Teacher ICT Readiness A Baseline Study 2016 NCED, MOE and UNESCO Kathmandu

Context of Baseline ‘Information and Communication Technology in Education Master Plan 2013-2017’ has four components 1) Development of Infrastructure including connectivity, 2) Development of Human Resources, 3) Development of Digital Learning Materials, and 4) Enhancement of Education System. Teacher Competency Framework (NECD, 2016)

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

Methodology Sample: 10 districts, 51 schools (urban rural and community- institutional) and 517 teachers Instruments: ‘School ICT Readiness Survey’ and ‘Teacher’s ICT Readiness Survey’ Analysis: frequency and percentage of occurrence for each of the items at the 1st level; capacity of teachers on the set range of knowledge and skill in the items in general in the 2nd level; and range of knowledge and skill in the items based on different category of teachers in the 3rd level of analysis

School ICT Readiness – Electricity facilities 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

School ICT Readiness – Telephone facilities 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

School ICT Readiness – 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 39 12 51 76.5 23.5 100

School ICT Readiness – 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 16 23.5 3.9 31.4 25 7 19 51 49.0 13.7 37.3 100.0

School ICT Readiness – 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

School ICT Readiness – ICT training in the school Beneficiary training Frequency Percentage Head teacher 6 11.8 Teachers 8 15.7 Accounts EMIS person/ Administration

School ICT Readiness – 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 1 2.0

School ICT Readiness – Educational Software in the School ICT Policy and Budget Computer Classes

School ICT Readiness Electricity (82.4%+ 7.9%), landline (58.8%+ 19.6%), backup (64.7%), ICT devices (76.5%), Internet (49%+13.7%) 2/3rd of the sample schools with ICT support facilities Use of ICT devices low -- teachers (25.5%) and students (23.5%)

Teacher ICT Readiness

Teacher ICT Readiness – Availability of facilities Item Response Frequency Percentage Electricity in the residence Yes 483 93.4 Electricity backup 250 48.4 Telephone 238 46.0 Mobile phone 493 95.4 ICT devices 286 55.3 Internet

Teacher ICT Competency – Knowledge and skill of ICT

Teacher ICT Competency – Knowledge and skill of ICT (p 22 t 15) Item 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) 169 32.7 119 23.0 64 12.4

Teacher ICT Competency – by category (mean percentage) D Knowledge and skill of ICT 29.6 15.0 13.3 2. Select and utilize ICT integrated teaching learning strategies 18.6 10.0 12.5 3. Develop and adapt digital learning materials 32.2 16.7 4. Promote effective communication and collaboration for learning 38.0 5. Assess learning and provide feedback 14.0 6.7 6. Aware on IT policy and contemporary digital culture and demonstrate in professional practices 4.4

Teacher ICT Competency – by category (mean percentage) 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.

Composite Performance Score Standards   Expected B P D 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 Promote effective communication and collaboration for learning 5 Assess learning and provide feedback Aware on IT policy and contemporary digital culture and demonstrate in professional practices  Total 58 26 20 80% level of performance 46 21 16

Composite Performance Score 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: B P D 58 84 104 80% 46 67 83

Composite Performance Score 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 46-58 21-26 16-20

Levels of teachers

Levels of teachers Further analysis of the basic level 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. basic or below basic also could be at the different levels within it which could have implications in the ICT training.

Suggestions For ICT enhanced pedagogy, school ICT readiness is important. ICT enhanced pedagogy training can be divided into following phases: School which are ready to get the ICT training 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.

Suggestions Prepare different packages of ICT training For novice teachers in which some hardware aspects, knowledge and information on ICT and fundamentals, ICT operations skills are included. 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. 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. Distinguished level package should be for few high level human resources ?

Suggestions While selecting teachers for the ICT training: Pre-test applicants using ‘teacher ICT readiness assessment tool’. Determine teacher’s ICT readiness and provide appropriate package to the appropriate group. Do not keep mixed level participants. 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. NCED needs to plan how many and where they require ‘proficient’ and ‘distinguished’ level teachers and plan and select trainees accordingly.

Suggestions As over 95% of the teachers’ were found to be unaware about national IT policy, NCED training programmes should cover it as a campaign. Monitoring and technical backstopping should be embedded with the training. Without it training could be only a waste.

Thank You