iSherig-2 Education ICT Master Plan 2019-2023
Transcript of iSherig-2 Education ICT Master Plan 2019-2023
Ministry of EducationRoyal Government of Bhutan
Thimphu
iSherig-2Education ICT Master Plan
2019-2023
࿉ Education ICT Master Plan is named iSherig, which translates to ICT in education. The “i” alludes to innovation and integration that the master plan intends to promote through use of ICT in education.
࿉ iSherig logo is represented by a three-petaled flower. Each petal represents a strategic thrust or focus area, namely iAble, iBuild and iConnect.
࿉ The three jewels in the centre of the flower represents the government’s desire to help every individual in educational institutions, government agencies in education sector and communities. iSherig is designed to impact and benefit everyone in the education sector, from children to adult learners, educators and administrators.
࿉ The yellow and orange colours used in the logo is in deference to the two colours used in our national flag, which represents peaceful coexistence of temporal authority and spiritual tradition in the country.
iSherig-2
Education ICT Master Plan
2019-2023
Ministry of EducationRoyal Government of Bhutan
Thimphu
Published by the Ministry of EducationKawajangsa, Thimphu 11001, Bhutan
© 2019 Ministry of Education
ISBN 978-99980-41-00-4
Technical Advisors
Review and Editing
Design and Layout
Jonghwi Park, ICT in Education, UNESCO BangkokJian Xi Teng, ICT in Education, UNESCO Bangkok
Pelden, NFCED, DAHE, Ministry of EducationPhurba, PPD, Ministry of EducationThinley, CDC, Royal Education CouncilTshering Phuntsho, TPSD, DSE, Ministry of EducationTsheyang Tshomo, ICTD, Ministry of EducationUgyen Dorji, IMD, Royal Education CouncilYeshey Lhendup, SPCD, DSE, Ministry of Education
Ugyen Dorji, IMD, Royal Education Council
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Table of Contents
Abbreviations vForeword viiAcknowledgement xIntroduction xiBackground xiiiOverview of iSherig-2 1
Programme 1.1 ICT Capacity Development of Educators 7
Project 1.1.1 ICT competency standards for teachers 8Project 1.1.2 Digital pedagogy in colleges of education 10Project 1.1.3 Digital pedagogy for in-service teachers 13
Programme 1.2 ICT Capacity Development of Learners 15
Project 1.2.1 ICT competencies of students 16Project 1.2.2 Digital citizenship for students 18Project 1.2.3 TVET-based ICT competencies of students 20Project 1.2.4 Digital literacy for NFE and CLC learners 23
Programme 1.3 ICT Capacity Development for Learning Support 25
Project 1.3.1 ICT competencies of educational leaders 26Project 1.3.2 ICT competencies of library and laboratory assistants 28
iAble
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Programme 2.1 Pervasive Use of Digital Educational Resources 33
Project 2.1.1 Digital interactive textbooks 34Project 2.1.2 Content adaptation for children with special needs 36Project 2.1.3 Digital educational resources for schools 38Project 2.1.4 Digital educational resources for NFE programmes 41
Programme 3.1 ICT Infrastructure Development 47
Project 3.1.1 ICT standards and guidelines for schools, TRCs and CLCs 48Project 3.1.2 Digital devices for schools and TRCs 50Project 3.1.3 Internet connectivity for schools 52Project 3.1.4 Multimedia studio 54Project 3.1.5 Digital devices and Internet connectivity for CLCs 55
Programme 3.2 Administration and Learning Systems Development 57
Project 3.2.1 E-learning platform 58Project 3.2.2 Education Management Information System 59Project 3.2.3 NFE Management Information System 61
Resource Mobilization 63Implementation Mechanism 65Monitoring and Evaluation 68References 69Annexure: Working Groups and Committees 73
iConnect
iBuild
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Abbreviations
ADB Asian Development BankAES Annual Education Statistics AMFIE Asia‑PacificMinisterialForumonICTinEducationBCSEA BhutanCouncilforSchoolExaminationsandAssessmentBPST BhutanProfessionalStandardsforTeachersCBLM CompetencyBasedLearningMaterialCDC CurriculumDevelopmentCentreCLC CommunityLearningCentreCS CentralSchoolDAHE DepartmentofAdultandHigherEducationDEO DzongkhagEducationOfficerDITT DepartmentofInformationTechnologyandTelecomDKAP DigitalKidsAsia‑PacificDoS DirectorateofServicesDrukREN DrukResearchandEducationNetworkDSE DepartmentofSchoolEducationECCD EarlyChildhoodCareandDevelopmentEIT ElectiveInformationTechnologyEMD EducationMonitoringDivisionEMIS EducationManagementInformationSystemFYP FiveYearPlanG2C GovernmenttoCitizenGNHC GrossNationalHappinessCommissionGovNet GovernmentNetworkGPMS GovernmentPerformanceManagementSystemHSS HigherSecondarySchoolICTD InformationandCommunicationsTechnologyDivisionICT InformationandCommunicationsTechnology
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IMD InstructionalMediaDivisionIR4.0 FourthIndustrialRevolutionLG LocalGovernmentLSS LowerSecondarySchoolMIS ManagementInformationSystemMoE MinistryofEducationMoF MinistryofFinanceMoIC MinistryofInformationandCommunicationsMoLHR MinistryofLabourandHumanResourcesMSS MiddleSecondarySchoolNBIP National‑BasedIn‑serviceProgrammeNFCED Non‑FormalandContinuingEducationDivisionNFE‑MIS Non‑FormalEducationManagementInformationSystemNFE Non‑FormalEducationOER OpenEducationalResourcesPD ProfessionalDevelopmentPHCB PopulationandHousingCensusofBhutanPPD PolicyandPlanningDivisionREC RoyalEducationCouncilRUB RoyalUniversityofBhutanSEN SpecialEducationNeedsSDG SustainableDevelopmentGoalsSPCD SchoolPlanningandCoordinationDivisionSTEP‑UP SkillsTrainingandEducationPathwaysProjectTBD TobedeterminedTEO ThromdeEducationOfficerTPSD TeacherProfessionalSupportDivisionTRC TeacherResourceCentreTVET TechnicalandVocationalEducationandTraining
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ForewordBhutanhasmadeacommendableprogressintermsofexpandingaccesstoeducationoverthepastsixdecades.Weareclosetoachievinguniversalprimaryeducationwithadjustednetenrolmentratioat96.8percentasof2018.Thishasbeenacceleratedbyexpansionofeducationalfacilitiesandsupportmechanismsinthepreviousfive‑yearplans.Withtheadventofmoderneducation,differentinitiativesandreformswereundertakentoimprovethequalityofeducation.However,challengeofprovidingqualityeducationtoourchildrenstillremains.
Withtheobjectivetoaddressthiscriticalchallenge,the12thFiveYearPlanfocusesonprogressiveeducationinkeepingwiththeneedofhourtoimprovethequalitythrough imparting transferable skills. It is generally accepted that InformationCommunicationsTechnology(ICT)playsapivotalroleinimprovingqualityandequityofeducation.ICTisregardedasoneoftheimportantandeffectivetoolsthatcansupportandleadtoanimprovedstudentlearningandbetterteachingmethods.
Toharness thepotential andbenefitof ICT toenhance thequalityof teaching‑learningprocess,theMinistryofEducationhasdevelopediSherig‑2,EducationICTMasterPlanafterasuccessfulcompletionofiSherig‑1(2014‑2018).Aswestandonthebrinkofatechnologicalrevolutionthatwillfundamentallyalterthewaywelive,work,andrelatetooneanother,itisimportantweprepareourchildrenforthisfast‑changingworld.Therefore,inadditiontotheprovisionofICTinfrastructureonanequitablebasistoourschoolsandeducationalinstitutionsacrossthecountry,iSherig‑2willfocusonbuildingandapplyingtheirdigitalskills.
I urge all relevant agencies to ensure timely and proper implementation of allprojectsidentifiedinthedocumentoverthenextfiveyears.
Lastly,IwouldliketothankUNESCO,Bangkokfortheirtechnicalandfinancialsupport.Mysincereappreciationgoes to thecompetent iSherig‑2core teamfortheircommitmentandprofessionalisminformulationofthisrelevantandrealisticmasterplan.
TashiDelek
JaiBirRaiMinister
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Foreword
Educationhasalwaysbeenanationalpriorityineveryplanperiod.Takingforwardfromnumerousachievementsinthepastsixdecades,thefocusoftheMinistryofEducationinthe12thFiveYearPlan(FYP)isimprovingQualityofEducationandSkills,whichisidentifiedasoneoftheNationalKeyResultsAreas.
In order to achieve the plan objective and realize Bhutan’s vision of becomingknowledge‑basedsocietyinitstruesense,theeducationsystemmustaddresstheneedsoftheFourthIndustryRevolutionwhichisevolvingatanexponentialpace.Integrationof ICT in education isoneof the criticalmeans that is expected toimparttransferableskillsandimprovethequalityofeducation.
TheMinistryofEducationhasundertakenvariousinitiativesintheuseofICTineducation.Since2014,forthefirsttime,thishasbeendonethroughacomprehensiveiSherig, Education ICT Master Plan 2014‑2018 with the intention to lay thefoundationandcreateenablingenvironmentforfutureICTinitiativesineducation.Towardstheendofimplementationcycleofthefirstmasterplan,theMinistryofEducationinitiatedthedevelopmentofiSherig‑2totakeICTineducationfurtherasameanstoimproveteachingandlearning,andcontinuefocusedinvestmentinICT.
iSherig‑2isessentiallybuiltupontherecommendationsofiSherig‑1Reviewheldin April 2018with strong alignment to the 12th FYP. In this second iteration,themasterplanstillmaintainslinkagesofthethreethrustareas:iAble–capacitybuilding;iBuild–contentdevelopmentandiConnect–systembuilding,internetconnectivityandprovisionofinfrastructurebutwithinclusionoffocusedprojectsonNon‑FormalEducation(NFE)andSpecialEducationNeeds(SEN).
ThesuccessofiSherig‑2hingesonthesupportandcommitmentfromimplementingpartnerssuchasRoyalEducationCouncil,CollegesofEducation,andDzongkhagsandThomdesinadditiontorelevantdepartmentsanddivisionswithintheMinistry.Therefore,Iwouldurgealltheimplementingpartnerstoensurethatallprojectsplannedinthismasterplanareimplementedproperlyandinatimelymanner.
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Finally, iSherig‑2 is an outcome of technical and financial support from theUNESCO Bangkok, and commitment and professionalism of the Core Team.Therefore, Iwould like toextendmyheartfelt thanks toUNESCOBangkokforbothtechnicalandfinancialsupport.MyspecialappreciationgoestoMs.JonghwiParkandMr. JianXiTeng,UNESCO,Bangkok forguidingandproviding theirtechnicalinputsthroughouttheprocessofformulatingthisdocument.IwouldalsoliketocongratulateandthankmyhighlycompetentBhutanesecolleaguesfortheircommitmentandprofessionalismincomingupwiththismasterplanthatwillstayrelevantinthisfast‑changingworld.
TashiDelek!
KarmaYesheySecretary
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AcknowledgementTheMinistryofEducationwouldliketothankeveryonewhocontributedinthedevelopmentoftheEducationICTMasterPlan2019‑2023.WhiletheCoreTeamideated to provide a draft framework to work with, the ConsultativeWorkingGroupsdiscussed,debatedandprovidedimplementation‑levelperspectivesduringthetwonationalworkshopstodrawuprealisticandpracticalprojects.
Thispublicationwasmadepossiblewithguidancefromthetwotechnicaladvisors,MsJonghwiParkandMrJianXiTeng,UNESCOBangkok.TheirsupportbeganwiththereviewoftheimplementationofiSherig,EducationICTMasterPlan2014‑2018.Subsequently,theyfacilitatedthedevelopmentoftheEducationICTMasterPlan2019‑2023byprovidingvaluableandsubstantivefeedback.
TheMinistryofEducationcommendsthehardworkofthetechnicaladvisors,theCoreTeamandtheConsultativeWorkingGroups.
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IntroductionSincetheThirdIndustrialRevolution,ICThasbeenimpactinghowwelive,work,and communicate. The impact will be felt even more in the Fourth IndustrialRevolution(IR4.0)wheredataareexchangedovertheinternetofthingsandcloudcomputingtoprovideintelligentautomationusingartificialintelligence(cognitivecomputing).ThisrequireseducationsystemtoleverageonemergingtechnologiesthatwillprepareourchildrentoparticipatemeaningfullyandproductivelyintheeraofIR4.0.
ConsideringtheimportantroleICTplaystokeepabreastwiththistrend,theMinistryofEducationhasbeenprioritisingintakingICTtoschools.Since2014,thishasbeendonethroughacomprehensiveEducationICTMasterplantorationalizeandguidegovernment’sinvestmentinICTineducation.TotaketheICTineducationfurtherasameanstoimproveteaching‑learning,theMinistryofEducationaspiredtodevelopthenextmasterplan.
Accordingly, theMinistryofEducationsoughtUNESCO’sassistance inOctober2017toreviewtheprogressoftheEducationICTMasterPlan2014‑2018,iSherig(referred“iSherig‑1”hereafter)andsubsequentlytohelpdeveloptheEducationICTMasterPlan2019‑2023,iSherig‑2.WiththetechnicalassistancefromUNESCO,iSherig‑2wasdevelopedunderthe“ICTtoFacilitateSDG4inSouthAsia”projectsupportedbytheJapaneseFunds‑in‑Trust.
This document presents the programmes and projects of iSherig‑2whichwereessentiallybuiltuponthekeyfindingsandrecommendationsofiSherig1ReviewheldinApril2018.Inthisseconditeration,themasterplanstillmaintainslinkagesof the three thrust areas of iAble, iBuild and iConnect of iSherig‑1 but withan inclusion of focused projects onNon‑Formal Education (NFE) and SpecialEducationNeeds(SEN).
iSherig‑2emphasisonthepervasiveuseofICTinteachingandlearningasclearlystated in the vision of iSherig‑2 inmaking our learners “nationally rooted andgloballycompetentcitizensthroughequitableandpervasiveuseofemergingandrelevant technology”. This “pervasiveness” is also evident in the projects, in theway how learners, teachers and instructors are nudged unobtrusively to accesselectronic resources available on a platformusing their knowledge and skills indigitalpedagogy.
