Aims and Objectives of National Policy on Information and Communication Technology (ICT) in School Education in India and National Mission on Education through ICT (NMEICT),

1. Aims and Objective of National Policy
on ICT in School Education in India and
National Mission on Education through
ICT(NMEICT)

2. Information and Communication Technologies are defined as all
devices, tools, content, resources, forums, and services, digital and
those that can be converted into or delivered through digital forms,
which can be deployed for realising the goals of teaching learning,
enhancing access to and reach of resources, building of capacities, as
well as management of the educational system.
These will not only include hardware devices connected to
computers, and software applications, but also interactive digital
content, internet and other satellite communication devices, radio and
television services, web based content repositories, interactive forums,
learning management systems, and management information systems.

3. The National Policy on Education 1986, as modified in 1992, stressed the need to employ
educational technology to improve the quality of education.
The policy statement led to two major centrally sponsored schemes, namely,
1)Educational Technology (ET) and
2)Computer Literacy and Studies in Schools (CLASS) paving the way for a more
comprehensive centrally sponsored scheme – Information and Communication
Technology @ Schools in 2004.
Educational technology also found a significant place in another scheme on upgradation
of science education.
The significant role ICT can play in school education has also been highlighted in the
National Curriculum Framework 2005 (NCF) 2005.
Improvement of School Education
Attached to Sarva Siksha Abhiyan

4. The ICT Policy in School Education aims at preparing youth to
participate creatively in the establishment, sustenance and
growth of a knowledge society leading to all round
socioeconomic development of the nation and global
competitiveness.
To devise, catalyse, support and sustain ICT and ICT enabled
activities and processes in order to improve access, quality and
efficiency in the school system.

5. Create
• an environment to develop a community knowledgeable about
ICT
• an ICT literate community which can deploy, utilize, benefit from
ICT and contribute to nation building
• an environment of collaboration, cooperation and sharing,
conducive to the creation of a demand for optimal utilization of and
optimum returns on the potentials of ICT in education .

6. Promote
• universal, equitable, open and free access to a state of the art ICT and ICT enabled tools
and resources to all students and teachers
• development of local and localised quality content and to enable students and teachers
to partner in the development and critical use of shared digital resources
• development of professional networks of teachers, resource persons and schools to
catalyse and support resource sharing, upgradation, and continuing education of
teachers; guidance, counselling and academic support to students; and resource sharing,
management and networking of school managers and administrators, resulting in
improved efficiencies in the schooling process
• research, evaluation and experimentation in ICT tools and ICT enabled practices in
order to inform, guide and utilise the potentials of ICT in school education
• a critical understanding of ICT, its benefits, dangers and limitations
Motivate and enable
• wider participation of all sections of society in strengthening the school education
process through appropriate utilisation of ICT

7. ICT Literacy and Competency Enhancement
ICT Competency
Stage 1: Basic
Basic of
Computer
Stage 3: Advanced
Enhancement of learning through
ICT
Stage 2: Intermediate
Create and manage
content using software

8. Instruction of the policy
Implementation of ICT at secondary school in states at
government and private level
A model Curriculum for ICT in Education (CICT) will be
developed at National Level and States will be encouraged to
adopt/adapt it.
 Development of ICT enabled curriculum material by states.
To provide a broad set of generic skills and conceptual
knowledge and not focus on mastering the use of specific
software applications.
Development of suitable scheme of Evaluation. Awarding
certificate who are proficient at ICT
A dedicated teacher with appropriate qualification will be
engaged in each school.
All teachers in a school will be expected to become advanced
users of ICT.

9. ICT enabled teaching – learning processes
 ICT enabled teaching, ranging from projecting media to
support a lesson, to multimedia self-learning modules, to
simulations to virtual learning environments, for making
effective pedagogy.
Selection and critical evaluation of digital content and
resources.
In schools equipped with EDUSAT terminals, DTH or other
media devices, relevant activities will be planned and
incorporated into the time schedule of the school.
Shifting ICT lab to ICT classroom.

10. ICT for Skill Development (vocational and job oriented areas of
general education)
Job oriented courses in ICT will be developed and established for
students of the vocational stream at the higher secondary level by
linking them with the need of ICT enabled
industries/establishment in the neighborhood.
The courses will be modular and students will be provided a wide
range of choices, catering to a variety of job options, hardware and
software platforms, tools and resources. Appropriate counseling
modules.
The courses will be frequently revised and updated in order to
maintain relevancy to changing requirements of the job market
and emerging trends in technology.
The institutions offering Vocational courses will be required to
integrate ICTs in their teaching-learning process.

11. Elective Courses at the Higher Secondary level
 States duty to launch ICT course at Higher
Secondary Stage. Course should be pertinent to
different strems of curriculum, provide vocational
training.
Courses will be modular in design to enable students
to select appropriate software applications based on
current needs of higher education and job prospects.
A Post Graduate teacher with appropriate
qualifications to teach these courses will be appointed.
An ICT Lab attendant/technical assistant with
appropriate qualifications will be appointed to manage
the ICT/Multimedia Resource lab

12. ICT for Skill Development (vocational and
job oriented areas of general education)
 Job oriented courses at higher secondary school keeping consideration of
industry demand. It should not limited to ICT education but serve wide
range of occupation. Ex-Accounting, office automation, office
communication, data handling and data processing, desktop publishing,
graphics and designing, music and video, etc). This will also include
courses on cyber security.
 Wide range of choices, catering to a variety of job options, hardware and
software platforms, tools and resources. Appropriate mechanisms to
counsel students.
 It is frequently revised and updated.
 Vocational courses will be required to integrate ICTs in their teaching-
learning process.
 Open learning system will be developed and conventional restriction of
age and previous qualification will be reworked.
 A system of On-demand evaluation and certification, to enable students
to obtain timely qualifications will be developed.

