Title: EMERGING ICT COUNTRY Nepal Case Study
1EMERGING 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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4Approaches to ICT Development in Countries
Transforming-Leadership Network
Integrating-Subject Specialist
Applying-ICT Specialist
5Characteristics 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
6Nepal
- 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.
7Geography
- 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
8Area
- 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
9Natural Resources
- Quartz
- Water
- Timber
- Hydropower
- Scenic beauty
- Small deposits of lignite
- Copper
- Cobalt
- Iron ore
10Land Use
- Arable land 17
- Permanent crops 0
- Permanent pastures 15
- Forests and woodland 42
- Other 26
11Natural Hazards
- Severe thunderstorms
- Flooding
- Landslides
- Drought and famine (time -specific)
- Intense summer monsoons
12People
- 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
13Sex 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
14Infant 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
15Languages
- Nepali (official)
- Over 20 other languages divided into numerous
dialects
16Literacy
- Definition Age 15 and over can read and write
- Total population 27.5
- Male 40.9
- Female 14
17Administrative Divisions
- 14 Zones
- (Anchal, Bagmati, Bheri, Dhawalagiri, Gandaki,
Janakpur, Karnali, Kosi, Lumbini, Mahakali,
Mechi, Narayani, Rapti, Sagarmatha, and Seti.)
18Economy
- 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
19GDP
- 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
20Population Below Poverty Line 42
- Household income or consumption by percentage
share - lowest 10 3.2
- highest 10 29.8
21Industries
- Tourism
- Textile carpet
- Agricultural small rice, jute, sugar, and
oilseed mills - cigarette
- cement and brick production
22Electricity
- 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
23Exports
- Carpets
- Clothing
- Leather goods
- Jute goods
- Grain
24Imports
- Gold
- Machinery and Equipment
- Petroleum Products
- Fertilizer
25Telephones - 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)
26Radio Television Broadcast Stations
- Radio broadcast stations AM 6, FM 5, short-wave
1 (Radios 840,000) - Television broadcast stations 6 (Televisions
130,000)
27Internet
- Internet Service Providers (ISPs)
- POOR
- http//www.cia.gov/cia/publications/factbook/geos/
np.html
28EMERGING ICT COUNTRY
29Information Communication TechnologyPolicy and
Strategy, Nepal (Data from Prof. Chhabi Lal
Gajurel)
- Prof. Chhabi Lal Gajurel
- Engr. Rajib Subba
- Kathmandu, May 2000
30Stage-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.
31Recent 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
32Six 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
33Educational 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
34Total 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
35Non-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
36Expected Production of IT Manpower from Formal
Education by 2003
37Scientists 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.
38Assembly 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.
39Aims 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.
40Joint 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
41Joint 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
42Joint 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
43Number 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..
44General 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
45Constraints- 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
46National Vision
- Nepals effort should be directed towards
capacity building in IT for the purpose of
all-round national development - Computer education for all
47Education 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.
48Curricula 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
49Miscellaneous
- 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
50Thanks to the Data from the Nepal Expert Group
Report
51What 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?