ThevisionofiSherig‑2isalignedtothevisionoutlinedintheQingdaoDeclarationonICTineducation(May2015),whichisareaffirmationofIncheonDeclarationof Education 2030 adopted inMay 2015. As a first global declaration on ICT
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ineducation,theQingdaoDeclarationhighlightsthesignificanceofusingICTtofosteraccessandequityineducation,andpromoteelectivepedagogicaluseofICT.Itstressestheneedtopromotethecultureofopeneducationalresources,recognizethe important rolesof teacherdevelopmentand support andensurequalityandrecognitionofonlinelearning.
InsupportofSDG4,Education2030andtheQingdaoDeclaration,theAsia‑PacificMinisterialForumonICTinEducation(AMFIE)inMay2017adoptedtheAsiaPacificRegionalStrategyonUsingICTtoFacilitatetheAchievementofEducation2030.Theregionalstrategyidentifiedfourpriorityareasas(a)expandingrelevantskills in secondary education, Technical and Vocational Education and Training(TVET) and higher education, (b) improving quality of teaching and teachingpractices, (c) enabling inclusion and equality in education and (d) supportingdata‑drivenmonitoringandevaluation.
Sixactionpointswereformulatedtosetimmediatefocusforactionsbyallmemberstatesinthefourpriorityareas.Theactionpointswere:
1.developingICTineducationpolicies,2.engaging in partnership across the four priority areas with regional and
international organizations for sharing of good practices and experiences onchallenges,
3.enhancingaccesstoandthequalityandrelevanceofsecondaryeducation,TVETand higher education using ICT‑based solutions that enable the provision ofalternative,openandflexiblepathways,
4.developing competency standards for teachers towards ICT‑integratedtransformativepedagogies,
5. settingconcretemeasures in thenational ICT ineducationpolicies toensureinclusive,equitableandqualitylearningopportunitiesforall,and
6.monitoringprogressinthefourpriorityareasthroughacomprehensiveEducationManagement InformationSystem(EMIS) that leverages thepotentialofnewtechnologies.
The broad areas highlighted above are valid and pertinent to Bhutan’s schooleducationandnon‑formaleducation.iSherig‑2has21projects,subsumedundersixprogrammes,whichareorganizedunderthreethrusts,allofwhichaligntogethertoaddresstheissuesmentionedabove.ThesearethestepstowardseamlessintegrationandpervasiveuseofICTincurriculum,pedagogyandassessmentforengagingandmeaningfullearning.
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BackgroundBhutan’sICTvision“anICT‑enabled,knowledge‑basedsocietyasafoundationforGrossNationalHappiness”wasformulatedwhenthefive‑yeareGovMasterPlanwasdevelopedin2012.TheeGovMasterPlanwasaimedat settingaclear roadmapofICTinitiativesinthreebroadareasofgoodgovernance,Bhutaneseinformationsocietyandenablerforsustainableeconomicdevelopmentthatwouldcutacrossthewholegovernment.
WithintheeGovMasterPlan,thesectorallevelICTroadmapwasfirstinitiatedin2013intheformoffive‑yearEducationICTMasterPlanwithtechnicalandfinancialsupportfromMinistryofInformationandCommunications(MoIC),InfocommDevelopmentAuthority of Singapore, Temasek Foundation, Singapore and Swiss DevelopmentCorporation. The focus of iSherig‑1 was on rationalising and streamlining ICTactivitiesandsystemsundertheMinistryofEducationandthecollegesofeducationthathasadirectbearingontheschooleducation.
Prior to thecompletionof iSherig‑1 in2018, theMinistryofEducationsoughttechnical assistanceofUNESCO to review iSherig‑1 andhelpdevelop thenextmaster plan. For the development of iSherig‑2, a participative master planningprocesswasadopted.Acoreteamwasformedtoideate,coordinateanddrivethethreethrustareasinthemasterplan.Itcomprisedofkeypeopleresponsibleforeducation planning, curriculum development, teacher professional development,teachereducation,non‑formaleducation,andICTinfrastructureandservicesforschools.Aconsultativeworkinggroup,comprisingofteachers,principals,DzongkhagEducationOfficers(DEOs),wasformedtoconsultideas,provideperspectivesfromtheirimplementationlevel,andtoconfirmtheprogrammesandprojects.
ThereviewreportoniSherig‑1bytheUNESCO’sReviewMissioninApril2018formedastrongbasisindevelopingiSherig‑2.WiththetechnicalguidancefromUNESCOBangkok,goals,programmesandprojectswereidentifiedincollaborationwith the Core Team and the ConsultativeWorking Group during the nationalworkshopsheldinAugustandDecember2018.SomeoftheongoingprojectsandsomewhichcouldnotbestartedunderiSherig‑1butrelevanttothepresentcontextwerecarriedovertoiSherig‑2.Subsequently,thedraftiSherig‑2waspresentedtotheProjectSteeringCommitteetodefinethescope,reportontheprogress,alignwithothernationalplansandtoseekpolicydirections.Thedraftwasalsopresentedduringthe19thNationalEducationConference2018forwiderconsultationandendorsement.
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Inthewholemasterplanningprocess,consciouseffortwasmadetoaligntheprojectstothegoalsandoutcomesofthe12thFiveYearPlan(FYP),whichcoincidentallyhas the same timelineas iSherig‑2(2019‑2023).This ensuresmostprojects iniSherig‑2wouldbefundedfullyorpartiallywithinthe12thFYPoutlay.However,therearefewprojectswhicharenotpartofthe12thFYPthatwouldrequireanadditionalfunding.
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Overview of iSherig-2
VISIONNationally rooted and globally competent citizens through equitable and pervasive use of emerging and relevant technology.
TheessenceofthevisionisinconsonancewiththefirstEducationICTMasterplanwhichaimedtoleveragethepowerofICTtoenhancequalityofeducation.ICTprovidestheopportunitytobringlearnerstogethertocollaborateonpreserving,showcasing and promoting knowledge, content, culture and values that areindigenoustoBhutan.
ICTprovidesvitaltoolsforglobalcompetence.Itbridgesdistancesandincreasesstudents’opportunitiestolearnthroughcollaborationatalocal,regionalandgloballevel.BesidesbuildingICTskills,thisstrengthenstheirinterculturalunderstanding,languagesproficiencyandknowledgeoftheworldthatwillhelpthemnavigatetheworldinthe21stcenturyandbeyond.
However, in thisvision,certainaspectshavebeenhighlightedtobringemphasison equitable and inclusive access, and on making ICT vibrant, integrated andubiquitous.ThesehighlightsarewhatdifferentiatesthisvisionfromthevisionofiSherig‑1.
OUTCOMESThroughtheimplementationofiSherig‑2,theMinistryofEducationaimstoachievethefollowingthreeoutcomes:
Motivation for lifelong learning
ICTfacilitatesequippinglearnerswithrighttransferableskillsandvaluestomakethem productive, socially responsible, culturally grounded, ecologically sensitive,spirituallyawareandgloballycompetent.Theseattributeshelpthemtoparticipatemeaningfully,productivelyandresponsiblyinthe21stcenturyandbeyond,andleadthemtolifelonglearning.
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Effective teaching and learning
ICT‑integrated curricula and interdisciplinary digital pedagogy facilitatescollaborationamongeducatorsandlearners.Itprovideslearnerswithpersonalisedand active learning experiences through the use of digital resources which arecuratedorcreated.
Efficient administration system
Acomprehensiveandintegratedmanagementinformationsystemthatstreamlinesthecollectionandprovisionofdataforinformeddecisionmakingandevidence‑basedplanning,monitoringandevaluation.
STRATEGIC THRUSTSiSherig‑2 aims to achieve the above desired outcomes through the programmesandprojectsunderthreekeyareasofiAble,iBuildandiConnect.TheoverviewofiSherig‑2issummarizedinthediagrambelow:
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AtotalofNu1.729billionisestimatedfortheimplementationofiSherig‑2.Thedetailsoftheprogrammesandprojectsundereachstrategicthrustareprovidedinthetablesgivenbelow:
Thrust 1: iAbleEnhance ICT competency of educators, learners and support staff.
185.68m
Programme 1.1ICT Capacity Development of Educators
Project1.1.1ICT competency standards for teachers
Project1.1.2Digital pedagogy in colleges of education
Project1.1.3Digital pedagogy for in‑service teachers
110.86m
Programme 1.2ICT Capacity Development of Learners
Project1.2.1ICT competencies of students
Project1.2.2Digital citizenship for students
Project1.2.3TVET‑based ICT competencies of students
Project1.2.4Digital literacy for NFE and CLC learners
37.72m
Programme 1.3ICT Capacity Development for Learning Support
Project1.3.1ICT competencies of educational leaders
Project1.3.2ICT competencies of library and laboratory assistants
37.10m
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Thrust 2: iBuildEnhance use of ICT-integrated teaching and learning resources by learners, teachers, NFE instructors and CLC managers.
38.79m
Programme 2.1Pervasive Use of Digital Educational Resources
Project2.1.1Digital interactive textbooks
Project2.1.2Content adaptation for special needs
Project2.1.3Digital educational resources for schools
Project2.1.4Digital educational resources for NFE
38.79m
Thrust 3: iConnectStrengthen ICT infrastructure and connectivity for better learning and educational services.
1,505.28m
Programme 3.1ICT Infrastructure Development
Project3.1.1ICT standards and guidelines for schools, TRCs and CLCs
Project3.1.2Digital devices for schools and TRCs
Project3.1.3Internet connectivity for schools
Project3.1.4Multimedia studio
Project3.1.5Digital devices and Internet connectivity for CLCs
1,463.28m
Programme 3.2Administration and Learning Systems Development
Project3.2.1E‑learning platform
Project3.2.2Education Management Information System
Project3.2.3NFE Management Information System
42.00m
iAbleGoalEnhance ICT competency of educators, learners and support staff.
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RationaleICTistransformingthewaywelive,workandcommunicate,andourlearnersaregrowingupinaworldcharacterisedbyrapidtechnologicalchanges.Thesechangespresent both opportunities and challenges. TheMinistry of Education plans toharnessthepotentialsofInformationandCommunicationsTechnology(ICT)toenhancequalityofteachingandlearning.ThisaspirationisclearlyreflectedinShiftSixoftheBhutanEducationBlueprint2014‑2024.Itarticulatestheneedtodevelopcapabilitiesandcapacitiesofstudents,educatorsandsupportingstafftobestutilizetheinvestmentsmadeinICTinfrastructure,systemsandcontent.Similarly,Pineida(2011) insists that to ensure improvement of learning outcomes by leveragingICT, studentsandeducators shoulddevelop teaching, learningand technologicalcompetencies.TheQingdaoDeclaration(2015)under‘qualitylearning’recognizestheabilitytoleverageICTforlearningasnolongeraspecialisedskillbutfoundationaltosuccessintoday’ssocieties.
Internationaltrendsineducationshowashiftfromthetraditional“teachercentred”to“studentcentred”approach(Kenedy,Hyland&Ryan,2006)whichfocussesonachievingtheintendedlearningoutcomes.Technologycanhelpmeetthedesiredlearningoutcomes,butitrequirescompetencyofbothteachersandstudentstousetechnologyforteachingandlearning.Teachereducators,pre‑serviceandin‑serviceteachersmustpossessthecompetenciestomeaningfullytapthepotentialsofICTineducation.AlthougheffortshavebeenmadetoequipteacherswithcompetenciestointegrateICTinteaching,sporadicandinadequatetrainingprogrammesimpedeits successful implementation (Kawai, Wangdi, Galay,Miwa, & Yamada, 2016)inabsenceofsystematicprofessionaldevelopment.WiththedevelopmentofICTcompetencystandardsforteachers,itisexpectedtoserveasabasisforthedesign,developmentandimplementationoftrainingprogrammesaswellasprogressionofteachers’proficiencyalongtheidentifiedsetofcompetencies.
It is critical to create a supportive academic and management environment inschoolstorealizetheeffectivenessofICTcapacitydevelopmentofeducatorsandlearners.Similarly, ICTcapacitydevelopmentofeducational leadersandsupportstaffwillimprovetheirknowledgeandskills,andtheirbeliefsandattitudetowardsuseofICTineducation.ThesecompetencieswillenablethemtobecomepositiveusersandadvocatesofICTforlearningandliving.
ThethreeprogrammesandnineprojectsunderiAbleareexpectedtoenhancetheICTcompetenciesofeducators,learners,educationalleadersandsupportstaff.
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Programme 1.1 ICT Capacity Development of Educators
Project1.1.1ICTcompetencystandardsforteachersProject1.1.2DigitalpedagogyincollegesofeducationProject1.1.3Digitalpedagogyforin‑serviceteachers
Programme 1.2 ICT Capacity Development of Learners
Project1.2.1ICTcompetenciesofstudentsProject1.2.2DigitalcitizenshipforstudentsProject1.2.3TVET‑basedICTcompetenciesofstudentsProject1.2.4DigitalliteracyforNFEandCLClearners
Programme 1.3 ICT Capacity Development for Learning Support
Project1.3.1ICTcompetenciesofeducationalleadersProject1.3.2ICTcompetenciesoflibraryandlaboratoryassistants
Programme 1.1 ICT Capacity Development of Educators
GoalAlleducatorspervasivelyuseICTtoenhanceteachingandlearningprocess.
