to quality and access.

From ICT-based programmes and projects in the three states studied in this research, the author found emerging successes and challenges. The successes include:

• a high level of coordination of radio-based projects with government personnel
• a high level of expertise of organisations producing content for ICT publication;
• good relations of ICT programmes and projects with teachers; and
• some level of community involvement in ICT progammes and projects.

Challenges emerged as well, including scepticism towards or a lack of commitment to the use of ICTs on the part of high-ranking officials, payment issues, inadequate maintenance and upkeep of equipment, and inadequate evaluative monitoring. Despite evaluation limitations, the author found the following positive correlations between ICT usage and educational results:

• Attendance and enrolment increased at schools with computer labs.
• Linkages between ICT-based content and the course curriculum had an impact on learning gains.
• Radio-based instruction allowed for greater participation and delivery of more course diversity.

The research also examines the role of political will in the initiation and implementation of ICT usage by measurements of the range and volume of ICT educational activities in the three states relative to the amount of vocal effort and active commitment of officials. Further, the study assesses the interest of private companies and the state's facilitation of public private partnerships (PPPs) as well as non-governmental organisation (NGO)-implemented pilot projects.

The author concludes that state-level policy does not appear to have a direct or clear connection to field practices. He found that the volume and range of programmes results from state government initiatives and impetus coupled with greater involvement of private companies and NGOs. This increased involvement leads to a more developed infrastructure, enabling an increase in ICT programmes and projects .