iSherig-2 Education ICT Master Plan 2019-2023 · equity of education. ICT is regarded as one of the...

Ministry of EducationRoyal Government of Bhutan

Thimphu

iSherig-2Education ICT Master Plan

2019-2023

࿉ Education ICT Master Plan is named iSherig, which translates to ICT in education. The “i” alludes to innovation and integration that the master plan intends to promote through use of ICT in education.

࿉ iSherig logo is represented by a three-petaled flower. Each petal represents a strategic thrust or focus area, namely iAble, iBuild and iConnect.

࿉ The three jewels in the centre of the flower represents the government’s desire to help every individual in educational institutions, government agencies in education sector and communities. iSherig is designed to impact and benefit everyone in the education sector, from children to adult learners, educators and administrators.

࿉ The yellow and orange colours used in the logo is in deference to the two colours used in our national flag, which represents peaceful coexistence of temporal authority and spiritual tradition in the country.

iSherig-2

Education ICT Master Plan

2019-2023

Ministry of EducationRoyal Government of Bhutan

Thimphu

Published by the Ministry of EducationKawajangsa, Thimphu 11001, Bhutan

© 2019 Ministry of Education

ISBN 978-99980-41-00-4

Technical Advisors

Review and Editing

Design and Layout

Jonghwi Park, ICT in Education, UNESCO BangkokJian Xi Teng, ICT in Education, UNESCO Bangkok

Pelden, NFCED, DAHE, Ministry of EducationPhurba, PPD, Ministry of EducationThinley, CDC, Royal Education CouncilTshering Phuntsho, TPSD, DSE, Ministry of EducationTsheyang Tshomo, ICTD, Ministry of EducationUgyen Dorji, IMD, Royal Education CouncilYeshey Lhendup, SPCD, DSE, Ministry of Education

Ugyen Dorji, IMD, Royal Education Council

iii

Table of Contents

Abbreviations vForeword viiAcknowledgement xIntroduction xiBackground xiiiOverview of iSherig-2 1

Programme 1.1 ICT Capacity Development of Educators 7

Project 1.1.1 ICT competency standards for teachers 8Project 1.1.2 Digital pedagogy in colleges of education 10Project 1.1.3 Digital pedagogy for in-service teachers 13

Programme 1.2 ICT Capacity Development of Learners 15

Project 1.2.1 ICT competencies of students 16Project 1.2.2 Digital citizenship for students 18Project 1.2.3 TVET-based ICT competencies of students 20Project 1.2.4 Digital literacy for NFE and CLC learners 23

Programme 1.3 ICT Capacity Development for Learning Support 25

Project 1.3.1 ICT competencies of educational leaders 26Project 1.3.2 ICT competencies of library and laboratory assistants 28

iAble

iv

Programme 2.1 Pervasive Use of Digital Educational Resources 33

Project 2.1.1 Digital interactive textbooks 34Project 2.1.2 Content adaptation for children with special needs 36Project 2.1.3 Digital educational resources for schools 38Project 2.1.4 Digital educational resources for NFE programmes 41

Programme 3.1 ICT Infrastructure Development 47

Project 3.1.1 ICT standards and guidelines for schools, TRCs and CLCs 48Project 3.1.2 Digital devices for schools and TRCs 50Project 3.1.3 Internet connectivity for schools 52Project 3.1.4 Multimedia studio 54Project 3.1.5 Digital devices and Internet connectivity for CLCs 55

Programme 3.2 Administration and Learning Systems Development 57

Project 3.2.1 E-learning platform 58Project 3.2.2 Education Management Information System 59Project 3.2.3 NFE Management Information System 61

Resource Mobilization 63Implementation Mechanism 65Monitoring and Evaluation 68References 69Annexure: Working Groups and Committees 73

iConnect

iBuild

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Abbreviations

ADB Asian Development BankAES Annual Education Statistics AMFIE Asia‑PacificMinisterialForumonICTinEducationBCSEA BhutanCouncilforSchoolExaminationsandAssessmentBPST BhutanProfessionalStandardsforTeachersCBLM CompetencyBasedLearningMaterialCDC CurriculumDevelopmentCentreCLC CommunityLearningCentreCS CentralSchoolDAHE DepartmentofAdultandHigherEducationDEO DzongkhagEducationOfficerDITT DepartmentofInformationTechnologyandTelecomDKAP DigitalKidsAsia‑PacificDoS DirectorateofServicesDrukREN DrukResearchandEducationNetworkDSE DepartmentofSchoolEducationECCD EarlyChildhoodCareandDevelopmentEIT ElectiveInformationTechnologyEMD EducationMonitoringDivisionEMIS EducationManagementInformationSystemFYP FiveYearPlanG2C GovernmenttoCitizenGNHC GrossNationalHappinessCommissionGovNet GovernmentNetworkGPMS GovernmentPerformanceManagementSystemHSS HigherSecondarySchoolICTD InformationandCommunicationsTechnologyDivisionICT InformationandCommunicationsTechnology

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IMD InstructionalMediaDivisionIR4.0 FourthIndustrialRevolutionLG LocalGovernmentLSS LowerSecondarySchoolMIS ManagementInformationSystemMoE MinistryofEducationMoF MinistryofFinanceMoIC MinistryofInformationandCommunicationsMoLHR MinistryofLabourandHumanResourcesMSS MiddleSecondarySchoolNBIP National‑BasedIn‑serviceProgrammeNFCED Non‑FormalandContinuingEducationDivisionNFE‑MIS Non‑FormalEducationManagementInformationSystemNFE Non‑FormalEducationOER OpenEducationalResourcesPD ProfessionalDevelopmentPHCB PopulationandHousingCensusofBhutanPPD PolicyandPlanningDivisionREC RoyalEducationCouncilRUB RoyalUniversityofBhutanSEN SpecialEducationNeedsSDG SustainableDevelopmentGoalsSPCD SchoolPlanningandCoordinationDivisionSTEP‑UP SkillsTrainingandEducationPathwaysProjectTBD TobedeterminedTEO ThromdeEducationOfficerTPSD TeacherProfessionalSupportDivisionTRC TeacherResourceCentreTVET TechnicalandVocationalEducationandTraining

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ForewordBhutanhasmadeacommendableprogressintermsofexpandingaccesstoeducationoverthepastsixdecades.Weareclosetoachievinguniversalprimaryeducationwithadjustednetenrolmentratioat96.8percentasof2018.Thishasbeenacceleratedbyexpansionofeducationalfacilitiesandsupportmechanismsinthepreviousfive‑yearplans.Withtheadventofmoderneducation,differentinitiativesandreformswereundertakentoimprovethequalityofeducation.However,challengeofprovidingqualityeducationtoourchildrenstillremains.

Withtheobjectivetoaddressthiscriticalchallenge,the12thFiveYearPlanfocusesonprogressiveeducationinkeepingwiththeneedofhourtoimprovethequalitythrough imparting transferable skills. It is generally accepted that InformationCommunicationsTechnology(ICT)playsapivotalroleinimprovingqualityandequityofeducation.ICTisregardedasoneoftheimportantandeffectivetoolsthatcansupportandleadtoanimprovedstudentlearningandbetterteachingmethods.

Toharness thepotential andbenefitof ICT toenhance thequalityof teaching‑learningprocess,theMinistryofEducationhasdevelopediSherig‑2,EducationICTMasterPlanafterasuccessfulcompletionofiSherig‑1(2014‑2018).Aswestandonthebrinkofatechnologicalrevolutionthatwillfundamentallyalterthewaywelive,work,andrelatetooneanother,itisimportantweprepareourchildrenforthisfast‑changingworld.Therefore,inadditiontotheprovisionofICTinfrastructureonanequitablebasistoourschoolsandeducationalinstitutionsacrossthecountry,iSherig‑2willfocusonbuildingandapplyingtheirdigitalskills.

I urge all relevant agencies to ensure timely and proper implementation of allprojectsidentifiedinthedocumentoverthenextfiveyears.

Lastly,IwouldliketothankUNESCO,Bangkokfortheirtechnicalandfinancialsupport.Mysincereappreciationgoes to thecompetent iSherig‑2core teamfortheircommitmentandprofessionalisminformulationofthisrelevantandrealisticmasterplan.

TashiDelek

JaiBirRaiMinister

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Foreword

Educationhasalwaysbeenanationalpriorityineveryplanperiod.Takingforwardfromnumerousachievementsinthepastsixdecades,thefocusoftheMinistryofEducationinthe12thFiveYearPlan(FYP)isimprovingQualityofEducationandSkills,whichisidentifiedasoneoftheNationalKeyResultsAreas.

In order to achieve the plan objective and realize Bhutan’s vision of becomingknowledge‑basedsocietyinitstruesense,theeducationsystemmustaddresstheneedsoftheFourthIndustryRevolutionwhichisevolvingatanexponentialpace.Integrationof ICT in education isoneof the criticalmeans that is expected toimparttransferableskillsandimprovethequalityofeducation.

TheMinistryofEducationhasundertakenvariousinitiativesintheuseofICTineducation.Since2014,forthefirsttime,thishasbeendonethroughacomprehensiveiSherig, Education ICT Master Plan 2014‑2018 with the intention to lay thefoundationandcreateenablingenvironmentforfutureICTinitiativesineducation.Towardstheendofimplementationcycleofthefirstmasterplan,theMinistryofEducationinitiatedthedevelopmentofiSherig‑2totakeICTineducationfurtherasameanstoimproveteachingandlearning,andcontinuefocusedinvestmentinICT.

iSherig‑2isessentiallybuiltupontherecommendationsofiSherig‑1Reviewheldin April 2018with strong alignment to the 12th FYP. In this second iteration,themasterplanstillmaintainslinkagesofthethreethrustareas:iAble–capacitybuilding;iBuild–contentdevelopmentandiConnect–systembuilding,internetconnectivityandprovisionofinfrastructurebutwithinclusionoffocusedprojectsonNon‑FormalEducation(NFE)andSpecialEducationNeeds(SEN).

ThesuccessofiSherig‑2hingesonthesupportandcommitmentfromimplementingpartnerssuchasRoyalEducationCouncil,CollegesofEducation,andDzongkhagsandThomdesinadditiontorelevantdepartmentsanddivisionswithintheMinistry.Therefore,Iwouldurgealltheimplementingpartnerstoensurethatallprojectsplannedinthismasterplanareimplementedproperlyandinatimelymanner.

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Finally, iSherig‑2 is an outcome of technical and financial support from theUNESCO Bangkok, and commitment and professionalism of the Core Team.Therefore, Iwould like toextendmyheartfelt thanks toUNESCOBangkokforbothtechnicalandfinancialsupport.MyspecialappreciationgoestoMs.JonghwiParkandMr. JianXiTeng,UNESCO,Bangkok forguidingandproviding theirtechnicalinputsthroughouttheprocessofformulatingthisdocument.IwouldalsoliketocongratulateandthankmyhighlycompetentBhutanesecolleaguesfortheircommitmentandprofessionalismincomingupwiththismasterplanthatwillstayrelevantinthisfast‑changingworld.

TashiDelek!

KarmaYesheySecretary

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AcknowledgementTheMinistryofEducationwouldliketothankeveryonewhocontributedinthedevelopmentoftheEducationICTMasterPlan2019‑2023.WhiletheCoreTeamideated to provide a draft framework to work with, the ConsultativeWorkingGroupsdiscussed,debatedandprovidedimplementation‑levelperspectivesduringthetwonationalworkshopstodrawuprealisticandpracticalprojects.

Thispublicationwasmadepossiblewithguidancefromthetwotechnicaladvisors,MsJonghwiParkandMrJianXiTeng,UNESCOBangkok.TheirsupportbeganwiththereviewoftheimplementationofiSherig,EducationICTMasterPlan2014‑2018.Subsequently,theyfacilitatedthedevelopmentoftheEducationICTMasterPlan2019‑2023byprovidingvaluableandsubstantivefeedback.

TheMinistryofEducationcommendsthehardworkofthetechnicaladvisors,theCoreTeamandtheConsultativeWorkingGroups.

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IntroductionSincetheThirdIndustrialRevolution,ICThasbeenimpactinghowwelive,work,and communicate. The impact will be felt even more in the Fourth IndustrialRevolution(IR4.0)wheredataareexchangedovertheinternetofthingsandcloudcomputingtoprovideintelligentautomationusingartificialintelligence(cognitivecomputing).ThisrequireseducationsystemtoleverageonemergingtechnologiesthatwillprepareourchildrentoparticipatemeaningfullyandproductivelyintheeraofIR4.0.

ConsideringtheimportantroleICTplaystokeepabreastwiththistrend,theMinistryofEducationhasbeenprioritisingintakingICTtoschools.Since2014,thishasbeendonethroughacomprehensiveEducationICTMasterplantorationalizeandguidegovernment’sinvestmentinICTineducation.TotaketheICTineducationfurtherasameanstoimproveteaching‑learning,theMinistryofEducationaspiredtodevelopthenextmasterplan.

Accordingly, theMinistryofEducationsoughtUNESCO’sassistance inOctober2017toreviewtheprogressoftheEducationICTMasterPlan2014‑2018,iSherig(referred“iSherig‑1”hereafter)andsubsequentlytohelpdeveloptheEducationICTMasterPlan2019‑2023,iSherig‑2.WiththetechnicalassistancefromUNESCO,iSherig‑2wasdevelopedunderthe“ICTtoFacilitateSDG4inSouthAsia”projectsupportedbytheJapaneseFunds‑in‑Trust.

This document presents the programmes and projects of iSherig‑2whichwereessentiallybuiltuponthekeyfindingsandrecommendationsofiSherig1ReviewheldinApril2018.Inthisseconditeration,themasterplanstillmaintainslinkagesof the three thrust areas of iAble, iBuild and iConnect of iSherig‑1 but withan inclusion of focused projects onNon‑Formal Education (NFE) and SpecialEducationNeeds(SEN).

iSherig‑2emphasisonthepervasiveuseofICTinteachingandlearningasclearlystated in the vision of iSherig‑2 inmaking our learners “nationally rooted andgloballycompetentcitizensthroughequitableandpervasiveuseofemergingandrelevant technology”. This “pervasiveness” is also evident in the projects, in theway how learners, teachers and instructors are nudged unobtrusively to accesselectronic resources available on a platformusing their knowledge and skills indigitalpedagogy.