RationaleICThasimpactedthenatureofjobsandlivelihoodinallfields.TeachingprofessionisnotanexceptioninthiswaveofICT‑drivenchange.Theroleofeducatorsisuniqueinthecontextofthischangeastheyhavetoembrace itasawayof lifeandalsobetheagentsofICT‑basedhumancapitaldevelopment(Alazam,Bakar,Hamzah&Asmiran,2012).TheneedtoenhanceICTcapacityofeducators,atbothcollegeofeducationandschools,isconsideredakeyinterventiontoensureICTissuccessfullyintegratedintoteaching.
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Qualityteacherpreparationdependsonqualityofteachereducatorsandteachereducatorscannotteachwhattheydonotknow(Goodwin&Kosnik,2013).Likeanyotherprofessionalcompetencies,tobetterpreparepre‑serviceteacherswiththecompetenciestointegrateICTeffectivelyinteaching,theteachereducatorsmustpossessandmodeltheveryskills.
Continuousprofessionaldevelopmentisneededtokeepin‑serviceteacherscurrentandrelevantintermsofanyeducationalshiftsandinnovations,includingICTineducation.Recognizingtheimportanceofcontinuousprofessionaldevelopment,theMinistryofEducationcommitstosustainitsinitiativesandprogrammestoenhancethecompetenciesofteachers.DevelopmentofdigitalpedagogicalcompetencieshasbeenaccordedprioritytoenableteacherstoembraceICTforlivingandteaching.
AlthoughageneralneedforICTcompetencydevelopmentofeducatorsisrecognized,currentlytherearenostandardsandframeworkthatspecifytheICTcompetencyrequirements for teacher graduates andpracticing teachers.Thedevelopmentofstandardsandframeworkisexpectedtoguideinidentifyingthelearninggoalsofpre‑serviceteachersandcapacitydevelopmentneedsofin‑serviceteachers.
The three projects under this programme are intended to accomplish a holisticapproach towards capacity building of teacher educators, student teachers andpracticingteachersintheuseofICTineducation.ItisexpectedtotranslateintoICT‑mediatedqualitylearningexperiencesforstudents.
Project 1.1.1 ICT competency standards for teachers
RationaleRecognizingtheimportanceofdevelopingteachers’capacityforsuccessfulintegrationofICTintotheirclassroompractices,thegovernmentinitiateddifferenttrainingprogrammesforteachers.OnenotableinitiativewastheChiphen Rigphel projectthatstartedin2009.However,teachers’actualuseofICTintheclassroomislimitedtouseofslidesmerelyreinforcingthetraditionalteacher‑centredapproach.AspertheexperienceofUNESCOBangkokinICTineducationprojects,itrevealedthatissuesinAsia‑PacificregionareassociatedwithlackofalignmentandcoordinationbetweennationalICTineducationpolicyandactualteacherdevelopmentinusingICTtoenhancepedagogy.
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One‑timeandone‑size‑fits‑alltrainingforteachersareseentohavenoclearandsustainedimpactonteachers’instructionalpractices.Theschoolsurveyconductedas a part of the review of iSherig‑1 revealed that 47% of schools do not haveschool‑basedICTtrainingfor teachers.ThedevelopmentofanICTcompetencystandards will guide systematic competency‑based professional developmentprogrammes to support teachers’meaningful employmentof ICT in teaching. Itwillalsoserveasalearninggoalforteachereducationprogrammesatcollegesofeducation.
ThisprojectaimstodevelopnationalICTcompetencystandardsforteachersthatarealignedtotheBhutanProfessionalStandardsforTeachers(BPST)2019.TheICTcompetencystandardsareexpectedtoguidethedevelopmentofacomprehensiveroadmapthatpromotescompetency‑basedICTtrainingprogrammeswhichwouldsystematicallyguide,monitor,assessandtrackteachers’developmentatpolicyandinstitutionallevels.
ObjectiveDevelopICTcompetencystandardsforteachers.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)CollegesofEducation,RUBforaligningICTandpedagogymodulestoICTstandards
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.DevelopnationalICTcompetencystandardsforteachers
2019 2019 0.96
2.Alignpre‑servicetrainingcurriculumandin‑servicetrainingprogrammestoICTcompetencystandards
2019 2019 1.00
Total 1.96
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Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Numberofpre‑serviceteachertrainingmodulesondigitalpedagogyalignedtoICTcompetencystandards
NA All Module feedback
Once
2.Numberofin‑serviceICTtrainingmodulesalignedtoICTcompetencystandards
NA All Trainingreports
Annually
Project 1.1.2 Digital pedagogy in colleges of education
RationaleBhutanEducationBlueprint2014‑2024statesthatteachersneedtopervasivelyuseICTintheirteachingtoimprovethequalityofeducation.Theteachereducationprogrammesatthecollegesofeducationshouldbedesignedanddeliveredtomeetthisneed.WiththedevelopmentandimplementationofBhutanICTCompetencyStandardsforteachers,everyteachergraduatesisexpectedtomeetthefirstlevel(BeginningTeacher)standards.Thus,teachereducatorsofthecollegesofeducationmustbeequippedwithdigitalpedagogical skills toenable integrationof ICT intheirsubjectsofspecialization.
AstudyconductedbyChoedaetal.(2016)onintegrationofICTinthecollegesofRoyalUniversityofBhutan(RUB)recommendedthatadequatetrainingshouldbeprovidedtolecturerstoenhancetheuseofICTinteachingandlearning.Mostimportantly,thetrainingneediscriticaltothecollegesofeducationasithasdirectimpactonthecompetenciesofteachergraduates,whointurnimpactclassroompractices.
As per the iSherig Review Report (2018), there are issues pertaining to thealignmentofelectiveIT(EIT)moduleswithschoolICTcurriculuminbothcollegesofeducation.TheEITmodulescurrentlyofferedatSamtseCollegeofEducation
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requiresalignmentwithICTcurriculumforclassesVIItoXIIwhileParoCollegeofEducationrequiresalignmentwithICTcurriculumforclassesIVtoVI.
Thisprojectcomprisesofactivitiestoenhancedigitalpedagogyofteachereducators,ICTintegrationinsubjectsofspecializationandalignmentofelectiveITmoduleswiththeschoolICTcurriculum.ThisprojectisexpectedtocontributeinproducingteachergraduateswhoarecompetentinintegratingICTinclassroompractices.
Objectives1.Enhancedigitalpedagogicalskillsofallteachereducators.2.EquipallteachergraduateswithknowledgeandskillsonusingICTas
teaching‑learningtoolintheirsubjectareas.3.EquipICTteachergraduateswithknowledgeandskillstoteachschoolICT
curriculum.
Responsible BodiesCollegesofEducation,RUB(Lead)DepartmentofSchoolEducation,MoEforsupportRoyalEducationCouncilforcollaborationandsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Provideprofessionaldevelopmentondigitalpedagogytoteachereducatorsintwocollegesofeducation1.1 Conductneedsanalysis(2×0.10m)1.2 Developtrainingpackage(2×0.50m)1.3 Conductprofessionaldevelopment
(2×0.10m)1.4 Strengthenpolicyonuseofdigital
pedagogy(2×0.50m)1.5 Carryoutimpactstudy(2×0.50m)
2019 2022 3.40
Total 8.90
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Activity Timeline Cost(Mil. Nu)Start End
2.Equippre‑serviceteachersinusingICTasteaching‑learningtool2.1 Developandvalidatetrainingmodule
(1.00m)2.2 Carryoutimpactstudy(0.50m)
2020 2023 1.50
3.Alignpre‑serviceprimaryprogrammetoschoolICTcurriculum3.1 Developandvalidatemodule(1.00m)3.2 Evaluate(0.50m)
2022 2023 1.50
4.Alignpre‑serviceEITprogrammetosecondaryschoolICTcurriculum4.1 ReviewexistingEITmodule(1.00m)4.2 DeveloporreviseEITmodule(1.00m)4.3 Evaluate(0.50m)
2019 2023 2.50
Total 8.90
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Percentageofteachereducatorsconfidentinusingdigitalpedagogyintheirmodules
70% 100% Casestudy Once
2.PercentageofteachergraduatesconfidenttointegrateICTintheirareaofspecialization
NA 100% Teacherassessment asperBhutanICTcompetencystandards
Annually
3.PercentageofICTteachergraduatesconfidenttoteachschoolICTcurriculum
NA 100% Module feedback
Biannually
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Project 1.1.3 Digital pedagogy for in-service teachers
RationaleBhutanEducationBlueprint2014‑2024revealsthattheacademicperformanceofstudentsdoesnotmeettheexpectedstandards.Teachercompetencyisidentifiedasoneofthefactorsaffectingteachers’performance,whichinturnisattributedtolackofcontinuousandqualityprofessionaldevelopmentprogrammes.Therefore,thereisaneedtoprovidequalityprofessionaldevelopmentprogrammesonICT‑integratedinteaching‑learningprocessasoneofthecoreareasofprofessionaldevelopmentprogramme.
QingdaoDeclaration(2015)proposedthatintegrationofICTintoteachingandlearningrequiresrethinkingtheroleofteachersandreformingtheirpreparationandprofessionaldevelopment.Therefore,itisimportanttoproviderelevanttrainingtoteachersnotonlytoimprovetheirICTcompetencyandknowledgebutalsotoimprovetheirbeliefsandattitudetowardstheuseofICTineducation(Semerci&Aydın,2018).
Studies show that there is a close relationship between teachers’ capacity inICT‑integrated pedagogy and student learning (Kawai,Wangdi,Galay,Miwa,&Yamada,2016;Choeda,Penjor,Dukpa,&Zander,2016).Asanationalefforttowardssustainableandsystematicprofessionaldevelopment,guidedby ICTcompetencystandards,thisprojectisexpectedtoenhancethecapacityofteacherstointegrateICTinteachingandlearning.
ObjectiveEquipallin‑serviceteacherswithknowledgeandskillsinusingICTforteachingandlearning.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)CollegesofEducationfortechnicalsupportRoyalEducationCouncilfortechnicalsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Provideprofessionaldevelopmentondigitalpedagogytoteachers1.1 Conductneedsassessment(0.50m)1.2 Developtrainingpackagebased
onICTcompetencystandardsandrecommendationsfromtheneedsassessment(1.00m)
1.3 Conductnationwideprofessionaldevelopmentprogramme(95.00m)
1.4 Carryoutimpactstudy(2.50m)
2020 2023 100.00
Total 100.00
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Percentageofteacherscompetentinusingdigitalpedagogyintheirteaching‑learningprocess
NA 100% Nationwideteachersassessment
Once
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Programme 1.2 ICT Capacity Development of Learners
GoalLearnersuseICTpositivelyfortheirlearningandliving.
RationaleThe world is witnessing a phenomenal growth in communication technology,computer networks and information technology.With such exponential growthin ICT, the use of ICT has become inevitable in all aspects of our lives.Withdevelopment,economiesaroundtheglobemovedfromagriculturetomanufacturingandservicesectors.Bhutanfollowedthisinitsdevelopmentaltrajectory.Suchshiftsinstructureofeconomyonlyhighlightstheimportanceoftheneedofhigher‑levelskillsincludingICTtoleadaproductivelife.
Intherecentpast,thegovernmentinvestedinthedevelopmentofICTinfrastructureand curriculum in schools to provide appropriate skills to students. However,accordingtoUNESCO(2018),youthinSouthAsia,South‑EastAsiaandPacificregions lack creative and innovative competencies aswell as basicwork‑relatedskillsandarefourtosixtimesmorelikelythanadultstobeunemployed.Therefore,thereisapressingneedtodevelopICTcapacityofourlearners.
With the increase in access to digital devices and Internet, the probability ofbecomingvulnerable to thecybersecurityrisks isever increasing.Thechildren,youths and the non‑literates are at a higher risk. Therefore, it is of paramountimportancetobuildICTliteracyandcompetency.TheICTcapacitydevelopmentandawarenessondigitalcitizenshipunderthisprogrammeshouldbeprovidedtoschoolstudentsandNFElearners.
As per theTVETBlueprint 2016‑2026 (2016), Bhutan is facedwith the dualchallengeofhighyouthunemploymentandincreasingnumberofyouthsenteringthelabourmarket.SinceTVETisseenasameansofempoweringindividualwithadequateskillsandenhancingtheiremployability,Bhutanaimstostrengthenandexpandtechnicalandvocationaleducationandtraininginschools(12thFYP,MoE).Therefore, ICT trade is seen as oneof the areas for diversificationofTVET inschools.
TherearefourprojectsinthisprogrammedesignedtoenhanceICTcompetenciesoflearners.
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Project 1.2.1 ICT competencies of students
RationaleBhutanEducationBlueprint2014‑2024explicitlystatesthatthestudentsmustbeproductiveusersoftechnology,especiallyICTasanindispensabletoolforsuccessinallareasoflearning.SeveralcurricularandinformalstrategieshavebeeninitiatedtoenhanceICTcompetenciesofstudents.
TheMinistryofEducation,inlinewithiSherig‑1,startedimplementationofICTliteracycurriculumin2017forclassesIV‑VIandin2018forclassesVII‑VIII.TheLiteracywithICTcurriculumwillreplaceComputerApplicationsubjectcurrentlyoffered in classes IX andX. Similarly, the classes XI andXII computer studieswillbereplacedbyanewcurriculum.ThesechangeshadalsobeenrecommendedduringtheNationalSchoolCurriculumConferenceheldin2016.
ThisprojectisexpectedtoconsolidateICTcapacitydevelopmentofstudentsfromclassesIVtoXII.TheliteracywithICTcurriculumforclassesIXandXaimstoequiplearnerswithfunctionalICTknowledgeandskillstoperformproductivelyandresponsiblyinknowledgesociety.TheComputerSciencecurriculumforclassesXIandXIIwillpreparelearnerstoacquirefoundationalknowledgeandskillstopursuepotentialpost‑secondaryeducationandworkopportunitiesinICTfield.
Objectives1.EquipclassesIVtoXstudentswithfunctionalICTknowledgeandskills.2.EquipstudentsofclassesXIandXIIwithfoundationalICTknowledgeand
skills.
