It is critical to establish the conditions for
success of effective, systemic, aligned, scalable and
sustainable Education Transformation in Haryana.
This Draft Master Plan has been created with a
purpose to develop an ICT knowledgeable
community which can deploy, utilize, benefit from
ICT and contribute to nation building.
May request stakeholders to share their
opinions on the draft document on
eduhry.suggestions@gmail.com
Draft: For discussion purpose only Page 1
Draft ICT in Education Master Plan
(2011-2025)
Directorate of School Education
Govt of Haryana
“The illiterate of the 21st century will not be those who cannot read and write, but those who
cannot learn, unlearn and relearn” – Alvin Toffler.
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Why Master Plan?
• Help Directorate of Education understand the complexity of policy stages and processes while at
the same time give them the tools to successfully own and drive the process
• Break down function silos in Directorate of Education operation thus generating cooperative
interaction for success.
• Setting and meeting key milestones
• To develop an understanding of critical path associated with meeting these milestones
• Professional planning (on time/in budget/right resources/addressing problems)
• To understand overall project timeline
• Identify inter-linkages & dependencies
• Identify and empower Directorate of Education resources and accountability (Deployment Work
Group)
• Process oriented thinking, Linkages to vision & roll-out
• Help school readiness evaluation, Facilitate the management of expectations and results
• Mobilizing partner support to drive delivery
• Insure wider participation in planning and delivery
• Building the master plan necessitate consistent data gathering and will help in evaluation.
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Goals:
In the light of the relevance and importance of adopting information and communications
technology in the education sector, the state Strategy & Master Plan for Information &
Communication Technology in Education shall have following goals:
Goal 1: All students and teachers will have access to information and communication technology in
their classrooms, schools, communities and homes.
Goal 2: All teachers will use technology effectively to help students achieve high academic
standards.
Goal 3: All students will have technology and information literacy skills.
Goal 4: Research and evaluation will improve the next generation technology applications and skills
for teaching and learning.
Goal 5: Digital content, curriculum, assessment practices, networked applications, all in support of
Policy framework and multiple stakeholder support will transform teaching and learning.
Guiding principles
The ICT in Education Sector Master Plan enumerates the following principles to guide the
development of the sector:
a) ICT in Education will be characterized by the imparting of good values and attitudes in the state
including those that promote equality and equity as well as those from outside which are relevant
to national development.
b) Development of skills such as life skills, practical and entrepreneurial skills shall be emphasized.
c) Quality and relevance of content matter shall be given maximum attention, even as access to
education increases.
d) Improvement of efficiency and cost-effectiveness of all activities in the education sector by
improving management and administration capacities shall be a matter of priority.
e) Sustainability and scalability are also important principles to guide this sector. The Directorate of
Education will ensure that the new Master Plan on ICT in Education incorporates these principles in
its strategies for implementation and to help in achieving efficiency and effectiveness.
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Master Plan Objectives:
Strengthening Haryana's effort to create and establish ICT in education models for the
acceleration of educational reforms.
Harmonization of efforts between the centralized and decentralized levels of the education
system and defining synergy between different implementers of ICT in education.
Unleashing the strengths of teachers and students through the effective use of ICT
Leveraging Public Private Partnerships to improve the development and delivery of
education.
Building the capacity of partners for the development of innovative learning solutions in
partnership with industries, and creating economic value.
Expanding innovation and research.
Vision:
"Create an effective, systemic, aligned, scalable and sustainable Education environment in
the state of Haryana by providing world class education services which fosters innovation and
contributes to nation building."
The vision seeks to transform Haryana into a knowledge base economy.
This aspiration for transformation is based on some key pillars including 1) Policy, 2) Information and
Communication Technology, 3) Curriculum and Assessment, 4) Professional Development, 5)
Vocational Education, 6) Inclusion, 7) Research and Development, and 8) Public Private Partnerships.
In order to achieve the vision, Directorate of School Education, Government of Haryana has come up
with three ICT plans to be carried out in 5-year increments, dubbed as the Master Plans in ICT and
Education.
