EMERGING ICT COUNTRY Nepal Case Study - PowerPoint PPT Presentation

1 / 51
About This Presentation
Title:

EMERGING ICT COUNTRY Nepal Case Study

Description:

Scenic beauty. Small deposits of lignite. Copper. Cobalt. Iron ore ... Thanks to the Data from the Nepal Expert Group Report. 51. What are the Learning Points? ... – PowerPoint PPT presentation

Number of Views:72
Avg rating:3.0/5.0
Slides: 52
Provided by: kmutt8
Category:
Tags: country | emerging | ict | case | nepal | study

less

Transcript and Presenter's Notes

Title: EMERGING ICT COUNTRY Nepal Case Study


1
EMERGING ICT COUNTRY(Nepal Case Study)
  • A BEAUTIFUL COUNTRY
  • Data from world Facts
  • http//www.cia.gov/cia/publications/factbook/geos/
    np.html

2
(No Transcript)
3
(No Transcript)
4
Approaches to ICT Development in Countries
Transforming-Leadership Network
Integrating-Subject Specialist
Applying-ICT Specialist
  • Emerging-Teacher

5
Characteristics ICT Emerging Schools/Country
  • Initiated by individuals/teachers- teacher
    centered
  • Policies- accidental, no planned funds
  • Stand alone workstations for adm. or individual
    classrooms
  • ICT literacy curriculum of individual software
  • No planned professional development- just
    individual interest
  • Discrete donations, problem driven
  • Equipment simple, no systematic evaluation of the
    program

6
Nepal
  • In 1951, the Nepalese monarch ended the
    century-old system of rule by hereditary premiers
    and instituted a cabinet system of government.
    Reforms in 1990 established a multiparty
    democracy within the framework of a
    constitutional monarchy.

7
Geography
  • Location Southern Asia, between China and India
  • Geographic coordinates 28 00 N, 84 00 E
  • Map references Asia
  • Area 140,800 sq km (England 244 820 sq km)
  • Land 136,800 sq km
  • Water 4,000 sq km

8
Area
  • Comparative slightly larger than Arkansas
  • Land boundaries total 2,926 km
  • Border countries China 1,236 km, India 1,690 km
  • Coastline 0 km (landlocked)
  • Maritime claims none (landlocked)
  • Climate varies from cool summers and severe
    winters in north to subtropical summers and mild
    winters in south
  • Terrain Terai or flat river plain of the Ganges
    in south, central hill region, rugged Himalayas
    in north
  • Lowest point Kanchan Kalan 70 m
  • Highest point Mount Everest 8,850 m

9
Natural Resources
  • Quartz
  • Water
  • Timber
  • Hydropower
  • Scenic beauty
  • Small deposits of lignite
  • Copper
  • Cobalt
  • Iron ore

10
Land Use
  • Arable land 17
  • Permanent crops 0
  • Permanent pastures 15
  • Forests and woodland 42
  • Other 26

11
Natural Hazards
  • Severe thunderstorms
  • Flooding
  • Landslides
  • Drought and famine (time -specific)
  • Intense summer monsoons

12
People
  • Population 24,702,119
  • Age structure
  • 0-14 years 41
  • 15-64 years 56
  • 65 years and over 3
  • Population Growth Rate 2.34
  • Birth rate 33.83 births/1,000
  • Death rate 10.41 deaths/1,000
  • Net migration rate 0 migrant(s)/1,000

13
Sex Ratio
  • Birth 1.05 male(s)/female
  • Under 15 years 1.07 male(s)/female
  • 15-64 years 1.05 male(s)/female
  • 65 years and over 0.99 male(s)/female
  • Total population 1.05 male(s)/female

14
Infant Mortality Rate
  • Life expectancy at birth
  • Total population 57.84 years
  • Male 58.3 years
  • Female 57.35 years
  • Total fertility Rate 4.68 children born/woman

15
Languages
  • Nepali (official)
  • Over 20 other languages divided into numerous
    dialects

16
Literacy
  • Definition Age 15 and over can read and write
  • Total population 27.5
  • Male 40.9
  • Female 14

17
Administrative Divisions
  • 14 Zones
  • (Anchal, Bagmati, Bheri, Dhawalagiri, Gandaki,
    Janakpur, Karnali, Kosi, Lumbini, Mahakali,
    Mechi, Narayani, Rapti, Sagarmatha, and Seti.)

