NEPALESE TEACHERS’ ICT READINESS SURVEY UNESCO, Kathmandu March 2015

Survey coverage 22 schools 201 teachers Rural (VDCs) and Urban (District Headquarter or Municipality)

Demographics of the sample teachers Category% % Urban54.2Rural45.8 Public73.6Private26.4 Male69Female31 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 % (112 teachers)  can describe the strengths and weaknesses of the national policy - 79%  Impact of the ICT policy in classroom practices Responsesf% It has not changed classroom practice at all It has rarely changed classroom practice at all It has changed some aspects of classroom practice It has changed all aspects of classroom practice76.3

Teachers’ knowledge and understanding of ICT policy  aware of school policy – 44.8% Y % N  can describe the strengths and weaknesses of the national policy - 91% (out of 90)  Impact of the ICT policy in classroom practices Responsesf% It has changed no aspects of classroom practice77.8 It has changed few aspects of classroom practice It has changed some aspects of classroom practice It has changed many aspects of classroom practice Not applicable22.2

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

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 ResponsesPercent Create a lesson plan using a word processor (e.g. MS Word)43.3 Create a presentation slide for classroom teaching28.9 Create pedagogical tools using spreadsheets24.4 Create a web page6.5 Create audio-visual material for teaching and learning (e.g. e-book, digital stories, movie, animation, etc.)41.8 Create a mobile app13.4

Teachers’ capability to use ICT ResponsesPercent Create an account49.8 Send 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 purposes36.8 Create and maintaining a blog9 Create a Wiki7 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 online29.4

Teachers’ capability to use browser ResponsesPercent Use a web browser39.8 Use a search engine to find information on the web44.8 Evaluate the credibility of the information from the web29.9 Reference the sources28.9

Installation, spreadsheet and networked record keeping ResponsesPercent Install new software on a computer31.3 Create a spreadsheet to manage grades and data32.3 Use a networked record keeping platform to take attendance, submit grades, and maintain other student data44.3

ICT-enhanced innovative pedagogy - Pedagogical practices of teachers

Professional development of teachers - ICT-related training to the teachers ResponsesPercent Using school administrative system (EMIS)7.5 Computer literacy (basic productivity tools)47.3 Using subject-specific software6.5 Teaching ICT as a subject9.5 Creating multimedia resources6.5 Using and integrating government-provided digital resources into classroom teaching5.5 Finding, adapting and evaluating resources from the Internet17.4 Planning lesson and/or projects that integrate ICT7.0 ICT-enhanced innovative pedagogy (e.g. project based learning, computer-supported collaborative learning, etc.)8.5 Using social network for teaching and learning14.9 Using ICT for assessment10.0

ICT training in the last 12 months  less than 4 hours 22.9%  5-15 hours 6.5%  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%  Nowhere51.7%

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 ResponseYesNo Access to school-level data entry to the national EMIS Access to data retrieval from the national EMIS Thank you