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1. Policy:
It is expected that under the Policy pillar, the ICT in education will set a clear road map for the
integration of ICT in education and will increase access to basic education for all, both formal and
non formal, using ICT as one of the major tools for learning, teaching, and information sharing.
1.1: Improve quality of basic education and promote independent learning in secondary education.
1.2: Contribute to the availability of workforce with the ICT skills needed for employment and use in
a knowledge based economy.
1.3: Guide the drafting of ICT competencies, aligned with international competencies, with regard to
knowledge, skills and attitudes that can be achieved at the end of the secondary education, through
the use of ICTs in and beyond the classroom.
1.4: Ensure that Haryana has in place, an ICT driven process that supports an evidence-based
decision making with respect to resource allocation, strategic planning, and monitoring and
evaluation of the educational policy implementations.
2. ICTs:
Among some of the most pertinent reasons for using ICT in the classroom is the ability to better
prepare the current generation of students for a workplace where ICT tools such as computers,
Internet and other related technologies, are becoming ever more present. It is therefore seen, that
technological literacy and the ability to use ICT, effectively and efficiently, have become
prerequisites for having a competitive edge in an increasingly globalizing job market. The Govt of
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Haryana therefore recognizes the importance of using ICT, ubiquitously in all venues of formal
education, including Technical and Vocational institutions and across all educational disciplines.
Therefore, the Plan will be focusing on:
2. 1 Ensuring that all primary, secondary and vocational education teachers are instrumental in using
ICT hardware and software in their teaching and learning practices.
2. 2 Raising students’, teachers’, and parents’ awareness of the value of ICT.
2. 3 Availing the required ICT to all formal education levels; Facilitating access to a wider range of
knowledge for students and teachers to support the teaching and learning process.
2. 4 Enabling all students to use ICT in their learning as a tool and as a methodology; Using ICT as a
tool to improve quality of education in all subjects at all levels.
2. 5 Enabling all teachers and administrators to use ICT as a management tool to support the
educational process.
2. 6 Using ICT to support the emergence of teaching and pedagogical student centered approaches
and encouraging research and collaborative learning.
2. 7 Promoting the use of open and distance learning techniques at all levels of education as needed.
2. 8 Promoting the use of community learning centers, community information centers, community
libraries, and open and distance learning centers to improve literacy and provide learning
opportunities and expand activities to include the use of video, radio and TV for learning.
2. 9 Leveraging ICT infrastructure in schools to encourage and support after school programs to
target in school students, out of school leavers, and local community to develop life and ICT skills,
and provide other lifelong learning opportunities.
2. 10 Encouraging schools to prepare their own Technology Plan which will help schools aim at
getting maximum benefits out of ICT investments done by state as well as schools.
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3. Curriculum and Assessment:
Curriculum must be supported by interactive, culturally aligned, competencies driven and student
centered electronic content, whereby on the short to medium and long term, Haryana can tap into
existing content and effectively integrate it in the teaching and learning practices, meanwhile,
working on the development of Haryana electronic material. ICT curricula (existing or new) are
encouraged to be used in a blended learning approach, whereby educators would use them as
supplementary materials for better teaching practices. On the other hand ICT can be used in
assessment, by developing means and services that can provide the state with the competitive
edge it needs to align with and to provide transparent, interactive and more customer driven
services. Therefore, the Master Plan will be focusing on:
3.1 Providing computer science curriculum for primary and secondary school students.
3.2 Integrating modern approaches and methods in line with the matrix of competencies1 of
knowledge and skills according to regional, national and international standards.
3.3 Focusing on students to give them an effective, responsible and independent role; new roles for
teachers as facilitators, supervisors and evaluators.
3.4 Promoting blended learning approach and establishing appropriate mechanisms and guidelines
for regulating the development and use of electronic content.
3.5 Creating and developing Haryana's specific e-learning content, in all subjects, including vocational
education streams, on the long term to be used as supplementary material, and revising the
curriculum accordingly. Exploring the options of obtaining the copy rights of existing electronic
material on the short and medium term.