18
Economy
  • Economy- overview Nepal is among the poorest and
    least developed countries in the world with
    nearly half of its population living below the
    poverty line
  • Agriculture is the mainstay of the economy,
    providing a livelihood for over 80 of the
    population and accounting for 41 of GDP
  • Industrial activity mainly involves the
    processing of agricultural produce including
    jute, sugarcane, tobacco, and grain
  • Production of textiles and carpets has expanded
    recently and accounted for about 80 of foreign
    exchange

19
GDP
  • GDP- purchasing power parity 27.4 billion
  • GDP- real growth rate 3.4
  • GDP- per capita purchasing power parity- 1,100
  • GDP- composition by sector agriculture 41,
    industry 22 services 37

20
Population Below Poverty Line 42
  • Household income or consumption by percentage
    share
  • lowest 10 3.2
  • highest 10 29.8

21
Industries
  • Tourism
  • Textile carpet
  • Agricultural small rice, jute, sugar, and
    oilseed mills
  • cigarette
  • cement and brick production

22
Electricity
  • Production by source
  • Fossil fuel 5.13
  • Hydro 94.87
  • Nuclear 0
  • Other 0
  • Electricity- production 1.17 billion kWh
  • Electricity- consumption 1.212 billion kWh

23
Exports
  • Carpets
  • Clothing
  • Leather goods
  • Jute goods
  • Grain

24
Imports
  • Gold
  • Machinery and Equipment
  • Petroleum Products
  • Fertilizer

25
Telephones - Main Lines in Use 236,816 (1)
  • Telephone system poor telephone and telegraph
    service fair radiotelephone communication
    service and mobile cellular
  • Telephone network
  • Domestic NA
  • International radiotelephone communications
    microwave landline to India satellite earth
    station- 1 Intelsat (Indian Ocean)

26
Radio Television Broadcast Stations
  • Radio broadcast stations AM 6, FM 5, short-wave
    1 (Radios 840,000)
  • Television broadcast stations 6 (Televisions
    130,000)

27
Internet
  • Internet Service Providers (ISPs)
  • POOR
  • http//www.cia.gov/cia/publications/factbook/geos/
    np.html

28
EMERGING ICT COUNTRY
  • Nepal Case Study

29
Information Communication TechnologyPolicy and
Strategy, Nepal (Data from Prof. Chhabi Lal
Gajurel)
  • Prof. Chhabi Lal Gajurel
  • Engr. Rajib Subba
  • Kathmandu, May 2000

30
Stage-Defining Aims-Objectives
  • The countries in the region have given topmost
    priority to IT education and IT industries
    whereas, in Nepal we are at the stage of defining
    our aims and objectives and formulating a policy
    in ICT.

31
Recent Developments
  • Government of Nepal has recognized the potential
    of ICT
  • Participation of the private sector has
    initiated the use of ICT
  • Business and industrial sectors are using ICT
  • Decade of ninety is noted for the beginning of
    ICT education

32
Six Categories of Training Programs of ICT
  • Formal
  • School level education
  • Polytechnic diplomas
  • Bachelors degree
  • Post graduate diploma
  • Non Formal
  • Industrial qualification (Local Global)
  • On-the-job training

33
Educational Scene
  • More than 4.6 million students are studying in
    different schools
  • Institute of Engineering of TU is the first
    engineering institute
  • High school graduates have meager opportunities

34
Total Manpower Formal Sector
  • Polytechnic graduates in EE from IOE of TU 600
  • BE graduates in EE from IOE of TU 86
  • BE graduates in Electronics from KU 24
  • BE graduates in CE from KU 24

35
Non-Formal Sector
  • National Computer Centers are more than 10,000
  • Private Training Institutes are more than 50,000
  • Number of IT students studying in different
    countries is not available
  • Majority of manpower produced by NCC are computer
    literate

36
Expected Production of IT Manpower from Formal
Education by 2003
37
Scientists and Engineers in RDSource World
Indicator Development 1998
  • Country Number GNP Edu.
  • India 1,45,111 3.5
  • Nepal 506 2.9
  • Malaysia 1,827 5.3
  • Thailand 10,553 4.2
  • Pakistan 7,398 N.A.

38
Assembly of PCs
  • Countries of the region like India, Singapore and
    Malaysia have developed tremendous IT
    capabilities for assembling PCs and developing
    software indigenously and have earned enough
    foreign currency from IT related exports.
  • The case of Nepal is, however, different. Nepal
    has recently started assembling PCs and
    developing a few software. It will take perhaps,
    a decade or so for Nepal to contribute
    significantly in this area by way of IT industry.

39
Aims and Objectives
  • The countries in the region have given topmost
    priority to IT education and IT industries
    whereas, in Nepal we are at the stage of defining
    our aims and objectives and formulating a policy
    in ICT.

