Escolar Documentos
Profissional Documentos
Cultura Documentos
Developed by Ministry of Education, Islamabad, in collaboration with Education Sector Reform Assistance (ESRA) Program.
The Education Sector Reform Assistance (ESRA) Program is supported by the United States Agency for International Development (USAID/Pakistan) under its Agreement Number 391-A-00-03-01000-00.
Foreword
Federal Minister of Education Federal Education Secretary
Education is a categorical imperative for individual, The development of the NICT Strategy will go a long
socio-economic, and national development. This is the way in supporting strategic reforms in the education
vision that guides the programmes of the Ministry of sector. The NICT Strategy is tied to existing education
Education (MoE). We believe that education must enable improvement plans, and, as such, serves as an effec-
all individuals to reach their maximum human potential. tive mechanism to accomplish the goals set forth in the
In today’s technology-intensive society, we cannot country’s National Education Policy 1998–2020.
reach this objective without utilizing Information and
Communications Technology (ICT).
The NICT Strategy has several key components. It will
Technology, as we all know, is a catalyst for teaching and learning, and enhance the quality of education in primary, secondary, and vocational
ICT has distinct advantages that transcend the classroom environment. schools by introducing a wide range of technologies. It will empower
Yet, it is important to guard against the use of technology for the sake professionals at all levels of the education system, and it will
of technology only. Developing a comprehensive scheme to use ICT tools extend the reach of education to regions where educational opportunities
to improve the processes of teaching and learning lends meaning and are limited or lacking. The NICT Strategy will also guide the development
credibility to their integration in education. of ICT initiatives to improve the reach and the quality of education in
Pakistan. In doing so, it will prove instrumental in laying the foundation of
The National Information and Communications Technology (NICT) Strategy, a technology-enhanced educational system.
which we are proudly launching today, reflects current education goals as
well as a vision for the future. It offers a practical framework for the intro- The introduction of ICT in education will create exciting opportunities for
duction of a broad range of ICT at all levels. It also provides guidelines for teachers and learners alike. First, however, our country must establish an
effective implementation in diverse educational settings. Having launched enabling education environment that will support the use of ICT. In this
the NICT Strategy, we are now keenly looking forward to its implementa- environment, students will attain a certain level of proficiency in handling
tion. The vision articulated in the NICT Strategy heralds a bright future technology, and teachers will learn ways to integrate appropriate tech-
for Pakistan. nologies into classroom activities. The MoE is dedicated to supporting the
implementation of the interventions contained in the NICT Strategy. We
are determined to institutionalise the use of modern technology to assure
Lt. Gen (R) Javed Ashraf a bright future for generations of students.
Federal Minister of Education
Government of Pakistan Jahangir Bashar
Federal Education Secretary
Government of Pakistan
ii
Federal Minister for Information
Technology
The final test of any new technology is the benefit it a coordinated way. The Ministry of IT certainly looks forward to playing its
provides the population at large. The Education sec- due role in the implementation of this strategy.
tor has a fundamental impact on the socio-economic
development of society. In this age of information the I compliment the Ministry of Education (MoE) and the members of the
true wealth of a Nation is its human resource. Hence, Steering Committee as well as the Advisory Committee for its dedicated
the development of the education sector adds to the efforts in developing the NICT Strategy. The Strategy will act as potential
National wealth and strengthens all other sectors. springboard for implementation of technology intensive reforms in the
The effective use of Information and Communication education sector.
Technology in Education would raise the standard of education and make
it accessible to all. This is one of the principles of the WSIS declaration of
Geneva and reiterated by the WSIS Tunis Agenda. Pakistan has endorsed Awais Ahmad Khan Laghari
both these declarations. The effective use of ICT can only be achieved with Federal Minister for Information Technology
a well thought out strategy rather than random application of ICT like Government of Pakistan
distributing computers without adequate applications and learning pro-
grams. The Ministry of IT welcomed the creation of the Steering Committee
to develop the strategy for incorporating ICT in Education and was glad
to extend our continued support to the formulation of the NICT Strategy
during its evolutionary process. Implementation of the strategy is, how-
ever, a huge undertaking and fraught with major challenges. While Ministry
of Education is making sincere efforts to improve the education system of
the country the scope of implementation extends well beyond one entity
and encompasses several government and non-government players. All the
contributors need to play their role in
iii
PHOTO CREDITS
Sarwat M. Alam, Education Development Center, Inc. (EDC).
Pages: 3, 18, 28 and cover photo center.
Umer Farooq, Preview Productions.
Pages: 5, 9, 12, 23 top, 24, and cover photo right.
Zahid Ghauri, Photographer.
Pages: 13, 20–21.
Anjum Pervaiz, Education Development Center, Inc. (EDC).
Pages: 6, 23 bottom, and cover photo left.
With special thanks to Zahid Ghauri for donating his time
and expertise, Beaconhouse Schools (Karachi) and the Federal
Directorate of Education (Islamabad) Bhara Kau schools.