3.6 Enabling teachers to use open educational resources, create electronic content, and share
knowledge experiences and practices using technology.
3.7 Creating centralized digital library/ repository (State Educational Portal) of digital learning
material to be accessed by all schools.
3.8 Developing content/curriculum and training manuals for pre-service teachers on using ICT in
teaching and learning.
3.9 Ensuring that learners and educators are empowered to deal with internet related risks, such as
protection of privacy, content verification and avoiding harmful content. Developing guidelines
for ethical use of ICT and creating awareness to all stakeholders including learners, teachers,
parents, and service providers.
1 Learners’ competencies: to be able to acquire academic knowledge in different social, humanitarian and vocational studies; apply academic
knowledge and use in real life; use linguistic skills (read, speak, convert) in communicating with others; produce and share knowledge with
individuals and group; use modern technology in information management; use investigation and scientific research skills; cooperate with peers
and teamwork; self-reflection & assessment.
Teachers’ competencies: apply curriculum freely and organize edu experiences in school environment to achieve desired aims; develop and
integrate various teaching strategies; facilitate the acquisition and knowledge from various resources; motivate learners to learn and create;
evaluate learners’ achievement to improve their performance.
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3.10 Using ICT to build the competitiveness of the State Examination Board/ Council, and deliver
services more effectively and efficiently.
3.11 Using ICT as a tool to design tests and collaborate with national bodies to build standardized
tests and item banks.
3.12 Aligning the examination and testing tools with the revised digital curriculum and
incorporating ICT based student assessment tools.
4. Professional Development:
The use of ICT in teaching, learning and managing educational institutions compels the emergence of
a new set of skills, attitudes and pedagogical approaches that require continuous training programs
to build sufficient capacity among teachers, developers, educators and administrators, school
leaders, government leaders and others including parents. Such training will take place in the form
of pre-service, in service and continuous professional development opportunities on areas of ICT
literacy, content development, pedagogical teaching approaches using ICT, Educational Management
Information System (EMIS) capacity building and maintenance of ICT facilities to make sure they are
available at all times to all users.
In delivering the training, and given the wide applicability of ICT for training and professional
development, ICT-enabled training methods will be fully explored, including distance education, elearning,
and blended learning. Therefore, the Master Plan will be focusing on:
4.1 Providing pre-service training of teachers on effective utilization of technology (software and
hardware) to be used in their teaching and learning.
4.2 Providing effective ICT literacy training programs for all teachers at all levels that promotes
change and ensures quality. Such programs will be aligned with a structured system of incentive.
4.3 Providing in-service professional development opportunities for teachers to enable the use and
creation of digital content and pedagogic integration of technology in teaching. The in-service
training programs to be aligned to the needs of the structured systems of Sarva Shiksha Abhiyan
(SSA) as well as Rashtriya Madhyamika Shiskshya Abhiyan (RMSA).
4.4 Providing professional development opportunities for school inspectors on the integration of ICT
in the teaching and learning process.
4.5 Supporting head teachers to establish the ICT vision in their schools, and leveraging available
technological infrastructure to better manage the school and foster modern teaching and learning
paradigms.
4.6 Training curricula developers on creating/ developing digital learning material.
4.7 Training educational administrators on ICT projects; planning, management, budgeting, resource
management, and Monitoring & Evaluation.
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4.8 Developing general standards, guidelines, and certification requirements for trainers and training
centers.
4.9 Developing a cadre of technical expertise to manage and maintain ICT facilities at all levels and
to optimize uptime.
4.10 Using the available ICT Teacher Competency Standards and Modules to plan appropriate
training for teachers.
4.11 Developing a mechanism to manage quality of training; ensures its effectiveness, and
manage change.
4.12 Creative teachers to be recognised with morale-boosting rewards & awards and become role
model.
