Effective Use of Digital Content for
Secondary Education
RMSA
Rajeev Katyal
Director - Education
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Secondary Education in India
 Secondary Education -jumping board for a career and for higher
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education
5.8 million do not continue to class 11 and 2.5 million do not
continue to higher education
GER – 52.26 % at secondary and 28.54 % at higher secondary level
Drop out rates reach 61.59 % by class 10, pass percentage 68% at
class 10 and 71% at class 12 level
Access and Quality the two objectives
 Secondary schools within 5 km radius and higher secondary schools
within 7-10 km radius
 Solving Access & Enrolment a Primary Concern – Universal
enrolment by 2017
 Quality General Education and Vocational Education two areas of
educational attention
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Problem Growing every year
Primary/Junior
Middle/Senior
Source: MHRD
Only 3.9 M go
for Higher
Education
Employability problem can
be handled either
DURING schools and
colleges OR can be
handled AFTER college
education
3
12 MM
36 MM
51MM
130 MM
Sources: MHRD; National Sample Survey Report No. 439 & 505:
12 M College Graduates
Higher Secondary
Higher Education
Class 10 has
12.2 million
students
3 Years of
Higher
Education
Class 12 will
have approx.
6.4 M
3.9 M
Graduate
every year
8.3 Mm
Vanishing from formal
education and scouting
for a job
Approx. 12 M getting added per year
without Vocational Skills and looking
for job
3.9 M college
students looking for
Jobs
High drop out rates increase need for vocational training for Employability
Objectives of Digitization in Education
 Promote the usage of ICT especially in Higher Secondary and
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Secondary Government Schools including widespread
availability of access devices, connectivity to the
Internet
Enrichment of existing curriculum and pedagogy by employing
ICT tools for teaching and learning.
To ensure the availability of quality content on-line and
through access devices both in the private sector and by SIETs.
To enable students to acquire skills needed for the Digital
world for higher studies and gainful employment.
Promote critical thinking and analytical skills by
developing self-learning. This shall transform the classroom
environment from teacher-centric to student-centric learning.
Where is India right now?
A Reality Check on Gearing up for the
21st Century
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Super-Connectors
85%
85
France
UK
83
82
Spain
Australia
77
75
Germany
USA
75
71
Poland
Taiw an
62
China
55
Russia
50
Mexico
23
Brazil
5
India
0
6
(BDD GenWorld 2006)
20
40
60
80
100
Educational Technology Use in the Strongest
Economies
Educational Technology Use in the Strongest Economies
100
90
80
USA
70
Japan
India
Percentage
60
Germany
France
50
U.K.
Italy
40
Russian Federation
Brazil
30
20
10
0
using computers at school
several times a week
7
Technology Counts 2004, 9
using the Internet at school with an Internet connection
several times a week
at home
Percentage of 15 year old students ...
with at least one computer
at home
Stages for ICT in Education – A Framework
Stages
Underdeveloped
Developed
Functioning
Strategic
Embedded
Vision
No expressed vision to use ICT
•More stress on
acquisition of ICT
•No stress on use of
ICT in learning
•Recognize use of ICT
in learning
•Careful budgeting for
ICT
•Clear recognition of
potential of ICT in
learning
•Anticipates future
developments inn ICT
for teaching and
learning
Teaching
&
Learning
•No curriculum integration of ICT
•Teachers use ICT minimally
•Few children have ICT skills
•Support for
integration of ICT in
learning
•ICT replaces
traditional methods
superficially
•Some children have
ICT skills
•ICT led teaching in
most curriculum areas
•Many teachers use
ICT in teaching
•Many children have
ICT skills
•ICT integrated into
all areas of teaching
and learning
•Most teachers have
ICT skills
•Most children have
ICT skills
•Regular debates on
more effective use of
ICT
•all staff use ICT as
regular instructional
methodology
•all children have high
level of ICT skills
Administr
ation
•no administrative systems use ICT
•No use of ICT in children
assessment
•Administrative
systems exist in ICT
but unrelated
•Some staff use for
recording assessment
•Integrated ICT based
administrative systems
•Many staff use ICT
for recording
assessment
•ICT in administration
integrated to vision
•Most staff use
technology for
assessment
•High order of
integration in ICT
based integration
•All staff and students
integrated in ICT
based assessment
Resources
•Teaching learning spaces not
designed to use ICT
•impulsive procurement
•zero access to networks
•no technical support
•limited use of
environment for ICT
•limited planning for
procurement of ICT
•some access to
networks
•Inadequate tech
support
•Some teaching areas
created for use of ICT
•discrete use of virtual
environment
•reliable access to
networks
•adequate technical
support
•Most spaces support
use of ICT in teaching
•Procurement follows
best practices
•Efficient access to
networks
•Effective technical
support
•Innovative designs for
use of ICT
•all contribute to
virtual learning
•innovative practices
•specialist staff for
support
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Where does India stand?
