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Information and Communication Technology for Education Special Focus on Bangladesh, Nepal, and Sri Lanka

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Information and Communication Technology for Education Special Focus on Bangladesh, Nepal, and Sri Lanka Innovative Strategies for Accelerated Human Resource Development in South Asia Information and Communication Technology for Education Special Focus on Bangladesh, Nepal, and Sri Lanka Information and communication technology (ICT) has the potential to revolutionize education equity, quality, and e ciency. South Asia’s governments have recognized this potential and invested in ICT-focused education initiatives and projects. While these e orts helped to introduce ICT-enabled teaching and learning practices, they may not be su cient for widespread sustainable adoption within their countries. The stage of implementation and impact of investments also vary signifi cantly from country to country in South Asia. This paper examines the existing state and gaps of ICT in education of three South Asian countries— Bangladesh, Nepal, and Sri Lanka—and suggests strategies to address these gaps. About the Asian Development Bank ADB’s vision is an Asia and Pacifi c region free of poverty. Its mission is to help its developing member countries reduce poverty and improve the quality of life of their people. Despite the region’s many successes, it remains home to a large share of the world’s poor. ADB is committed to reducing poverty through inclusive economic growth, environmentally sustainable growth, and regional integration. Based in Manila, ADB is owned by members, including from the region. Its main instruments for helping its developing member countries are policy dialogue, loans, equity investments, guarantees, grants, and technical assistance. INNOVATIVE STRATEGIES FOR ACCELERATED HUMAN RESOURCE DEVELOPMENT IN SOUTH ASIA INFORMATION AND COMMUNICATION TECHNOLOGY FOR EDUCATION Special Focus on Bangladesh, Nepal, and Sri Lanka ASIAN DEVELOPMENT BANK 6 ADB Avenue, Mandaluyong City 1550 Metro Manila, Philippines ASIAN DEVELOPMENT BANK www.adb.org INNOVATIVE STRATEGIES FOR ACCELERATED HUMAN RESOURCE DEVELOPMENT IN SOUTH AsiA INFORMATION AND COMMUNICATION TECHNOLOGY FOR EDUCATION Special Focus on Bangladesh, Nepal, and Sri Lanka ASIAN DEVELOPMENT BANK Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) © 2017 Asian Development Bank 6 ADB Avenue, Mandaluyong City, 1550 Metro Manila, Philippines Tel +63 2 632 4444; Fax +63 2 636 2444 www.adb.org Some rights reserved. Published in 2017. ISBN 978-92-9261-032-6 (print), 978-92-9261-033-3 (electronic) Publication Stock No. TCS179080 http://dx.doi.org/10.22617/TCS179080 The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned. By making any designation of or reference to a particular territory or geographic area, or by using the term “country” in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area. This work is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) https://creativecommons.org/licenses/by/3.0/igo/. By using the content of this publication, you agree to be bound by the terms of this license. For attribution, translations, adaptations, and permissions, please read the provisions and terms of use at https://www.adb.org/terms-use#openaccess. This CC license does not apply to non-ADB copyright materials in this publication. If the material is attributed to another source, please contact the copyright owner or publisher of that source for permission to reproduce it. ADB cannot be held liable for any claims that arise as a result of your use of the material. Please contact [email protected] if you have questions or comments with respect to content, or if you wish to obtain copyright permission for your intended use that does not fall within these terms, or for permission to use the ADB logo. Notes: In this publication, “$” refers to US dollars. Corrigenda to ADB publications may be found at http://www.adb.org/publications/corrigenda. Printed on recycled paper CONTENTS Tables and Figures v Foreword vi Preface vii Abbreviations viii Executive Summary x I. I ntroduction and Background: Opportunities of Information and Communication Technology for Education Equity, Quality, and Efficiency in South Asia 1 II. A System Perspective of Information and Communication Technology in Education 7 A. A Holistic Approach to Information and Communication Technology in Education 7 B. Stages of Information and Communication Technology in Education 11 III. Making Sense of the State of Information and Communication Technology in Education in South Asia: Bangladesh, Nepal, and