ThevisionofiSherig‑2isalignedtothevisionoutlinedintheQingdaoDeclarationonICTineducation(May2015),whichisareaffirmationofIncheonDeclarationof Education 2030 adopted inMay 2015. As a first global declaration on ICT

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ineducation,theQingdaoDeclarationhighlightsthesignificanceofusingICTtofosteraccessandequityineducation,andpromoteelectivepedagogicaluseofICT.Itstressestheneedtopromotethecultureofopeneducationalresources,recognizethe important rolesof teacherdevelopmentand support andensurequalityandrecognitionofonlinelearning.

InsupportofSDG4,Education2030andtheQingdaoDeclaration,theAsia‑PacificMinisterialForumonICTinEducation(AMFIE)inMay2017adoptedtheAsiaPacificRegionalStrategyonUsingICTtoFacilitatetheAchievementofEducation2030.Theregionalstrategyidentifiedfourpriorityareasas(a)expandingrelevantskills in secondary education, Technical and Vocational Education and Training(TVET) and higher education, (b) improving quality of teaching and teachingpractices, (c) enabling inclusion and equality in education and (d) supportingdata‑drivenmonitoringandevaluation.

Sixactionpointswereformulatedtosetimmediatefocusforactionsbyallmemberstatesinthefourpriorityareas.Theactionpointswere:

1.developingICTineducationpolicies,2.engaging in partnership across the four priority areas with regional and

international organizations for sharing of good practices and experiences onchallenges,

3.enhancingaccesstoandthequalityandrelevanceofsecondaryeducation,TVETand higher education using ICT‑based solutions that enable the provision ofalternative,openandflexiblepathways,

4.developing competency standards for teachers towards ICT‑integratedtransformativepedagogies,

5. settingconcretemeasures in thenational ICT ineducationpolicies toensureinclusive,equitableandqualitylearningopportunitiesforall,and

6.monitoringprogressinthefourpriorityareasthroughacomprehensiveEducationManagement InformationSystem(EMIS) that leverages thepotentialofnewtechnologies.

The broad areas highlighted above are valid and pertinent to Bhutan’s schooleducationandnon‑formaleducation.iSherig‑2has21projects,subsumedundersixprogrammes,whichareorganizedunderthreethrusts,allofwhichaligntogethertoaddresstheissuesmentionedabove.ThesearethestepstowardseamlessintegrationandpervasiveuseofICTincurriculum,pedagogyandassessmentforengagingandmeaningfullearning.

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BackgroundBhutan’sICTvision“anICT‑enabled,knowledge‑basedsocietyasafoundationforGrossNationalHappiness”wasformulatedwhenthefive‑yeareGovMasterPlanwasdevelopedin2012.TheeGovMasterPlanwasaimedat settingaclear roadmapofICTinitiativesinthreebroadareasofgoodgovernance,Bhutaneseinformationsocietyandenablerforsustainableeconomicdevelopmentthatwouldcutacrossthewholegovernment.

WithintheeGovMasterPlan,thesectorallevelICTroadmapwasfirstinitiatedin2013intheformoffive‑yearEducationICTMasterPlanwithtechnicalandfinancialsupportfromMinistryofInformationandCommunications(MoIC),InfocommDevelopmentAuthority of Singapore, Temasek Foundation, Singapore and Swiss DevelopmentCorporation. The focus of iSherig‑1 was on rationalising and streamlining ICTactivitiesandsystemsundertheMinistryofEducationandthecollegesofeducationthathasadirectbearingontheschooleducation.

Prior to thecompletionof iSherig‑1 in2018, theMinistryofEducationsoughttechnical assistanceofUNESCO to review iSherig‑1 andhelpdevelop thenextmaster plan. For the development of iSherig‑2, a participative master planningprocesswasadopted.Acoreteamwasformedtoideate,coordinateanddrivethethreethrustareasinthemasterplan.Itcomprisedofkeypeopleresponsibleforeducation planning, curriculum development, teacher professional development,teachereducation,non‑formaleducation,andICTinfrastructureandservicesforschools.Aconsultativeworkinggroup,comprisingofteachers,principals,DzongkhagEducationOfficers(DEOs),wasformedtoconsultideas,provideperspectivesfromtheirimplementationlevel,andtoconfirmtheprogrammesandprojects.

ThereviewreportoniSherig‑1bytheUNESCO’sReviewMissioninApril2018formedastrongbasisindevelopingiSherig‑2.WiththetechnicalguidancefromUNESCOBangkok,goals,programmesandprojectswereidentifiedincollaborationwith the Core Team and the ConsultativeWorking Group during the nationalworkshopsheldinAugustandDecember2018.SomeoftheongoingprojectsandsomewhichcouldnotbestartedunderiSherig‑1butrelevanttothepresentcontextwerecarriedovertoiSherig‑2.Subsequently,thedraftiSherig‑2waspresentedtotheProjectSteeringCommitteetodefinethescope,reportontheprogress,alignwithothernationalplansandtoseekpolicydirections.Thedraftwasalsopresentedduringthe19thNationalEducationConference2018forwiderconsultationandendorsement.

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Inthewholemasterplanningprocess,consciouseffortwasmadetoaligntheprojectstothegoalsandoutcomesofthe12thFiveYearPlan(FYP),whichcoincidentallyhas the same timelineas iSherig‑2(2019‑2023).This ensuresmostprojects iniSherig‑2wouldbefundedfullyorpartiallywithinthe12thFYPoutlay.However,therearefewprojectswhicharenotpartofthe12thFYPthatwouldrequireanadditionalfunding.

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Overview of iSherig-2

VISIONNationally rooted and globally competent citizens through equitable and pervasive use of emerging and relevant technology.

TheessenceofthevisionisinconsonancewiththefirstEducationICTMasterplanwhichaimedtoleveragethepowerofICTtoenhancequalityofeducation.ICTprovidestheopportunitytobringlearnerstogethertocollaborateonpreserving,showcasing and promoting knowledge, content, culture and values that areindigenoustoBhutan.

ICTprovidesvitaltoolsforglobalcompetence.Itbridgesdistancesandincreasesstudents’opportunitiestolearnthroughcollaborationatalocal,regionalandgloballevel.BesidesbuildingICTskills,thisstrengthenstheirinterculturalunderstanding,languagesproficiencyandknowledgeoftheworldthatwillhelpthemnavigatetheworldinthe21stcenturyandbeyond.

However, in thisvision,certainaspectshavebeenhighlightedtobringemphasison equitable and inclusive access, and on making ICT vibrant, integrated andubiquitous.ThesehighlightsarewhatdifferentiatesthisvisionfromthevisionofiSherig‑1.

OUTCOMESThroughtheimplementationofiSherig‑2,theMinistryofEducationaimstoachievethefollowingthreeoutcomes:

Motivation for lifelong learning

ICTfacilitatesequippinglearnerswithrighttransferableskillsandvaluestomakethem productive, socially responsible, culturally grounded, ecologically sensitive,spirituallyawareandgloballycompetent.Theseattributeshelpthemtoparticipatemeaningfully,productivelyandresponsiblyinthe21stcenturyandbeyond,andleadthemtolifelonglearning.

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Effective teaching and learning

ICT‑integrated curricula and interdisciplinary digital pedagogy facilitatescollaborationamongeducatorsandlearners.Itprovideslearnerswithpersonalisedand active learning experiences through the use of digital resources which arecuratedorcreated.

Efficient administration system

Acomprehensiveandintegratedmanagementinformationsystemthatstreamlinesthecollectionandprovisionofdataforinformeddecisionmakingandevidence‑basedplanning,monitoringandevaluation.

STRATEGIC THRUSTSiSherig‑2 aims to achieve the above desired outcomes through the programmesandprojectsunderthreekeyareasofiAble,iBuildandiConnect.TheoverviewofiSherig‑2issummarizedinthediagrambelow:

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AtotalofNu1.729billionisestimatedfortheimplementationofiSherig‑2.Thedetailsoftheprogrammesandprojectsundereachstrategicthrustareprovidedinthetablesgivenbelow:

Thrust 1: iAbleEnhance ICT competency of educators, learners and support staff.

185.68m

Programme 1.1ICT Capacity Development of Educators

Project1.1.1ICT competency standards for teachers

Project1.1.2Digital pedagogy in colleges of education

Project1.1.3Digital pedagogy for in‑service teachers

110.86m

Programme 1.2ICT Capacity Development of Learners

Project1.2.1ICT competencies of students

Project1.2.2Digital citizenship for students

Project1.2.3TVET‑based ICT competencies of students

Project1.2.4Digital literacy for NFE and CLC learners

37.72m

Programme 1.3ICT Capacity Development for Learning Support

Project1.3.1ICT competencies of educational leaders

Project1.3.2ICT competencies of library and laboratory assistants

37.10m

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Thrust 2: iBuildEnhance use of ICT-integrated teaching and learning resources by learners, teachers, NFE instructors and CLC managers.

38.79m

Programme 2.1Pervasive Use of Digital Educational Resources

Project2.1.1Digital interactive textbooks

Project2.1.2Content adaptation for special needs

Project2.1.3Digital educational resources for schools

Project2.1.4Digital educational resources for NFE

38.79m

Thrust 3: iConnectStrengthen ICT infrastructure and connectivity for better learning and educational services.

1,505.28m

Programme 3.1ICT Infrastructure Development

Project3.1.1ICT standards and guidelines for schools, TRCs and CLCs

Project3.1.2Digital devices for schools and TRCs

Project3.1.3Internet connectivity for schools

Project3.1.4Multimedia studio

Project3.1.5Digital devices and Internet connectivity for CLCs

1,463.28m

Programme 3.2Administration and Learning Systems Development

Project3.2.1E‑learning platform

Project3.2.2Education Management Information System

Project3.2.3NFE Management Information System

42.00m

iAbleGoalEnhance ICT competency of educators, learners and support staff.

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RationaleICTistransformingthewaywelive,workandcommunicate,andourlearnersaregrowingupinaworldcharacterisedbyrapidtechnologicalchanges.Thesechangespresent both opportunities and challenges. TheMinistry of Education plans toharnessthepotentialsofInformationandCommunicationsTechnology(ICT)toenhancequalityofteachingandlearning.ThisaspirationisclearlyreflectedinShiftSixoftheBhutanEducationBlueprint2014‑2024.Itarticulatestheneedtodevelopcapabilitiesandcapacitiesofstudents,educatorsandsupportingstafftobestutilizetheinvestmentsmadeinICTinfrastructure,systemsandcontent.Similarly,Pineida(2011) insists that to ensure improvement of learning outcomes by leveragingICT, studentsandeducators shoulddevelop teaching, learningand technologicalcompetencies.TheQingdaoDeclaration(2015)under‘qualitylearning’recognizestheabilitytoleverageICTforlearningasnolongeraspecialisedskillbutfoundationaltosuccessintoday’ssocieties.

Internationaltrendsineducationshowashiftfromthetraditional“teachercentred”to“studentcentred”approach(Kenedy,Hyland&Ryan,2006)whichfocussesonachievingtheintendedlearningoutcomes.Technologycanhelpmeetthedesiredlearningoutcomes,butitrequirescompetencyofbothteachersandstudentstousetechnologyforteachingandlearning.Teachereducators,pre‑serviceandin‑serviceteachersmustpossessthecompetenciestomeaningfullytapthepotentialsofICTineducation.AlthougheffortshavebeenmadetoequipteacherswithcompetenciestointegrateICTinteaching,sporadicandinadequatetrainingprogrammesimpedeits successful implementation (Kawai, Wangdi, Galay,Miwa, & Yamada, 2016)inabsenceofsystematicprofessionaldevelopment.WiththedevelopmentofICTcompetencystandardsforteachers,itisexpectedtoserveasabasisforthedesign,developmentandimplementationoftrainingprogrammesaswellasprogressionofteachers’proficiencyalongtheidentifiedsetofcompetencies.

It is critical to create a supportive academic and management environment inschoolstorealizetheeffectivenessofICTcapacitydevelopmentofeducatorsandlearners.Similarly, ICTcapacitydevelopmentofeducational leadersandsupportstaffwillimprovetheirknowledgeandskills,andtheirbeliefsandattitudetowardsuseofICTineducation.ThesecompetencieswillenablethemtobecomepositiveusersandadvocatesofICTforlearningandliving.

ThethreeprogrammesandnineprojectsunderiAbleareexpectedtoenhancetheICTcompetenciesofeducators,learners,educationalleadersandsupportstaff.

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Programme 1.1 ICT Capacity Development of Educators

Project1.1.1ICTcompetencystandardsforteachersProject1.1.2DigitalpedagogyincollegesofeducationProject1.1.3Digitalpedagogyforin‑serviceteachers

Programme 1.2 ICT Capacity Development of Learners

Project1.2.1ICTcompetenciesofstudentsProject1.2.2DigitalcitizenshipforstudentsProject1.2.3TVET‑basedICTcompetenciesofstudentsProject1.2.4DigitalliteracyforNFEandCLClearners

Programme 1.3 ICT Capacity Development for Learning Support

Project1.3.1ICTcompetenciesofeducationalleadersProject1.3.2ICTcompetenciesoflibraryandlaboratoryassistants

Programme 1.1 ICT Capacity Development of Educators

GoalAlleducatorspervasivelyuseICTtoenhanceteachingandlearningprocess.

RationaleICThasimpactedthenatureofjobsandlivelihoodinallfields.TeachingprofessionisnotanexceptioninthiswaveofICT‑drivenchange.Theroleofeducatorsisuniqueinthecontextofthischangeastheyhavetoembrace itasawayof lifeandalsobetheagentsofICT‑basedhumancapitaldevelopment(Alazam,Bakar,Hamzah&Asmiran,2012).TheneedtoenhanceICTcapacityofeducators,atbothcollegeofeducationandschools,isconsideredakeyinterventiontoensureICTissuccessfullyintegratedintoteaching.

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Qualityteacherpreparationdependsonqualityofteachereducatorsandteachereducatorscannotteachwhattheydonotknow(Goodwin&Kosnik,2013).Likeanyotherprofessionalcompetencies,tobetterpreparepre‑serviceteacherswiththecompetenciestointegrateICTeffectivelyinteaching,theteachereducatorsmustpossessandmodeltheveryskills.