Responsible BodiesRoyalEducationCouncil(Lead)DepartmentofSchoolEducation,MoEforimplementationsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1. ImplementICTliteracycurriculuminclassIX1.1 Developtrainingpackagefororientation
workshop(0.30m)1.2 Conductteacherorientationworkshop
(2.00m)
2018 2019 2.30
2. ImplementICTliteracycurriculuminclassX2.1 Select,reviewandmoderateoutsourced
textbook(0.50m)2.2 Developtrainingpackagefororientation
workshop(0.30m)2.3 Conductteacherorientationworkshop
(2.00m)
2019 2020 2.80
3. ImplementComputerScienceforclassXI3.1 Finalizetheselectedtextbook(0.30m)3.2 Developtrainingpackagefororientation
workshop(0.30m)3.3 Conductteacherorientationworkshop
(2.00m)
2020 2021 2.60
4. ImplementComputerScienceforclassXII4.1 Select,reviewandmoderateoutsourced
textbook(0.50m)4.2 Developtrainingpackagefororientation
workshop(0.30m)4.3 Conductteacherorientationworkshop
(2.00m)
2021 2022 2.80
5.ReviewICTliteracycurriculumforclassesIVtoVIII5.1 Carryoutreviewstudy(1.00m)
2021 2023 1.00
Total 11.50
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Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofclassXstudentswhopassedtheICTliteracycourse
NA 100% Nationalassessment
Annually
2.PercentageincreaseinclassXIIstudentswhoappearedforComputerScienceexamination
TBDin2021(inoldICTcurriculum)
10% Nationalassessment
Once
3.PercentageincreaseofclassXIIstudentswhopassedComputerScience
TBDin2021(inoldICTcurriculum)
10% Nationalassessment
Once
4.NumberofICTcurriculumreviewedfromclassesIVtoVIIIby2022
NA Five class levels
Reviewreport
Once
Project 1.2.2 Digital citizenship for students
RationaleBhutaneseareincreasinglygettingconnectedtoInternet.Internetaccesshasscaledupfrom0.4%in2000to36.9%in2016,whichisthehighestinSouthAsia(Tenzinetal.,2018).AccesstoInternetanddigitaldevicesmaycomewiththechallengesofdealingwithharmfulonlinebehaviourssuchasaccessinginappropriatecontent,excessivetimespentoncomputers,engaginginillegalactivitiesandcyberbullying.
Astudyonprevalenceofinternetaddictionandassociatedpsychologicalchallengesamong college students in Bhutan found that internet addiction is high amongstudentsintheagerange18‑24years.Itrecommendedtheneedtocreateawarenessaboutinternetaddictionforpolicymakers,teachers,students,parentsandgeneralpublic (Tenzin et al., 2018). Most educators and parents are unaware of theapproachesthattheycantakeineducatingandprotectingchildrenfromtheserisks.
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InlinewithiSherig‑1,aneffortwasmadeinintroducingsomeaspectsofdigitalcitizenshipthroughICTliteracycurriculum.However,duetotheincreaseintheuse of Internet and digital devices by children, the role of parents has becomeincreasingly challenging.Therefore, it is timely forBhutan to implement digitalcitizenshipprogrammeforourchildrenandparentstoempowerthemwithskillsandcompetenciesrequiredinthedigitalworld.
Objectives1.Empowerstudentstoparticipateresponsibly,safelyandethicallyinthedigital
world.2.Enhanceparents’capabilitytoguidetheirchildrentousetechnologysafelyand
productively.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)RoyalEducationCouncilforpartnershipandsupportDepartmentofInformationTechnologyandTelecom,MoICforcollaborationandsupportDirectorateofServices,MoEforsupportDepartmentofYouthandSportsforcollaborationandsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Conductbaselinestudyondigitalcitizenship1.1 Adoptandfinalizesurveyquestionnaire
fromUNESCODKAPproject(0.50m)1.2 Conductsurveyonstudents(0.80m)1.3 Analysedataandwritereport(0.50m)
2020 2020 1.80
2.Providedigitalcitizenshipprogrammetostudents2.1 Developorientationpackage(0.50m)2.2 Conductworkshopsondigitalcitizenship
(2.00m)
2021 2021 2.50
Total 8.60
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Activity Timeline Cost(Mil. Nu)Start End
3.Providedigitalcitizenshipworkshopstoparents3.1 Developtrainingpackage(0.50m)3.2 Conductworkshopsondigitalcitizenship
(2.00m)
2021 2021 2.50
4.Conductnationwidesurveytoevaluateimpactofdigitalcitizenshipprogramme4.1 Adoptandfinalizesurveyquestionnaire
fromUNESCODKAPproject(0.50m)4.2 Conductsurveyonstudents(0.80m)4.3 Analysedataandwritereport(0.50m)
2022 2023 1.80
Total 8.60
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Percentageincreaseinstudentsexhibitingdigitalcitizenshipcompetencies
TBD 20% Survey Twice
Project 1.2.3 TVET-based ICT competencies of students
RationaleHuman resource development through well‑planned education and traininginitiativescancontributesignificantlyinpromotingtheinterestsoftheindividuals,theeconomy,andthesocietyatlarge.Tothisend,aneffectiveTVETcanimpactdirectlyandpositivelytowardshelpingindividualsforgainfulemployment.
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As per the Annual Education Statistics (AES) 2018, only about 7% of class XgraduatestakeupTVETcoursesannuallyintechnicaltraininginstitutesundertheMinistryofLabourandHumanResources(MoLHR).BhutanEducationBlueprint2014‑2024withitsneweducationpathwayexpectstoabsorbatleast20%ofthestudentsinTVETprogramme.Inlinewiththis,theMinistryofEducationaimstoexpandanddiversifyTVETasanoptionalsubjectforclassesIX‑XIIinthe12th FYP inschooleducation.ThisinitiativewillalsohelpinachievingtheSDG4.4whichassertstosubstantiallyincreasethenumberofyouthandadultswhohaverelevantskills, including technicalandvocational skills, foremployment,decent jobsandentrepreneurshipby2030.
Oneoftheinitiativesthatareplannedinthe12thFYPistodevelopandestablishTVET in the school education system through Skills Training and EducationPathwaysProject(STEP‑UP)fundedbytheAsianDevelopmentBank(ADB).ThisparticularprojectwillfocusonenhancingcomputerhardwareandnetworkingtradeinRangjungHigherSecondarySchool,Trashigang,andintroductionofcomputersoftwaretradeinBabesaHigherSecondarySchool,ThimphuThromde.
Objectives1.Equipstudentswithcomputerhardwareandnetworkingskills.2.Equipstudentswithcomputersoftwareskills.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)RoyalEducationCouncilforcurriculumdevelopmentDepartmentofOccupationalStandards,MoLHRforcollaborationandsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.DevelopandimplementTVEThardwaretradeforclassesIX‑X1.1 Developcompetency‑basedlearning
materials(CBLM)(0.33m)1.2 Developorientationpackage(0.05m)1.3 OrientinstructorsonCBLM(0.43m)1.4 Implementhardwaretrade
2019 2021 0.81
2.DevelopandimplementTVEThardwaretradeforclassesXI‑XII2.1 DevelopCBLM(0.33m)2.2 Developorientationpackage(0.05m)2.3 OrientinstructorsonCBLM(0.43m)2.4 Implementhardwaretrade
2019 2022 0.81
3.DevelopandimplementTVETsoftwareapplicationtradeforclassesIX‑X3.1 Carryoutneedanalysis(0.10m)3.2 DevelopCBLM(0.55m)3.3 Traininstructors/teachers(0.85m)
2021 2023 1.50
Total 3.12
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofsecondaryschoolgraduateswithTVETelectivesemployedorenrolledinhigherTVETcourseswithin6monthsofcompletingtheircourse
TBD 60% Tracerstudy
Annually
2.PercentageoffemalestudentstakingupTVETICTtrades
NA 40% EMIS Annually
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Project 1.2.4 Digital literacy for NFE and CLC learners
RationaleInrecentyears,ICTinBhutanhaspenetratedmostpartsofthecountrymakinglifeeasierandcomfortable,butithasalsomadepeoplevulnerabletointernetscamsandrisksofharmfulandillegalonlinebehaviours.Lizardi(2002)describedICTsincluding radio, television, audiotape andvideotape as an efficient, cost‑effectivemeansof supporting the learning for illiterateadultsandout‑of‑school learners.Ingeneral,fortheAsia‑Pacificregion,ICToffershugepotentialtostimulateandrealizethehumancapital.
Since2017,theMinistryofEducationhasstartedtorolloutICTliteracycurriculumintheformaleducationsystemtosupportchildren’sdigitalcitizenshipskillsandcompetencies.Similarly,itisimportanttosupportNFEandCLClearners.ThiswillenableNFElearnerstoaccesstheICT‑mediatedpublicservicessuchasgovernment‑to‑citizens(G2C)servicestoeasetheirlifeandusedigitalresourcesresponsibly.
ThisprojectaimstoincreaseICTadoptionandusage,andtoenhancethecapabilityofNFElearnerstouseICTforeconomicempowermentandinnovation.Itisalsointendedtocreateawarenessamongthegroupandenabletechnologyadopterstomakeinformeddecision.
ObjectiveEquipNFEandCLClearnerswithfunctionaldigitalliteracyskills.
Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)DepartmentofInformationTechnologyandTelecom,MoICforcollaborationandtechnicalsupportDepartmentofSchoolEducation,MoEforsupportDirectorateofServices,MoEforsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.DevelopdigitalliteracymoduleforNFEandCLCprogramme1.1 Conductneedsanalysisthrough
consultations(0.50m)1.2 Developdigitalliteracymodule(1.00m)1.3 Printanddistributedigitalliteracymodule
(2.00m)
2020 2022 3.50
2. Implementdigitalliteracymodule2.1 Train/orientNFEinstructorsandCLC
managersonfunctionaldigitalliteracycurriculum(5.50m)
2.2 ImplementthemoduleinNFEandCLCcentres(5.50m)
2022 2023 11.00
Total 14.50
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofNFEcentresimplementingfunctionaldigitalliteracymodule
NA 100% Survey Annually
2.PercentageofNFElearnersusinggovernmentG2Cservices
NA 50% Survey Twice
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Programme 1.3 ICT Capacity Development for Learning Support
GoalEnhancecapacityofeducationalleadersandprofessionalsupportstafftosupporttheintegrationofICTinteachingandlearning.
RationaleICTintegrationineducationconventionallyfocusesmoreonequippingschoolsandinstitutionswithhardwareandsoftware.However,fortheeffectiveuseofhardwareand software, appropriate support is necessary. Confirming the importance ofsupportservicesinschools,itwasfoundthatteachersinschoolswithhigherqualityICTsupportaremore likelytousetechnologyintheir teaching,andinawidervarietyofways,thanteachersreceivinglowerqualitysupport(Ronnkvist,Dexter&Anderson,2000).
Recognizing the facilitative role of ICT in making teaching‑learning excitingandengaging,trainingofScienceandICTlaboratoryassistantswasidentifiediniSherig‑1.AlthoughthetrainingofICTlaboratoryassistantswasinitiatedandabout46%of themwere trained(iSherigReviewReport,2018), theother laboratoryassistantscouldnotbetrained.Therefore, there isaneedtoprovidetrainingtoalllaboratoryassistantsinschoolsacrossthecountry.Further,thereistheneedtotrainlibraryassistantsinschoolssincetheyplayanimportantroleinsupportingteachersandstudentstouseICTtoaccessonlineresources.
Similarly,schoolleadersalsoplayakeyroleintheintegrationofICTineducation.LackofsupportfromschooladministrationimpedesICTintegration.ForeffectiveintegrationofICT,school leadersmusthavecertain levelofICTcompetencyaswellasbroadunderstandingoftechnical,curricular,financialandsocialdimensionsofICTuseineducation.Therefore,theyneedtobeawareofbothtechnicalandinstructionalaspectswhileconsideringtechnologysupportineducationalsetting.
TherearetwoprojectsidentifiedunderthisprogrammeonthecapacitydevelopmentofICTlaboratoryassistantsandeducationleaders.TheseprojectsareexpectedtoensurethatICTinfrastructurearefunctionalinschoolstosupportICTintegrationinteachingandlearning.
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Project 1.3.1 ICT competencies of educational leaders
RationaleEducational leaders (DEOs, TEOs, and principals) are pivotal in making anyeducational programme successful in schools. Their active support and soundunderstanding of the values andmerit of educational technology is one of thefactors for successful implementationof ICT ineducation.Moreover, ICT‑basededucational management programme enhances educational leaders’ efficiency inmanagingandassessingstudents’progressforqualityandtimelyfeedback.
Besides facilitating ICT integration in instruction, school leaders can leveragetechnology to build efficient management practices, which will have positiveinfluenceonthequalityof teaching‑learningprocess. Inotherwords, theabilityof school administrators to plan, inspire and lead technology usage in a schoolstronglyinfluencesthesuccessofICTineducation.InBhutanEducationBlueprint2014‑2024,capacitydevelopmentofeducationleadersishighlightedasanimportantinterventiontorealizethepotentialofICTineducationmanagementandsupport.
ThisprojectaimstoprovideprofessionaldevelopmentonICT‑basedmanagementandinstructionalsupportforDEOs,TEOsandprincipals.
ObjectiveEnhance competency of educational leaders in ICT‑based management andinstructionalsupport.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DirectorateofServices,MoEforcollaborationandsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Provideprofessionaldevelopmenttoprincipals/DEOs/TEOsonICT‑basedmanagementandinstructionalsupport1.1 Conductneedsassessment(0.20m)1.2 Developframeworkandtrainingpackages
(1.00m)1.3 Conducttrainingoftrainers(1.00m)1.4 Rollout(6.00m)
2019 2022 8.20
Total 8.20
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofprincipalsorientedonICT‑basedmanagementandinstructionalsupport
NA 100% Trainingreports
Once
2.PercentageofDEOs/TEOsorientedonICT‑basedmanagementandinstructionalsupport
NA 100% Trainingreports
Once
3.PercentageofschoolleadersusingICTtoolstoenhancemanagementandinstructionalsupport
NA 100% Survey Once
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Project 1.3.2 ICT competencies of library and laboratory assistants
RationaleCurrently,therearelibraryandlaboratoryassistantsdeployedinschoolstosupportteachingandlearning.Withrighttrainingandsupervision,theycanhelpteachersandstudentstosuccessfullyintegrateICTinteaching‑learningprocess.
