Implementation of Nepal's education policy in ICT: Examining current practice through an ecological model

Abstract

Educational policy implementation can be conceptualised in terms of an ecological model that explores roles and relationships within a complex evolving environment. This article draws on an ecological model to examine Nepal's implementation of its policy for information and communication technology in education. The policy is developed by government and mandated to schools, but government does not commit funding to resource infrastructures or train teachers in information and communication technology (ICT) use. Instead, nongovernment organisations (NGOs) have stepped in and provided resources and training. Thus, two separate systems have evolved. This article examines their actions and interactions as components within an ecology. It utilises a methodological approach that involves qualitative case studies of particular rural schools, analysed through interpretive phenomenological analysis and the lens of an ecology model. It reports findings of how a largely symbiotic relationship has evolved that is somewhat successful in meeting immediate needs and examines changes that are developing in the ecology and that may impact on the future of ICT implementation in Nepal. The study contributes to practical understanding of the potentially symbiotic roles of NGOs and government in ICT provision to rural schools in Nepal. It further contributes to ways policy implementation in developing countries may be theorised.

Integrating Technology into English Language Teaching in Nepal: Student and Teacher Perspectives

“…However, this paper does not claim that none of these traditional manners is bad. The integration of technology in schools becomes essential through which students, teachers, policy-makers and institutions build modern and progressive identities (Rana et al 2019), but in the absence of sufficient technology, the schools, teachers and students are unable to get benefits of from the modern ICT for language teaching in Nepal. With regard to the use of utilities in the EFL classroom, in practice, a teacher can give tasks to students requiring them to work independently, in pairs, or in groups to find and present the information by integrating technology in the classroom, which resonates with the finding of Hicks (2011) that the integration of technology facilitates language teaching.…”

“…From the early days of CALL, technologies can play a role in motivating learners in language learning; as a result, technologies help to increase motivation of the learners towards foreign language learning. Many studies in the context of Nepal, Shields (2011), Dawadi and Shakya (2016), Rana et al (2018), Laudari (2019) and Rana et al (2019) stated that the incorporation of digital resources changed the instructional activities from a traditional to learner-friendly environment which supports both teachers and students to teach and learn in a meaningful situation. Kessler (2018) stated that language teachers today have many interesting options for using technology to enhance language learning procedure.…”

Online Classes as a Paradigm Shift in Teaching and Learning Culture

“…The main factors for creating the problem are the lack of infrastructure and skill about using new technology. Rana, Greenwood, and Fox-Turnbull (2020) in context of Nepal show that to some extent use of ICT tools has transformed the conventional culture of teaching by creating new methods and opine that if schools and universities are equipped with ICT tools, change in teaching practices can easily be brought by including many teachers and students. Students, teachers and administrator find online classes are more flexible, less time consuming and can be handled with jobs.…”

Information Communication Technology Use and Job Performance of Teachers at a Private International School in Uganda

“…Information Communication Technology (ICT) refers to a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information (Bizi & Shittu, 2014). ICT applications in schools include ICT enabled school administration, electronic information resources access and collaborative teaching and learning (Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014;Rana, Greenwood, & Fox-Turnbull, 2019).…”