5. Vocational Education
5.1 The aims and initiatives to develop professional skills of students (in grades 8,9,10) and prepare
them to enter the labour market and keep pace with the requirements of the knowledge economy.
5.2 Linking education to the needs of the work force and encourage students to engage in
productive work and lifelong learning.
5.3 Providing initiatives implemented through partnership between public and private sectors.
5.4 Initiatives/programs holding specialized training workshops on education and professional fields
and developing its training manuals, professional guidance tools, resources, etc.
6. Inclusion:
6.1 Upgrading the quality of programs and services presented to students with special needs and
enhancing their learning opportunities
6.2 Developing devices and tools to include physical and developmental cognitive methods; use of
computers and software in the learning resources.
6.3 Empowering students with useful life skills (such as participation, shouldering responsibility, and
healthy and social skills) which contributes in creating a supportive and comfortable environment
and cooperate to achieve the schools’ educational mission and tasks.
6.4 Inclusion of concepts in the curricula, design and implementation of interactive activities, holding
training and workshop sessions, preparing training manuals.
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6.5 Disseminating education for all through integrating marginalized students who are vulnerable to
risk in compensatory educational programs that meet their needs, remedial methods, education
reinforcement methods, etc.
6.6 Achieving equity and equal opportunities by reflecting on gender indicators, developing
resources, curricula, teachers’ resources, tools, new assessment methods, information technology,
etc to address gender sensitivity and include balanced images of boys and girls,
6.7 Improving the nutrition and health status of schools in less privileged areas, enhancing health
environment by involving schools in the health education programs consisting of number of health
standards applicable in schools.
6.8 Quality education through focusing on the pshychological and social aspects of student
development, strengthening students’ emotional thinking, constituting good citizenship and
promoting social adaptation (in order to deal with social and personal issues that are harmful and
life-threatening such as dispute, violence, drugs, stress and anxiety).
6.9 Development of excellent student’ abilities and make use of their creativity areas.
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7. Research and Development:
One of the important areas this Plan takes into consideration is developing mechanisms, systems
and procedures that continue to research and identify gaps and possible areas of improvement and
innovations, and reflect back on the education sector at large, thus making it a dynamic evolving
system for the benefit of the Haryana learners. Also universities are encouraged to conduct their
own research and collaborate with industry/ business and schools to support such developments.
Simultaneously, recognizing that a lot of the experiences and lessons learnt come from the fieldfrom
the educators and the learners, the Govt of Haryana will seek ways to capture participatory
feedback from all concerned stakeholders at all levels and develop means of disseminating and
analyzing it to improve learning outcomes. Therefore, the Master Plan will be focusing on:
7.1 Conducting needs assessment and establishing a mechanism for continually identifying best
practices and gaps and researching into innovative solutions, to improve the education system.
7.2 Development of low cost affordable computers and networking equipment
7.3 Development of management systems – learning management, content management, school
management etc., especially those based on Free Open Source developments
7.4 Creating a venue to facilitate a participatory approach enabling research and quality
improvements.
7.5 Setting up dedicated portal to E-Learning, to become local source for E-Learning knowledge,
R&D, deployment, Hardware & Software solutions, Best practices and the downloadable
products, solutions & tools.
7.6 Engaging independent third party research consultants to analyze long term strategies on ICT in
education initiatives.
7.7 Enhancing the higher education institutions research and development capabilities to be at the
cutting edge of technology.
8. Public Private Partnership:
As education is a national priority, it is also fair to say that the responsibility of providing high
quality levels and systems of education should not be solely reliant on governments. There are
many stakeholders that share the responsibility and have much to offer to the education system, as
the output of any education system, is a direct input into its workforce and has major repercussions
on its economic development. Recognizing the value of such partnerships, and valuing the
opportunity that lies from the possible support from corporations, and development partners, the
Haryana Government will engage in various modes of collaboration and partnerships. Such
partnerships, can be with global partners, local partners and development partners, and can be in
the shape of joint project implementations, capacity building, etc. Therefore, the Plan will be
focusing on:
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8.1 Engaging local, regional, national, and global partners in efforts to improve/ integrate ICT in
education and to avail research and innovations to improve the education system.
