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

2. Context of Baseline
‘Information and Communication Technology in Education Master Plan ’ 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)

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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%)

14. Teacher ICT Readiness

15. 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

16. Teacher ICT Competency – Knowledge and skill of ICT

17. 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

18. 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

19. 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.

20. 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

21. 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 %

22. 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

23. Levels of teachers

24. 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
basic or below basic also could be at the different levels within it which could have implications in the ICT training.

25. 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.

26. 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 ?

27. 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.

28. 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.

29. Thank You