Status And Challenges to Adopt New Technology in Nepal

Learn Current status of technology education in Nepal, Challenges to adopting new technology and focused current status of ICT education.

The Center for Education and Human Resource Development (CEHRD) was established in Nepal for Materials prepared by bodies and institutions including the Curriculum Development Center, Education Human Resource Development Center, and Common Education e-Party. In this article, we have discussed the status and challenges of adopting new technology which was established in Nepal.
ICT Education Nepal
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Status of Technology Education in Nepal.

Digital educational materials have also been developed by Open Learning Exchange Nepal in collaboration with the Curriculum Development Center. These interactive materials based on the National Curriculum have been developed for grades 1 to 8. An e-library containing thousands of digital books, audio, video, and other materials is available similarly, digital materials for classes 4 to 11 have been prepared. 

The above-mentioned digital educational materials are being used only in some of the schools which have computers at present. There is a need for skilled manpower to use such digital educational materials or to provide effective teaching in the classroom by providing computers and other equipment in the school.

For this, the government prepared a one-week package and provided training to the teachers. Similarly, the use of technology in the classroom has also been included in vocational and thematic training. Institutions that produce digital educational materials are also training teachers on the use of technology education in the classroom.

Measures of effectiveness

  1. With the main slogan 'Technical education is our economic progress', the currently functioning polytechnic and technical schools should be upgraded and opportunities for technical and vocational education and training should be provided under one roof. In each province, a model multi-technical school should be established and run by the council in the fields of agriculture, engineering, health, and hotel management for diploma and certificate level, T.SLC as well as market-oriented short-term skill training under one year. Those who are forced to go for foreign employment should be provided with training that is relevant to employment-oriented technology.

  2. With the slogan 'Skills are our base', skill-based management, modernizing technology, and proper use of existing natural resources and human resources can reduce poverty by increasing productivity and achieving economic and social progress. Government, semi-government, non-government, private, and charitable organizations should be encouraged and public awareness programs should be implemented throughout the country.

  3. If about 1,500 youths who are forced to go to foreign employment daily without skills can be trained and sent to foreign employment only with skill test certificates, the foreign earnings currently occupied by the nation will increase two to three times and the economic and technological progress in the country will leap.

  4. Skilled Vocational Training Centers and Skill Testing Centers should be opened in seven provinces to provide opportunities for technical education and vocational training in an easy and suitable environment to the classes deprived of minimum opportunities for productive employment, self-employment, and livelihood.

  5. At present, the 650 short-term training institutions affiliated with the council should encourage private institutions to expand in areas where the state has not reached by introducing a policy of automatic closure in the case of institutions that have not been able to implement any program within one year from the date of affiliation.

  6. To effectively implement skill-based vocational training provided by government, semi-government, non-government, private, and donor agencies, as well as to reduce duplication, it seems that a one-door system should be created at the central level and a coordination committee should be established to run the program in the provinces.

  7. As the skilled manpower and skills required by the market have not been identified, there is a demand today that the labor market information system and the training management information system should be established and implemented effectively.

  8. Today's need is to identify the need for training industrial trainees and increase productivity by effectively coordinating with industrialists to provide training that increases productivity. Therefore, coordinators in 7 provinces should be given the responsibility to effectively implement the system of industrial trainee training.

  9. Keeping in view the technical skills demanded by the market, an action plan should be prepared and implemented as soon as possible for the construction and modification of the relevant curriculum.

  10. To make the examination fair and transparent, the examination system should be made reasonable by arranging the management of employees as well as the arrangement of training and resources.

Challenges to Adopt New Technology in Nepal

Infrastructure works have been started in schools to use technology. At first glance, there seems to be a lot of work to be done, but there is still much to be done. In a country like ours, which is full of remote geographical locations, it is difficult to provide infrastructure for the use of technology in school education.

Most places do not have reliable electricity facilities. Install solar energy is expensive. Local electricity comes only at night in most areas. The school needs an afternoon. At a glance, the number of schools that get computers is remarkable, but they do not get enough computers. On the one hand, there are few computers, and on the other hand. Due to a lack of skilled technical manpower, some computers are deteriorating and stalling.

Computers from government agencies in most secondary schools are given priority in providing. To strengthen the foundation of learning, it seems appropriate to give priority to the provision of computers and other technological pieces of equipment to the basic schools.

In this way. Most schools/colleges lack sufficient classrooms. There is a lack of skilled manpower to teach using technology. This is because the new generation is reluctant to enter the teaching profession and the old teachers are less enthusiastic about using it. The appropriate training package, training, materials, proper environment in school, incentives, etc. are required to make the available teachers competent.

A good plan is usually made, but there are problems with its implementation. Difficulties have been created due to the untimely release of the budget, administrative hassle, inadequate information to stakeholders, obstruction of set criteria, etc.

The choice should be given according to the location. Where there is no internet access, offline content should be provided. Due to the high cost, this is not possible due to the difficult geographical conditions, and transportation and communication are inadequate. Suitable digital educational materials have not been delivered even to places with computers.

For this, it is better to deliver the appropriate materials from the government system to the appropriate place. Skilled manpower should be prepared to make it according to the local curriculum. Local levels need to be especially vigilant in such matters.

  1. How do ICT in Education Graduates Need to Learn Accounting? (Click here...)
  2. History of ICT Education in Nepal. (Click here...)
  3. Role of Technology in Developing Countries And Its Future. (Click here...)

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