8.2 Creating an enabling environment conducive to partners' investments and support to the
education system and the partners to bring about socio-economic development to the country.
8.3 Creating local, regional and global partnerships among educational institutions to foster peer to
peer research and collaboration.
8.4 Promoting twining between public and private educational institutions to transfer and exchange
best practices.
8.5 Involving the local community, universities, and the development organizations in the efforts to
support the integration of ICT in education.
8.6 Adopting a partnership approach to the financing of ICT in education.
8.7 Creating a win-win relationship between the Government and the private sector thus ensuring
sharing of costs and benefits.
8.8 Allowing and encouraging strategic partners to showcase their solutions and technologies that
are aligned with the ICT in Education policy.
8.9 Evolving innovative and locally appropriate models of PPPs, with a high potential of being scaled
up, to improve educational outcomes.
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Master Plan 1 (2011 - 2016)
Prepariing for IInnovatiions by laying a strong ICT foundation
Key Dimensions Target by 2016 Ownership
Curriculum
o Reduction in curriculum - up to
30%; Use ICT for 30% of the
curriculum time.
o Development of the framework of
the curricula, students’ output,
expected performance levels and
learning measurements and
establishing basis to develop and
prepare the curricula of grades 1-
12 to be completed.
o Balance between information and
critical and creative application of
information.
o Incorporating topics of the
dangers, risks, developmental
aspects and psychotropic
substances and means of
prevention in the curricula and
resources.
o ICT as tools rather than subject of
study.
o Distributing the curricula through
electronic methods, empowering
students and teachers to improve
their lesson plans.
o Integration of life-skill based
curricula.
o Curricula accreditation.
Innovation in
Evaluation and
Assessment
o Decide on learning outcomes,
Develop assessment strategies
with a focus on qualitative
competencies to fit in teaching
strategies.
o Establish state centre for exams
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and assessment.
o Developing the state standards
system according to international
standards
o Assessment data registration
process- anecdotal record, logs,
rating scale, etc
o Strengthening connection between
the primary and secondary
education and assessment systems
and preparing students for
successful higher education life.
o Conducting regular impact
assessment studies at the policy,
strategy, and initiative levels.
Content and Learning
resources & platforms
o Enhance linkages between the
school and the world around it
o Development and editing of web
resources, user dynamic interfaces
o Learning packs, Courseware
development – subject-specific,
local language
o Educational Software Procurement
Scheme – purchase of educational
CD ROMs
o Encourage innovative processes in
education
o Create new knowledge centres,
libraries
o Implement safety and security
practices/measures
Infrastructure o Provide all schools with the basic
infrastructure
o Encourage innovative utilization of
ICT beyond the computer labs
o 2:1 teacher-to-notebook computer
ratio,
o 5:1 students-to-computer ratio,
o School-wide networking
o Internet access for every school.
o All schools - at least 2 MB ATM link
o Each school - 1 Technology
Assistant
o Utilisation of USO funds to supply
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the PCs and the Broadband
connectivity as a bundled package
of service
o Introduction of special schemes for
purchase of ICT devices &
subscribing broadband Internet
connectivity by schools:
Provide free broadband
connection with PCs (Minimum
10 per school) to all
government schools.
Facilitate liberal and easy loan
facility for purchase of
broadband Internet and PC by
Teachers, Students and the
Schools.
Facilitate concessional
broadband connection and PC
for Schools in consultation with
industry.
Support tax exemptions on the
expenditure incurred on
Internet connectivity and
purchase of ICT devises
Professional
Development
Provide training of teachers (by
sending team of trainers to each
school)
Skill development in Pre- Service
and In- Service teachers in areas
like ICT applications, World Wide
Web, Search and analysis of
information, educational resources,
change management etc.
Skill development in Pre- Service
and In- Service teachers in areas
like ICT applications, World Wide
Web, Search and analysis of
information, educational resources,
change management etc.