Continuousprofessionaldevelopmentisneededtokeepin‑serviceteacherscurrentandrelevantintermsofanyeducationalshiftsandinnovations,includingICTineducation.Recognizingtheimportanceofcontinuousprofessionaldevelopment,theMinistryofEducationcommitstosustainitsinitiativesandprogrammestoenhancethecompetenciesofteachers.DevelopmentofdigitalpedagogicalcompetencieshasbeenaccordedprioritytoenableteacherstoembraceICTforlivingandteaching.

AlthoughageneralneedforICTcompetencydevelopmentofeducatorsisrecognized,currentlytherearenostandardsandframeworkthatspecifytheICTcompetencyrequirements for teacher graduates andpracticing teachers.Thedevelopmentofstandardsandframeworkisexpectedtoguideinidentifyingthelearninggoalsofpre‑serviceteachersandcapacitydevelopmentneedsofin‑serviceteachers.

The three projects under this programme are intended to accomplish a holisticapproach towards capacity building of teacher educators, student teachers andpracticingteachersintheuseofICTineducation.ItisexpectedtotranslateintoICT‑mediatedqualitylearningexperiencesforstudents.

Project 1.1.1 ICT competency standards for teachers

RationaleRecognizingtheimportanceofdevelopingteachers’capacityforsuccessfulintegrationofICTintotheirclassroompractices,thegovernmentinitiateddifferenttrainingprogrammesforteachers.OnenotableinitiativewastheChiphen Rigphel projectthatstartedin2009.However,teachers’actualuseofICTintheclassroomislimitedtouseofslidesmerelyreinforcingthetraditionalteacher‑centredapproach.AspertheexperienceofUNESCOBangkokinICTineducationprojects,itrevealedthatissuesinAsia‑PacificregionareassociatedwithlackofalignmentandcoordinationbetweennationalICTineducationpolicyandactualteacherdevelopmentinusingICTtoenhancepedagogy.

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One‑timeandone‑size‑fits‑alltrainingforteachersareseentohavenoclearandsustainedimpactonteachers’instructionalpractices.Theschoolsurveyconductedas a part of the review of iSherig‑1 revealed that 47% of schools do not haveschool‑basedICTtrainingfor teachers.ThedevelopmentofanICTcompetencystandards will guide systematic competency‑based professional developmentprogrammes to support teachers’meaningful employmentof ICT in teaching. Itwillalsoserveasalearninggoalforteachereducationprogrammesatcollegesofeducation.

ThisprojectaimstodevelopnationalICTcompetencystandardsforteachersthatarealignedtotheBhutanProfessionalStandardsforTeachers(BPST)2019.TheICTcompetencystandardsareexpectedtoguidethedevelopmentofacomprehensiveroadmapthatpromotescompetency‑basedICTtrainingprogrammeswhichwouldsystematicallyguide,monitor,assessandtrackteachers’developmentatpolicyandinstitutionallevels.

ObjectiveDevelopICTcompetencystandardsforteachers.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)CollegesofEducation,RUBforaligningICTandpedagogymodulestoICTstandards

Implementation Plan and Costing

Activity Timeline Cost(Mil. Nu)Start End

1.DevelopnationalICTcompetencystandardsforteachers

2019 2019 0.96

2.Alignpre‑servicetrainingcurriculumandin‑servicetrainingprogrammestoICTcompetencystandards

2019 2019 1.00

Total 1.96

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Key Indicators

Indicator Baseline Target Data Source

Frequency

1.Numberofpre‑serviceteachertrainingmodulesondigitalpedagogyalignedtoICTcompetencystandards

NA All Module feedback

Once

2.Numberofin‑serviceICTtrainingmodulesalignedtoICTcompetencystandards

NA All Trainingreports

Annually

Project 1.1.2 Digital pedagogy in colleges of education

RationaleBhutanEducationBlueprint2014‑2024statesthatteachersneedtopervasivelyuseICTintheirteachingtoimprovethequalityofeducation.Theteachereducationprogrammesatthecollegesofeducationshouldbedesignedanddeliveredtomeetthisneed.WiththedevelopmentandimplementationofBhutanICTCompetencyStandardsforteachers,everyteachergraduatesisexpectedtomeetthefirstlevel(BeginningTeacher)standards.Thus,teachereducatorsofthecollegesofeducationmustbeequippedwithdigitalpedagogical skills toenable integrationof ICT intheirsubjectsofspecialization.

AstudyconductedbyChoedaetal.(2016)onintegrationofICTinthecollegesofRoyalUniversityofBhutan(RUB)recommendedthatadequatetrainingshouldbeprovidedtolecturerstoenhancetheuseofICTinteachingandlearning.Mostimportantly,thetrainingneediscriticaltothecollegesofeducationasithasdirectimpactonthecompetenciesofteachergraduates,whointurnimpactclassroompractices.

As per the iSherig Review Report (2018), there are issues pertaining to thealignmentofelectiveIT(EIT)moduleswithschoolICTcurriculuminbothcollegesofeducation.TheEITmodulescurrentlyofferedatSamtseCollegeofEducation

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requiresalignmentwithICTcurriculumforclassesVIItoXIIwhileParoCollegeofEducationrequiresalignmentwithICTcurriculumforclassesIVtoVI.

Thisprojectcomprisesofactivitiestoenhancedigitalpedagogyofteachereducators,ICTintegrationinsubjectsofspecializationandalignmentofelectiveITmoduleswiththeschoolICTcurriculum.ThisprojectisexpectedtocontributeinproducingteachergraduateswhoarecompetentinintegratingICTinclassroompractices.

Objectives1.Enhancedigitalpedagogicalskillsofallteachereducators.2.EquipallteachergraduateswithknowledgeandskillsonusingICTas

teaching‑learningtoolintheirsubjectareas.3.EquipICTteachergraduateswithknowledgeandskillstoteachschoolICT

curriculum.

Responsible BodiesCollegesofEducation,RUB(Lead)DepartmentofSchoolEducation,MoEforsupportRoyalEducationCouncilforcollaborationandsupport



1.Provideprofessionaldevelopmentondigitalpedagogytoteachereducatorsintwocollegesofeducation1.1 Conductneedsanalysis(2×0.10m)1.2 Developtrainingpackage(2×0.50m)1.3 Conductprofessionaldevelopment

(2×0.10m)1.4 Strengthenpolicyonuseofdigital

pedagogy(2×0.50m)1.5 Carryoutimpactstudy(2×0.50m)

2019 2022 3.40

Total 8.90

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2.Equippre‑serviceteachersinusingICTasteaching‑learningtool2.1 Developandvalidatetrainingmodule

(1.00m)2.2 Carryoutimpactstudy(0.50m)

2020 2023 1.50

3.Alignpre‑serviceprimaryprogrammetoschoolICTcurriculum3.1 Developandvalidatemodule(1.00m)3.2 Evaluate(0.50m)

2022 2023 1.50

4.Alignpre‑serviceEITprogrammetosecondaryschoolICTcurriculum4.1 ReviewexistingEITmodule(1.00m)4.2 DeveloporreviseEITmodule(1.00m)4.3 Evaluate(0.50m)

2019 2023 2.50

Total 8.90

Key Indicators


Frequency

1.Percentageofteachereducatorsconfidentinusingdigitalpedagogyintheirmodules

70% 100% Casestudy Once

2.PercentageofteachergraduatesconfidenttointegrateICTintheirareaofspecialization

NA 100% Teacherassessment asperBhutanICTcompetencystandards

Annually

3.PercentageofICTteachergraduatesconfidenttoteachschoolICTcurriculum

NA 100% Module feedback

Biannually

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Project 1.1.3 Digital pedagogy for in-service teachers

RationaleBhutanEducationBlueprint2014‑2024revealsthattheacademicperformanceofstudentsdoesnotmeettheexpectedstandards.Teachercompetencyisidentifiedasoneofthefactorsaffectingteachers’performance,whichinturnisattributedtolackofcontinuousandqualityprofessionaldevelopmentprogrammes.Therefore,thereisaneedtoprovidequalityprofessionaldevelopmentprogrammesonICT‑integratedinteaching‑learningprocessasoneofthecoreareasofprofessionaldevelopmentprogramme.

QingdaoDeclaration(2015)proposedthatintegrationofICTintoteachingandlearningrequiresrethinkingtheroleofteachersandreformingtheirpreparationandprofessionaldevelopment.Therefore,itisimportanttoproviderelevanttrainingtoteachersnotonlytoimprovetheirICTcompetencyandknowledgebutalsotoimprovetheirbeliefsandattitudetowardstheuseofICTineducation(Semerci&Aydın,2018).

Studies show that there is a close relationship between teachers’ capacity inICT‑integrated pedagogy and student learning (Kawai,Wangdi,Galay,Miwa,&Yamada,2016;Choeda,Penjor,Dukpa,&Zander,2016).Asanationalefforttowardssustainableandsystematicprofessionaldevelopment,guidedby ICTcompetencystandards,thisprojectisexpectedtoenhancethecapacityofteacherstointegrateICTinteachingandlearning.

ObjectiveEquipallin‑serviceteacherswithknowledgeandskillsinusingICTforteachingandlearning.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)CollegesofEducationfortechnicalsupportRoyalEducationCouncilfortechnicalsupport

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1.Provideprofessionaldevelopmentondigitalpedagogytoteachers1.1 Conductneedsassessment(0.50m)1.2 Developtrainingpackagebased

onICTcompetencystandardsandrecommendationsfromtheneedsassessment(1.00m)

1.3 Conductnationwideprofessionaldevelopmentprogramme(95.00m)

1.4 Carryoutimpactstudy(2.50m)

2020 2023 100.00

Total 100.00

Key Indicators


Frequency

1.Percentageofteacherscompetentinusingdigitalpedagogyintheirteaching‑learningprocess

NA 100% Nationwideteachersassessment

Once

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Programme 1.2 ICT Capacity Development of Learners

GoalLearnersuseICTpositivelyfortheirlearningandliving.

RationaleThe world is witnessing a phenomenal growth in communication technology,computer networks and information technology.With such exponential growthin ICT, the use of ICT has become inevitable in all aspects of our lives.Withdevelopment,economiesaroundtheglobemovedfromagriculturetomanufacturingandservicesectors.Bhutanfollowedthisinitsdevelopmentaltrajectory.Suchshiftsinstructureofeconomyonlyhighlightstheimportanceoftheneedofhigher‑levelskillsincludingICTtoleadaproductivelife.

Intherecentpast,thegovernmentinvestedinthedevelopmentofICTinfrastructureand curriculum in schools to provide appropriate skills to students. However,accordingtoUNESCO(2018),youthinSouthAsia,South‑EastAsiaandPacificregions lack creative and innovative competencies aswell as basicwork‑relatedskillsandarefourtosixtimesmorelikelythanadultstobeunemployed.Therefore,thereisapressingneedtodevelopICTcapacityofourlearners.

With the increase in access to digital devices and Internet, the probability ofbecomingvulnerable to thecybersecurityrisks isever increasing.Thechildren,youths and the non‑literates are at a higher risk. Therefore, it is of paramountimportancetobuildICTliteracyandcompetency.TheICTcapacitydevelopmentandawarenessondigitalcitizenshipunderthisprogrammeshouldbeprovidedtoschoolstudentsandNFElearners.

As per theTVETBlueprint 2016‑2026 (2016), Bhutan is facedwith the dualchallengeofhighyouthunemploymentandincreasingnumberofyouthsenteringthelabourmarket.SinceTVETisseenasameansofempoweringindividualwithadequateskillsandenhancingtheiremployability,Bhutanaimstostrengthenandexpandtechnicalandvocationaleducationandtraininginschools(12thFYP,MoE).Therefore, ICT trade is seen as oneof the areas for diversificationofTVET inschools.

TherearefourprojectsinthisprogrammedesignedtoenhanceICTcompetenciesoflearners.

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Project 1.2.1 ICT competencies of students

RationaleBhutanEducationBlueprint2014‑2024explicitlystatesthatthestudentsmustbeproductiveusersoftechnology,especiallyICTasanindispensabletoolforsuccessinallareasoflearning.SeveralcurricularandinformalstrategieshavebeeninitiatedtoenhanceICTcompetenciesofstudents.

TheMinistryofEducation,inlinewithiSherig‑1,startedimplementationofICTliteracycurriculumin2017forclassesIV‑VIandin2018forclassesVII‑VIII.TheLiteracywithICTcurriculumwillreplaceComputerApplicationsubjectcurrentlyoffered in classes IX andX. Similarly, the classes XI andXII computer studieswillbereplacedbyanewcurriculum.ThesechangeshadalsobeenrecommendedduringtheNationalSchoolCurriculumConferenceheldin2016.

ThisprojectisexpectedtoconsolidateICTcapacitydevelopmentofstudentsfromclassesIVtoXII.TheliteracywithICTcurriculumforclassesIXandXaimstoequiplearnerswithfunctionalICTknowledgeandskillstoperformproductivelyandresponsiblyinknowledgesociety.TheComputerSciencecurriculumforclassesXIandXIIwillpreparelearnerstoacquirefoundationalknowledgeandskillstopursuepotentialpost‑secondaryeducationandworkopportunitiesinICTfield.

Objectives1.EquipclassesIVtoXstudentswithfunctionalICTknowledgeandskills.2.EquipstudentsofclassesXIandXIIwithfoundationalICTknowledgeand

skills.