AsperiSherigReviewReport(2018),mostofthecomputerlaboratoryassistantswereemployedwithoutICTbackground.Thereviewfoundoutthatonly46%oftheICTlaboratoryassistantsreceivedtraining.Inaddition,32%oftherespondentsrecognizedthatICTlaboratoryassistantsweresomewhatorverycompetent,while54%regardedtheircompetencyasneutral.
With theuseof ICT,science laboratoryassistantshave theopportunity tomakelearningsciencemeaningfulandinteresting.Torealizethis,theyrequiretrainingtoequipthemwithknowledgeandskillstosupportstudentsandscienceteachers.
Similarly,libraryassistantshelpbothteachersandstudentsinlocatingandsharinginformationrelatedtolearningandteaching.Overtheyears,theuseofICTinthelibraryhasbecomeimportant.About177libraryassistantsweretrainedonKohaonlinecataloguingin2017.Extendingthisinitiativetotrainalllibraryassistantsonneed‑basedcapacitydevelopmentprogrammes,itisimportanttoenhancetheirprofessionalservices.
ThisprojectaimstotrainICTandSciencelaboratoryassistants,andlibraryassistantstouseICTtosupportteachersandstudentsintheirteaching‑learningprocesswhileenhancingthemanagementoftheirlaboratoriesandlibraries.
ObjectiveEnhancethequalityofservicedeliverybylibraryandlaboratoryassistantsthroughtheuseofICT.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DepartmentofInformationTechnologyandTelecom,MoICforsupportDirectorateofServices,MoEforcollaborationandsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.TrainICTlaboratoryassistantsonhardwaremaintenance,softwareinstallation,andnetworksetup1.1 Conductneedsanalysis(0.10m)1.2 Developcompetencystandardsandtraining
package(0.20m)1.3 Conducttraining(9.00m)
2019 2023 9.30
2.Trainsciencelaboratoryassistantsontheuseofscienceexperimentappsandsoftware.2.1 Conductneedsanalysis(0.10m)2.2 Developcompetencystandardsandtraining
package(0.20m)2.3 Conducttraining(10.00m)
2019 2023 10.30
3.Trainlibraryassistantsondigitalcataloguingandonlineinformation3.1 Conductneedsanalysis(0.10m)3.2 Developcompetencystandardsandtraining
package(0.20m)3.3 Conducttraining(9.00m)
2019 2023 9.30
Total 28.90
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofICTlaboratoryassistantstrained
46% 100% Trainingreport
Once
2.PercentageofSciencelaboratoryassistantstrained
NA 100% Trainingreport
Once
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Indicator Baseline Target Data Source
Frequency
3.Percentageincreaseinschoolsusinglibrarymanagementsystem
NA 20% Survey Once
4.PercentageofteacherssatisfiedwithservicesprovidedbyICTlaboratoryassistants
NA 60% Survey Once
iBuildGoalEnhance the use of ICT-integrated teaching and learning resources by learners, teachers, NFE instructors and CLC managers.
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RationaleTraditionaleducationalenvironmentdoesnotpreparelearnerstofunctionorbeproductiveintheworkplacesofthe21stcentury.Realizingthatstudentsarealreadyusingtechnology,itcreatesopportunitiesforintegrationofICTintheclassroomtomaketeaching‑learningeffectiveandenriching.
Over the years, education has evolved from classroom lectures to the use ofICT‑mediatedteaching‑learningresourcessuchasonlinecourses,videotutorialsande‑books.Well‑designedICT‑integratedresourcescanimprovestudentengagementand knowledge retention, and encourage collaboration and individual learning,resulting in active and meaningful learning (Savvidis, 2016). By using digitalresources,italsobecomeseasier,cheaperandfastertoupdatecontent,reducingthetimegapinprovidingup‑to‑dateinformationtolearnersandeducators.
SincethecurrentICTintegrationeffortsaresmall,siloedandnotwellcoordinated,teachersfacedifficultyaccessingreliableresourcesrelevanttotheirsubjects.NeitherCLCmanagers andNFE instructorshave access todigital resourcesnordo thestudentshaveaccess tocuratedrepositoryofdigital resources.Hence, there isaneedtostreamlinetheinitiativesforunifiedandeasyaccesstolearners,especiallythestudentswithspecialneeds.
Thisthrustwithoneprogrammeandfourprojectsaimstocurateandcustomizefreee‑resourcesaswellascreatemedia‑richresourcestoenrichteaching‑learningprocessinschools,CLCsandNFEcentres.AmultimediastudioshallbeestablishedunderProject3.1.4iniConnectthrusttosupportcontentdevelopment.
Programme 2.1 Pervasive Use of Digital Educational Resources
Project2.1.1DigitalinteractivetextbooksProject2.1.2ContentadaptationforspecialneedsProject2.1.3DigitaleducationalresourcesforschoolsProject2.1.4DigitaleducationalresourcesforNFE
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Programme 2.1 Pervasive Use of Digital Educational Resources
GoalEnsure availability and accessibility of digital educational resources to learners,teachers,NFEinstructorsandCLCmanagers.
RationaleAstudybyPlompet al. (2009) indicates that access to ICT infrastructure andresourcesisanecessaryconditionforeffectiveadoptionandintegrationofICTineducation.TheimportanceofequitableaccesstoICTinschoolsisalsohighlightedinEducation2030AgendaanditsFrameworkforAction.TheSDGindicator4.a.1alsounderscorestheimportanceof“Internetandcomputersforpedagogicaluse”.AsasteptowardsICTintegrationineducation,provisioningofICTinfrastructureanddevelopmentofe‑resourcesforschoolswereidentifiedandinitiatediniSherig‑1.However,duetofinancialconstraint,theprogresshasbeensmallandincremental.
CurrentICTintegrationeffortsincludetheuseofPhETInteractiveSimulationsinScienceandGeoGebrainMathematicscurriculum,curationofresourcestosupportteaching of textbook‑lessWorldHistory and the use ofGoogleClassroom as apedagogicaltool.
Bhutan Education Blueprint 2014‑2024 recommends developing “content foran ICT‑driven curriculum to support a vibrant ICT‑led teaching and learningenvironmentacrossBhutan”.Thisrecommendationappliestoschools,NFEcentresandCLCs.Sincetheneedsmostlypertaintocompetencies,thisprogrammeintendstosupportbuildingdigitalresourcestoassistteachersandstudentsinschools,CLCmanagersandlearners,andNFEinstructorstobringaboutdeeperandmeaningfulteachingandlearning.
Four projects are identified to support ICT integration in education under thisprogramme.Thisincludesdevelopmentofdigitalinteractivetextbooksforschools,accessible e‑resources for studentswith visual and hearing impairment, curatedresourcesforschools,anddigitalresourcesforNFEinstructorsandCLCmanagers.
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Project 2.1.1 Digital interactive textbooks
RationaleAs students becomemore technologically proficient, it is important to embracethe digitization of traditionally printed textbooks. Digital textbooks employmultimediacontentsuchasembeddedvideos,animatedpresentations,hyperlinksandassessmentstomakelearninginteractiveandengaging.ResearchbyO’Bannon,Skolits&Lubke(1997)indicatesthatbesidesprovidinganewwayoflearning,theinteractivetextbookmakeslearningmoreexciting,motivateslearnersandincreasestheirattentiontowardinstruction.
Other benefits of digital textbooks include improved access to textbooks forstudentswithdisabilities.Andforcontentproviders,amajorsellingpointisthatitiseasierandcheapertoupdatethecontent,potentiallysavingsubstantialcostsonneweditionsofprintedtextbooks.Digitaltextbooksarenotplannedandintendedto replace the printed textbooks, but to provide an alternative, richer learningenvironment forstudentsandteachers,providequickupdatesofcontentandtobettersupportthosewithspecialneeds.
AfeasibilitystudycarriedoutiniSherig‑1recommendedpilottestingthedigitaltextbookinselectedschoolstoascertainitseffectiveness.Accordingly,aprototypeof digital textbook on class V ICT was developed in iSherig‑1 and it will beimplementediniSherig‑2.
iSherigReviewReport(2018)recommendstocontinuewiththeinitiative,ensuringtheircompatibilitywiththelearningplatformanddigitaldevicesproposedunderiConnectthrust.Therefore,twoothertextbooks(classVSocialStudiesandclassVIIGeography)areidentifiedtobedevelopedintodigitaltextbooksasthesesubjectswererecentlyreformedandnomajorchangesincontentareanticipatedforsomeyears.
ObjectiveImplementdigitalinteractivetextbooksforclassVICTandSocialStudies,andclassVIIGeography.
Responsible BodiesRoyalEducationCouncil(Lead)DirectorateofServices,MoEfore‑learningplatform
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.PilotclassVICTdigitaltextbook1.1 Orientteachersfrompilotschools(0.40m)1.2 Monitorandprovideon‑sitesupportto
pilotschools(0.30m)1.3 Refinedigitaltextbook(0.30m)
2019 2019 1.00
2.DevelopdigitaltextbooksthroughWriters’Workshop2.1 DevelopdigitaltextbookforclassVSocial
Studies(1.00m)2.2 DevelopdigitaltextbookforclassVII
Geography(1.00m)
2020 2021 2.00
3. ImplementdigitaltextbooksthroughNationalBasedIn‑serviceProgramme3.1 OrientclassVICTteachers(2.50m)3.2 OrientclassVSocialStudiesteachers
(2.50m)3.3 OrientclassVIIGeographyteachers
(2.00m)
2020 2022 7.00
4.Conductmonitoringandreview 2023 2023 0.50
Total 10.50
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofsubjectteachersorientedonICT,SocialStudiesandGeographydigitaltextbooks
NA 100% NBIPreport
Annually
2.Percentageofschoolsusinginteractivetextbooks
NA 80% Schoolassessment
Once
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Indicator Baseline Target Data Source
Frequency
3.Percentageincreaseinlearningscoresindigitizedsubjects
TBD 10% Schoolassessment
Twice
Project 2.1.2 Content adaptation for children with special needs
RationaleOne of the key indicators in the 12th FYP is using the standards for inclusiveeducationtoimproveaccessandqualityofeducationforchildrenwithdisability.TheBhutanEducationBlueprint2014‑2024under2.1.4AccesstoSpecialEducationNeeds(SEN)alsolaysemphasisonstrengtheningspecialeducationserviceswithappropriatesupportservicesandfacilitiesincludingteaching‑learningmaterialsandassistivedevices.
ICT can help improve accessibility to learning resources for visually impairedstudentswiththeuseof text‑to‑speechsoftware,highcontrastdisplaysandfontresizing, thusbringingequity in termsofaccess to learningresources.Similarly,ICTcanassist learnerswithhearingimpairmentthroughvisualmediumsuchasvideosandpictures.Currently,studentswithvisualandhearingimpairmentfacechallengesaccessinglearningmaterialsliketextbooksdesignedforgeneralstudents.
ICT for special education serviceswasmentioned implicitly in connectionwithother projects in iSherig‑1, owing to which it was not emphasised during theimplementation. Therefore, a separate project for special education needs wasidentifiediniSherig‑2.
Thisprojectwilllookintocuratinganddevelopingappropriatelearningmaterialsforsecondaryschoolstudentswithvisualandhearingimpairmentandcreatingadigitallearningresourcesbank.Creatingdigitallearningresourcesthatareaccessibleforvisuallyandhearing‑impairedstudentswillenablethemtoaccessinformationinstantly and adapt to their own specific needs.Appropriate digital devices andtechnologytofacilitateaccessandusabilityofthedigitallearningresourcesshallbeguidedbythetechnologystandardsdevelopedunderProject3.1.1iniConnectthrust.
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ObjectiveCurate accessible digital learning resources for secondary school students withvisualandhearingimpairment.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)RoyalEducationCouncilforpartnershipandtechnicalsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Develope‑resourcesforclassIXsubjects1.1 Conductconsultativeworkshopswith
theteachersofMuensellingInstituteandWangselInstitute(0.50m)
1.2 Reviewexistinglearningcontentandidentificationoftopics(1.00m)
1.3 Developandcuratelearningmaterials(2.00m)
1.4 Provideonline/offlineaccesstolearningmaterials(1.00m)
2019 2022 4.50
2.Develope‑resourcesforclassXsubjects2.1 Conductconsultativeworkshopswith
theteachersofMuensellingInstituteandWangselInstitute(0.50m)
2.2 Reviewexistinglearningcontentandidentificationoftopics(1.00m)
2.3 Developandcuratelearningmaterials(2.00m)
2.4 Provideonline/offlineaccesstolearningmaterials(1.00m)
2020 2023 4.50
Total 9.00
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Key Indicators
Indicator Baseline Target Data Source
Frequency
1.NumberofsubjectsaccessibleindigitalformatforclassesIXandX
NA All Workshopreport
Annually
2.Percentageofstudentswithvisualandhearingimpairmentusingdigitalresources
NA 100% Survey Annually
Project 2.1.3 Digital educational resources for schools
RationaleStudentsmightbedigitalnatives,comfortablewithandimmersedintechnology,and they might be “media multitasking”, using several media concurrently, buttheydependonteacherstolearnthroughdigitalmeans.Inaseaoffreeandopeneducationalresources(OER),findingtherelevant,high‑qualityresourcescontinuestobeadauntingandtime‑consumingtaskforteachersandstudents.
BuildingarepositoryofcarefullyvetteddigitalresourcesforschoolsisseenasawaytoeasethepressureonteacherswhileintegratingICTintheirteachingprocess.ThisisespeciallyrelevantforsubjectssuchasteachingofhighersecondaryWorldHistory,whichhasgonetextbook‑lesstoencourageinvestigative,self‑directedandcollaborativelearningforstudents.
Use of varied digital resources ‑ videos, animations, presentations, flipbooks ‑is expected to supplement and enrich existing print‑based textbooks and otherteachingand learningmaterials.Research indicates that theuseofandexposureto digital media do not displace but operate in concert with older forms suchas traditionalprintmedia (Rideout,Foehr&Roberts,2010).Asdigitalnatives,studentsthesedaystendto“mediamultitask”(Bittmanetal.,2011)andthereforeithelpstoprovidevariedmultimediaresourcestoengagestudentsmeaningfully.
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WithinthetimeframeofiSherig‑2,theprojectaimstobuildadatabase/repositoryofcurateddigitalresourcesforScienceandMathematicssincethereisaneedtodeepenstudents’knowledgeandunderstandinginSTEMtopreparethemforhighereducation or competitive economy (Bhutan Education Blueprint 2014‑2024).WorldHistorywill be continued in this project since the prototypewas earlierdevelopedinthissubject.ThedevelopmentofdigitalresourcesshallconformtothestandardframeworkforintegratingICTintocurriculum,whichshallalsobedevelopedthroughthisproject.Thedigitalresourcesshallbehostedone‑learningplatformthatwillbedevelopedunderProject3.3.3iniConnectthrust.
Objectives1.BuildmultimodaldigitaleducationalresourcesinScience,Mathematicsand
WorldHistoryby2022.2.Orientteachersontheuseofmultimodaldigitalresourcesfortheabovethree
subjectsby2023.
Responsible BodiesRoyalEducationCouncil(Lead)DirectorateofServices,MoEfore‑learningplatform
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Developguideline/frameworkonICTintegrationincurriculum1.1 Conductreviewandresearch(0.10m)1.2 Consultwithstakeholders(0.30m)1.3 Publishtheguideline(0.10m)
2019 2019 0.50
Total 12.70
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Activity Timeline Cost(Mil. Nu)Start End
2.Developdigitalresourcesforthreesubjects2.1 Reviewandidentifylearningcontent
(1.00m)2.2 Curateoroutsourcedevelopmentofdigital
resourcesforScience(2.00m)2.3 Curateoroutsourcedevelopmentofdigital
resourcesforMathematics(2.00m)2.4 Curateoroutsourcedevelopmentofdigital
resourcesforWorldHistory(2.00m)
2020 2022 7.00
3. Implementdigitalresources3.1 Hostresourcesone‑learningplatform
(0.10m)3.2 Developtrainingpackage(0.60m)3.3 OrientScienceteachers(1.50m)3.4 OrientMathematicsteachers(1.50m)3.5 OrientHistoryteachers(1.50m)
2021 2023 5.20
Total 12.70
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.NumberofguidelinesonICTintegrationincurriculum
NA 1 RECannual report
Once
2.Percentageofteachersorientedontheuseofdigitaleducationalresources
NA 100% Workshopreport
Annually
3.Percentageofstudentsusingdigitaleducationalresources
NA 100% Survey Once
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Project 2.1.4 Digital educational resources for NFE programmes
RationaleBhutanhasmadeaconsiderableprogressintermsofexpandingaccesstoliteracyservicesinthepastfewdecades.Thisisevidentfromtheincreaseinadultliteracyratefrom53.8%in2005to66.6%in2017(PHCB2017).SuchsuccesscanbeattributedtoefficientNFEprogrammeinthecountry.Totakethisfurther,Bhutanaimstoachieve75%adultliteracyratebytheendof12thFYPand80%adultliteracyrateby2024asindicatedinBhutanEducationBlueprint2014‑2024.Digheetal.(2009)arguedthatICTcanbeeffectivelyusedtosupportnon‑formaleducation.Similarly,Lizardi(2002)describedICTsincludingradio,television,audiotapeandvideotapeasanefficient,cost‑effectivemeansofsupportingthelearningof“illiterateadultsandout‑of‑schoollearners”.
To achieve the targeted adult literacy rate, some issues and challenges such asnon‑uniformity in recruitment of NFE instructors, lack of proper training andorientation, and delay in the delivery of teaching‑learningmaterials need to beaddressed.
CLCs are intended toprovidediversifiedvocational skills training tomeet thedemandofthelearnersandstrengthenlifelonglearning.However,duetolimitedskillsoftheCLCmanagersinothertrades,tailoringhasbeenpredominantlyofferedin thecentres.Therefore,buildingvideo tutorialsandotherdigital resourcesonrelevant vocational tradeswouldprovide theCLCmanagers anopportunity forself‑directedlearningbyaccessingtoresourcesrelevanttothecoursestheyteach.
Tothisend,ICTcanserveasthekeyenablerinmakingeducationmoreaccessibleandengagingforlearnerstofosteracultureoflifelonglearning.Thus,thisprojectwill focuson curation and creationof appropriatedigital learningmaterials forNFEinstructorsandCLCmanagers.Provisionofdigitalresourcesisexpectedtoaddresssomeoftheissuesthattheprogrammeisgrapplingwithtoday.
ObjectiveBuilddigitaleducationalresourcesforNFEandCLCprogrammes.
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Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)RoyalEducationCouncilforcollaborationandtechnicalsupportDirectorateofServices,MoEfore‑learningplatform
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.DigitizeNFEandCLCteachingandlearningmaterials1.1 Consultandidentifycontentsandformat
(0.20m)1.2 Conductdigitizationworkshop(0.60m)
2021 2021 0.80
2.DevelopdigitallearningresourcesforNFEprogramme2.1 Conductneedsanalysis(0.20m)2.2 Developdigitallearningresources(0.44m)2.3 OrientNFEinstructors(0.60m)
2021 2021 1.24
3.DevelopdigitallearningresourcesforCLCprogramme3.1 Conductneedsanalysis(0.40m)3.2 Developdigitallearningresources(2.00m)3.3 OrientCLCmanagers(1.50m)
2021 2021 3.90
4.Monitoringandevaluation 0.65
Total 6.59
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofNFEinstructorsusingdigitaleducationalresources
NA 90% NFE‑MIS Annually
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Indicator Baseline Target Data Source
Frequency
2.PercentageofCLCmanagersusingdigitaleducationalresources
NA 100% NFE‑MIS Annually
3.PercentageofCLCofferingdiversevocationalcourseswiththeuseofdigitalresources
NA 100% NFE‑MIS Annually
iConnectGoalStrengthen ICT infrastructure and connectivity for better learning and educational services.
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RationaleICTineducationcanfacilitateuniversalaccesstoeducation,helpbridgelearningdivide, enhance thequalityof inclusive teachingand learning(Tinio,2003)andhelpimproveeducationplanningandgovernance.Recognizingtheseenablingrolesand benefits of ICT, countries worldwide has embarked on ICT integration ineducation.Similarly,inthelastfewdecades,theMinistryofEducationhasinitiatedmanyprojectsforICTintegrationinBhutaneseeducationsystem.
Literature informs access to infrastructure and Internet as prerequisites forsuccessful ICT integration in education (Camelo, Torres, Reche, Costa, 2018).CSR‑Asia(2017)alsospecifiesthattheminimumrequirementforaneffectiveICTsystemforeducationalsettingsincludesInternetaccessandbroadbandconnectivityand/orWi‑Finetwork,computersandmobiledevicesanddisplaytechnologies.
MajoreffortshavebeenmadebytheMinistryofEducationtoprovideICTequipmentandInternetaccessforteachingandlearninginthelastdecade.However,schools,TeacherResourceCentres(TRCs)andCLCsarestillchallengedwithinsufficientICT equipment and inadequate Internet bandwidth,which if not addressedwillresultininequityanddigitaldivide.
iSherig‑1intendedtodevelopandprovideaccesstolocalisedknowledgerepositorythroughe‑learningplatformbuttheprojectcouldnotbeinitiatedduetothelackof resources.With focus on ICT pedagogy and digital resources in iSherig‑2, alearningplatformtohostdigitaleducationalresourcesisrequired.Thee‑learningplatformisexpectedtopromoteself‑pacedlearning,encouragelearningbydoingandenrichlearningthroughcollaboration.
VariousautomatedservicesandinformationsystemshavebeendevelopedbytheMinistryofEducationtoenhanceservicedeliveryandimproveefficiency.However,thereisaneedtoconsolidateandstrengthentheexistingsystemsforeffectiveusebytherelevantstakeholderstomakeevidence‑baseddecisions.
TheiConnectthrustcomprisesoftwoprogrammesandeightprojectstoenhanceICTinfrastructure,developlearningplatformandinformationmanagementsystemsforbothformalandnon‑formaleducation.
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Programme 3.1 ICT Infrastructure Development
Project3.1.1ICTstandardsandguidelinesforschools,TRCsandCLCsProject3.1.2DigitaldevicesforschoolsandTRCsProject3.1.3InternetconnectivityforschoolsProject3.1.4MultimediastudioProject3.1.5DigitaldevicesandInternetconnectivityforCLCcentres
Programme 3.2 Administration and Learning Systems Development
Project3.2.1E‑learningplatformProject3.2.2EducationManagementInformationSystemProject3.2.3NFEManagementInformationSystem
Programme 3.1 ICT Infrastructure Development
GoalStrengthenICTinfrastructureandconnectivityforschoolsandCLCs.
RationaleICThasenabled the teachingcommunity toredefinesomeof thestrategiesandconceptsofteachingandlearningapartfromimprovingthelearningenvironmentand learningprocess for students (Klimov,2012).Presenceof vast anddiverseonline resources has enriched and made the learning process more inclusive,collaborativeandinterestingforbothteachersandstudents.IntegrationofICTineducationispredominantlydependentontheconnectiontohigh‑speednetworksbutalsotechnologicalequipmentorthedefinitionofspacesfortheirsecureandadequateuse(Camelo,Torres,Reche,&Costa,2018).Further,Geladze(2015)concludedthatuseofcomputersandInternetinteaching‑learningprocessmakesthelearninginterestinganddiverseandleadstoincreaseincognitiveactivity.
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Recognizing the importanceof Internetandcomputers inenhancing thequalityofeducation,theSDGindicator4.a.1emphasisestheneedformembercountriestoincreaseproportionofschoolswithgoodaccesstoInternetandcomputersforpedagogical purposes.Currently, all secondary schools and few primary schoolshaveacomputerlabeachwith10‑32workingcomputers(AES,2018).However,thecomputerlabsinmostoftheseschoolsareadequateonlyfordeliveringICTliteracy curriculum. Although, majority of secondary schools and few primaryschoolsareconnectedtotheInternet,iSherigReviewReport(2018)indicatesthatmostoftheseschoolsarestillchallengedwithinadequatebandwidth.Furthermore,teachershavelimitedaccesstodigitaldevicesandInternet,whilestudents’accesstocomputersandInternetisconfinedtoICTclasses.
ToprovideopportunitiesforCLCmanagersandlearnerstoupgradetheirskills,theiSherig‑2planstodevelopdigitaltutorialsonvocationaltradesofferedinCLCs.Tosupportthisinitiative,CLCsneedtobeprovidedwithInternetconnectivityanddigitaldevices.
This programme is expected to enhance and upscale ICT facilities to supportteachingandlearninginschools,TRCsandCLCs.
Project 3.1.1 ICT standards and guidelines for schools, TRCs and CLCs
RationaleICTinfrastructuredoesnotonlyencompassasetofequipment‑itisacomplexcombination of a set of hardware, software, services, procedures, processes andpersons(Baquero,Aguilar,&Ayala,2006).Alltheseresourceshavetobedesigned,developedandmanageduniformlyinallschools,TRCsandCLCs.Thisuniformitycanbeensuredthroughstandardsthatdefinethebasictechnologicalarchitecture,infrastructureanditsusage.
While much has been achieved in establishing ICT infrastructure, the absenceof standards and guidelines has created non‑uniform development of ICTinfrastructureanditsusageinschools,TRCsandCLCs.Thisincreasesdigitaldivideandunevenopportunityforlearning.Further,thegapislikelytoincreasewiththedecentralizationpolicyinthe12thFYPwhichexpectstheLocalGovernments(LG)todeveloptheICTinfrastructure.
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Therefore, ICT standards and guidelines will be developed to streamline theprovisionandusageofICTfacilities.ThisdocumentwillsetminimuminfrastructurerequirementsandprovidedirectionsforeffectiveuseofICTfacilities.
ObjectiveDevelop ICT standards and guidelines for schools, TRCs and CLCs to ensureuniformandequitableICTinfrastructureandusage.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DepartmentofInformationTechnologyandTelecom,MoICforcollaborationandsupportRoyalEducationCouncilforcollaborationandsupportDirectorateofServices,MoEforcollaborationandsupportDepartmentofAdultandHigherEducation,MoEforcollaborationandsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Developstandardsandguidelines1.1 Consultwithstakeholders(0.13m)1.2 Developstandardsandguidelines(0.15m)1.3 OrientDEOs/TEOsonstandardsand
guidelines(0.50m)
2019 2021 0.78
Total 0.78
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Percentageofschoolsmeetingtheminimumstandards
TBD 50% EMIS/AES
Annually
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Indicator Baseline Target Data Source
Frequency
2.PercentageofCLCsmeetingtheminimumstandards
TBD 100% EMIS/AES
Annually
3.PercentageofTRCsmeetingtheminimumstandards
TBD 100% EMIS/AES
Annually
Project 3.1.2 Digital devices for schools and TRCs
RationaleTeachersandstudentsmusthaveaccesstoadequateandappropriateinfrastructureandresourcesforeffectiveteachingandlearning(InternetSociety,2017).Therefore,schoolsmustbeequippedwithessentialdevicestofosterICTintegrationinteachingandlearning.