Achieve a change in mindset of
teachers to embrace ICT as a tool
for teaching and learning
Cascade model of teacher training
in integration of ICT into education
Core training for teachers in every
school will be completed
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Every teacher received 30-42
hours of training
Pre-service teacher training, Inservice
teacher training
Online training of teachers
Training cards development- to be
filled by every trainee teacher,
according to the training topics
he/she wishes to participate in – in
order to make training programs
based on actual needs.
Teacher training in diagnosing
learning difficulties and dealing
with students with special needs.
ICT for Vocational
Education
Vocational programs development
for professional skills of students
in higher grades.
Implementation of such programs
through partnerships with private
sector.
Vocational programs to include
community mapping, professional
guidance tools, practical training,
training manuals, etc.
ICT for Inclusion Health standards to be applied in
schools; Initiating Healthpromoting
schools programs,
capacity building health
communication and awareness
Awareness programs, workshops,
seminars and specialized training
programs for local community,
parents, etc on health, safety and
other related issues
Curriculum and training programs
for kindergarten
Education reinforcement program
for drop-outs. Dedicated centres
for such programs. This would avail
the students certificates which will
enable them to join the vocational
training institutes and graduate at
skill level.
Activating community contribution,
developing teacher competencies
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in illiteracy elimination programs,
upgrading women’ life skills and
competencies
Program of students with learning
difficulties, specialized classrooms,
specialized schools annexed to
regular basic schools, resource
rooms and specialized teachers for
students with learning difficulties.
Whole school
development
Quality assurance system for all
programs and services.
Education Information
management System.
Adoption of both preventive as
well as remedial methods.
Educative programs also
supporting community, parents.
Enhancement of democracy,
human rights culture, programs,
activities, awareness, active
participation
Develop schools' capacity within
the framework of autonomy to
take full ownership of their
schools' ICT implementation.
Leverage efforts by
Service providers, NGO
& Other Partners for
ICT in Schools
o Multi-stakeholder deployment
work group.
o Partnership between public and
private sectors to develop econtent,
access, infrastructure,
professional development
trainings, research, etc.
o Developing partnership models to
resource the schools.
Management, support,
& sustainability
Making necessary budgetary
provisions associated with the
capital and operational costs of ICT
facilities
Multi-stakeholder focus group
formation in different action areas
Inter-departmental Alliance
Total Cost of Ownership (TCO)
analysis of the programs to guide
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Master Plan 2 (2016 - 2021)
Seediing IInnovatiions:: Deeper integration, more interactivity and engagement
corrections in future
implementation
Key Dimensions Target by 2021 Ownership
ICT for active learning
Ensure that all schools achieve an
advance level of ICT use
ICT proficiency in certification &
selection of teachers
Producing own digital content and
expanding the resource base for
others to share
Innovative use of ICT in daily learning-
Model ICT Schools to take lead
ICT-led Connections
between curriculum,
instruction and
assessment
Alternative pedagogies (inquiry-based
learning and problem-based learning, elearning,
web 2.0, etc)
Conducting further research on
developing and prototyping
pedagogical models
Curriculum management system
ICT for Teachers’
professional and
personal growth
Schools ready to start advanced
training
Focus on improving the capabilities and
skill sets of teachers continuously
To have a cadre of teachers with
strong pedagogical grounding as
"specialist teachers" in schools to lead
the other teachers in the effective
integration and infusion of ICT into
daily lessons and curricula.
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ICT for school
improvement,
improved capacity
Academic acceleration
program/Activation of excellent
student’ care- for academically
excellent students to develop their
abilities further – both academic and
vocational opportunities- at least 60-
80 students annually from grades 2-8,
development of work plan, enrichment
activities, development of tests to
measure the bright students’ abilities,
implementation plan.
Set up a Government, Academia and
Industry Focus Group to review the
existing course curriculum, find out the
gap areas, the ICT Core-Technical-
Profile of an ICT professional, etc
Fully support schools that are ready to
achieve higher levels of ICT use in
education by introducing more
recognition schemes
Develop schools' capacity within the
framework of autonomy to take full
ownership of their schools' ICT
implementation.