13. ICT for Children with Special Needs
 Catalyze the cause and achieve the goals of inclusive education in
schools.
 ICT software and tools to facilitate access to persons with
disabilities, like screen readers, Braille printers, etc. will be part
of the ICT infrastructure in all schools. Ensure appropriate ICT
access to special students.
 Sensitization and role of ICT to address special need of students.
 Capacity building program added to ICT.
 All web based interfaces developed for the programme including
digital repositories, management information systems, etc.
 Accessibility norms will be adopted as per the world wide web
consortium, W3C guidelines((Web Content Accessibility
guidelines, http://www.w3.org).
 Develop appropriate word lists and dictionaries in Indian
languages

14. ICT for Open and Distance Learning
 Strengthened with ICT based instruction available in Open and
Distance Learning Systems so as to cater need of dropouts
students.
 Present Open Schooling systems (e.g. National or State level Open
Schools) will be strengthened by harnessing ICTs innovatively.
Access to e-books, digital learning resources, Digital Repositories
(with relevant learning resources) etc.
 All Open and Distance Learning Systems will be automated and
provide online, all services including admissions, examinations, e-
Accreditation and grievance redressal on the lines of the National
Institute of Open Schooling.
 Online courses, online on demand exams, and digital repositories
and content, media broadcasts planned through DTH/Satellite
based, open learning systems allowing multiple entry and exit
points, opening out the school resources to non-formal students,
guidance and counselling.

15. National Mission in Education through ICT
The National Mission on Education through Information and Communication
Technology (NMEICT) has been envisaged as a Centrally Sponsored Scheme to
leverage the potential of ICT, in teaching and learning process for the benefit
of all the learners in Higher Education Institutions in any time any where mode.
This was expected to be a major intervention in enhancing the Gross Enrolment
Ratio (GER) in Higher Education by 5 percentage points during the XI Five Year
Plan period.
The three cardinal principles of Education Policy viz., access, equity and quality
could be served well by providing connectivity to all colleges and universities,
providing low cost and affordable access-cum-computing devices to students
and teachers and providing high quality e-content free of cost to all learners in
the country. NMEICT encompasses all the three elements. The Mission has two
major components:
providing connectivity,
 along with provision for access devices, to institutions and learners;
 Content generation.

16. National Mission on Education through ICT
 Literacy rate as per 2001 census was 64.8%. The talents of the remaining 35.2 %
of the population, let alone try to nurture their talents.
educational
institutions
2000-01 2003-04 Growth rate %
Primary 6.38 lacs 7.12 lacs 3.87%
Upper Primary 2.06 lacs 2.62 lacs 9.06%
Senior Secondary 1.26 lacs 1.46 lacs 5.29%
Colleges 7900 9400 6.33%
With a slow rate of growth in the number of educational institutions, we cannot hope
to quickly make a dent on the base line educational status of the population so need of
ICT intervention.
The gross enrolment ratio is very less, pedagogy is unattractive, need to launch ICT
based education to lure the students.
The drop out rates in 2000-01, 2001-02, 2002-03 and 2003-04 have been 40.7%, 39.0%,
34.9% and 31.5% respectively

17. Objectives of NMEICT
 Effective utilization of intellectual resources, minimizing wastage of time .
 Availability of knowledge for self pace learning.
 Platform for sharing of ideas and techniques and pooling of knowledge
resources.
 Systematically building a huge database of the capabilities.
 Scholarship / Talent management including identification, nurturing and
disbursement electronically.
 Nurturing of scholars and learners.
 Support to all the learners / workers for any of their perceived learning needs.
 Extensive leveraging of the advancements in the field of ICT .
 Capability to handle the user base which would ultimately be expected to cross
50 crore in the long term.
 Provide for Connectivity & access devices, content generation, personalization &
mentoring, testing & certification and encouragement of talent.
 Bringing efforts of different interested agencies working in the field of e-
learning under one umbrella and establishing logical linkages between various
activities.
 Capacity building in this sphere and utilizing dormant capacities of various
organizations.
 Encouraging research in spheres covered by Mission activities and creating a
large network.

18.  Spreading Digital Literacy for teacher empowerment and encouraging
teachers
 . Multi-lingual content development for the learners more comfortable.
 Voice support for educational material delivery and interactivity for the
content on the portal.
 Development of interfaces for other cognitive faculties which would also
help physically challenged learners.
 Conversion of existing educational tapes into indexed formats compliant
with the internationally accepted standards such as SCORM (Sharable
Content Object Reference Model)
 Development of pedagogical techniques based on edu-entertainment.
 Content delivery through EduSAT and narrowcasting of TV signals.
Providing 1000 DTH (Direct to Home)channels on 40 transponders.
 Setting up virtual labs and lab centers and finishing schools for quality
enhancement.
 Developing very low cost, low power consuming wireless mesh .
 . Providing e-Learning support to every higher education institution for
technology assisted learning.
Continued-