During the11thFYP, theMinistryofEducationcontinuedstrengtheningof ICTfacilities in schools. Although, 98% of secondary schools and 20% of primaryschoolshaveatleastonecomputerlab,thelabsdonothaveadequatecomputers,whichaffects theeffective implementationof ICTcurriculumand integrationofICTinteachingandlearning.Moreover,theaccesstodigitaldevicesforstudentsislimitedtoICTclassesonly.
Teachersmustbeequippedwithrequisitesoftskillsandessentialdevicestoenhancetheir competence to facilitate ICT for pedagogical practice (Bingimlas, 2009).ExceptfortheinitiativeoftheMinistryofEducationin2009toprovidesoftloantobuylaptops,provisionofcomputerstoteachershasreceivedminimalsupport.Further, the focus on digital pedagogy in iAble, creation of digital educationalresourcesiniBuildande‑learningsysteminiConnectiniSherig‑2necessitatestheneedtoimproveaccesstodigitaldevicesforteachersinschoolsandTRCs.
ThisprojectaimstoimproveaccesstodigitaldevicesforbothstudentsandteachersasperthestandardsandguidelinesdevelopedinProject3.1.1.ThesupplyofdigitaldevicestoschoolsandTRCshasbeendecentralizedtoLocalGovernments(LG)inthe12thFYP.
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ObjectiveStrengthenprovisionofICTdevicesforstudentsandteachers.
Responsible BodiesLocalGovernment(Lead)DepartmentofSchoolEducation,MoEforsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.ConductsituationalanalysisofdigitaldevicesinschoolsandTRCs
2019 2019 0.10
2.Supplycomputerstoteachers 2020 2023 360.00
3.Equipandsetupcomputerlabs3.1 Equipprimaryschools(150.00m)3.2 Equipsecondaryschools(100.00m)3.3 EquipTRCs(6.00m)
2020 2023 256.00
4.Supplyprojectiondevicessuchasprojectors,smartboardsandsmartTVstoprimaryschools
2020 2023 100.00
Total 716.10
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Percentageofteachershavingcomputers
TBD 100% AES Annually
2.Percentageofsecondaryschoolsmeetingthestandardofcomputertostudentratio
12% 50% AES Annually
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Indicator Baseline Target Data Source
Frequency
3.Percentageofprimaryschoolsmeetingstandardforcomputertostudentratio
8% 50% AES Annually
4.Percentageofprimaryschoolsusingprojectiondevices
TBD 100% AES Annually
5.PercentageofTRCsmeetingminimumstandards
TBD 100% Survey Twice
Project 3.1.3 Internet connectivity for schools
RationaleAdequateandaffordableInternetconnectivityisfundamentalforICTineducation(InternetSociety,2017).Internetineducationisusefulasitenhancesaccessibilityof education at all levels to the vast repository of information that can enrichteachingandlearning.
Considering its importance, theMinistry of Education has invested to provideInternet connectivity to schools. As of 2018, all secondary schools and20%ofprimary schools have been connected to Internet (AES, 2018). But inadequatebandwidth is an issue formost schools due to high recurrent cost (UNESCO,2018).
Leveragingoneconomyofscale,thegovernmenthasnegotiatedsubsidyonInternetrates for government agencies and institutions with Internet Service Providers(ISPs)inearly2019.Further,DITThasinitiatedGovNetandDrukREN,whicharehigh‑speedinternalnetworkstoconnectgovernmentagenciesandinstitutionstofacilitateeffectiveandefficientdeliveryofservicesataminimalcost.
WithsupportfromDITTandLG,thisprojectaimstostrengthenInternetconnectivityinschoolstosupportICTintegrationinteaching‑learningprocess.
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ObjectiveImproveInternetconnectivitytoallschools.
Responsible BodiesDepartmentofInformationTechnologyandTelecom,MoIC(Lead)LocalGovernmentforimplementationDepartmentofSchoolEducation,MoEforsupportDirectorateofServices,MoEforsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.ProvideInternetconnectivitytoallschools 2019 2021 432.00
2.BudgetrecurrentcostforInternetconnectivitytoschools
2019 2023 300.00
Total 732.00
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofschoolswithInternetaccess
49% 100% AES Annually
2.PercentageofschoolswithInternetbandwidthasspecifiedinthestandards
TBD 100% AES Annually
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Project 3.1.4 Multimedia studio
RationaleBhutanEducationBlueprint2014‑2024recommendsdevelopingdigitalcontenttosupportICT‑drivencurriculum.Useofdigitalcontentsisexpectedtosupplementandenrichexistingprint‑basedtextbooksandotherteachingandlearningmaterials.Learnersthesedaystendto“mediamultitask”(Bittmanetal.,2011)andthereforedevelopmentandprovisionoflocalisedmultimediaresourcesareseenasawaytoengagestudentsmeaningfully.
ThevariousprojectsunderiBuildintendtodevelopvarietyofdigitalresourcestosupport teaching and learning.Awell‑equippedmultimedia studiowill facilitateand support development of digital resources for these projects. Therefore, thisproject targets to establish a well‑equipped multimedia studio. The multimediastudiowillbeadedicatedspaceequippedwithmultimediaproductionequipmentsuchashigh‑endworkstations,audioandvideotools,interactivesmartboardandrecording facilities.The studiowill be connected tohigh‑bandwidth Internet tosupportproductionofmultimedialearningcontentsorstreamingofaudioorvideocontentsforenrichingteaching‑learningexperience.
Objectives1. Establishadigitalstudiotofacilitatedevelopmentofe‑contents.2. Developcapacitytomanagedigitalstudio.
Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DirectorateofServices,MoEforcollaborationandsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Establishmultimediastudio 2022 2022 6.00
Total 9.00
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Activity Timeline Cost(Mil. Nu)Start End
2.Developcapacitytomanagemultimediastudioandcreatedigitalcontent2.1 Recruitinstructionaldesignersand
technicalstaff2.2 Providetrainingtoinstructionaldesigners
andtechnicalstaff(3.00m)
2022 2022 3.00
Total 9.00
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Availabilityofmultimediastudioby2022
0 1 Physicalverification
Once
2.Numberofdigitalcontentsdeveloped in studio
0 12 E‑learningplatform
Annually
Project 3.1.5 Digital devices and Internet connectivity for CLCs
RationaleCLCprogrammeinthepastdecadeshavebenefittedlearnersincommunitiesbyempoweringthemwithlivelihoodskillsespeciallyintailoring.Withthegrowingsocietaldemand,diversificationofvocationalcourseshasbeenrecognizedascrucialcomponentoftheprogrammetocatertotheneedsofthelearners(NFCED,2015).
ThediversificationofvocationalcoursescallsforexpertisetosupportandimpartskillstoCLClearners.But,CLCsarechallengedwithlackofskilledCLCmanagers.iSherig‑2plans todevelopdigital tutorialsonvocational tradesoffered inCLCstoprovideopportunityforCLCmanagersandlearnerstoupgradetheirskills.Tosupportthisinitiative,Internetconnectivityanddigitaldevicesareessential.
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Thisprojectwillbuildoneffortsmadein11thFYPtoprovideInternetconnectivitytoCLCs and equip themwithdigital devices such as computers andprojectiondevices.
ObjectiveEstablishICTinfrastructureandconnectivitytoallCLCs.
Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)DirectorateofServices,MoEforsupportLocalGovernmentforimplementation
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.ConductsituationalanalysisofexistingICTinfrastructure
2020 2020 0.20
2.Supplydigitaldevices2.1 Supplycomputersandprinters(1.20m)2.2 Supplyprojectiondevices(0.90m)
2020 2023 2.10
3.ConnecttoInternetandsetupinternalnetwork
2020 2023 2.00
4.Carryoutmonitoringandevaluation 2020 2023 0.50
5.BudgetrecurrentcostforInternet 2020 2023 0.60
Total 5.40
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Key Indicators
Indicator Baseline Target Data Source
Frequency
1.NumberofCLCsequippedwithICTinfrastructureandInternetconnectivity
0 30 NFE‑EMIS Annually
2.NumberofsessionsICTdevicesareusedforteachingandlearningperweek
0 2 NFE‑EMIS Annually
Programme 3.2 Administration and Learning Systems Development
GoalEnhanceefficiencyofeducationmanagementandlearningsupport.
RationaleEducation and learning management systems play a vital role in transformingeducation at different levels from learning to governance. Fu (2013)mentionsbenefitsofICTineducationsuchasassistingstudentsandteachersinaccessingdigitalinformationefficientlyandeffectively,supportingstudent‑centredandself‑directedlearning,andpromotingcreativeandcollaborativelearningenvironment.
Thee‑learningplatformforschoolscouldnotbeinitiatedasplannediniSherig‑1.However,itwillbepursuediniSherig‑2asitprovidesaccessibilitytorichdigitallearningcontentsandpromotesfocussedandcustomisedlearning.
ManagementInformationSystem(MIS)iscriticalinprovidingaccurate,reliableandtimelyinformationtothedecisionmakersforappropriateinterventions.BhutanEducationBlueprint2014‑2024 andSDG4 recommend the establishmentof acomprehensivefunctionalMIStosupportdata‑drivenmonitoringandevaluation.
This programme targets to revamp EMIS and develop e‑learning platform andNFE‑MIStoenhanceefficiencyandeffectivenessofeducationalservices.
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Project 3.2.1 E-learning platform
RationaleE‑learninghasimmensepotentialtosupportactive,participatoryandmeaningfullearning.Whene‑learningiseffectivelyintegratedintotheteachingandlearningprocess, teachers assume the roles as facilitators, advisors, content experts andcoaches, thus helping students construct meaning of their learning. E‑learningcanalsopromotetheconceptoflifelonglearning,allowinglearningtotakeplaceanywhereandanytime.
While the tertiary institutes have adopted virtual learning environment asrecommendediniSherig‑1,e‑learningcouldnotbeinitiatedforschooleducation.However, with the emphasis on curation and creation of educational learningresourcesiniBuildthrust,ane‑learningplatformwillcontinuetoplayavitalrole
This project aims to develop an e‑learning platform to serve as a repository ofdigitallearningresourceswherestudentsandteacherscanaccessandsharelocalisedcontentstoencourageself‑directedlearning.
ObjectiveEstablishe‑learningplatformtohostdigitaleducationalresources.
Responsible BodiesDirectorateofServices,MoE(Lead)DepartmentofSchoolEducation,MoEforpartnershipandsupportRoyalEducationCouncilforpartnershipandsupportBhutan Council for School Examinations and Assessment for partnership andsupport
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Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Develope‑learningplatform1.1 Carryoutrequirementanalysis(0.50m)1.2 Develope‑learningplatform(2.00m)
2019 2021 2.50
2.Developtechnicalcapacitytomanagee‑learningplatform
2020 2021 1.00
3.Orientteachersone‑learningplatform 2021 2022 3.00
Total 6.50
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.Numberofschoolsaccessinge‑learningplatform
NA 50% Survey Once
Project 3.2.2 Education Management Information System
RationaleArobustEducationManagementInformationSystem(EMIS)providessystematicandqualitydatainawell‐structuredenablingenvironmenttofacilitateutilizationof information for planning andmonitoring of programs in education (Abdul‑Hamid,2014).Therefore,acomprehensiveEMISisnecessaryforanyeducationorganisation.
TheEMISintheMinistryofEducationwasdevelopedin2011withtheobjectivetohelpplannersmakeevidence‑baseddecisionmaking.ThedatafromthisEMISisusedasthemainsourceofinformationforAESandforgeneratingotherinformationforeducationplanninganddecisionmaking.
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Withincreasingdemandfordatarequirements,thereisaneedtoupgradetheexistingEMISto link it tootherrelevantsystemsandmake itcomprehensive.Similarly,BhutanEducationBlueprint2014‑2024 also emphasises theneed to strengthenEMIS to provide comprehensive database of students, teachers and schools forevidence‑baseddecisionmakingandplanningatalllevelsofadministration.
TheupgradedEMISalsointendstoenhanceuserexperiencebyaddingusabilityfeaturessuchaseaseofdataentry,easeofaccessatvariouslevels,anduseofdataanalyticstotrackstudents’performance,attendance,result,movement,etc.
Thisprojectplanstodeveloparobust, integratedandcomprehensiveEMISthatwillinformthestakeholdersonthestateofeducationforplanning,monitoringandevaluation.
ObjectiveDevelopanintegratedandcomprehensiveEMIS.
Responsible BodiesDirectorateofServices,MoE(Lead)PolicyandPlanningDivision,MoEDepartmentofSchoolEducation,MoEforcollaborationandsupportBhutanCouncil for School Examinations and Assessment for collaboration andsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.Develop EMIS1.1 Conductrequirementanalysis(1.00m)1.2 DevelopEMIS(17.00m)
2019 2021 18.00
2. Implement EMIS2.1 DevelopcapacityonEMISusage(10.00m)2.2 Carryoutdatacleaning(2.00m)
2021 2022 12.00
Total 32.00
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Activity Timeline Cost(Mil. Nu)Start End
3.DevelopcapacityoftechnicalstafftomanageEMIS
2019 2020 2.00
Total 32.00
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.NumberofrelevantgovernmentagenciesusingEMIS data
NA 7 EMIS Annually
Project 3.2.3 NFE Management Information System
RationaleTheNFEprogrammeinBhutancontinuestobeaneffectiveprogrammeinprovidingbasicliteracyandfunctionalskillsmostlytoruralpopulationwhohavemissedtheopportunitytopursueformaleducation.Whilemanyadultlearnershavebenefittedfromtheprogramme,thereisinadequatedataonnon‑formallearnersthathindersevidence‑baseddecisionmaking.
Currently,thedataismanuallycollectedandmanagedattheMinistryofEducation,Dzongkhags,ThromdesandCLCs/NFEcentreswithvaryingdetailsandformats.Suchapracticeistediousanddoesnotsupportin‑depthanalysisofdatatoimprovetheprogramme.Further,theNFEProgrammeReviewReport2015recommendedtoenhancemonitoring,evaluationandsupportservicestoimprovethenon‑formalprogrammeandservices.
