NEPALESE TEACHERS’ ICT READINESS SURVEY

UNESCO, Kathmandu

March 2015

Survey coverage

22 schools201 teachersRural (VDCs) and Urban (District Headquarter or Municipality)

Demographics of the sample teachers

Category % Category %Urban 54.2 Rural 45.8Public 73.6 Private 26.4Male 69 Female 31

Teachers of various age, teaching at different levels, teaching different subjects and having varied teaching experiences

Teachers’ knowledge and understanding of ICT policy

aware of national policy - 55.7% (112 teachers)

can describe the strengths and weaknesses of the national policy - 79%

Impact of the ICT policy in classroom practices

Responses f %It has not changed classroom practice at all 24 21.4It has rarely changed classroom practice at all 30 26.8It has changed some aspects of classroom practice 48 42.9It has changed all aspects of classroom practice 7 6.3

Teachers’ knowledge and understanding of ICT policy

aware of school policy – 44.8% Y + 38.3% N

can describe the strengths and weaknesses of the national policy - 91% (out of 90)

Impact of the ICT policy in classroom practices

Responses f %It has changed no aspects of classroom practice 7 7.8It has changed few aspects of classroom practice 26 28.9It has changed some aspects of classroom practice 33 36.7It has changed many aspects of classroom practice 22 24.4Not applicable 2 2.2

Participation in ICT policy development

national consultations focus group interview or discussion (13

teachers) survey (3 teachers) seminars/conferences (10 teachers) policy planning workshops (2 teachers) public consultation (4 teachers), and informal talk (1teacher)

10.9%

Participation in ICT policy development

school level focus group interview or discussion (55

teachers) seminars/conferences (27 teachers) policy planning workshop (2 teachers) general discussion (3 teachers) staff meeting (5 teachers), and meeting with SMC (1teacher)

39.8%

ICT infrastructure

Network

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10

15

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3530.3

14.918.9

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Figure 2: Networking, server, and e-library support in the school

Per

cent

Digital resources

Ministry of Education (8.5% teachers) fellow teachers (30.8% teachers) random websites (29.4% teachers) open educational resources (49.3%

teachers) developed by the teacher (20.4%

teachers)

Technical support

in-house technical support team (26.9%) technical service from the manufacturer

(0.5%) district level technical support (5%)

Use of computer for classroom teaching

Daily 3% at least once a week 14.4% at least once a month 11.9% rarely 27.9% never 42.8%

Technology used in the classroom

TV 4.5% radio 22.9% digital camera 13.4% projector 8.5% interactive whiteboard 30.3% tablet 5.5% mobile phone 85.6% audio cassettes 3% laptop 0.5%

ICT skills of teachers

Responses Percent

Create a lesson plan using a word processor (e.g. MS Word) 43.3

Create a presentation slide for classroom teaching 28.9

Create pedagogical tools using spreadsheets 24.4

Create a web page 6.5

Create audio-visual material for teaching and learning (e.g. e-book, digital stories, movie, animation, etc.) 41.8

Create a mobile app 13.4

Teachers’ capability to use ICT

Responses PercentCreate an email account 49.8

Send email 49.8

Use videoconference application (e.g. Skype, WebEx, etc. 31.8

Create an online sharable folder (e.g. dropbox) 27.4

Choose an appropriate social network for teaching purposes 36.8

Create and maintaining a blog 9

Create a Wiki 7

Post a picture or comment on social networks (FB, Twitter, Youtube, etc.) 64.7

Use social networks for teaching (collaboration, sharing, etc.) 51.7

Communicate with students and parents online 29.4

Teachers’ capability to use browser

Responses PercentUse a web browser 39.8Use a search engine to find information on the web 44.8Evaluate the credibility of the information from the web 29.9Reference the sources 28.9

Installation, spreadsheet and networked record keeping

Responses Percent

Install new software on a computer 31.3Create a spreadsheet to manage grades and data 32.3Use a networked record keeping platform to take attendance, submit grades, and maintain other student data 44.3

ICT-enhanced innovative pedagogy - Pedagogical practices of teachers

Ever

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Once

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k

Once

a m

onth

Once

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mes

ter/t

erm

Never

.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

79.6

8.5 6.5

.55.0

2.5

18.9 18.9

11.9

47.8

19.9

23.4

16.4

5.0

35.3

8.0

19.420.4

15.9

36.3

16.9

23.9

18.4

6.5

34.3

Lecture with textbook Lecture with other materails Colloborative learning

Project-based learning Real-world problem solving

Perc

en

t

Professional development of teachers - ICT-related training to the teachers

Responses PercentUsing school administrative system (EMIS) 7.5Computer literacy (basic productivity tools) 47.3Using subject-specific software 6.5Teaching ICT as a subject 9.5Creating multimedia resources 6.5Using and integrating government-provided digital resources into classroom teaching 5.5Finding, adapting and evaluating resources from the Internet 17.4Planning lesson and/or projects that integrate ICT 7.0ICT-enhanced innovative pedagogy (e.g. project based learning, computer-supported collaborative learning, etc.) 8.5Using social network for teaching and learning 14.9Using ICT for assessment 10.0

ICT training in the last 12 months less than 4 hours 22.9% 5-15 hours 6.5% 16-40 hours 3% more than 40 hours 2.5%

Submitting the record or credit of training

in the school 43.3% district office 10.9% Ministry of Education 1.5% Nowhere 51.7%

Perception on training certification ICT training credits compulsory for

career advancement 11.9%

ICT training credits considered in career advancement 16.4%

ICT training credits do not affect career advancement 6%

do not know its importance 15.9%

Research and Development – Teachers’ access to the national EMIS

Response Yes NoAccess to school-level data entry to the national EMIS

15.9 84.1

Access to data retrieval from the national EMIS

27.9 72.1

Thank you