But with an increasing demand for acquisition of technology including computer-aided education and for infrastructure, manpower and a proper public-private partnership, a plan for incorporating computers including use of the Internet and e-mail wouldn´t be distant, said Hari Prasad Lamsal, Under-Secretary at the Ministry of Education. [break]
During the budget speech in November 2010, Finance Minister Surendra Pandey said that programs will be initiated to provide every community school access to Internet facilities.
With a proposed budget of Rs 57.65 billion --17.1 percent of the total budget or an increase of 24.5 percent over last year, Rs 17.46 billion has been allotted for a Community School Capacity Development Program. However, a fixed amount hasn´t been dedicated yet for allotting computers and for the Internet.
But with some 28,000 community schools nationwide, the state cannot provide all schools at the same time with computers and the Internet, Lamsal said.
“We show them a way,” he said.
Starting last year, the government has reviewed two schemes so students become computer literate. While computer education is directly related to the curriculum, a computer in education scheme provides grants to schools at a 60:40 ratio so that schools can invest in computers and use them in the teaching process.
The government also provides grants to primary and secondary schools. Annually, some 600 primary schools are granted Rs 70,000 to 75,000 while around 200 secondary schools get up to Rs 100,000.
In proximity to the Ministry of Education, Shree Shanti Vidya Griha in Lainchaur, a public school established in 2004 BS (1947), acquired its first three computers two years ago with 60 percent government aid. The computers are used by some 200 students in fifth and sixth grades and Mukunda Prasad Shrestha, principal of the school, informed that more computers will be added in future and all students currently enrolled in computer classes will benefit.
“It´s a government school,” said the principal who has been with the school for 36 years, “but this is the age of computers. So we need to have courses in computers and English so that students and parents are attracted toward the school.”
Under-Secretary Lamsal agreed that lacking technological skills would impair a student´s job prospects. He said that the English language has acted like an unseen divider that partitions students from public and private education and that technology shouldn´t become a divider also.
“If we aren´t careful, from policy makers to practitioners, the other divider will be technology. It could create such a gap that students who haven´t adapted to it would be left behind and that would in fact create a digital divide.”
Therefore, in order to boost computer literacy in rural Nepal, international non-governmental organizations such as Room to Read, are focusing on literacy and gender equality in education and working to bridge the gap. Since 2002, the organization has started a Computer Read Program and established computer labs in 40 schools in 18 districts out of which 16 schools have access to the Internet.
“According to the size of the labs in schools and their requirements, each school has around 20 to 23 computers,” said Rishi Amatya, Documentation Associate for Room to Read. “It benefits a total of 5,667 students.”
But one the major challenges, as Lamsal pointed out, even after the schools are equipped with computers and the Internet would be delivering the required manpower. At a time when the educational sector is facing problems retaining teachers in rural areas, Lamsal said “it will take time” for the plan to take hold.
Apart from this, Shrestha thinks that the government should also implement advanced and standardized courses so there is quality education in this sector and students from the public sector can survive the competitive disadvantage.
Tirth Raj Khaniya, member of the National Planning Commission who looks over the education section, said that the government should guide school education. But as of now, according to him, proper monitoring is lacking when it comes to facilitating public schools with technology, because of which some third party gains. But Khaniya informed that in the coming weeks NPC will come up with a plan that will address the issue of how to facilitate schools with modern technology like computers and the Internet.
Under-Secretary Lamsal said that with the policies that the government has, there should be substantial interest from the demand side so that it doesn´t involve only the state´s investment but the receiving end takes full control and responsibility. He said about 40 percent of Nepal´s schools currently have computers and with the participation of the private sector and a better marketing mechanism, the number can be multiplied.
Amatya of Room to Read said that the model they have approached is a public non-profit model that works with the government and the Village Development Committees.
“What should be taken as an example by other organizations is the sustainability that our projects have and work closely with the community,” he said, to which Lamsal added, “The state will certainly help in the coordination, facilitation and brand promotion if the private sector comes forward.”
While dialogue and groundwork are underway, it is clear that a substantial number of children will wake up in the morning and not go to school, leave alone what they decide to study. But for ones already in a competitive race to take the challenge and face the real world, computer-based education would empower them to be in the same league as other graduates, and not be left behind.
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