ThisprojectaimstodevelopacomprehensiveNFEManagementInformationSystem(NFE‑MIS)tomanageinformationonCLCs/NFEcentres,managers,instructorsandlearnersforplanning,monitoringandevaluation.
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ObjectiveDevelopacomprehensiveNFE‑MIS.
Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)DirectorateofServices,MoEforpartnershipandsupport
Implementation Plan and Costing
Activity Timeline Cost(Mil. Nu)Start End
1.DevelopNFE‑MIS1.1 Conductrequirementanalysis(0.50m)1.2 Pre‑testNFEquestions(0.30m)1.3 DevelopNFE‑MIS(1.50m)
2020 2021 2.30
2.BuildtechnicalcapacityofstafftomanageNFE‑MIS
2020 2021 0.60
3. ImplementNFE‑MIS 2022 2022 0.60
Total 3.50
Key Indicators
Indicator Baseline Target Data Source
Frequency
1.PercentageofCLCsandNFEcentresusingNFE‑MIS
NA 100% NFE‑MIS Annually
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Resource MobilizationResourcemobilizationplanisnecessaryforsecuring,optimizingandutilizingtheresources to achieve the set targets. It ensuresprudent resourcedistribution foreffectiveimplementationofprogrammesandprojects.Itoutlinesstandardresourceacquisitionprocess,utilizationandreportingprocedures.
Itprovidesanoverviewofhowresourcerequirementsforprojectsarealignedtoagency’soverallplanandhelpsidentifytheresourcegaps.Theresourcegapsshallserveasthebasisforexploringadditionalsupportfromthegovernmentorotherpotentialdonors.Thesupportmaybeintheformoffinancial,technicalormaterial.
Theobjectivesofresourcemobilizationplanare:
a. ensuringadequateallocationandrationalutilizationofresources,b. identifyingresourcegapstoexploreadditionalresources,c. identifyingpotentialdonorsandpartnershipagencies,andd. supportingimplementingagenciesinresourceacquisitionstrategies.
iSherig‑2 is largely aligned with the 12th FYP. The total budget estimated is Nu1.729billionofwhichNu1.686billion ispartof the12thFYPoutlay.TheremainingresourcegapofNu46.1millionneedstobemobilizedforsuccessfulimplementationofiSherig‑2.Theimplementingagenciesshallsolicitsupportfrompotentialdonorstoaddresstheresourcegaps.Thefollowingtwosectionsoutlinetheprocessandpotentialdevelopmentpartnersfortheimplementingagenciestoexploreresources.
Resource Acquisition ProcessThe Gross National Happiness Commission (GNHC) Secretariat is the nodalgrant‑coordinatingagencyforRoyalGovernmentofBhutan.Itisresponsibleforcoordinatingandmobilizingexternalresources.
Theproposal for resource acquisition fromdonor agenciesmustoriginate fromtheimplementingagencies.TheproposalmusthaveclearancefromtheMinistryofForeignAffairsafterendorsementbytheGNHCSecretariat.Thefigurebelowexplainstheresourceacquisitionprocess:
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Financialassistanceprocessandprotocol
Potential Development PartnersBhutan hasmany bilateral andmultilateral development partners supporting invarious areas. Besides them, theMinistry ofEducation and other implementingagenciesneedtoexploreforcollaboration,andfinancialandtechnicalsupportfromotherinternationalandlocalagencieshavingsharedvisionandprioritiesinICTineducation.
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Implementation Mechanism
iSherig‑2coversabroadrangeofongoingandfutureactivitiesthatinvolvedifferentagencies.OneofthemainchallengesfacedintheimplementationofiSherig‑1wastheabsenceofacoordinatingauthoritytooverseeandmonitortheimplementationbyvariousagencies.Therefore,itisnecessarytoinstituteastrongmechanismthatcan resolve implementation issues, authorize necessary actions andmonitor theprogress.
Basedontheanalysisofothercountries’experiencesinimplementingtheirmasterplan,twomainimplementationarrangementsstandout.
a. CreatingadedicateddivisionthatoverseesandisresponsibleforallmattersrelatedtoICTineducation.
b. Creatingahigh‑levelcommitteetooverseeandensuretheimplementationofthemasterplan.
Consideringtheadministrativecomplexityinrestructuringandcreatingadedicatededucational technology division, the implementation arrangement proposed isto create a high‑level committee to oversee andmonitor the implementationofiSherig‑2.Theimplementingagencyshallidentifyprojectleadstomanagerespectiveprojects.
However,inthelongrun,itmaybemoreeffectivetoestablishadedicatededucationaltechnology division thatwill be responsible for effective use and integration ofinstructional technology in schools as recommended by iSherig Review Report2018.
ThefollowingarrangementwillbemadetofacilitateeffectiveimplementationofiSherig‑2.
A. Steering CommitteeTheSteeringCommitteeforiSherig‑2willbeformedcomprisingmembersfromrelevantagencies,andthiscommitteewillbethehighestdecision‑makingbodyforiSherig‑2.Therefore,itwillprovideoverallpolicydirectionandstrategicguidancefortheimplementationofiSherig‑2.Inaddition,anycross‑sectoralissuepertainingtotheprojectwillbeaddressedbythecommittee.
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Members1. Secretary,MinistryofEducation(Chair)2. DirectorGeneral,DepartmentofSchoolEducation,MoE3. DirectorGeneral,DepartmentofAdultandHigherEducation,MoE4. Director,RoyalEducationCouncil5. Director,DepartmentofITandTelecom,MoIC6. Director,DirectorateofServices,MoE7. Presidents,CollegesofEducation,ParoandSamtse8. RepresentativefromGNHC9. RepresentativefromMoF10. Chief,Policy&PlanningDivision,MoE11. PlanningOfficer,PPD,MoE(MemberSecretary)
Working Procedures
TheSteeringCommitteewilladoptthefollowingworkingprocedures:
1. TheSecretary,MinistryofEducationwillchairthesteeringcommitteemeetings.
2. Thesteeringcommitteemeetingswillbeconvenedtwiceayear‑inJune/JulyandinDecember/Januarytoreviewworkplan,andmonitorphysicalandfinancialprogress.
3. Adhocsteeringcommitteemeetingsmaybeconvenedasandwhenrequiredtoresolveurgentissues.
4. Themeetingwillbeconvenedifthequorumoftwo‑thirdofthemembersismet.
Roles and Responsibilities of Members
1. ProvideoverallpolicydirectionandstrategicguidancetoensuretheprojectsunderiSherig‑2areimplementedasplanned.
2. Addressanyinter‑agencyissuepertainingtotheprojectsforsmoothcoordinationamongsttheimplementingagencies.
3. Monitortheprogressoftheprojectsfortimelysupportandintervention.
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Roles and Responsibilities of the Member Secretary
1. CoordinateSteeringCommitteemeetings.2. Preparethemeetingagendaandkeeprecordofthediscussions.3. Liaisewithrelevantimplementingagenciestocompileprogressreports.
B. Project LeadsThe project leads identified from the implementing agencies as reflected iniSherig‑2willberesponsibleforplanning,budgetingandexecutingtheirprojectsincollaborationwithrelevantagencies.Theyarealsoresponsible forsubmittingperiodicprogressreportstotheSteeringCommitteethroughthemembersecretary.
Whenrequired,aprojectleadmayproposeforameetingofprojectleadstoresolveissues related to coordination and alignment of planned activities. ThemembersecretaryoftheSteeringCommitteeshallcoordinateandconvenethemeeting.
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Monitoring and Evaluation Monitoringisconsideredasanimportantmechanismforeffectiveimplementationoftheprojectwhileevaluationassessestheextenttowhichtheprojecthasachieveditsintendedobjectivesasmentionedintheprojectdocument.
Consideringtheimportanceofmonitoringandevaluation,theiSherig‑2willfollowtheNationalMonitoringandEvaluationSystemFrameworkofBhutan.Aspertheframework,thecabinetistheapexinstitutionthatmonitorsimplementationandprovidesstrategicdirection,guidanceandsupport.TheGNHCcarriesoutoverallmonitoringandevaluationof12thFYP,andmakesstrategicandtimelyinterventions.
Attheagencylevel,themonitoringandevaluationwillfollowtheexistingGovernmentPerformanceManagementSystem(GPMS).Themonitoringandevaluationshallbebasedontheindicators,targetsanddatasourcesthatareidentifiedundereachproject.
SpecifictoiSherig‑2,theSteeringCommitteeshallmonitortheprogressthroughperiodicreportingbytheimplementingagencies.AsperthedirectiveoftheSteeringCommittee, amid‑term reviewof iSherig‑2may be carried out tomonitor theoverall implementation status.An independent evaluationwill be carried out toassesstheentiremasterplanattheendoftheimplementationperiod.
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Annexure: Working Groups and Committees
First Consultative Working Group
Name Designation and Agency
1. Bumpa Tshering Deputy Chief Dzongkhag Education Officer, Haa
2. Gomchen Tenzin Principal, Khangkhu MSS, Paro
3. Jangchu Tenzin ICT Officer, IMD, REC
4. Karma Kuenphen Education Monitoring Officer, EMD, DSE, MoE
5. Karma K. Wangdi Deputy Chief Programme Officer, Bhutan NatCom, MoE
6. Kinley Teacher, Taba LSS, Thimphu Thromde
7. Lemo Chief Dzongkhag Education Officer, Punakha
8. Pema Chhogyel Deputy Chief Programme Officer, ECCD&SEN, DSE, MoE
9. Pema Wangchuk Deputy Chief Programme Officer, SPCD, DSE, MoE
10. Sherab Tenzin Education Monitoring Officer, EMD, DSE, MoE
11. Sonam Tshering Deputy Chief Programme Officer, IMD, REC
12. Sonam Zangmo Cluster Lead Teacher, Samtse HSS, Samtse
13. Tenzin Rabgyel Deputy Chief Programme Officer, NFCED, DAHE, MoE
14. Tshering Yangzom Assistant ICT Officer, ICTD, DoS, MoE
15. Udhim Subba Vice Principal, Pakshikha CS, Chhukha
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Second Consultative Working Group
Name Designation and Agency
1. Bal Bdr Powrel Teacher, Rinchengang PS, Wangdue
2. Gomchen Tenzin Principal, Khangkhu MSS, Paro
3. Jangchu Tenzin ICT Officer, IMD, REC
4. Karma K. Wangdi Deputy Chief Programme Officer, Bhutan NatCom, MoE
5. Kinley Teacher, Taba LSS, Thimphu Thromde
6. Lemo Chief Dzongkhag Education Officer, Punakha
7. Pema Chhogyel Deputy Chief Programme Officer, ECCD&SEN, DSE, MoE
8. Pema Wangchuk Deputy Chief Programme Officer, SPCD, DSE, MoE
9. Sherab Tenzin Education Monitoring Officer, EMD, DSE, MoE
10. Sonam Tshering Deputy Chief Programme Officer, IMD, REC
11. Thinley Dorji Education Monitoring Officer, EMD, DSE, MoE
12. Tshering Yangzom Assistant ICT Officer, ICTD, DoS, MoE
13. Udhim Subba Vice Principal, Pakshikha CS, Chhukha
Core Team
Name Designation and Agency
1. Chenga Dorji Lecturer, Samtse College of Education, RUB
2. Pelden Senior Programme Officer, NFCED, DAHE, MoE
3. Phurba Planning Officer, PPD, MoE
4. Thinley Curriculum Developer, CDC, REC
5. Tshering Phuntsho Deputy Chief Programme Officer, TPSD, DSE, MoE
6. Tsheyang Tshomo Chief ICT Officer, ICTD, DoS, MoE
7. Ugyen Dorji Chief Programme Officer, IMD, REC
8. Ugyen Wangchuk Assistant Professor, Paro College of Education, RUB
9. Yeshey Lhendup Deputy Chief Programme Officer, SPCD, DSE, MoE
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Technical Advisors
Name Designation and Agency
1. Jonghwi Park ICT in Education, Section for Educational Innovation and Skills Development, UNESCO Bangkok
2. Jian Xi Teng ICT in Education, Section for Educational Innovation and Skills Development, UNESCO Bangkok
Project Steering Committee
Designation Designation and Agency
1. Karma Yeshey (Chair)
Secretary, Ministry of Education
2. Karma Tshering Director General, Department of School Education, MoE
3. Jigme Thinlye Namgyal Director General, Department of Information Technology and Telecom, MoIC
4. Kinga Dakpa Director, Royal Education Council
5. Kinley Gyeltshen Director, Directorate of Services, MoE
6. Chencho Tshering Chief Planning Officer, MoF
7. Lekema Dorji Senior Planning Officer, Gross National Happiness Commission
8. Dochu Chief Planning Officer, Policy and Planning Division, MoE
9. Phurba (Member Secretary)
Planning Officer, Policy and Planning Division, MoE
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Project Coordination and Logistics
Name Designation and Agency
1. Wangchuk Bidha Chief Programme Officer, Bhutan National Commission for UNESCO, MoE
2. Yeshey Lhendup Deputy Chief Programme Officer, SPCD, DSE, MoE
3. Phurba Planning Officer, PPD, MoE
4. Karma Yangden Admin Assistant, Bhutan NatCom, MoE
࿉ Education ICT Master Plan is named iSherig, whichtranslates to ICT in education. The “i” alludes to innovation and integration that the master plan intends to promote through use of ICT in education.
࿉ iSherig logo is represented by a three-petaledflower. Each petal represents a strategic thrust or focus area, namely iAble, iBuild and iConnect.
࿉ The three jewels in the centre of the flowerrepresents the government’s desire to help every individual in educational institutions, government agencies in education sector and communities. iSherig is designed to impact and benefit everyone in the education sector, from children to adult learners, educators and administrators.
࿉ The yellow and orange colours used in thelogo is in deference to the two colours used in our national flag, which represents peaceful coexistence of temporal authority and spiritual tradition in the country.