Responsible BodiesRoyalEducationCouncil(Lead)DepartmentofSchoolEducation,MoEforimplementationsupport

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1. ImplementICTliteracycurriculuminclassIX1.1 Developtrainingpackagefororientation

workshop(0.30m)1.2 Conductteacherorientationworkshop

(2.00m)

2018 2019 2.30

2. ImplementICTliteracycurriculuminclassX2.1 Select,reviewandmoderateoutsourced

textbook(0.50m)2.2 Developtrainingpackagefororientation


(2.00m)

2019 2020 2.80

3. ImplementComputerScienceforclassXI3.1 Finalizetheselectedtextbook(0.30m)3.2 Developtrainingpackagefororientation


(2.00m)

2020 2021 2.60

4. ImplementComputerScienceforclassXII4.1 Select,reviewandmoderateoutsourced

textbook(0.50m)4.2 Developtrainingpackagefororientation


(2.00m)

2021 2022 2.80

5.ReviewICTliteracycurriculumforclassesIVtoVIII5.1 Carryoutreviewstudy(1.00m)

2021 2023 1.00

Total 11.50

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Key Indicators


Frequency

1.PercentageofclassXstudentswhopassedtheICTliteracycourse

NA 100% Nationalassessment

Annually

2.PercentageincreaseinclassXIIstudentswhoappearedforComputerScienceexamination

TBDin2021(inoldICTcurriculum)

10% Nationalassessment

Once

3.PercentageincreaseofclassXIIstudentswhopassedComputerScience

TBDin2021(inoldICTcurriculum)

10% Nationalassessment

Once

4.NumberofICTcurriculumreviewedfromclassesIVtoVIIIby2022

NA Five class levels

Reviewreport

Once

Project 1.2.2 Digital citizenship for students

RationaleBhutaneseareincreasinglygettingconnectedtoInternet.Internetaccesshasscaledupfrom0.4%in2000to36.9%in2016,whichisthehighestinSouthAsia(Tenzinetal.,2018).AccesstoInternetanddigitaldevicesmaycomewiththechallengesofdealingwithharmfulonlinebehaviourssuchasaccessinginappropriatecontent,excessivetimespentoncomputers,engaginginillegalactivitiesandcyberbullying.

Astudyonprevalenceofinternetaddictionandassociatedpsychologicalchallengesamong college students in Bhutan found that internet addiction is high amongstudentsintheagerange18‑24years.Itrecommendedtheneedtocreateawarenessaboutinternetaddictionforpolicymakers,teachers,students,parentsandgeneralpublic (Tenzin et al., 2018). Most educators and parents are unaware of theapproachesthattheycantakeineducatingandprotectingchildrenfromtheserisks.

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InlinewithiSherig‑1,aneffortwasmadeinintroducingsomeaspectsofdigitalcitizenshipthroughICTliteracycurriculum.However,duetotheincreaseintheuse of Internet and digital devices by children, the role of parents has becomeincreasingly challenging.Therefore, it is timely forBhutan to implement digitalcitizenshipprogrammeforourchildrenandparentstoempowerthemwithskillsandcompetenciesrequiredinthedigitalworld.

Objectives1.Empowerstudentstoparticipateresponsibly,safelyandethicallyinthedigital

world.2.Enhanceparents’capabilitytoguidetheirchildrentousetechnologysafelyand

productively.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)RoyalEducationCouncilforpartnershipandsupportDepartmentofInformationTechnologyandTelecom,MoICforcollaborationandsupportDirectorateofServices,MoEforsupportDepartmentofYouthandSportsforcollaborationandsupport



1.Conductbaselinestudyondigitalcitizenship1.1 Adoptandfinalizesurveyquestionnaire

fromUNESCODKAPproject(0.50m)1.2 Conductsurveyonstudents(0.80m)1.3 Analysedataandwritereport(0.50m)

2020 2020 1.80

2.Providedigitalcitizenshipprogrammetostudents2.1 Developorientationpackage(0.50m)2.2 Conductworkshopsondigitalcitizenship

(2.00m)

2021 2021 2.50

Total 8.60

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3.Providedigitalcitizenshipworkshopstoparents3.1 Developtrainingpackage(0.50m)3.2 Conductworkshopsondigitalcitizenship

(2.00m)

2021 2021 2.50

4.Conductnationwidesurveytoevaluateimpactofdigitalcitizenshipprogramme4.1 Adoptandfinalizesurveyquestionnaire

fromUNESCODKAPproject(0.50m)4.2 Conductsurveyonstudents(0.80m)4.3 Analysedataandwritereport(0.50m)

2022 2023 1.80

Total 8.60

Key Indicators


Frequency

1.Percentageincreaseinstudentsexhibitingdigitalcitizenshipcompetencies

TBD 20% Survey Twice

Project 1.2.3 TVET-based ICT competencies of students

RationaleHuman resource development through well‑planned education and traininginitiativescancontributesignificantlyinpromotingtheinterestsoftheindividuals,theeconomy,andthesocietyatlarge.Tothisend,aneffectiveTVETcanimpactdirectlyandpositivelytowardshelpingindividualsforgainfulemployment.

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As per the Annual Education Statistics (AES) 2018, only about 7% of class XgraduatestakeupTVETcoursesannuallyintechnicaltraininginstitutesundertheMinistryofLabourandHumanResources(MoLHR).BhutanEducationBlueprint2014‑2024withitsneweducationpathwayexpectstoabsorbatleast20%ofthestudentsinTVETprogramme.Inlinewiththis,theMinistryofEducationaimstoexpandanddiversifyTVETasanoptionalsubjectforclassesIX‑XIIinthe12th FYP inschooleducation.ThisinitiativewillalsohelpinachievingtheSDG4.4whichassertstosubstantiallyincreasethenumberofyouthandadultswhohaverelevantskills, including technicalandvocational skills, foremployment,decent jobsandentrepreneurshipby2030.

Oneoftheinitiativesthatareplannedinthe12thFYPistodevelopandestablishTVET in the school education system through Skills Training and EducationPathwaysProject(STEP‑UP)fundedbytheAsianDevelopmentBank(ADB).ThisparticularprojectwillfocusonenhancingcomputerhardwareandnetworkingtradeinRangjungHigherSecondarySchool,Trashigang,andintroductionofcomputersoftwaretradeinBabesaHigherSecondarySchool,ThimphuThromde.

Objectives1.Equipstudentswithcomputerhardwareandnetworkingskills.2.Equipstudentswithcomputersoftwareskills.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)RoyalEducationCouncilforcurriculumdevelopmentDepartmentofOccupationalStandards,MoLHRforcollaborationandsupport

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1.DevelopandimplementTVEThardwaretradeforclassesIX‑X1.1 Developcompetency‑basedlearning

materials(CBLM)(0.33m)1.2 Developorientationpackage(0.05m)1.3 OrientinstructorsonCBLM(0.43m)1.4 Implementhardwaretrade

2019 2021 0.81

2.DevelopandimplementTVEThardwaretradeforclassesXI‑XII2.1 DevelopCBLM(0.33m)2.2 Developorientationpackage(0.05m)2.3 OrientinstructorsonCBLM(0.43m)2.4 Implementhardwaretrade

2019 2022 0.81

3.DevelopandimplementTVETsoftwareapplicationtradeforclassesIX‑X3.1 Carryoutneedanalysis(0.10m)3.2 DevelopCBLM(0.55m)3.3 Traininstructors/teachers(0.85m)

2021 2023 1.50

Total 3.12

Key Indicators


Frequency

1.PercentageofsecondaryschoolgraduateswithTVETelectivesemployedorenrolledinhigherTVETcourseswithin6monthsofcompletingtheircourse

TBD 60% Tracerstudy

Annually

2.PercentageoffemalestudentstakingupTVETICTtrades

NA 40% EMIS Annually

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Project 1.2.4 Digital literacy for NFE and CLC learners

RationaleInrecentyears,ICTinBhutanhaspenetratedmostpartsofthecountrymakinglifeeasierandcomfortable,butithasalsomadepeoplevulnerabletointernetscamsandrisksofharmfulandillegalonlinebehaviours.Lizardi(2002)describedICTsincluding radio, television, audiotape andvideotape as an efficient, cost‑effectivemeansof supporting the learning for illiterateadultsandout‑of‑school learners.Ingeneral,fortheAsia‑Pacificregion,ICToffershugepotentialtostimulateandrealizethehumancapital.

Since2017,theMinistryofEducationhasstartedtorolloutICTliteracycurriculumintheformaleducationsystemtosupportchildren’sdigitalcitizenshipskillsandcompetencies.Similarly,itisimportanttosupportNFEandCLClearners.ThiswillenableNFElearnerstoaccesstheICT‑mediatedpublicservicessuchasgovernment‑to‑citizens(G2C)servicestoeasetheirlifeandusedigitalresourcesresponsibly.

ThisprojectaimstoincreaseICTadoptionandusage,andtoenhancethecapabilityofNFElearnerstouseICTforeconomicempowermentandinnovation.Itisalsointendedtocreateawarenessamongthegroupandenabletechnologyadopterstomakeinformeddecision.

ObjectiveEquipNFEandCLClearnerswithfunctionaldigitalliteracyskills.

Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)DepartmentofInformationTechnologyandTelecom,MoICforcollaborationandtechnicalsupportDepartmentofSchoolEducation,MoEforsupportDirectorateofServices,MoEforsupport

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1.DevelopdigitalliteracymoduleforNFEandCLCprogramme1.1 Conductneedsanalysisthrough

consultations(0.50m)1.2 Developdigitalliteracymodule(1.00m)1.3 Printanddistributedigitalliteracymodule

(2.00m)

2020 2022 3.50

2. Implementdigitalliteracymodule2.1 Train/orientNFEinstructorsandCLC

managersonfunctionaldigitalliteracycurriculum(5.50m)

2.2 ImplementthemoduleinNFEandCLCcentres(5.50m)

2022 2023 11.00

Total 14.50

Key Indicators


Frequency

1.PercentageofNFEcentresimplementingfunctionaldigitalliteracymodule

NA 100% Survey Annually

2.PercentageofNFElearnersusinggovernmentG2Cservices

NA 50% Survey Twice

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Programme 1.3 ICT Capacity Development for Learning Support

GoalEnhancecapacityofeducationalleadersandprofessionalsupportstafftosupporttheintegrationofICTinteachingandlearning.

RationaleICTintegrationineducationconventionallyfocusesmoreonequippingschoolsandinstitutionswithhardwareandsoftware.However,fortheeffectiveuseofhardwareand software, appropriate support is necessary. Confirming the importance ofsupportservicesinschools,itwasfoundthatteachersinschoolswithhigherqualityICTsupportaremore likelytousetechnologyintheir teaching,andinawidervarietyofways,thanteachersreceivinglowerqualitysupport(Ronnkvist,Dexter&Anderson,2000).

Recognizing the facilitative role of ICT in making teaching‑learning excitingandengaging,trainingofScienceandICTlaboratoryassistantswasidentifiediniSherig‑1.AlthoughthetrainingofICTlaboratoryassistantswasinitiatedandabout46%of themwere trained(iSherigReviewReport,2018), theother laboratoryassistantscouldnotbetrained.Therefore, there isaneedtoprovidetrainingtoalllaboratoryassistantsinschoolsacrossthecountry.Further,thereistheneedtotrainlibraryassistantsinschoolssincetheyplayanimportantroleinsupportingteachersandstudentstouseICTtoaccessonlineresources.

Similarly,schoolleadersalsoplayakeyroleintheintegrationofICTineducation.LackofsupportfromschooladministrationimpedesICTintegration.ForeffectiveintegrationofICT,school leadersmusthavecertain levelofICTcompetencyaswellasbroadunderstandingoftechnical,curricular,financialandsocialdimensionsofICTuseineducation.Therefore,theyneedtobeawareofbothtechnicalandinstructionalaspectswhileconsideringtechnologysupportineducationalsetting.

TherearetwoprojectsidentifiedunderthisprogrammeonthecapacitydevelopmentofICTlaboratoryassistantsandeducationleaders.TheseprojectsareexpectedtoensurethatICTinfrastructurearefunctionalinschoolstosupportICTintegrationinteachingandlearning.

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Project 1.3.1 ICT competencies of educational leaders

RationaleEducational leaders (DEOs, TEOs, and principals) are pivotal in making anyeducational programme successful in schools. Their active support and soundunderstanding of the values andmerit of educational technology is one of thefactors for successful implementationof ICT ineducation.Moreover, ICT‑basededucational management programme enhances educational leaders’ efficiency inmanagingandassessingstudents’progressforqualityandtimelyfeedback.

Besides facilitating ICT integration in instruction, school leaders can leveragetechnology to build efficient management practices, which will have positiveinfluenceonthequalityof teaching‑learningprocess. Inotherwords, theabilityof school administrators to plan, inspire and lead technology usage in a schoolstronglyinfluencesthesuccessofICTineducation.InBhutanEducationBlueprint2014‑2024,capacitydevelopmentofeducationleadersishighlightedasanimportantinterventiontorealizethepotentialofICTineducationmanagementandsupport.

ThisprojectaimstoprovideprofessionaldevelopmentonICT‑basedmanagementandinstructionalsupportforDEOs,TEOsandprincipals.

ObjectiveEnhance competency of educational leaders in ICT‑based management andinstructionalsupport.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DirectorateofServices,MoEforcollaborationandsupport

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1.Provideprofessionaldevelopmenttoprincipals/DEOs/TEOsonICT‑basedmanagementandinstructionalsupport1.1 Conductneedsassessment(0.20m)1.2 Developframeworkandtrainingpackages

(1.00m)1.3 Conducttrainingoftrainers(1.00m)1.4 Rollout(6.00m)

2019 2022 8.20

Total 8.20

Key Indicators


Frequency

1.PercentageofprincipalsorientedonICT‑basedmanagementandinstructionalsupport

NA 100% Trainingreports

Once

2.PercentageofDEOs/TEOsorientedonICT‑basedmanagementandinstructionalsupport

NA 100% Trainingreports

Once

3.PercentageofschoolleadersusingICTtoolstoenhancemanagementandinstructionalsupport

NA 100% Survey Once

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Project 1.3.2 ICT competencies of library and laboratory assistants

RationaleCurrently,therearelibraryandlaboratoryassistantsdeployedinschoolstosupportteachingandlearning.Withrighttrainingandsupervision,theycanhelpteachersandstudentstosuccessfullyintegrateICTinteaching‑learningprocess.

AsperiSherigReviewReport(2018),mostofthecomputerlaboratoryassistantswereemployedwithoutICTbackground.Thereviewfoundoutthatonly46%oftheICTlaboratoryassistantsreceivedtraining.Inaddition,32%oftherespondentsrecognizedthatICTlaboratoryassistantsweresomewhatorverycompetent,while54%regardedtheircompetencyasneutral.