40
Joint Responsibilities of HMG(Government)
  • Provide latest IT information and maintain IT
    system
  • Formulate national IT policy, IT laws, IT
    supervision and support
  • Introduce long term and short term IT plan.
  • Establish NICTB and NACIT
  • Provide IT license

41
Joint Responsibilities of Private Institutions
  • Establish skill oriented IT education
  • Establish software export industry
  • Develop and maintain IT culture
  • Support governments IT endeavors
  • Follow and maintain national IT policy and laws

42
Joint Responsibilities of International Agencies
  • Provide financial and technical support to HMG
    and private sectors in IT field
  • Provide consultancy and advice
  • Help establish IT industry in collaboration with
    Nepalese counterparts

43
Number of Teaching Institutions, Teachers and
Students at Various Levels
  • Levels of Education Schools/ Campuses
    Teachers Students Agency involved
  • Pre-primary N. A. N. A. N. A.
    Pvt.
  • Basic Primary 23885 3587665 91878
    HMG Pvt.
  • Lower Secondary 6617 842762 22095
    HMG Pvt.
  • Secondary 3624 375076 16677
    HMG Pvt..
  • Higher Secondary 504 29021 N.
    A. HMG Pvt.
  • T. U. 216
    122957 5913 T. U.
  • K. U. 14 2407
    144 K. U. (Pvt.)
  • Pur. Univ. 4 71 16
    Pvt..
  • Pok. Univ. 8 142 7
    Pvt..

44
General Constraints in IT HRD
  • Nepal is a landlocked country with rugged
    mountainous terrain with much of the northern
    belt without any communication facilities. In
    most of the rural areas there are no facilities
    of electricity, telephone, computers, TV sets and
    motorable roads. The public schools are running
    in poor conditions. There is dearth of physical
    facilities and educational materials
  • Life is very hard especially in the Himalayan
    region where the whole community has to migrate
    to warmer south during winter months. Thus, a
    great degree of disparity in infrastructure
    exists between rural and urban areas of Nepal.
    His Majestys Governments program of
    universalization of basic and primary education
    has met only with partial success
  • Even now about 30 of our school going children
    are deprived of the opportunity of primary
    education due to extreme poverty. Parents cannot
    afford to send them to schools so the attendance
    of the students in schools has been seasonal. The
    educational scenario of the rural Nepal,
    especially of hilly and mountainous region is in
    no way comparable with that of urban areas. Nepal
    is passing through a period of extreme condition
    of haves and have-nots within her own boundary
  • Against this backdrop of education, we have to
    design and develop the program of IT HRD. We
    should be able to address the issue of hardware,
    software, training and support right from the
    initial phase of planning

45
Constraints- against IT HRD
  • National IT policy
  • Quality control in IT education
  • Formal and non-formal IT education
  • Development of IT industry
  • Indigenous capacity building
  • Information technology for distance education
  • Computer literacy program for all
  • IT based research and development
  • Establishment of national and regional HRD
    centers
  • Manpower requirement of Nepal in ICT
  • Financial constraints

46
National Vision
  • Nepals effort should be directed towards
    capacity building in IT for the purpose of
    all-round national development
  • Computer education for all

47
Education System of Nepal
  • The education system of Nepal can be stratified
    into (i) Pre-primary (ii) basic and primary (iii)
    lower secondary (6-7), (iv) secondary (8-10), (v)
    higher secondary (11-12), and tertiary levels
    comprising of Bachelor, Master and Ph.D. programs.

48
Curricula Proposals
  • Curricula for schools, private training
    institutes and university level education on
    human resource development in IT be designed,
    standardized and implemented
  • Curricula for non-formal education on ICT to be
    provided via virtual system of education be
    prepared, standardized and executed
  • Skill oriented curricula to be introduced as
    diversification from the mainstream of IT
    education from different levels such as SLC,
    (102) and bachelors degree program be designed
  • Masters and Ph.D. level computer education be
    started within the next 5 years
  • Educational packages of ICT be tied up with
    national development activities

49
Miscellaneous
  • Greater input of science and mathematics be given
    in school systems
  • Latest information on ICT be provided through
    information center located in the premises of
    NACIT and regional model IT centers
  • Monitoring, supervision and evaluation of IT
    activities be carried out regularly
  • A special program be prepared and brought to the
    notice of donor agencies to give IT sector a
    priority in rural areas
  • A special educational program package be
    introduced to increase the participation of women
    in IT HRD sector. A fixed percentage of quota be
    set aside for women who want to take up IT
    studies
  • Banks and financial institutions may be
    encouraged to support enterprising and
    professional women with financial packages to set
    up IT-led economic activities
  • SOHO and Telecommuting be encouraged for women
    and disabled persons who cant take a regular job
    outside

50
Thanks to the Data from the Nepal Expert Group
Report
51
What are the Learning Points?
  • For participating countries?
  • For IITE-UNESCO?
  • For Expert ICT groups?
  • For pedagogue/educators?
  • For those who are integrating ITC in Education?
Write a Comment
User Comments (0)
About PowerShow.com