EMERGING ICT COUNTRY Nepal Case Study

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EMERGING ICT COUNTRY(Nepal Case Study)

• A BEAUTIFUL COUNTRY
• Data from world Facts
• http//www.cia.gov/cia/publications/factbook/geos/
  np.html

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Approaches to ICT Development in Countries
Transforming-Leadership Network
Integrating-Subject Specialist
Applying-ICT Specialist

• Emerging-Teacher

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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

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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.

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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

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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

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Natural Resources

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

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Land Use

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

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Natural Hazards

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

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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

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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

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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

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Languages

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

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Literacy

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

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Administrative Divisions

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

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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

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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

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Population Below Poverty Line 42

• Household income or consumption by percentage
  share
• lowest 10 3.2
• highest 10 29.8

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Industries

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

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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

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Exports

• Carpets
• Clothing
• Leather goods
• Jute goods
• Grain

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Imports

• Gold
• Machinery and Equipment
• Petroleum Products
• Fertilizer

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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)

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Radio Television Broadcast Stations

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

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Internet

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

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EMERGING ICT COUNTRY

• Nepal Case Study

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Information Communication TechnologyPolicy and
Strategy, Nepal (Data from Prof. Chhabi Lal
Gajurel)

• Prof. Chhabi Lal Gajurel
• Engr. Rajib Subba
• Kathmandu, May 2000

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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.

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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

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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

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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

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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

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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

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Expected Production of IT Manpower from Formal
Education by 2003
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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.

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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.

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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.

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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

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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

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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

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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..

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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

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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

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National Vision

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

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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.

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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

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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

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Thanks to the Data from the Nepal Expert Group
Report
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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?