iv
Table of Contents
Foreword................................................................................................................................................................................................................................ ii
Executive Summary............................................................................................................................................................................................................ 1
I. The NICT Strategy and its Rationale................................................................................................................................................................... 3
Opportunities for Pakistan’s Education System in 2006.................................................................................................................................................. 3
Why Does Pakistan Need a NICT Strategy?...................................................................................................................................................................... 4
How Does the NICT Strategy Complement Other MoE Initiatives?................................................................................................................................. 4
II. The Process..................................................................................................................................................................................................................... 5
III. Elements of the NICT Strategy........................................................................................................................................................................... 7
Element 1: Use ICT to Extend the Reach of Educational Opportunity............................................................................................................................ 7
Element 2: Apply ICT to Strengthen the Quality of Teaching and Educational Management......................................................................................10
Element 3: Employ ICT to Enhance Student Learning......................................................................................................................................................13
Element 4: Develop Complementary Approaches to Using ICT in Education................................................................................................................ 16
Element 5: Build on the Current Experiences of Existing and Successful ICT Programmes..........................................................................................18
Element 6: Develop Capacity at the Federal and Provincial Department of Education Levels...................................................................................20
IV. How to Implement the NICT Strategy............................................................................................................................................................ 24
Coordinating with Other Initiatives by the MoE............................................................................................................................................................ 24
Capacity Building and Support........................................................................................................................................................................................ 24
Glossary of Terms............................................................................................................................................................................................................26
Appendix I–NICT in Education Advisory Board Members.............................................................................................................................29
Appendix II–Steering Committee Members.........................................................................................................................................................30
Executive Summary
A Time of Progress and Opportunity adopting ICT. A quick, “one size fits all” scheme would fail. Thus, the MoE chose
to identify and document multiple ICT “bridges to excellence”. By engaging a
It is a time of great progress and opportunity for Pakistan. Our leaders are team of experts in strategic planning, the MoE developed a set of elements
deeply committed to advancing the educational prospects of our people. Due and action recommendations that leaders can tailor to fit their provinces’
to their vision and foresight, our country is making great strides in improving unique requirements. These “bridges”—rather than taking one leap—will help
education for all. us reach our vision for our country’s educational system. It also ensures that
investments in ICT evolve as our experience grows and we understand what
A clearly defined mission and goals lead the way. The Ministry of Education’s works best here.
(MoE) National Education Policy, National Plan of Education, and Education
Sector Reforms Action Plan chart an exciting course for the future. These
efforts created a solid foundation for change, growth, and momentum. They NICT Elements and Action Recommendations
also led to the ambitious work described in this document. The NICT Strategy contains six elements and corresponding action
recommendations.
Technology that Transforms Learning
Element 1. Use ICT to extend the reach of educational opportunity:
Around the globe, countries are using innovative tools to enhance educa-
Utilise ICT creatively to assist teachers and students with a wide range of
tion. Information and Communications Technology (ICT) includes computers,
abilities and from varied socio-economic backgrounds.
telephones, video, radio, and television. All of these tools can enrich teaching
and learning, improve access to and quality of education, and prepare young Action Recommendations
people for rewarding careers in the globally competitive job market of the 1. Determine the context and needs of the students, educators, and/or
21st century. citizens whom you seek to serve.
2. Research uses of ICT including, and other than, computers.
In December 2004, the MoE launched a critical initiative to help Pakistan 3. Invest in needs-based and best practice ICT models.
harness ICT as part of its ongoing work to improve education at the primary, 4. Develop funding mechanisms to cut the cost of ICT for education.
secondary, and vocational levels. It called upon our country’s educators and 5. Initiate an awareness campaign.
technologists to join forces to produce a framework for how to move forward.
Together, this representative group studied the potential use of ICT. A strong Element 2. Apply ICT to strengthen the quality of teaching and
spirit of collaboration and dedication to improving schooling in Pakistan educational management: Use ICT to maximise opportunities for educators’
guided their process. Their united efforts produced the National Information continuous learning and to help educators understand and effectively use ICT.
and Communications Technology (NICT) Strategy.
Action Recommendations
1. View teachers’ professional development as a top priority.
The NICT Strategy: Many Bridges to 2. Match ICT selection to teachers’ specific needs.
Excellence 3. Set guidelines for ICT training for teachers.
4. Select a strategic blend of professional development models based on
The NICT Strategy process responds to our country’s diverse needs and research of innovative educational practices.
resources. The MoE knew that Pakistan requires a flexible approach to
1
5. Provide training and resources for teachers to produce their own 3. Encourage an international exchange of information about effective
materials. ICT programmes and best practices.
6. Provide follow-up and support. 4. Monitor and evaluate Pakistan’s ICT projects in order to identify and
7. Ensure that educators know how to teach with ICT. replicate effective models.
8. Create a system of incentives and support for teachers to use ICT. 5. Facilitate the initiation and growth of ICT projects/approaches that
9. Establish a national educational portal. evaluation results prove to be effective.
Element 3. Employ ICT to enhance student learning: Integrate ICT into Element 6. Develop capacity at the federal and provincial department of
schools and learning centres to support students’ self-paced learning and education levels: Form a new office of the government to represent the cause
provide them with chances to explore, investigate, reflect, learn social skills of ICT in Education and advise the MoE.
(such as collaboration, logical reasoning, and creative expression), and enhance
self-esteem. Action Recommendations
1. Set up an office of ICT integration—a Technical Implementation Unit
Action Recommendations (TIU)—within the MoE.
1. Reform curriculum guidelines. 2. Authorise the TIU to carry out key functions to advance the mission of
2. Seek and develop content resources. the MoE.
3. Improve national examination systems.
4. Make learner-centred instruction the focus.
How to Use the NICT Strategy Document
Element 4. Develop complementary approaches to using ICT in education: This summary provided a briefing on the NICT Strategy. It is envisoned that
Support students and teachers in developing key ICT competencies (including the NICT Strategy will advance Pakistan’s goals in this climate of educational
sophisticated problem-solving and critical thinking skills) by treating ICT as a reform. Leaders should study the NICT Strategy and use it to leverage change.
school subject, as well as a critical instructional aid. Ultimately, groups of stakeholders will form inclusive partnerships to
implement its elements. Working in unison, and tailoring their ICT plans to
Action Recommendation the specific needs of provinces, these groups will turn the NICT Strategy’s
1. Establish competency-based curricula and certification. recommendations into effective ICT initiatives.
Action Recommendations
1. Establish an official clearinghouse system to gather and distribute
information on effective ICT programmes.