With theuseof ICT,science laboratoryassistantshave theopportunity tomakelearningsciencemeaningfulandinteresting.Torealizethis,theyrequiretrainingtoequipthemwithknowledgeandskillstosupportstudentsandscienceteachers.

Similarly,libraryassistantshelpbothteachersandstudentsinlocatingandsharinginformationrelatedtolearningandteaching.Overtheyears,theuseofICTinthelibraryhasbecomeimportant.About177libraryassistantsweretrainedonKohaonlinecataloguingin2017.Extendingthisinitiativetotrainalllibraryassistantsonneed‑basedcapacitydevelopmentprogrammes,itisimportanttoenhancetheirprofessionalservices.

ThisprojectaimstotrainICTandSciencelaboratoryassistants,andlibraryassistantstouseICTtosupportteachersandstudentsintheirteaching‑learningprocesswhileenhancingthemanagementoftheirlaboratoriesandlibraries.

ObjectiveEnhancethequalityofservicedeliverybylibraryandlaboratoryassistantsthroughtheuseofICT.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DepartmentofInformationTechnologyandTelecom,MoICforsupportDirectorateofServices,MoEforcollaborationandsupport

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1.TrainICTlaboratoryassistantsonhardwaremaintenance,softwareinstallation,andnetworksetup1.1 Conductneedsanalysis(0.10m)1.2 Developcompetencystandardsandtraining

package(0.20m)1.3 Conducttraining(9.00m)

2019 2023 9.30

2.Trainsciencelaboratoryassistantsontheuseofscienceexperimentappsandsoftware.2.1 Conductneedsanalysis(0.10m)2.2 Developcompetencystandardsandtraining


2019 2023 10.30

3.Trainlibraryassistantsondigitalcataloguingandonlineinformation3.1 Conductneedsanalysis(0.10m)3.2 Developcompetencystandardsandtraining


2019 2023 9.30

Total 28.90

Key Indicators


Frequency

1.PercentageofICTlaboratoryassistantstrained

46% 100% Trainingreport

Once

2.PercentageofSciencelaboratoryassistantstrained

NA 100% Trainingreport

Once

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Frequency

3.Percentageincreaseinschoolsusinglibrarymanagementsystem

NA 20% Survey Once

4.PercentageofteacherssatisfiedwithservicesprovidedbyICTlaboratoryassistants

NA 60% Survey Once

iBuildGoalEnhance the use of ICT-integrated teaching and learning resources by learners, teachers, NFE instructors and CLC managers.

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RationaleTraditionaleducationalenvironmentdoesnotpreparelearnerstofunctionorbeproductiveintheworkplacesofthe21stcentury.Realizingthatstudentsarealreadyusingtechnology,itcreatesopportunitiesforintegrationofICTintheclassroomtomaketeaching‑learningeffectiveandenriching.

Over the years, education has evolved from classroom lectures to the use ofICT‑mediatedteaching‑learningresourcessuchasonlinecourses,videotutorialsande‑books.Well‑designedICT‑integratedresourcescanimprovestudentengagementand knowledge retention, and encourage collaboration and individual learning,resulting in active and meaningful learning (Savvidis, 2016). By using digitalresources,italsobecomeseasier,cheaperandfastertoupdatecontent,reducingthetimegapinprovidingup‑to‑dateinformationtolearnersandeducators.

SincethecurrentICTintegrationeffortsaresmall,siloedandnotwellcoordinated,teachersfacedifficultyaccessingreliableresourcesrelevanttotheirsubjects.NeitherCLCmanagers andNFE instructorshave access todigital resourcesnordo thestudentshaveaccess tocuratedrepositoryofdigital resources.Hence, there isaneedtostreamlinetheinitiativesforunifiedandeasyaccesstolearners,especiallythestudentswithspecialneeds.

Thisthrustwithoneprogrammeandfourprojectsaimstocurateandcustomizefreee‑resourcesaswellascreatemedia‑richresourcestoenrichteaching‑learningprocessinschools,CLCsandNFEcentres.AmultimediastudioshallbeestablishedunderProject3.1.4iniConnectthrusttosupportcontentdevelopment.

Programme 2.1 Pervasive Use of Digital Educational Resources

Project2.1.1DigitalinteractivetextbooksProject2.1.2ContentadaptationforspecialneedsProject2.1.3DigitaleducationalresourcesforschoolsProject2.1.4DigitaleducationalresourcesforNFE

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Programme 2.1 Pervasive Use of Digital Educational Resources

GoalEnsure availability and accessibility of digital educational resources to learners,teachers,NFEinstructorsandCLCmanagers.

RationaleAstudybyPlompet al. (2009) indicates that access to ICT infrastructure andresourcesisanecessaryconditionforeffectiveadoptionandintegrationofICTineducation.TheimportanceofequitableaccesstoICTinschoolsisalsohighlightedinEducation2030AgendaanditsFrameworkforAction.TheSDGindicator4.a.1alsounderscorestheimportanceof“Internetandcomputersforpedagogicaluse”.AsasteptowardsICTintegrationineducation,provisioningofICTinfrastructureanddevelopmentofe‑resourcesforschoolswereidentifiedandinitiatediniSherig‑1.However,duetofinancialconstraint,theprogresshasbeensmallandincremental.

CurrentICTintegrationeffortsincludetheuseofPhETInteractiveSimulationsinScienceandGeoGebrainMathematicscurriculum,curationofresourcestosupportteaching of textbook‑lessWorldHistory and the use ofGoogleClassroom as apedagogicaltool.

Bhutan Education Blueprint 2014‑2024 recommends developing “content foran ICT‑driven curriculum to support a vibrant ICT‑led teaching and learningenvironmentacrossBhutan”.Thisrecommendationappliestoschools,NFEcentresandCLCs.Sincetheneedsmostlypertaintocompetencies,thisprogrammeintendstosupportbuildingdigitalresourcestoassistteachersandstudentsinschools,CLCmanagersandlearners,andNFEinstructorstobringaboutdeeperandmeaningfulteachingandlearning.

Four projects are identified to support ICT integration in education under thisprogramme.Thisincludesdevelopmentofdigitalinteractivetextbooksforschools,accessible e‑resources for studentswith visual and hearing impairment, curatedresourcesforschools,anddigitalresourcesforNFEinstructorsandCLCmanagers.

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Project 2.1.1 Digital interactive textbooks

RationaleAs students becomemore technologically proficient, it is important to embracethe digitization of traditionally printed textbooks. Digital textbooks employmultimediacontentsuchasembeddedvideos,animatedpresentations,hyperlinksandassessmentstomakelearninginteractiveandengaging.ResearchbyO’Bannon,Skolits&Lubke(1997)indicatesthatbesidesprovidinganewwayoflearning,theinteractivetextbookmakeslearningmoreexciting,motivateslearnersandincreasestheirattentiontowardinstruction.

Other benefits of digital textbooks include improved access to textbooks forstudentswithdisabilities.Andforcontentproviders,amajorsellingpointisthatitiseasierandcheapertoupdatethecontent,potentiallysavingsubstantialcostsonneweditionsofprintedtextbooks.Digitaltextbooksarenotplannedandintendedto replace the printed textbooks, but to provide an alternative, richer learningenvironment forstudentsandteachers,providequickupdatesofcontentandtobettersupportthosewithspecialneeds.

AfeasibilitystudycarriedoutiniSherig‑1recommendedpilottestingthedigitaltextbookinselectedschoolstoascertainitseffectiveness.Accordingly,aprototypeof digital textbook on class V ICT was developed in iSherig‑1 and it will beimplementediniSherig‑2.

iSherigReviewReport(2018)recommendstocontinuewiththeinitiative,ensuringtheircompatibilitywiththelearningplatformanddigitaldevicesproposedunderiConnectthrust.Therefore,twoothertextbooks(classVSocialStudiesandclassVIIGeography)areidentifiedtobedevelopedintodigitaltextbooksasthesesubjectswererecentlyreformedandnomajorchangesincontentareanticipatedforsomeyears.

ObjectiveImplementdigitalinteractivetextbooksforclassVICTandSocialStudies,andclassVIIGeography.

Responsible BodiesRoyalEducationCouncil(Lead)DirectorateofServices,MoEfore‑learningplatform

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1.PilotclassVICTdigitaltextbook1.1 Orientteachersfrompilotschools(0.40m)1.2 Monitorandprovideon‑sitesupportto

pilotschools(0.30m)1.3 Refinedigitaltextbook(0.30m)

2019 2019 1.00

2.DevelopdigitaltextbooksthroughWriters’Workshop2.1 DevelopdigitaltextbookforclassVSocial

Studies(1.00m)2.2 DevelopdigitaltextbookforclassVII

Geography(1.00m)

2020 2021 2.00

3. ImplementdigitaltextbooksthroughNationalBasedIn‑serviceProgramme3.1 OrientclassVICTteachers(2.50m)3.2 OrientclassVSocialStudiesteachers

(2.50m)3.3 OrientclassVIIGeographyteachers

(2.00m)

2020 2022 7.00

4.Conductmonitoringandreview 2023 2023 0.50

Total 10.50

Key Indicators


Frequency

1.PercentageofsubjectteachersorientedonICT,SocialStudiesandGeographydigitaltextbooks

NA 100% NBIPreport

Annually

2.Percentageofschoolsusinginteractivetextbooks

NA 80% Schoolassessment

Once

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Frequency

3.Percentageincreaseinlearningscoresindigitizedsubjects

TBD 10% Schoolassessment

Twice

Project 2.1.2 Content adaptation for children with special needs

RationaleOne of the key indicators in the 12th FYP is using the standards for inclusiveeducationtoimproveaccessandqualityofeducationforchildrenwithdisability.TheBhutanEducationBlueprint2014‑2024under2.1.4AccesstoSpecialEducationNeeds(SEN)alsolaysemphasisonstrengtheningspecialeducationserviceswithappropriatesupportservicesandfacilitiesincludingteaching‑learningmaterialsandassistivedevices.

ICT can help improve accessibility to learning resources for visually impairedstudentswiththeuseof text‑to‑speechsoftware,highcontrastdisplaysandfontresizing, thusbringingequity in termsofaccess to learningresources.Similarly,ICTcanassist learnerswithhearingimpairmentthroughvisualmediumsuchasvideosandpictures.Currently,studentswithvisualandhearingimpairmentfacechallengesaccessinglearningmaterialsliketextbooksdesignedforgeneralstudents.

ICT for special education serviceswasmentioned implicitly in connectionwithother projects in iSherig‑1, owing to which it was not emphasised during theimplementation. Therefore, a separate project for special education needs wasidentifiediniSherig‑2.

Thisprojectwilllookintocuratinganddevelopingappropriatelearningmaterialsforsecondaryschoolstudentswithvisualandhearingimpairmentandcreatingadigitallearningresourcesbank.Creatingdigitallearningresourcesthatareaccessibleforvisuallyandhearing‑impairedstudentswillenablethemtoaccessinformationinstantly and adapt to their own specific needs.Appropriate digital devices andtechnologytofacilitateaccessandusabilityofthedigitallearningresourcesshallbeguidedbythetechnologystandardsdevelopedunderProject3.1.1iniConnectthrust.

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ObjectiveCurate accessible digital learning resources for secondary school students withvisualandhearingimpairment.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)RoyalEducationCouncilforpartnershipandtechnicalsupport



1.Develope‑resourcesforclassIXsubjects1.1 Conductconsultativeworkshopswith

theteachersofMuensellingInstituteandWangselInstitute(0.50m)

1.2 Reviewexistinglearningcontentandidentificationoftopics(1.00m)

1.3 Developandcuratelearningmaterials(2.00m)

1.4 Provideonline/offlineaccesstolearningmaterials(1.00m)

2019 2022 4.50

2.Develope‑resourcesforclassXsubjects2.1 Conductconsultativeworkshopswith

theteachersofMuensellingInstituteandWangselInstitute(0.50m)

2.2 Reviewexistinglearningcontentandidentificationoftopics(1.00m)

2.3 Developandcuratelearningmaterials(2.00m)

2.4 Provideonline/offlineaccesstolearningmaterials(1.00m)

2020 2023 4.50

Total 9.00

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Key Indicators


Frequency

1.NumberofsubjectsaccessibleindigitalformatforclassesIXandX

NA All Workshopreport

Annually

2.Percentageofstudentswithvisualandhearingimpairmentusingdigitalresources

NA 100% Survey Annually

Project 2.1.3 Digital educational resources for schools

RationaleStudentsmightbedigitalnatives,comfortablewithandimmersedintechnology,and they might be “media multitasking”, using several media concurrently, buttheydependonteacherstolearnthroughdigitalmeans.Inaseaoffreeandopeneducationalresources(OER),findingtherelevant,high‑qualityresourcescontinuestobeadauntingandtime‑consumingtaskforteachersandstudents.

BuildingarepositoryofcarefullyvetteddigitalresourcesforschoolsisseenasawaytoeasethepressureonteacherswhileintegratingICTintheirteachingprocess.ThisisespeciallyrelevantforsubjectssuchasteachingofhighersecondaryWorldHistory,whichhasgonetextbook‑lesstoencourageinvestigative,self‑directedandcollaborativelearningforstudents.

Use of varied digital resources ‑ videos, animations, presentations, flipbooks ‑is expected to supplement and enrich existing print‑based textbooks and otherteachingand learningmaterials.Research indicates that theuseofandexposureto digital media do not displace but operate in concert with older forms suchas traditionalprintmedia (Rideout,Foehr&Roberts,2010).Asdigitalnatives,studentsthesedaystendto“mediamultitask”(Bittmanetal.,2011)andthereforeithelpstoprovidevariedmultimediaresourcestoengagestudentsmeaningfully.

https://www.sciencedirect.com/science/article/pii/S0360131512001005

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WithinthetimeframeofiSherig‑2,theprojectaimstobuildadatabase/repositoryofcurateddigitalresourcesforScienceandMathematicssincethereisaneedtodeepenstudents’knowledgeandunderstandinginSTEMtopreparethemforhighereducation or competitive economy (Bhutan Education Blueprint 2014‑2024).WorldHistorywill be continued in this project since the prototypewas earlierdevelopedinthissubject.ThedevelopmentofdigitalresourcesshallconformtothestandardframeworkforintegratingICTintocurriculum,whichshallalsobedevelopedthroughthisproject.Thedigitalresourcesshallbehostedone‑learningplatformthatwillbedevelopedunderProject3.3.3iniConnectthrust.