Sri Lanka 13 A. National Information and Communication Technology in Education Vision, Policies, and Strategies 13 B. Information and Communication Technology Infrastructure (Information Technology Backbone and Connectivity) 19 C. Professional Development for Teachers and Education Leaders 25 D. Modernization of Curriculum and Teaching and Learning Resources 28 E. Improvements in Learning Environment: Bangladesh, Sri Lanka, and Nepal 30 F. Improvements in Assessment and Examination 30 G. Improvements in Education Management Information System, including Evaluation and Research to Inform Evidenced-Based Planning and Resource Allocation 31 IV. Lessons Learned and Planning for Information and Communication Technology in Education in Bangladesh, Nepal, and Sri Lanka 33 A. Better Coordination of Information and Communication Technology in Education Initiatives and Efforts within the Education Sector and with Other Sectors 33 iv Contents B. Better Technical Support for Teachers as They Use Information and Communication Technology for Teaching and Learning 34 C. Just-in-Time and Differentiated Information and Communication Technology in Education Professional Learning for Teachers in Schools 34 D. Better Pedagogical Support for Teachers Using Information and Communication Technology for Teaching and Learning 35 E. Localized and Customized Intelligent Tutoring System, Video-Recorded Lessons, and Information and Communication Technology-Mediated Resources 35 F. Monitoring and Evaluation of Information and Communication Technology Use in Schools 36 V. Conclusion and Recommendations 37 APPENDIXES 1 Information and Communication Technology in Education in Bangladesh 39 2 Information and Communication Technology in Education in Nepal 71 3 Information and Communication Technology in Education in Sri Lanka 117 References 149 TABLES AND FIGURES Tables A1.1: Information and Communication Technology in Education Programs and Projects in Bangladesh 48 A1.2: Strengths, Weaknesses, Opportunities, and Threats Analysis 54 A1.3: D ifferent Aspects of Uses of Information and Communication Technology in Education According to the Setting 56 A1.4: Short- and Long-Term Actions to Implement the Proposed Road Map 65 A2.1: Information and Communication Technology in Education in National Plans and Policies in Nepal 74 A2.2: Comparison Chart for Various Hardware Options 98 A2.3: Activities Related to Deploying Information and Communication Technology in Schools—First Year 102 A2.4: Roles of and Required Actions from Key Agencies 105 A2.5: Vision of Information and Communication Technology in Education in Nepal 109 A2.6: Priority Areas for Information and Communication Technology in Education in Nepal 110 A2.7: Strategies for the Successful Use of Information and Communication Technology in Education 110 A2.8: T imeline for Information and Communication Technology in Education Programs and Activities 112 A3.1: Competitiv eness in Information and Communication Technology: 2007–2008 and 2013–2014, Sri Lanka 119 A3.2: V arious Information and Communication Technology in Education Initiatives in Sri Lanka 124 A3.3: S trengths, Weaknesses, Opportunities, and Threats Analysis —Information and Communication Technology in Education in Sri Lanka 129 A3.4: R ecommended Actions to Improve Information and Communication Technology in Education in Sri Lanka 144 Figures 1: Dimensions of Information and Communication Technology in Education 8 2: Stages of Information and Communication Technology in Education 12 A1.1: Internet Users as Percentage of Total Population in Bangladesh, 2000–2011 40 A1.2: Households with Computer, by Income 41 A1.3: P roposed Architecture for Road Map of Information and Communication Technology in Education 58 A1.4: D istinction between Education Policy for ICT, ICT Policy for Education, and Policy on ICT in Education 63 A2.1: Access to Communication Services in Nepal 71 A2.2: Immediate Doable Actions for Education Agencies and Units in Nepal 108 A3.1: Conceptual Framework for ICT in Education 134 FOREWORD ountries in South Asia have perceived information and communication technology (ICT) as an enabler for transforming their education systems, and have invested in Cseveral ICT in education initiatives and projects in collaboration with development partners, private sector, and international or regional organizations to enhance access to quality teaching and learning and promote lifelong learning opportunities. As part of a series of four reports about education in South Asia, this study on ICT in education complements and cuts across the other crucial themes in education and
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