2. Ensure that information from the clearinghouse system reaches
stakeholders.
2
National Information and Communications Technology
Strategy For Education In Pakistan
The National Information and Communications Technology (NICT) Strategy is
organised as follows:
• Section I contains basic information about the NICT Strategy, including a rationale for its
development.
• Section II describes the unique collaborative process used to produce the NICT Strategy.
This process created a powerful synergism and laid the groundwork for future collaborations.
• Section III provides in-depth profiles of the NICT Strategy’s six elements. Each element’s
profile includes a description of the element, a summary of its key focus areas, its action
recommendations, and a collection of related resources.
• Section IV presents guidance on how to use the NICT Strategy.
Pakistan is making good progress in tackling these challenges. Yet, our How Does the NICT Strategy Complement Other MoE
country is in competition with nations that have formed “knowledge societies”. Initiatives?
These countries have infused their education systems with information and
The MoE developed the NICT Strategy within the context of an important
communications technology (ICT). Their well-educated, ICT-savvy populaces
series of educational reforms. Currently, the MoE is revising its National
have propelled them from the ranks of “developing” economies to “developed”
Education Policy (NEP) (1998–2010). This document will combine its broader
ones. This trend is visible worldwide. In China, Estonia, India, Ireland, Macedo-
vision of education—called Vision 2025—and the NICT Strategy. Vision 2025
nia, and Malaysia, the return on investment in ICT is significant. All are moving
and the NICT Strategy both define “what the education system will look like
from a poor, marginalised status to accelerated economic growth and higher
and how it will function in the year 2025 such that quality education is
standards of living.
provided to all children in a manner that is financially feasible”. Ultimately,
all of these efforts focus on the following core values:
It is time for Pakistan to join these global ranks and form our own “knowledge
society.” Thus, in 2004, the MoE took the initiative to explore mainstream-
1. Centrality of learning: Everything that everyone does in the system
ing ICT in education. Its efforts culminated in the development of the NICT
should result in improving learning for all students.
Strategy.
2. Efficiency: Stakeholders must use available resources wisely to
maximise the good they can do for the educational system.
Why Does Pakistan Need a NICT Strategy?
3. Affordability: In order for the reforms to succeed, they must be
The MoE recognises the potential of ICT to provide innovative, scalable, and affordable.
cost-effective solutions to help meet Pakistan’s educational needs. Clearly,
ICT and the skills to use ICT to enhance learning are key to preparing citizens The NICT Strategy shares these values. It uses technology as a means to
to compete in the 21st century global marketplace. However, the MoE under- enhance learning for all children, and improve education systems and
stands that introducing ICT is far more complex than simply procuring and processes, in an efficient and cost-effective manner.
distributing hardware.
4
II. The Process
In December 2004, the MoE initiated the development of the NICT Strategy.
To create a sound strategy that would respond to the country’s diverse needs,
the MoE knew that it was vital to engage diverse stakeholders. Thus, it invited
leaders from all levels of the education system and across all provinces to
share their knowledge and expertise. It also asked ICT experts to contribute
their technical opinions. Together, these leaders and experts formed an Advi-
sory Board (Appendix I) and Steering Committee (Appendix II). The members of
these groups came from a cross-section of public and private organizations.
Technical assistance from consultants, supported by funding from the United
States Agency for International Development (USAID) under the Education
Sector Reform Assistance (ESRA) Program, facilitated this overall effort.
As a first step, the MoE commissioned the following three background papers
to guide the Board’s efforts:
• An Environmental Scan of Past and Present “ICT for Education” Activities
in Pakistan provides a consolidated picture of the past, ongoing, and
future activities relating to ICT in the education sector of Pakistan. The
Scan identifies resource problems and gaps in implementation. It also
examines the viability of projects, explores the importance of ICT ventures,
and seeks to develop an understanding of the digital divide. Lastly, this
education system. The paper identifies aspects of the education system that
paper looks at the challenges and opportunities for up-scaling ICT develop-
ICT could streamline. It also matches specific educational issues/problems
ment after examining the factors that affect it. The final closing suggestions
with potentially useful technology solutions. Finally, it provides an analysis
bring together lessons learned and recommendations for the way forward.
of where and how ICT can support education reform by specifying possible
entry points for ICT-based interventions, prioritises inputs, and considers a
• Information and Communication Technology for Education: Lessons from
broad range of factors that impact education, including those outside the
International Experiences summarises global experiences in educational
education sector.
technology, with a focus on developing countries. It details what is known
worldwide about what works in educational technology, describes lessons
Following a review of these documents, the Advisory Board established a
learned, and identifies best practices. The paper also assesses the extent
guiding framework to help focus and guide the development process:
to which ICT can become a catalyst for teacher professional development,
promote quality in education, facilitate the acquisition of improved teaching
• Planning: ICT will only have a significant impact on education through
practices, and enhance student learning.
comprehensive and timely planning. Thus, we must use a rational, realistic
approach to planning. It is also vital to build in monitoring and evaluation
• A Review of Educational Reform Plans in Pakistan Relevant to ICT
procedures.
Integration focusses on exploring possibilities for ICT integration into the
5
• Alignment of initiatives and investments: This work requires large invest- In the next section, we present the primary fruit of the Advisory Board’s
ments of time, money, and resources. Capital infrastructure costs need to labours-a series of six elements and a set of action recommendations. The
be addressed. We must allocate time to develop policies, train personnel, perspectives of the members of the Steering Committee (Appendix II) enriched
evaluate systems, and integrate ICT into curricula. Finally, funds should be these elements and recommendations, and the authors incorporated the
reserved to maintain, upgrade, and repair ICT content or equipment. Donor Committee’s input into the final draft.
initiatives and Non-Governmental Organization (NGO) efforts must, there-
fore, align with federal and provincial government efforts.
