ICT Policies for Primary Education and Different Initiatives Taken in India
The emergence and convergence of various ICT such as radios, televisions, computers, the Internet, telephones, cell phones, videos, multimedia, CD-ROMs, software and hardware provide unique opportunities for promoting primary and secondary education, on a
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ICT Policies for Primary Education and Different Initiatives Taken in India
6.1 Introduction The emergence and convergence of various ICT such as radios, televisions, computers, the Internet, telephones, cell phones, videos, multimedia, CD-ROMs, software and hardware provide unique opportunities for promoting primary and secondary education, on a mass scale, in the developing nations. There is a general consensus among practitioners and academics that in diverse socio-economic and cultural contexts ICT can be successfully employed to reach out to a greater number of students and help in promoting learning and growth of knowledge, along with exposing students to the technical skills required for many occupations. Additionally ICT also serves as a useful tool for training teachers, and in aiding them to teach course curriculum to students. In India, since independence in 1947, various ICT have been implemented to promote primary and secondary education however there have been many geographic and demographic disparities in their use. Some states in the country currently have an enabling environment in place that allows for a greater use of ICT for education, while other states lack such an environment making the use of ICT for this purpose very sporadic. This chapter examines how the enabling environments promote the use of ICT for primary and secondary education in the states of Chhattisgarh, Jharkhand and Karnataka through a study that was conducted in these states from 2000 to 2005. The mandate of the study was to address government run, or aided, primary and secondary schools in Chhattisgarh, Jharkhand and Karnataka. The study, first, analyses the factors which have contributed to ICT based education at the primary and secondary school level including the initiatives of the state, the role of private partners and NGOs, and the impact of pertinent state policies. Second, the study analyses the best practices and challenges that have influenced the success and failure of the projects and programs, implemented in these states, including the role of government officials and the effectiveness of PPPs and pilot projects. Thirdly, the study analyses how the use of ICT for primary and © Springer International Publishing Switzerland 2017 S. Sarkar et al., Information and Communications Technology in Primary School Education, DOI 10.1007/978-3-319-42441-5_6
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6 ICT Policies for Primary Education and Different Initiatives Taken in India
secondary education, as a result of the projects and programs implemented in these states, has impacted educational quality and access including learning gains, changes in classroom environments, and increase in the number of students who are to be taught. The methodological framework of the study consisted of an analysis of the state policies of Chhattisgarh, Jharkhand and Karnataka in the sectors of education, IT, Information and Broadcasting (I&B), telecommunications, industry and social development. Extensive research was conducted to compile and examine the programs and pr
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