Objectives1.BuildmultimodaldigitaleducationalresourcesinScience,Mathematicsand

WorldHistoryby2022.2.Orientteachersontheuseofmultimodaldigitalresourcesfortheabovethree

subjectsby2023.

Responsible BodiesRoyalEducationCouncil(Lead)DirectorateofServices,MoEfore‑learningplatform



1.Developguideline/frameworkonICTintegrationincurriculum1.1 Conductreviewandresearch(0.10m)1.2 Consultwithstakeholders(0.30m)1.3 Publishtheguideline(0.10m)

2019 2019 0.50

Total 12.70

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2.Developdigitalresourcesforthreesubjects2.1 Reviewandidentifylearningcontent

(1.00m)2.2 Curateoroutsourcedevelopmentofdigital

resourcesforScience(2.00m)2.3 Curateoroutsourcedevelopmentofdigital

resourcesforMathematics(2.00m)2.4 Curateoroutsourcedevelopmentofdigital

resourcesforWorldHistory(2.00m)

2020 2022 7.00

3. Implementdigitalresources3.1 Hostresourcesone‑learningplatform

(0.10m)3.2 Developtrainingpackage(0.60m)3.3 OrientScienceteachers(1.50m)3.4 OrientMathematicsteachers(1.50m)3.5 OrientHistoryteachers(1.50m)

2021 2023 5.20

Total 12.70

Key Indicators


Frequency

1.NumberofguidelinesonICTintegrationincurriculum

NA 1 RECannual report

Once

2.Percentageofteachersorientedontheuseofdigitaleducationalresources

NA 100% Workshopreport

Annually

3.Percentageofstudentsusingdigitaleducationalresources

NA 100% Survey Once

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Project 2.1.4 Digital educational resources for NFE programmes

RationaleBhutanhasmadeaconsiderableprogressintermsofexpandingaccesstoliteracyservicesinthepastfewdecades.Thisisevidentfromtheincreaseinadultliteracyratefrom53.8%in2005to66.6%in2017(PHCB2017).SuchsuccesscanbeattributedtoefficientNFEprogrammeinthecountry.Totakethisfurther,Bhutanaimstoachieve75%adultliteracyratebytheendof12thFYPand80%adultliteracyrateby2024asindicatedinBhutanEducationBlueprint2014‑2024.Digheetal.(2009)arguedthatICTcanbeeffectivelyusedtosupportnon‑formaleducation.Similarly,Lizardi(2002)describedICTsincludingradio,television,audiotapeandvideotapeasanefficient,cost‑effectivemeansofsupportingthelearningof“illiterateadultsandout‑of‑schoollearners”.

To achieve the targeted adult literacy rate, some issues and challenges such asnon‑uniformity in recruitment of NFE instructors, lack of proper training andorientation, and delay in the delivery of teaching‑learningmaterials need to beaddressed.

CLCs are intended toprovidediversifiedvocational skills training tomeet thedemandofthelearnersandstrengthenlifelonglearning.However,duetolimitedskillsoftheCLCmanagersinothertrades,tailoringhasbeenpredominantlyofferedin thecentres.Therefore,buildingvideo tutorialsandotherdigital resourcesonrelevant vocational tradeswouldprovide theCLCmanagers anopportunity forself‑directedlearningbyaccessingtoresourcesrelevanttothecoursestheyteach.

Tothisend,ICTcanserveasthekeyenablerinmakingeducationmoreaccessibleandengagingforlearnerstofosteracultureoflifelonglearning.Thus,thisprojectwill focuson curation and creationof appropriatedigital learningmaterials forNFEinstructorsandCLCmanagers.Provisionofdigitalresourcesisexpectedtoaddresssomeoftheissuesthattheprogrammeisgrapplingwithtoday.

ObjectiveBuilddigitaleducationalresourcesforNFEandCLCprogrammes.

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Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)RoyalEducationCouncilforcollaborationandtechnicalsupportDirectorateofServices,MoEfore‑learningplatform



1.DigitizeNFEandCLCteachingandlearningmaterials1.1 Consultandidentifycontentsandformat

(0.20m)1.2 Conductdigitizationworkshop(0.60m)

2021 2021 0.80

2.DevelopdigitallearningresourcesforNFEprogramme2.1 Conductneedsanalysis(0.20m)2.2 Developdigitallearningresources(0.44m)2.3 OrientNFEinstructors(0.60m)

2021 2021 1.24

3.DevelopdigitallearningresourcesforCLCprogramme3.1 Conductneedsanalysis(0.40m)3.2 Developdigitallearningresources(2.00m)3.3 OrientCLCmanagers(1.50m)

2021 2021 3.90

4.Monitoringandevaluation 0.65

Total 6.59

Key Indicators


Frequency

1.PercentageofNFEinstructorsusingdigitaleducationalresources

NA 90% NFE‑MIS Annually

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Frequency

2.PercentageofCLCmanagersusingdigitaleducationalresources


3.PercentageofCLCofferingdiversevocationalcourseswiththeuseofdigitalresources


iConnectGoalStrengthen ICT infrastructure and connectivity for better learning and educational services.

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RationaleICTineducationcanfacilitateuniversalaccesstoeducation,helpbridgelearningdivide, enhance thequalityof inclusive teachingand learning(Tinio,2003)andhelpimproveeducationplanningandgovernance.Recognizingtheseenablingrolesand benefits of ICT, countries worldwide has embarked on ICT integration ineducation.Similarly,inthelastfewdecades,theMinistryofEducationhasinitiatedmanyprojectsforICTintegrationinBhutaneseeducationsystem.

Literature informs access to infrastructure and Internet as prerequisites forsuccessful ICT integration in education (Camelo, Torres, Reche, Costa, 2018).CSR‑Asia(2017)alsospecifiesthattheminimumrequirementforaneffectiveICTsystemforeducationalsettingsincludesInternetaccessandbroadbandconnectivityand/orWi‑Finetwork,computersandmobiledevicesanddisplaytechnologies.

MajoreffortshavebeenmadebytheMinistryofEducationtoprovideICTequipmentandInternetaccessforteachingandlearninginthelastdecade.However,schools,TeacherResourceCentres(TRCs)andCLCsarestillchallengedwithinsufficientICT equipment and inadequate Internet bandwidth,which if not addressedwillresultininequityanddigitaldivide.

iSherig‑1intendedtodevelopandprovideaccesstolocalisedknowledgerepositorythroughe‑learningplatformbuttheprojectcouldnotbeinitiatedduetothelackof resources.With focus on ICT pedagogy and digital resources in iSherig‑2, alearningplatformtohostdigitaleducationalresourcesisrequired.Thee‑learningplatformisexpectedtopromoteself‑pacedlearning,encouragelearningbydoingandenrichlearningthroughcollaboration.

VariousautomatedservicesandinformationsystemshavebeendevelopedbytheMinistryofEducationtoenhanceservicedeliveryandimproveefficiency.However,thereisaneedtoconsolidateandstrengthentheexistingsystemsforeffectiveusebytherelevantstakeholderstomakeevidence‑baseddecisions.

TheiConnectthrustcomprisesoftwoprogrammesandeightprojectstoenhanceICTinfrastructure,developlearningplatformandinformationmanagementsystemsforbothformalandnon‑formaleducation.

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Programme 3.1 ICT Infrastructure Development

Project3.1.1ICTstandardsandguidelinesforschools,TRCsandCLCsProject3.1.2DigitaldevicesforschoolsandTRCsProject3.1.3InternetconnectivityforschoolsProject3.1.4MultimediastudioProject3.1.5DigitaldevicesandInternetconnectivityforCLCcentres

Programme 3.2 Administration and Learning Systems Development

Project3.2.1E‑learningplatformProject3.2.2EducationManagementInformationSystemProject3.2.3NFEManagementInformationSystem

Programme 3.1 ICT Infrastructure Development

GoalStrengthenICTinfrastructureandconnectivityforschoolsandCLCs.

RationaleICThasenabled the teachingcommunity toredefinesomeof thestrategiesandconceptsofteachingandlearningapartfromimprovingthelearningenvironmentand learningprocess for students (Klimov,2012).Presenceof vast anddiverseonline resources has enriched and made the learning process more inclusive,collaborativeandinterestingforbothteachersandstudents.IntegrationofICTineducationispredominantlydependentontheconnectiontohigh‑speednetworksbutalsotechnologicalequipmentorthedefinitionofspacesfortheirsecureandadequateuse(Camelo,Torres,Reche,&Costa,2018).Further,Geladze(2015)concludedthatuseofcomputersandInternetinteaching‑learningprocessmakesthelearninginterestinganddiverseandleadstoincreaseincognitiveactivity.

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Recognizing the importanceof Internetandcomputers inenhancing thequalityofeducation,theSDGindicator4.a.1emphasisestheneedformembercountriestoincreaseproportionofschoolswithgoodaccesstoInternetandcomputersforpedagogical purposes.Currently, all secondary schools and few primary schoolshaveacomputerlabeachwith10‑32workingcomputers(AES,2018).However,thecomputerlabsinmostoftheseschoolsareadequateonlyfordeliveringICTliteracy curriculum. Although, majority of secondary schools and few primaryschoolsareconnectedtotheInternet,iSherigReviewReport(2018)indicatesthatmostoftheseschoolsarestillchallengedwithinadequatebandwidth.Furthermore,teachershavelimitedaccesstodigitaldevicesandInternet,whilestudents’accesstocomputersandInternetisconfinedtoICTclasses.

ToprovideopportunitiesforCLCmanagersandlearnerstoupgradetheirskills,theiSherig‑2planstodevelopdigitaltutorialsonvocationaltradesofferedinCLCs.Tosupportthisinitiative,CLCsneedtobeprovidedwithInternetconnectivityanddigitaldevices.

This programme is expected to enhance and upscale ICT facilities to supportteachingandlearninginschools,TRCsandCLCs.

Project 3.1.1 ICT standards and guidelines for schools, TRCs and CLCs

RationaleICTinfrastructuredoesnotonlyencompassasetofequipment‑itisacomplexcombination of a set of hardware, software, services, procedures, processes andpersons(Baquero,Aguilar,&Ayala,2006).Alltheseresourceshavetobedesigned,developedandmanageduniformlyinallschools,TRCsandCLCs.Thisuniformitycanbeensuredthroughstandardsthatdefinethebasictechnologicalarchitecture,infrastructureanditsusage.

While much has been achieved in establishing ICT infrastructure, the absenceof standards and guidelines has created non‑uniform development of ICTinfrastructureanditsusageinschools,TRCsandCLCs.Thisincreasesdigitaldivideandunevenopportunityforlearning.Further,thegapislikelytoincreasewiththedecentralizationpolicyinthe12thFYPwhichexpectstheLocalGovernments(LG)todeveloptheICTinfrastructure.

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Therefore, ICT standards and guidelines will be developed to streamline theprovisionandusageofICTfacilities.ThisdocumentwillsetminimuminfrastructurerequirementsandprovidedirectionsforeffectiveuseofICTfacilities.

ObjectiveDevelop ICT standards and guidelines for schools, TRCs and CLCs to ensureuniformandequitableICTinfrastructureandusage.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DepartmentofInformationTechnologyandTelecom,MoICforcollaborationandsupportRoyalEducationCouncilforcollaborationandsupportDirectorateofServices,MoEforcollaborationandsupportDepartmentofAdultandHigherEducation,MoEforcollaborationandsupport



1.Developstandardsandguidelines1.1 Consultwithstakeholders(0.13m)1.2 Developstandardsandguidelines(0.15m)1.3 OrientDEOs/TEOsonstandardsand

guidelines(0.50m)

2019 2021 0.78

Total 0.78

Key Indicators


Frequency

1.Percentageofschoolsmeetingtheminimumstandards

TBD 50% EMIS/AES

Annually

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Frequency

2.PercentageofCLCsmeetingtheminimumstandards

TBD 100% EMIS/AES

Annually

3.PercentageofTRCsmeetingtheminimumstandards

TBD 100% EMIS/AES

Annually

Project 3.1.2 Digital devices for schools and TRCs

RationaleTeachersandstudentsmusthaveaccesstoadequateandappropriateinfrastructureandresourcesforeffectiveteachingandlearning(InternetSociety,2017).Therefore,schoolsmustbeequippedwithessentialdevicestofosterICTintegrationinteachingandlearning.

During the11thFYP, theMinistryofEducationcontinuedstrengtheningof ICTfacilities in schools. Although, 98% of secondary schools and 20% of primaryschoolshaveatleastonecomputerlab,thelabsdonothaveadequatecomputers,whichaffects theeffective implementationof ICTcurriculumand integrationofICTinteachingandlearning.Moreover,theaccesstodigitaldevicesforstudentsislimitedtoICTclassesonly.

Teachersmustbeequippedwithrequisitesoftskillsandessentialdevicestoenhancetheir competence to facilitate ICT for pedagogical practice (Bingimlas, 2009).ExceptfortheinitiativeoftheMinistryofEducationin2009toprovidesoftloantobuylaptops,provisionofcomputerstoteachershasreceivedminimalsupport.Further, the focus on digital pedagogy in iAble, creation of digital educationalresourcesiniBuildande‑learningsysteminiConnectiniSherig‑2necessitatestheneedtoimproveaccesstodigitaldevicesforteachersinschoolsandTRCs.

ThisprojectaimstoimproveaccesstodigitaldevicesforbothstudentsandteachersasperthestandardsandguidelinesdevelopedinProject3.1.1.ThesupplyofdigitaldevicestoschoolsandTRCshasbeendecentralizedtoLocalGovernments(LG)inthe12thFYP.

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ObjectiveStrengthenprovisionofICTdevicesforstudentsandteachers.