•B
est practices: Worldwide, numerous ICT initiatives can serve as valuable
models. These projects’ experiences, successes, and failures can inform our
ICT efforts. Learning from others can help us avoid costly errors and save
valuable time and resources. We should pay particularly close attention to
the efforts of nations with whom we share similar issues and challenges in
economic and educational development.
•H
uman capacity and technical infrastructure: ICT addresses educational
issues by offering access to resources, ideas, and human networks. It also
infuses educational systems with powerful learning tools. Yet, forming an ICT
infrastructure is not an end in itself. Instead, we must combine ICT efforts
with work to improve human capacity. Building the capacity of ministry staff,
school leaders, teacher trainers, and teachers is key. We must enhance their
ability to recognise, address, and devise strategies to solve educational
issues and challenges by taking full advantage of ICTs.
6
III. Elements of the NICT Strategy
ICT IN ACTION
The NICT Strategy contains the following six elements: Educational Television in China
1. Use ICT to extend the reach of educational opportunity.
With its focus on economic development in the 1980s,
2. Apply ICT to strengthen the quality of teaching and educational management.
China, too, turned to education as a mechanism to pro-
3. Employ ICT to enhance student learning.
mote economic development. The Chinese government’s
4. Develop complementary approaches to using ICT in education.
passage of the 1986 Law on Compulsory Education
5. Build on the current experiences of existing and successful ICT programmes.
guaranteed nine years of basic education to all children.
6. Develop capacity at the federal and provincial department of education levels.
In an effort to train millions of teachers to meet the
In the pages that follow, we explore each of these six elements in depth. For each element,
obvious demand, and to upgrade the skills of in-service
we provide a description, focus areas, action recommendations, and related resources.
teachers, China turned to television as a vital tool in
Throughout this section, we will highlight terms that we define in the Glossary.
its nationwide training efforts. Using satellite technol-
ogy, China has now established the largest educational
ELEMENT 1: Use ICT to Extend the Reach of Educational network in the world—the Central Educational Television
(CETV)—and offers educators access to over 200 courses
Opportunity towards diploma and subject area certification. As a
1.1. Description result, academically unqualified teachers can upgrade
their professional skills, and school principals can access
Millions of children in Pakistan have little or no access to education. Improving school a rigorous in-service management training curriculum.
infrastructure and teaching quality are obvious elements of a comprehensive solution to In addition to its teacher training courses, CETV offers
this problem. They are also the two areas where ICT can best supplement the MoE’s efforts. Chinese citizens access to a host of programs across
Around the globe, successful deployment of ICT has dramatically increased access to high- a variety of disciplines—successfully promoting the
quality education. Countries are using ICT not only to overcome distance barriers, but concept of life-long learning on a national scale.
also to make education accessible to children and adults with special needs. Thus, Pakistan
should explore all possible, efficient, and affordable ways of increasing access to high- China has also made its CETV broadcasts available on
quality education using ICT alone or in combination with other tools. DVD through the use of video compression techniques.
Viewers can obtain several hours of good quality televi-
1.2. Focus Areas sion and have the ability to stop, rewind, and review
Geophysical Barriers: Use a number of technology-based alternatives where schools selected frames. An hour of video holds nearly 100,000
are inaccessible. ICT works well where educational opportunities are limited due to stills; DVD technology offers enormous storage poten-
geophysical problems or lack of schools. The following ICT approaches can be used to tial, allows for anytime/anywhere viewing, and can be
overcome geophysical barriers: easily disseminated or shared by practitioners.
• Open and Distance Learning (ODL): Equip community centres with televisions and
computers that have Internet facilities, so that local people can access information and
7
Exploring ICT
benefit from on-line instruction. Pakistani educational institutions like the Allama Iqbal The Benefits of Interactive Radio Instruction
Open University and the Virtual University are already making use of innovative ODL
techniques. The scope of ODL approaches can be extended to the areas of education as Interactive radio instruction (IRI) is an instructional
yet untouched by them. approach suitable for formal and non-formal settings
because it uses a one-way audio medium to reach a
• Educational Television (ET): Establish viewing centres where televisions are otherwise dual audience (i.e., teacher and students). In IRI, a radio
not widely available and combine the hardware with ODL approaches. This will ensure “teacher” delivers content and guides the instructor in
that educational programmes are available in remote areas in the form of video-based the application of interactive techniques to reinforce
training (via Internet, satellite, VCR/television, or DVDs). Allow students and teachers to that information. Students “learn” by singing songs, do-
“see and learn” by observing others in action. They can also benefit from activities and ing individual and group work, answering questions, and
virtual field trips that present rich content as practicable, procedural knowledge. performing tasks.
• Radio Instruction (RI): Use interactive radio instruction (IRI) to facilitate instruc- Content and pedagogy in an IRI series are based on
tion for groups of students when qualified teachers are not available. Also, utilize IRI the national curriculum and respond to specific teacher
to provide ongoing professional development and support to help teachers practice training needs determined through assessments and
student-centred techniques in their classrooms. One can also use non-interactive radio focus group sessions. In-country scriptwriters, artists,
programmes to mobilise communities and to provide ongoing access to students and and producers create the programmes. Given the vari-
adults who might not be able to attend formal schools for social, economic, or physical ance of multi-grade conditions or class sizes, each lesson
reasons. Radios are ubiquitous throughout Pakistan in both rural and urban sectors, and undergoes a formative evaluation in a classroom setting
a “free to air” educational broadcast can reach a large population. before it is finalized.