Setting up of Finishing Schools for
providing additional exposure and
hands on experience to students and
make them readily employable.
Infrastructure support
Further build up infrastructure where it
is needed to upgrade the technology to
maximise the potential of ICT- in
phases according to readiness of
schools and teachers.
Active research in ICT
in education
Maintain a directory of resource
persons and support institutions for
facilitating their participation in the ICT
programs
Repository of best practices and
replicable models
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Master Plan-3 (2021 - 2025)
Transforming the learning environment as a continuum of Master Plan-1 and Master Plan-2
Key Dimensions Target by 2021 Ownership
Lessons learnt from
Master Plan-1 and
master Plan-2
Strengthen
competencies
Bring ICT into the core of the education
process - from planning and design of
lessons to testing
Work through implementation details
of curriculum and assessment with
integration of ICT
Continue to upgrade the capabilities of
all teachers.
Improve the sharing of best practices
and successful innovations
Facilitate and support the
establishment of educational labs,
where innovations can be prototyped
and tested and training for both the
"specialist teachers" and the student
teachers can happen.
Tailor learning
experiences according
to the way that each
student learns best
Visualisation and simulation of
scientific phenomena that can help
enhance learners' understanding.
Personality Development and
Corporate Grooming including
information communications skills,
thinking & problem solving, interpersonal
and self-directional skills,
Collaborative Skills, Accountability and
Adaptability skills, social responsibility,
Global Awareness, Financial, Economic
and Business Literacy and Civic
Literacy, Soft-skills Development such
as Emotional Awareness, Stress
Management, Anger Management,
Time Management, Leadership skills,
Team building, Relationship
Management, Life Style Management
etc., and Trade specific courses.
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STRATEGIC APPROACH FOR IMPLEMENTATION
The Directorate of Education shall have jurisdiction in primary, secondary, Higher, and technical
education. It shall also have oversight responsibility for policy implementation, and monitoring and
evaluation. It shall have the power to delegate responsibility, review roles and responsibilities of
supporting institutions or organizations that have a stake in ICT in education in Haryana. The
prerequisites will be:
The masterplan will be made public to all stakeholders.
An ICT in education Coordination Unit will be established to oversee the integration of ICT in
the education system and shall have the following roles and responsibilities:
o Overseeing the implementation, revision and proper incorporation of the plan
o Develop detailed cost strategic implementation plan that takes total cost of
ownership into consideration.
o Monitoring and evaluation
o Harmonizing and streamlining implementation efforts between all stakeholders
and implementers, to avoid redundancy and maximize impact.
o Developing and executing communications plans that targets all stakeholders,
implementers and beneficiaries at all levels.
o Interfacing and coordinating efforts with the private sector.
o Liaison with ICT coordinators in other departments and government agencies.
The Unit will be adequately staffed with qualified individuals in the areas of technology,
education, educational technologists, project managers, and researchers. This Unit will be
directed by a senior qualified individual to drive the implementation and strategies under
this Unit and will report to the Principal Secretary, Govt of Haryana.
Encourage students to
go deeper and advance
their learning
Need to build a stronger association
between innovation and practice
Network of education labs and
involvement of apex institutions
Learn anywhere Help schools move further up the ICT
value chain; Increase computing power
while costs expected to decreaseallow
for anywhere anytime learning
Put computing power directly into
every learner's hands, i.e. low-cost
laptop, PDA, etc for mobile learning.
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The unit shall be strategically overseen by an Executive Committee, which will have
representation from most relevant stakeholders from the government, and from the private
sector at the state and national level. The committee will oversee the implementation and
progress of the unit, and will provide strategic direction.
The unit will be empowered to have authority to follow up and coordinate efforts among all
implementers.
The implementation of this master Plan will be via a partnership approach involving the
community, private and public organizations, and development partners.