Responsible BodiesLocalGovernment(Lead)DepartmentofSchoolEducation,MoEforsupport



1.ConductsituationalanalysisofdigitaldevicesinschoolsandTRCs

2019 2019 0.10

2.Supplycomputerstoteachers 2020 2023 360.00

3.Equipandsetupcomputerlabs3.1 Equipprimaryschools(150.00m)3.2 Equipsecondaryschools(100.00m)3.3 EquipTRCs(6.00m)

2020 2023 256.00

4.Supplyprojectiondevicessuchasprojectors,smartboardsandsmartTVstoprimaryschools

2020 2023 100.00

Total 716.10

Key Indicators


Frequency

1.Percentageofteachershavingcomputers

TBD 100% AES Annually

2.Percentageofsecondaryschoolsmeetingthestandardofcomputertostudentratio

12% 50% AES Annually

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Frequency

3.Percentageofprimaryschoolsmeetingstandardforcomputertostudentratio

8% 50% AES Annually

4.Percentageofprimaryschoolsusingprojectiondevices


5.PercentageofTRCsmeetingminimumstandards

TBD 100% Survey Twice

Project 3.1.3 Internet connectivity for schools

RationaleAdequateandaffordableInternetconnectivityisfundamentalforICTineducation(InternetSociety,2017).Internetineducationisusefulasitenhancesaccessibilityof education at all levels to the vast repository of information that can enrichteachingandlearning.

Considering its importance, theMinistry of Education has invested to provideInternet connectivity to schools. As of 2018, all secondary schools and20%ofprimary schools have been connected to Internet (AES, 2018). But inadequatebandwidth is an issue formost schools due to high recurrent cost (UNESCO,2018).

Leveragingoneconomyofscale,thegovernmenthasnegotiatedsubsidyonInternetrates for government agencies and institutions with Internet Service Providers(ISPs)inearly2019.Further,DITThasinitiatedGovNetandDrukREN,whicharehigh‑speedinternalnetworkstoconnectgovernmentagenciesandinstitutionstofacilitateeffectiveandefficientdeliveryofservicesataminimalcost.

WithsupportfromDITTandLG,thisprojectaimstostrengthenInternetconnectivityinschoolstosupportICTintegrationinteaching‑learningprocess.

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ObjectiveImproveInternetconnectivitytoallschools.

Responsible BodiesDepartmentofInformationTechnologyandTelecom,MoIC(Lead)LocalGovernmentforimplementationDepartmentofSchoolEducation,MoEforsupportDirectorateofServices,MoEforsupport



1.ProvideInternetconnectivitytoallschools 2019 2021 432.00

2.BudgetrecurrentcostforInternetconnectivitytoschools

2019 2023 300.00

Total 732.00

Key Indicators


Frequency

1.PercentageofschoolswithInternetaccess

49% 100% AES Annually

2.PercentageofschoolswithInternetbandwidthasspecifiedinthestandards


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Project 3.1.4 Multimedia studio

RationaleBhutanEducationBlueprint2014‑2024recommendsdevelopingdigitalcontenttosupportICT‑drivencurriculum.Useofdigitalcontentsisexpectedtosupplementandenrichexistingprint‑basedtextbooksandotherteachingandlearningmaterials.Learnersthesedaystendto“mediamultitask”(Bittmanetal.,2011)andthereforedevelopmentandprovisionoflocalisedmultimediaresourcesareseenasawaytoengagestudentsmeaningfully.

ThevariousprojectsunderiBuildintendtodevelopvarietyofdigitalresourcestosupport teaching and learning.Awell‑equippedmultimedia studiowill facilitateand support development of digital resources for these projects. Therefore, thisproject targets to establish a well‑equipped multimedia studio. The multimediastudiowillbeadedicatedspaceequippedwithmultimediaproductionequipmentsuchashigh‑endworkstations,audioandvideotools,interactivesmartboardandrecording facilities.The studiowill be connected tohigh‑bandwidth Internet tosupportproductionofmultimedialearningcontentsorstreamingofaudioorvideocontentsforenrichingteaching‑learningexperience.

Objectives1. Establishadigitalstudiotofacilitatedevelopmentofe‑contents.2. Developcapacitytomanagedigitalstudio.

Responsible BodiesDepartmentofSchoolEducation,MoE(Lead)DirectorateofServices,MoEforcollaborationandsupport



1.Establishmultimediastudio 2022 2022 6.00

Total 9.00

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2.Developcapacitytomanagemultimediastudioandcreatedigitalcontent2.1 Recruitinstructionaldesignersand

technicalstaff2.2 Providetrainingtoinstructionaldesigners

andtechnicalstaff(3.00m)

2022 2022 3.00

Total 9.00

Key Indicators


Frequency

1.Availabilityofmultimediastudioby2022

0 1 Physicalverification

Once

2.Numberofdigitalcontentsdeveloped in studio

0 12 E‑learningplatform

Annually

Project 3.1.5 Digital devices and Internet connectivity for CLCs

RationaleCLCprogrammeinthepastdecadeshavebenefittedlearnersincommunitiesbyempoweringthemwithlivelihoodskillsespeciallyintailoring.Withthegrowingsocietaldemand,diversificationofvocationalcourseshasbeenrecognizedascrucialcomponentoftheprogrammetocatertotheneedsofthelearners(NFCED,2015).

ThediversificationofvocationalcoursescallsforexpertisetosupportandimpartskillstoCLClearners.But,CLCsarechallengedwithlackofskilledCLCmanagers.iSherig‑2plans todevelopdigital tutorialsonvocational tradesoffered inCLCstoprovideopportunityforCLCmanagersandlearnerstoupgradetheirskills.Tosupportthisinitiative,Internetconnectivityanddigitaldevicesareessential.

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Thisprojectwillbuildoneffortsmadein11thFYPtoprovideInternetconnectivitytoCLCs and equip themwithdigital devices such as computers andprojectiondevices.

ObjectiveEstablishICTinfrastructureandconnectivitytoallCLCs.

Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)DirectorateofServices,MoEforsupportLocalGovernmentforimplementation



1.ConductsituationalanalysisofexistingICTinfrastructure

2020 2020 0.20

2.Supplydigitaldevices2.1 Supplycomputersandprinters(1.20m)2.2 Supplyprojectiondevices(0.90m)

2020 2023 2.10

3.ConnecttoInternetandsetupinternalnetwork

2020 2023 2.00

4.Carryoutmonitoringandevaluation 2020 2023 0.50

5.BudgetrecurrentcostforInternet 2020 2023 0.60

Total 5.40

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Key Indicators


Frequency

1.NumberofCLCsequippedwithICTinfrastructureandInternetconnectivity

0 30 NFE‑EMIS Annually

2.NumberofsessionsICTdevicesareusedforteachingandlearningperweek

0 2 NFE‑EMIS Annually

Programme 3.2 Administration and Learning Systems Development

GoalEnhanceefficiencyofeducationmanagementandlearningsupport.

RationaleEducation and learning management systems play a vital role in transformingeducation at different levels from learning to governance. Fu (2013)mentionsbenefitsofICTineducationsuchasassistingstudentsandteachersinaccessingdigitalinformationefficientlyandeffectively,supportingstudent‑centredandself‑directedlearning,andpromotingcreativeandcollaborativelearningenvironment.

Thee‑learningplatformforschoolscouldnotbeinitiatedasplannediniSherig‑1.However,itwillbepursuediniSherig‑2asitprovidesaccessibilitytorichdigitallearningcontentsandpromotesfocussedandcustomisedlearning.

ManagementInformationSystem(MIS)iscriticalinprovidingaccurate,reliableandtimelyinformationtothedecisionmakersforappropriateinterventions.BhutanEducationBlueprint2014‑2024 andSDG4 recommend the establishmentof acomprehensivefunctionalMIStosupportdata‑drivenmonitoringandevaluation.

This programme targets to revamp EMIS and develop e‑learning platform andNFE‑MIStoenhanceefficiencyandeffectivenessofeducationalservices.

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Project 3.2.1 E-learning platform

RationaleE‑learninghasimmensepotentialtosupportactive,participatoryandmeaningfullearning.Whene‑learningiseffectivelyintegratedintotheteachingandlearningprocess, teachers assume the roles as facilitators, advisors, content experts andcoaches, thus helping students construct meaning of their learning. E‑learningcanalsopromotetheconceptoflifelonglearning,allowinglearningtotakeplaceanywhereandanytime.

While the tertiary institutes have adopted virtual learning environment asrecommendediniSherig‑1,e‑learningcouldnotbeinitiatedforschooleducation.However, with the emphasis on curation and creation of educational learningresourcesiniBuildthrust,ane‑learningplatformwillcontinuetoplayavitalrole

This project aims to develop an e‑learning platform to serve as a repository ofdigitallearningresourceswherestudentsandteacherscanaccessandsharelocalisedcontentstoencourageself‑directedlearning.

ObjectiveEstablishe‑learningplatformtohostdigitaleducationalresources.

Responsible BodiesDirectorateofServices,MoE(Lead)DepartmentofSchoolEducation,MoEforpartnershipandsupportRoyalEducationCouncilforpartnershipandsupportBhutan Council for School Examinations and Assessment for partnership andsupport

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1.Develope‑learningplatform1.1 Carryoutrequirementanalysis(0.50m)1.2 Develope‑learningplatform(2.00m)

2019 2021 2.50

2.Developtechnicalcapacitytomanagee‑learningplatform

2020 2021 1.00

3.Orientteachersone‑learningplatform 2021 2022 3.00

Total 6.50

Key Indicators


Frequency

1.Numberofschoolsaccessinge‑learningplatform

NA 50% Survey Once

Project 3.2.2 Education Management Information System

RationaleArobustEducationManagementInformationSystem(EMIS)providessystematicandqualitydatainawell‐structuredenablingenvironmenttofacilitateutilizationof information for planning andmonitoring of programs in education (Abdul‑Hamid,2014).Therefore,acomprehensiveEMISisnecessaryforanyeducationorganisation.

TheEMISintheMinistryofEducationwasdevelopedin2011withtheobjectivetohelpplannersmakeevidence‑baseddecisionmaking.ThedatafromthisEMISisusedasthemainsourceofinformationforAESandforgeneratingotherinformationforeducationplanninganddecisionmaking.

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Withincreasingdemandfordatarequirements,thereisaneedtoupgradetheexistingEMISto link it tootherrelevantsystemsandmake itcomprehensive.Similarly,BhutanEducationBlueprint2014‑2024 also emphasises theneed to strengthenEMIS to provide comprehensive database of students, teachers and schools forevidence‑baseddecisionmakingandplanningatalllevelsofadministration.

TheupgradedEMISalsointendstoenhanceuserexperiencebyaddingusabilityfeaturessuchaseaseofdataentry,easeofaccessatvariouslevels,anduseofdataanalyticstotrackstudents’performance,attendance,result,movement,etc.

Thisprojectplanstodeveloparobust, integratedandcomprehensiveEMISthatwillinformthestakeholdersonthestateofeducationforplanning,monitoringandevaluation.

ObjectiveDevelopanintegratedandcomprehensiveEMIS.

Responsible BodiesDirectorateofServices,MoE(Lead)PolicyandPlanningDivision,MoEDepartmentofSchoolEducation,MoEforcollaborationandsupportBhutanCouncil for School Examinations and Assessment for collaboration andsupport



1.Develop EMIS1.1 Conductrequirementanalysis(1.00m)1.2 DevelopEMIS(17.00m)

2019 2021 18.00

2. Implement EMIS2.1 DevelopcapacityonEMISusage(10.00m)2.2 Carryoutdatacleaning(2.00m)

2021 2022 12.00

Total 32.00

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3.DevelopcapacityoftechnicalstafftomanageEMIS

2019 2020 2.00

Total 32.00

Key Indicators


Frequency

1.NumberofrelevantgovernmentagenciesusingEMIS data

NA 7 EMIS Annually

Project 3.2.3 NFE Management Information System

RationaleTheNFEprogrammeinBhutancontinuestobeaneffectiveprogrammeinprovidingbasicliteracyandfunctionalskillsmostlytoruralpopulationwhohavemissedtheopportunitytopursueformaleducation.Whilemanyadultlearnershavebenefittedfromtheprogramme,thereisinadequatedataonnon‑formallearnersthathindersevidence‑baseddecisionmaking.

Currently,thedataismanuallycollectedandmanagedattheMinistryofEducation,Dzongkhags,ThromdesandCLCs/NFEcentreswithvaryingdetailsandformats.Suchapracticeistediousanddoesnotsupportin‑depthanalysisofdatatoimprovetheprogramme.Further,theNFEProgrammeReviewReport2015recommendedtoenhancemonitoring,evaluationandsupportservicestoimprovethenon‑formalprogrammeandservices.

ThisprojectaimstodevelopacomprehensiveNFEManagementInformationSystem(NFE‑MIS)tomanageinformationonCLCs/NFEcentres,managers,instructorsandlearnersforplanning,monitoringandevaluation.

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ObjectiveDevelopacomprehensiveNFE‑MIS.

Responsible BodiesDepartmentofAdultandHigherEducation,MoE(Lead)DirectorateofServices,MoEforpartnershipandsupport



1.DevelopNFE‑MIS1.1 Conductrequirementanalysis(0.50m)1.2 Pre‑testNFEquestions(0.30m)1.3 DevelopNFE‑MIS(1.50m)

2020 2021 2.30

2.BuildtechnicalcapacityofstafftomanageNFE‑MIS

2020 2021 0.60

3. ImplementNFE‑MIS 2022 2022 0.60

Total 3.50

Key Indicators


Frequency

1.PercentageofCLCsandNFEcentresusingNFE‑MIS


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Resource MobilizationResourcemobilizationplanisnecessaryforsecuring,optimizingandutilizingtheresources to achieve the set targets. It ensuresprudent resourcedistribution foreffectiveimplementationofprogrammesandprojects.Itoutlinesstandardresourceacquisitionprocess,utilizationandreportingprocedures.

Itprovidesanoverviewofhowresourcerequirementsforprojectsarealignedtoagency’soverallplanandhelpsidentifytheresourcegaps.Theresourcegapsshallserveasthebasisforexploringadditionalsupportfromthegovernmentorotherpotentialdonors.Thesupportmaybeintheformoffinancial,technicalormaterial.