• Computer Assisted Instruction (CAI): Offer computer-based training either in ODL In areas where human and financial resources are few,
format or locally, via standalone applications. One can use CAI to upgrade teacher IRI has proven to be an inexpensive, portable, one-to-
qualifications and provide access to rich content. CAI can also standardise assessment many technology. It requires minimal training to use, and
and allow teachers and students to network, exchange, and learn from peers in different it is often in keeping with traditional oral practices of
geographic locations. imparting information. The use of IRI can help improve
access where there are no formal schools or schools
Context-Based Differences: Use ICT creatively to assist teachers and students with without teachers, and quality by providing on-the-job
a wide range of abilities and from varied socio-economic backgrounds. Cost-effective instruction for teachers or facilitators.
technologies for children with special needs—blind, deaf, and physically handicapped
learners—exist and should be used in the public and private school settings in Pakistan. Because radio is cost-effective and scalable, donors are
Similarly, ICT can help overcome gender bias, age, financial status, and other social or often willing to assist with up-front production expenses.
cultural factors that might otherwise impede access to quality educational services. While development costs can be high, the reach and
repeated use of IRI results in an overall per-student cost
that is much lower in comparison to other ICT.
8
1.3. Action Recommendations for Stakeholders
1. Determine the context and needs of the students, educators, and/
or citizens whom you seek to serve: Gain a deeper understanding of
your target audience. Who are your underserved populations? Where
are they located? How might you use ICT to reach these groups? How
feasible is this? What kinds of ICT might you use to reach these groups?
You must also address the issue of language. In what language(s) will
you develop these ICT interventions? Examine human capacity needs,
especially among teachers. Do they need greater subject area knowl-
edge or help with new instructional strategies?
7. Ensure that teachers know how to teach with ICT: Professional develop- established in other countries, Pakistan’s education portals should pro-
ment should give teachers an understanding of the curricular potential vide teachers and administrators at all levels of the system with access to
of ICT. It should also support teachers in developing new instructional experienced educators (perhaps in a tele-mentoring relationship). They
methodologies (e.g., project oriented, problem-based learning, and should also allow teachers to link to a community of learners with whom
collaborative learning). While skill training in ICT is essential, it should they can share ideas, and they should enable teachers to contact content
never be just a single, separate course. It is more important for teachers area experts (similar to “Ask an Expert” sites). Portals can also offer video
to know how to teach with ICT than how to use ICT, and such instruction examples of good instruction, lesson plan databases where teachers can
should be integrated within the basic courses at teacher training colleges. find and post lesson plans that use ICT, and/or audio files or podcasts
that include lectures from teacher college faculty. For widespread access,
8. Create a system of incentives and support for teachers to use ICT: these resources can be stored in an on-line and distributable version of a
Identify and reward innovative uses of technology in the classroom. digital library that necessitates Internet access in local community centres.
Incentives can be both internal (enhanced self-esteem and pride) and
external (tangible rewards), including: stipends, recognition, a chance to 2.4. Resources
win ICT equipment, and/or salary increases or promotions. • Active Learning with Technology Professional Development Portfolio:
Developed for educators who work with K–12 teachers, the materials and
9. Establish a national educational portal: Encourage educators to con- activities in the Active Learning with Technology portfolio were field tested
sult the national education portal to find resources. Like the SchoolNets and carried out in a variety of settings by more than 1,000 teachers.
12
In December 2001, the portfolio earned the “Exemplary Use of Technol-
ogy Award” from the National Staff Development Council. The ALT Portfolio
includes 18 modules, including: Active Learning Environments, Applications for
Learning, Creating Electronic Presentations, Analyzing Lesson Plans, Using
Web-Based Resources, Managing Growth, Connections, and Sharing Lessons.
URL: http://www.sedl.org/pubs/catalog/items/tec30.html
13
ICT in Action
3.2. Focus Areas iEARN: Using ICT to Promote Student Aware-
•C
urriculum Enrichment: Review current curricula to determine how appropriate ness and Social Responsibility
integration of ICT can enrich primary, secondary, and vocational education. ICT can
broaden, deepen, and bring to life curricular goals and outcomes. For example, students iEARN (http://www.iearn.org) is a non-profit global net-
might develop a deeper understanding of linear and exponential growth by participating work in which teachers and students work together on
in a project-based activity that examines the link between Pakistan’s post-Independence global issues, using ICT in a project-based approach that
population and economic growth. Using the Internet to gather population and economic enhances learning, increases communication among stu-
data, students and teachers could graph these data both numerically and visually using a dents across the globe, and benefits society as a whole.
spreadsheet application and analyse the relationship between the two.
iEARN CIVICS Community Voices Collaborative Solutions
• Supplementary Materials: Use ICT to supplement, enhance, or provide access to has operated in selected schools in Pakistan through
content—particularly when textbooks and supplementary materials are scarce. CD-ROM- the Aga Khan Educational Program. The project, cen-
based content (internationally or nationally produced) and Web-based activities provide tred on issues such as the environment and war, involves
students with access to digital resources and on-line collections that might otherwise be students in project-based activities, encourages peer-
unavailable. Further, ICT can present content in a manner that is interactive as well as to-peer learning among students through collaborative
multimodal. Radio/audio and TV/video programmes also offer a similar multichannel projects, and provides students with the opportunity to
approach through dramas, game shows, and interactive lectures. publish their projects on the World Wide Web.
• Alternative Assessment: Find ways to use ICT to adopt more authentic ways to evaluate
student work. ICT tools can help move assessment away from paper/pencil tests to more
sophisticated, richer modes of assessing learning. They can assess higher order thinking
skills not easily captured in traditional forms of testing. They can focus assessment on
particular topics, or they can assess students’ comprehension of
multiple topics (e.g., through a project that covers numerous subjects). Because ICT opens up opportunities for self-expression, students can demonstrate
depth of understanding through research projects. Depending upon learner style, ICT can allow for graphic presentations, report writing, or analytical charts.