Stage
Vision
Teaching &
Learning
Administration
Resources
21st Century
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Underde
veloped
Developed
Functional
Strategic
Embedded
Where do we start?
 First challenge is Access > expanding current secondary schools, upgrading
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upper primary schools, building new schools
Providing infrastructure within schools
Challenge of providing teachers> providing curriculum knowledge>
improving teaching skills> providing ICT skills> providing skills of ICT based
teaching
< 1/3 rd schools out of total have IT labs
Proposition is to have 10 PC IT labs with internet connectivity in
schools
Emphasis on Digital Literacy and IT skills
Need more evidence of putting ICT in class rooms for curriculum
Many versions/ vendors available for providing ICT based curriculum
CIET/ SIETs gearing up
Make vocational training both a means of enhancing enrolment and
quality of education
What should Education Planners in India do?
 Reality check of where we are and how do we proceed from stage to
stage
 Categorize schools/ states into stages and exercise the following
choices;
 Bring all secondary and higher secondary schools to one stage and
proceed there on
 Categorize schools into stages and make each school move up stage
by stage
 Option A - Get a single IT lab in all schools for classes 9 to 12, where possible
broadband, do only IT literacy and IT subjects for all children
 Option B – Bring in vocational skills > life skills, communication skills > soft
skills alongside IT skills
 Option C – make a determined effort to get ICT into curriculum, smart class
rooms at each class level in all schools, all teachers trained on ICT, ICT based
pedagogy
 Option A > Option B > Option C
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Stages wise development of Digitization in Indian Education
Stages
Developed
Functional
Strategic
Embedded
Vision
Stress on acquisition of
ICT skills by students in
learning
•Introduce use of
ICT in
curriculum
•Widespread
usage of ICT in
curriculum
• Anticipate and
imbibe future
developments in
ICT for teaching
and learning
Teaching
and
Learning
•Teachers acquire ICT skills
•Children follow an ICT
curriculum for Digital
Literacy and Advanced IT
skills
•Simple vocational skills
taught using ICT
•ICT led teaching
in most curriculum
areas
•Many teachers use
ICT in teaching
•Many children
have ICT skills
•Vocational skills in
many areas taught
using ICT
•ICT integrated
into all areas of
teaching and
learning
•Most teachers
have ICT skills
•All children have
ICT skills
•Regular debates
on more effective
use of ICT
•all staff use ICT as
regular
instructional
methodology
•all children have
high level of ICT
skills
•One smart class
room for each class
levels
•Each class a smart
class room
•Innovative designs
for use of ICT
•all contribute to
virtual learning
Resources •ICT labs and connectivity
in all schools
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The Global Agenda for Children: Learning
for the 21st Century
In order for the world to survive and prosper in the new century, people will
need to learn more and learn differently. A child entering the new century
will likely face more risks and uncertainties and will need to gain more
knowledge and master more skills than any generation before.
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Shaeffer, Dykstra, Irvine, Pigozzi, & Torres, 2000
21st Century Skills
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What is an Appropriate Solution?
 High quality, core-curriculum products correlated to the CBSE
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syllabus in Maths, English, and science
Various methods of classroom delivery: interactive white boards,
projector, computer lab, LCD TV
Blended teaching approach: software designed to be used in
conjunction with teachers’ textbooks or directly with the syllabi
A management system for teachers and school administration
(optional)
Interactive whiteboard tools and activities that supplement and
extend classroom learning and which are designed also as standalone activities
(classroom/maths lab/science lab)
Teacher training for ICT-led curriculum education
21st Century Skills Framework
Components for 21st Century Skills
for Knowledge Economy:
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Core Subjects
Learning and Thinking Skills
ICT Literacy
Life Skills
21st Century Content
Four pillars of Digital Content
Life Skills
21st Century
Content
The Core
Thinking and
Learning Skills
Literacy:
Language skills
Reading and writing
Foreign languages
Critical Thinking & Problem
Solving Skills
•Leadership
• Ethics
Global Awareness
Mathematics:
Numeric
Analytics
Application
Creativity & Innovation
Skills
•Accountability
• Adaptability
Financial, Economic,
Business and
Entrepreneurship
Literacy
Sciences:
Applied / Life
Application
Innovation
Communication &
Information Skills
•Personal
Productivity
• Personal
Responsibility
Civic Literacy
Social and Societal:
History/Geography/ Environmental
Civics
Community Living
Collaboration Skills
People Skills
Health & Wellness
Awareness
Economics:
Family/Community/Regional/
National/Global
17Arts:
Music/Drama/ Fine Arts
•Self Direction
• Social
Responsibility
Learning Gateway
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