Theobjectivesofresourcemobilizationplanare:

a. ensuringadequateallocationandrationalutilizationofresources,b. identifyingresourcegapstoexploreadditionalresources,c. identifyingpotentialdonorsandpartnershipagencies,andd. supportingimplementingagenciesinresourceacquisitionstrategies.

iSherig‑2 is largely aligned with the 12th FYP. The total budget estimated is Nu1.729billionofwhichNu1.686billion ispartof the12thFYPoutlay.TheremainingresourcegapofNu46.1millionneedstobemobilizedforsuccessfulimplementationofiSherig‑2.Theimplementingagenciesshallsolicitsupportfrompotentialdonorstoaddresstheresourcegaps.Thefollowingtwosectionsoutlinetheprocessandpotentialdevelopmentpartnersfortheimplementingagenciestoexploreresources.

Resource Acquisition ProcessThe Gross National Happiness Commission (GNHC) Secretariat is the nodalgrant‑coordinatingagencyforRoyalGovernmentofBhutan.Itisresponsibleforcoordinatingandmobilizingexternalresources.

Theproposal for resource acquisition fromdonor agenciesmustoriginate fromtheimplementingagencies.TheproposalmusthaveclearancefromtheMinistryofForeignAffairsafterendorsementbytheGNHCSecretariat.Thefigurebelowexplainstheresourceacquisitionprocess:

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Financialassistanceprocessandprotocol

Potential Development PartnersBhutan hasmany bilateral andmultilateral development partners supporting invarious areas. Besides them, theMinistry ofEducation and other implementingagenciesneedtoexploreforcollaboration,andfinancialandtechnicalsupportfromotherinternationalandlocalagencieshavingsharedvisionandprioritiesinICTineducation.

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Implementation Mechanism

iSherig‑2coversabroadrangeofongoingandfutureactivitiesthatinvolvedifferentagencies.OneofthemainchallengesfacedintheimplementationofiSherig‑1wastheabsenceofacoordinatingauthoritytooverseeandmonitortheimplementationbyvariousagencies.Therefore,itisnecessarytoinstituteastrongmechanismthatcan resolve implementation issues, authorize necessary actions andmonitor theprogress.

Basedontheanalysisofothercountries’experiencesinimplementingtheirmasterplan,twomainimplementationarrangementsstandout.

a. CreatingadedicateddivisionthatoverseesandisresponsibleforallmattersrelatedtoICTineducation.

b. Creatingahigh‑levelcommitteetooverseeandensuretheimplementationofthemasterplan.

Consideringtheadministrativecomplexityinrestructuringandcreatingadedicatededucational technology division, the implementation arrangement proposed isto create a high‑level committee to oversee andmonitor the implementationofiSherig‑2.Theimplementingagencyshallidentifyprojectleadstomanagerespectiveprojects.

However,inthelongrun,itmaybemoreeffectivetoestablishadedicatededucationaltechnology division thatwill be responsible for effective use and integration ofinstructional technology in schools as recommended by iSherig Review Report2018.

ThefollowingarrangementwillbemadetofacilitateeffectiveimplementationofiSherig‑2.

A. Steering CommitteeTheSteeringCommitteeforiSherig‑2willbeformedcomprisingmembersfromrelevantagencies,andthiscommitteewillbethehighestdecision‑makingbodyforiSherig‑2.Therefore,itwillprovideoverallpolicydirectionandstrategicguidancefortheimplementationofiSherig‑2.Inaddition,anycross‑sectoralissuepertainingtotheprojectwillbeaddressedbythecommittee.

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Members1. Secretary,MinistryofEducation(Chair)2. DirectorGeneral,DepartmentofSchoolEducation,MoE3. DirectorGeneral,DepartmentofAdultandHigherEducation,MoE4. Director,RoyalEducationCouncil5. Director,DepartmentofITandTelecom,MoIC6. Director,DirectorateofServices,MoE7. Presidents,CollegesofEducation,ParoandSamtse8. RepresentativefromGNHC9. RepresentativefromMoF10. Chief,Policy&PlanningDivision,MoE11. PlanningOfficer,PPD,MoE(MemberSecretary)

Working Procedures

TheSteeringCommitteewilladoptthefollowingworkingprocedures:

1. TheSecretary,MinistryofEducationwillchairthesteeringcommitteemeetings.

2. Thesteeringcommitteemeetingswillbeconvenedtwiceayear‑inJune/JulyandinDecember/Januarytoreviewworkplan,andmonitorphysicalandfinancialprogress.

3. Adhocsteeringcommitteemeetingsmaybeconvenedasandwhenrequiredtoresolveurgentissues.

4. Themeetingwillbeconvenedifthequorumoftwo‑thirdofthemembersismet.

Roles and Responsibilities of Members

1. ProvideoverallpolicydirectionandstrategicguidancetoensuretheprojectsunderiSherig‑2areimplementedasplanned.

2. Addressanyinter‑agencyissuepertainingtotheprojectsforsmoothcoordinationamongsttheimplementingagencies.

3. Monitortheprogressoftheprojectsfortimelysupportandintervention.

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Roles and Responsibilities of the Member Secretary

1. CoordinateSteeringCommitteemeetings.2. Preparethemeetingagendaandkeeprecordofthediscussions.3. Liaisewithrelevantimplementingagenciestocompileprogressreports.

B. Project LeadsThe project leads identified from the implementing agencies as reflected iniSherig‑2willberesponsibleforplanning,budgetingandexecutingtheirprojectsincollaborationwithrelevantagencies.Theyarealsoresponsible forsubmittingperiodicprogressreportstotheSteeringCommitteethroughthemembersecretary.

Whenrequired,aprojectleadmayproposeforameetingofprojectleadstoresolveissues related to coordination and alignment of planned activities. ThemembersecretaryoftheSteeringCommitteeshallcoordinateandconvenethemeeting.

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Monitoring and Evaluation Monitoringisconsideredasanimportantmechanismforeffectiveimplementationoftheprojectwhileevaluationassessestheextenttowhichtheprojecthasachieveditsintendedobjectivesasmentionedintheprojectdocument.

Consideringtheimportanceofmonitoringandevaluation,theiSherig‑2willfollowtheNationalMonitoringandEvaluationSystemFrameworkofBhutan.Aspertheframework,thecabinetistheapexinstitutionthatmonitorsimplementationandprovidesstrategicdirection,guidanceandsupport.TheGNHCcarriesoutoverallmonitoringandevaluationof12thFYP,andmakesstrategicandtimelyinterventions.

Attheagencylevel,themonitoringandevaluationwillfollowtheexistingGovernmentPerformanceManagementSystem(GPMS).Themonitoringandevaluationshallbebasedontheindicators,targetsanddatasourcesthatareidentifiedundereachproject.

SpecifictoiSherig‑2,theSteeringCommitteeshallmonitortheprogressthroughperiodicreportingbytheimplementingagencies.AsperthedirectiveoftheSteeringCommittee, amid‑term reviewof iSherig‑2may be carried out tomonitor theoverall implementation status.An independent evaluationwill be carried out toassesstheentiremasterplanattheendoftheimplementationperiod.

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Baquero,P.,Santana,A.,Zubiria,I.,&Prieto,M.(n.d.).BasicArchitectureforICTIntegrationintheCanaryEducationalSystem.Information Technology and Educational Management in the Knowledge Society, 181-198. doi:10.1007/0‑387‑24045‑4_17

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BlancheW.O’Bannon,GaryJ.Skolits&JenniferK.Lubke.(2017).TheInfluenceofDigitalInteractiveTextbookInstructiononStudentLearningPreferences,Outcomes,andMotivation.Journal of Research on Technology in Education, 49, 3-4, 103-116,doi:10.1080/15391523.2017.1303798

Camelo,G.E.H.,Torres,J.M.T.,Reche,M.P.C.,&Costa,R.S.(2018).UsingandintegrationofICTinadiverseeducationalcontextofSantander(Colombia).JOTSE, 8(4), 254‑267.

Choeda,Penjor,T.,Dukpa,D.,&Zander,P.O.(2016).ThestateofintegrationofthevirtuallearningenvironmentandICTintothepedagogyoftheRoyalGovernmentofBhutan:Adescriptivestudy.International Journal of Education and Development Using Information and Communication Technology. 12(1), 71-88.Retrievedfromhttps://files.eric.ed.gov/fulltext/EJ1099582.pdf

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CSR‑Asia&Huawei.(2017).TheRoleofICTinRealisingEducationforallby2030–AchievingSustainableDevelopmentGoal4.Retrievedfromhttps://goo.gl/BDtzdZ

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Dabas,N.(2018).RoleofComputerandInformationTechnologyinEducationSystem.International Journal of Engineering and Techniques, 4(1), 570-574.Retrievedfromfromhttp://www.ijetjournal.org/Volume4/Issue1/IJET‑V4I1P78.pdf

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Kawai,A.,Wangdi,T.,Galay,P.,Miwa,M.,&Yamada,T.(2016).ProjectreportICT‑enhancedGNHsocietyinBhutan.Journal of the Open University of Japan. 34, 137-151. Retrievedfromhttp://lib.ouj.ac.jp/nenpou/no34/34_13.pdf

Kim,J.Y.&Jung,H.Y.(2010).SouthKoreandigitaltextbookproject.Computer in the School. 27, 247-265.doi:10.1080/07380569.2010.523887

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MinistryofEducation.(2014).BhutanEducationBlueprint2014‑2024;RethinkingEducation.Thimphu,Bhutan

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Annexure: Working Groups and Committees

First Consultative Working Group

Name Designation and Agency

1. Bumpa Tshering Deputy Chief Dzongkhag Education Officer, Haa

2. Gomchen Tenzin Principal, Khangkhu MSS, Paro

3. Jangchu Tenzin ICT Officer, IMD, REC

4. Karma Kuenphen Education Monitoring Officer, EMD, DSE, MoE

5. Karma K. Wangdi Deputy Chief Programme Officer, Bhutan NatCom, MoE

6. Kinley Teacher, Taba LSS, Thimphu Thromde

7. Lemo Chief Dzongkhag Education Officer, Punakha

8. Pema Chhogyel Deputy Chief Programme Officer, ECCD&SEN, DSE, MoE

9. Pema Wangchuk Deputy Chief Programme Officer, SPCD, DSE, MoE

10. Sherab Tenzin Education Monitoring Officer, EMD, DSE, MoE

11. Sonam Tshering Deputy Chief Programme Officer, IMD, REC

12. Sonam Zangmo Cluster Lead Teacher, Samtse HSS, Samtse

13. Tenzin Rabgyel Deputy Chief Programme Officer, NFCED, DAHE, MoE

14. Tshering Yangzom Assistant ICT Officer, ICTD, DoS, MoE

15. Udhim Subba Vice Principal, Pakshikha CS, Chhukha

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Second Consultative Working Group


1. Bal Bdr Powrel Teacher, Rinchengang PS, Wangdue

2. Gomchen Tenzin Principal, Khangkhu MSS, Paro

3. Jangchu Tenzin ICT Officer, IMD, REC

4. Karma K. Wangdi Deputy Chief Programme Officer, Bhutan NatCom, MoE

5. Kinley Teacher, Taba LSS, Thimphu Thromde

6. Lemo Chief Dzongkhag Education Officer, Punakha

7. Pema Chhogyel Deputy Chief Programme Officer, ECCD&SEN, DSE, MoE

8. Pema Wangchuk Deputy Chief Programme Officer, SPCD, DSE, MoE

9. Sherab Tenzin Education Monitoring Officer, EMD, DSE, MoE

10. Sonam Tshering Deputy Chief Programme Officer, IMD, REC

11. Thinley Dorji Education Monitoring Officer, EMD, DSE, MoE

12. Tshering Yangzom Assistant ICT Officer, ICTD, DoS, MoE

13. Udhim Subba Vice Principal, Pakshikha CS, Chhukha

Core Team


1. Chenga Dorji Lecturer, Samtse College of Education, RUB

2. Pelden Senior Programme Officer, NFCED, DAHE, MoE

3. Phurba Planning Officer, PPD, MoE

4. Thinley Curriculum Developer, CDC, REC

5. Tshering Phuntsho Deputy Chief Programme Officer, TPSD, DSE, MoE

6. Tsheyang Tshomo Chief ICT Officer, ICTD, DoS, MoE

7. Ugyen Dorji Chief Programme Officer, IMD, REC

8. Ugyen Wangchuk Assistant Professor, Paro College of Education, RUB

9. Yeshey Lhendup Deputy Chief Programme Officer, SPCD, DSE, MoE

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Technical Advisors


1. Jonghwi Park ICT in Education, Section for Educational Innovation and Skills Development, UNESCO Bangkok

2. Jian Xi Teng ICT in Education, Section for Educational Innovation and Skills Development, UNESCO Bangkok

Project Steering Committee

Designation Designation and Agency

1. Karma Yeshey (Chair)

Secretary, Ministry of Education

2. Karma Tshering Director General, Department of School Education, MoE

3. Jigme Thinlye Namgyal Director General, Department of Information Technology and Telecom, MoIC

4. Kinga Dakpa Director, Royal Education Council

5. Kinley Gyeltshen Director, Directorate of Services, MoE

6. Chencho Tshering Chief Planning Officer, MoF

7. Lekema Dorji Senior Planning Officer, Gross National Happiness Commission

8. Dochu Chief Planning Officer, Policy and Planning Division, MoE

9. Phurba (Member Secretary)

Planning Officer, Policy and Planning Division, MoE

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Project Coordination and Logistics


1. Wangchuk Bidha Chief Programme Officer, Bhutan National Commission for UNESCO, MoE

2. Yeshey Lhendup Deputy Chief Programme Officer, SPCD, DSE, MoE

3. Phurba Planning Officer, PPD, MoE

4. Karma Yangden Admin Assistant, Bhutan NatCom, MoE

࿉ Education ICT Master Plan is named iSherig, whichtranslates to ICT in education. The “i” alludes to innovation and integration that the master plan intends to promote through use of ICT in education.

࿉ iSherig logo is represented by a three-petaledflower. Each petal represents a strategic thrust or focus area, namely iAble, iBuild and iConnect.

࿉ The three jewels in the centre of the flowerrepresents the government’s desire to help every individual in educational institutions, government agencies in education sector and communities. iSherig is designed to impact and benefit everyone in the education sector, from children to adult learners, educators and administrators.

࿉ The yellow and orange colours used in thelogo is in deference to the two colours used in our national flag, which represents peaceful coexistence of temporal authority and spiritual tradition in the country.

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