Performance-based assessment on such projects can measure students’ ability to carry out a real-world task as opposed to grading memorised facts. ICT can
also provide for more frequent assessment.
• Instructional Methods: Use ICT to show teachers ways to move away from the whole-class lecture mode towards more active, student-centred methods of learn-
ing. Teachers can utilise ICT tools in making learning an engaging, motivating experience for students. An ICT-rich environment can provide more independent
and collaborative, team-based learning in which students assume greater initiative and responsibility. To take advantage of the rich opportunities presented by
ICT, pedagogical methods must change, giving students freedom to interact with ICT in ways that promote creativity and problem-solving.
15
ICT in Action
3.4. Resources Malaysian Smart School Initiative
• T he Development Gateway Foundation’s Open Educational Resources
This portal features free course materials and other educational content offered by The Malaysian Smart School Initiative is a learning
respected international educational institutions such as the Massachusetts Institute institution that has been systematically reinvented to
of Technology, the Johns Hopkins School of Public Health, Chinese Open Resources for prepare teachers to teach and students to learn to
Education, and other institutions around the world. While content on the Open Educa- assume their role in the Information Age. The project
tional Resources portal is particularly geared to educators, students, and self-learners in aims to establish ICT-enabled schools and to introduce
developing countries it is available for everyone. The portal will also facilitate communica- technologies into the education system, which will be
tion among the growing on-line community of providers and users of free, on-line educa- eventually used for the transfer of knowledge in an
tional resources. effective manner.
URL: http://topics.developmentgateway.org/openeducation
•S
outh African Curriculum (Wiki Book) “Smart schools” are designed to introduce technology
This is an example of a Wiki—a website that allows users to update and edit content and deliver quality education, enhancing learning
collaboratively—that contains South Africa’s national curriculum. All information may be institutions through enriched curriculum, pedagogy,
accessed for free, commented upon, and modified as necessary. Urdu, English, and local assessment, and teaching/learning materials. Pilot
language versions could be developed for Pakistan, and by keeping all information on a applications of the Smart Schools program developed
publicly accessible Wiki, content could be updated and upgraded constantly. teaching and learning materials, a more accurate
URL: http://en.wikibooks.org/wiki/South_African_Curriculum assessment system, and an integrated management
system. The government envisions that all schools will
be converted into “Smart Schools” by the year 2010.
ELEMENT 4: Develop Complementary Approaches to Using ICT
in Education
4.1. Description
Developing complementary approaches to ICT in education implies a two-pronged strategy. Given the strategic goal of mainstreaming ICT into the education sys-
tem, ICT must be introduced and used in service of educational goals. However, ICT must also be treated as a school subject; skills to use ICT tools effectively are
a prerequisite for their meaningful use in education.
• L earning Through Technology: Integrate ICT tools into classrooms so that their use becomes part of the learning process in all subject areas. ICT can become
16
ICT in Action
a lever to reform and transform education. However, for this to happen, teachers and Use of ICT by Aga Khan Education Service
administrators must understand how it can help extend and deepen content learning,
curriculum, instruction, and assessment in ways that would otherwise be impossible.
Schools
The Aga Khan Education Service (AKES) is one of the
4.3. Action Recommendation for Stakeholders major driving forces for ICT dissemination in schools.
1. Establish competency-based curricula and certification: Innovate the curricula to AKES operates 187 schools and 5 hostels throughout
allow students and teachers to learn about technology and learn with technology. Pakistan and serves 37,000 students, mainly in rural
Such innovation can only be achieved through the MoE’s support of new curriculum parts of the country.
guidelines for ICT competencies and for curricular competencies that are on a par
with international standards. With the MoE’s leadership, teachers and learners at the On average, Aga Khan Schools possess 20 computers per
primary, higher secondary, and vocational education levels will benefit from these school. Most are used for computer studies, but they
new guidelines. The MoE can support the adoption of these guidelines by establishing are also used for data collection and management and
mechanisms to monitor the development of competencies required by the guidelines. language studies. Approximately half of AKES teachers
The MoE and DoEs should provide necessary time, resources, and support to school report that they use ICT as part of their teaching, and
administrators, teachers, and students to ensure their adoption. Given that schools the AKES is attempting to help teachers use ICT for more
will have varying levels of infrastructure to support ICT, integration plans should call learner-centred approaches. These schools could serve
for both sophisticated and basic ICT tools. potentially as “professional development schools” for
their lower resource neighbouring schools.
4.4. Resources
• The European Computer Driving Licence® (ECDL)
The internationally recognised qualification enables people to demonstrate their
competence in computer skills. ECDL is designed specifically for those who wish to gain a
benchmark qualification in computing to enable them to develop their IT skills and enhance their career prospects.
URL: http://www.ecdl.com/publisher/index.jsp
descriptive data (classroom observations, participant surveys, or inter- ELEMENT 6: Develop Capacity at the Federal and
views of key players) about the impact of implementation. Evaluators can
also monitor certain selected ICT programmes on a long-term basis, gath- Provincial Department of Education Levels
ering longitudinal data over a period of several years to capture the sys- 6.1. Description
temic impact of an ICT innovation. Long-term studies typically have higher
validity as they allow for more extensive data collection and analysis. There will be organised, ongoing efforts to ensure capacity building at the
Federal and Provincial Levels to help ensure proper planning, management,
5. Facilitate the initiation and growth of ICT projects/approaches that support, and monitoring and evaluation of ICT initiatives. It is essential for
evaluation results prove to be effective: Establish systems for public and ICT in education to be organised at the Federal and also the Provincial levels.
private sector projects to be considered for eligibility to receive local or In addition to expertise and resources within the MoE, it is vital to have an
foreign grants that will enable the projects to be up-scaled or to support external body that can represent the cause of ICT in education and advise
large-scale roll-outs. the MoE.
21
demonstrate model programmes in rural as well as isolated urban Public/private partnerships can help in this arena by providing
communities. Financing sources can be ministry allocations, telecom- access to innovative, cost-effective, and context relevant hardware
munications licencing fees, donations from companies, or international and software solutions or by creating for-profit solutions that also
assistance. remove barriers to access such as the Macedonia Connects program.
1D. Form a TIU Advisory Board composed of educators with expertise in 2C. Build technical support capacity: The TIU will help the MoE, Provin-
ICT: The Advisory Board will help the MoE and Provincial Departments cial Departments, and schools to develop sufficient expertise to keep
plan and administer ICT-based activities in schools. Such advisors technology viable. This means going beyond hiring technology
would be national experts in both the public and private sector on experts to providing support to the schools and training teachers
whom the MoE and Provincial Departments could call upon as needed. and students (so called “tech squads”) to develop the skills and
While the role of the Education Council will be to provide support and confidence to troubleshoot and fix basic ICT problems. One option
assistance culled from outside the government, the cadre of advisors might be the creation of a national training centre for this purpose.
will be drawn from within different levels of the public sector and
from across different ministries to increase information exchange and 2D. Liaise with teacher training institutes to integrate ICT into their
streamline planning. coursework: Partnerships with these teacher training institutes should
be formalized to prepare pre-service teachers to use ICT and to inte-
2. Authorise the TIU to carry out key functions to advance the mission of grate ICT into subject areas in ways that improve curriculum, instruc-
the MoE. These key functions will include the following: tion, and assessment. Specific strategies might include strengthening
the qualifications for teacher certification to include proficiency in
2A. Categorise schools in terms of e-readiness for technology: The TIU ICT use and demonstrated ability to teach with ICT and developing
will establish categories ranging from “no infrastructure” for technol- mentoring programmes to provide novice teacher graduates with
ogy in some rural areas, to “high-level” infrastructure in many urban ongoing support during their first year of teaching.
schools. Thousands of non-electrified, rural primary schools might
only be able to use battery-powered devices and fall into a low-tech- 2E. Assist Ministries and schools to use Educational Management
nology category. Urban schools might be able to support a laboratory Information Systems (EMIS): EMIS can effectively and easily collect,
of new computers with high bandwidth Internet connections through manipulate, aggregate, analyse, and synthesise data to drive school-
a local area network, and thus fall into a high-technology category. improvement efforts. Examples of such data might include test scores,
Schools will receive ICT “packages” in accordance with the “readiness” attendance and attrition rates, attitude surveys, and classroom
category. Ultimately, the goal must be for low-technology schools to observations. Data collection helps educational entities accumulate
move upwards to higher technology categories. evidence, reflect on this evidence, make assessments, and begin to
make informed decisions about school improvement.
2B. Research and adopt innovative ICT: The TIU will encourage “think-
ing outside” the traditional purchasing box. Handheld digital devices, 2F. Support administrators to use ICT for supervision and reporting:
open source software, and wireless networks might be cost-effective, Train administrators to effectively use digital data sources. If they
alternatives to computers, proprietary software, and fixed landlines. have supervisory responsibilities that require them to travel to
22
schools, providing them with handheld digital devices can help their
job performance. Supervision and evaluation of staff can be digitally
documented for future reference and assist in addressing difficulties
with teachers who are chronically absent, generally incompetent, or
whose conduct might be inappropriate.
6.4. Resources
• BECTA Schools Sector Toolkit
The British Educational Communications and Technology Agency (BECTA)
provides practical policy, planning, and organisational assistance for using
ICT in schools. This on-line site helps to support the recruitment, train-
ing, and retention of ICT technicians for schools and features ICT skills for
teachers, “ask an expert” articles and best practices on integrating ICT into
the classroom, and a series of self-evaluation and planning tools for ICT.
Though the site is directed at UK schools, most of the content is valuable
from an informational perspective and much of it can be adapted to non-UK
settings. URL: http://schools.becta.org.uk/
23
IV. How to Implement the NICT Strategy
Fully implementing the NICT Strategy will require the support and collabora-
tion of government agencies at many levels. To begin this process, the MoE will
need to focus on two critical areas for immediate action.
The completion of the NICT Strategy will allow for moving into the Implementation Phase. The significance of the NICT Strategy is that it will serve as a “point
of reference” and a set of guidelines for the Implementation Phase beginning with the inclusion of the NICT Strategy in the new National Education Policy. It is
anticipated that the various Recommendations will go through formative revisions and be fine-tuned in the process. The diagram below shows the areas that need
to be addressed in the near future.
Diagram 1: Relationship between the NICT Strategy and the Implementation Phase
25
Glossary of Terms
Active learning: A broad variety of strategies or pedagogical projects DVD: “Digital Versatile Discs” or “Digital Video Discs” are an optical disc
designed to place the primary responsibility for creating and/or applying storage media format that one can use for data storage, such as movies with
knowledge on the students. high video and sound quality. DVDs resemble compact discs (CDs) in terms of
their physical dimensions, but they can store much more data than a CD.
Blog: Also known as a “weblog,” a blog is a publicly accessible journal that
is kept on-line and can allow for others’ comments. Often the person is not Education Management Information System (EMIS): A computer-based
identified by name and can write anonymously. information system that allows management, planning, and evaluation of
an education system.
Bulletin board: A “bulletin board system” (BBS) is an on-line space where users
can post information and resources and communicate with others. E-mail: Electronic mail is a method of composing, sending, and receiving
messages over the Internet.
CD-ROM: A compact disc (or CD) is an optical disc used to store digital data,
such as digital audio and video. CD-ROMs (“Compact Disc Read Only Memory”) Formative evaluation: Periodic or continuous monitoring of the progress of
are readable by a computer with a CD-ROM drive or by Compact Disc players. a project or its participants that is diagnostic in nature.
Chat: A piece of software, such as AOL’s Instant Messenger (AIM), ICQ, or Handheld digital devices: Any digital device—such as a Palm Pilot or cell
IChat that allows users to communicate in “real time” (at the same time) with phone—that is small and light enough to be portable and is self contained
people who are also on-line, and are logged into the same “chat” software. enough to allow the user to complete specific tasks.
Computer Assisted Instruction (CAI): This is instructional software in which Higher order thinking skills: There are many different interpretations of this
the computer functions as a tutor or teacher. Types of CAI can range from term. The most commonly accepted definition is that created by the American
computer feedback on user inputs to more “intelligent” systems. For example, educator Benjamin Bloom who developed a taxonomy of learning that catego-
an intelligent tutoring system is computer aided instruction with an artificial rises thinking broadly into two levels of cognition: 1) lower order skills such
intelligence component. The software tracks students’ work, collects informa- as the ability to recall, recite, and identify information; and 2) higher order
tion on a particular student’s performance, makes inferences about strengths skills, so called because of the level of thought and brain functioning involved.
and weaknesses, and offers suggestions for additional work or remediation.
Information and communications technology (ICT): An ICT is any technology
Critical thinking: Generally refers to the set of cognitive skills on the (mainly digital but also analog) that allows users to create, store, display,
“higher” end of Bloom’s Taxonomy (see Higher order thinking skills). Critical and communicate information. ICT encompasses a wide range of existing and
thinking involves analysing problems into their constituent elements, solv- emerging technology systems, tools, hardware, and software. It can include:
ing complex real-world problems, generating solutions to a problem, inferring • Computers: Desktop, laptop, and handheld computers, as well as the
information, synthesising and integrating information, distinguishing between computer networks, Internet, software applications, and peripherals
fact and opinion, estimating potential outcomes, and evaluating both used to capture, store, or play content.
decisions and the quality of one’s own thinking. • Video: In all of its various forms of broadcast, satellite-delivered, and
multimedia delivery via the Internet, CD, or DVD.
26
• Audio: Such as audiocassettes, MP3 players, Web-based audio files. Open and Distance Learning (ODL): Learning that occurs via the use of some
• Broadcast technologies: Such as radio and television. electronic means (radio, TV, modems, satellite) to make possible teaching
• Telephony: Fixed and mobile telephones. and learning at separate sites and at separate times.
Information Literacy: To master this form of literacy, one must be able to do Open Source Software: The underlying programming code is available to the
the following: users of this software. This means that users can read the code, make changes
• Identify technology-based information sources, understanding the to it, and build new versions of the software incorporating their changes.
organisation of information and the attributes of scholarly knowledge. There are many types of Open Source Software, mainly differing in the licenc-
• Use one’s technical and cognitive skills to find, evaluate, use, and ing terms under which (altered) copies of the source code may redistributed.
effectively communicate information.
• Apply information, knowledge, and skills to various settings and Podcast: A method of distributing multimedia files, such as audio or video
circumstances. programs, over the Internet using syndication feeds, for playback on mobile
• Understand the social context for the use of information, using it in a devices and personal computers. The term, coined in 2004, combines “iPod”,
manner that is ethical and legal, assuring equity of access to information a popular portable audio device, and “broadcasting.” The term podcast, like
and the dissemination of knowledge. ‘radio’, can mean both the content and the method of delivery.
Interactive Radio Instruction (IRI): This is a one-way distance education Portal: A website that aims to be an entry point to the World-Wide Web,
system for students and teachers that combines radio broadcasts with active typically offering links to a search engine and/or links to useful pages, and
learning techniques. IRI requires teachers and students to react verbally and possibly news or other services, usually provided for free in the hope that
physically to prompts, commands, questions, and exercises posed by radio users will visit the site often (popular examples are Yahoo and MSN). In other
characters (the radio teacher). instances, portals may be focused on a specific group of users and may be
part of an intranet or extranet. Some may just concentrate on one particular
Internet: A network of networks on world-wide scale with millions of comput- subject, say technology or medicine, and are known as a vertical portal.
ers interconnected through a set of computer protocols.
Problem-based learning (PBL): In this instructional strategy, students solve
LISTSERV: LISTSERV® is a system that makes it possible to create, manage, and a real-world problem. PBL activities are often open-ended; involve coopera-
control electronic “mailing lists” on a private network or on the Internet. Since tive teaming; anchor all learning to a larger task or problem; and support
its inception in 1986 for IBM mainframe computers on the BITNET academic the learner in developing ownership for the overall problem or task. Tasks are
network, LISTSERV has been continually improved and expanded to become the generally complex, involving higher order thinking, and students must often
predominant system in use today. identify resources, overcome problems with data, and decide upon the content
and format of the information gathered.
Longitudinal data: Data in which the same units are observed over multiple
time periods. SchoolNets: SchoolNets is an initiative that promotes the effective use of
information and communication technologies (ICT) in learning through
27
Wiki: A web application that allows users to collaboratively edit the
content of its many connected pages on various topics. Contributing to
a wiki document or article does not require web programming skills.
“Wikipedia” is an example of a free on-line content encyclopedia written
and edited collaboratively on a global scale.
28
Appendix I—NICT in Education Advisory Board Members
Advisory Committee Facilitators: Anjum Pervaiz—ESRA
Robert Spielvogel—ESRA
29
Appendix II—Steering Committee Members
Federal Secretary of Education Chairperson
Joint Education Advisor, MoE Co-Chairperson
ICT Advisor, ESRA Co-Chairperson
Chief of Party (COP), ESRA Member
Deputy Chief of Party (DCOP), ESRA Member
USAID Representative Member
Member IT, Ministry of IT (MoIT) Member
30