rural education

21 st century is the century of Hi-Tech. Recently Hi- Tech comprises IT, ICT, BT and Nano-Technology. Today ICT (Information Communication Technology) is a unique technology which is used universally in all span of life. ICT plays a predominant role in the creation and development of knowledge. The ICT revolution has changed the learning process of childhood up to the real world. E-learning is a combination of learning services and technology to provide high values. Internet plays a vital role in e-learning. Elearning is attaining significance in the world of internet.

This project utilized emerging technologies such as mobile broadband videoconferencing along with web-based software and materials (http://www.cyscience.com.au) to enhance the provision of science and mathematics in rural and remote schools in Northern Queensland. The paper tracks the role of technology in the development and implementation of the CY Science project. It will explore how technology enabled a successful classroom project to evolve into a regional program and beyond.

Right to Education is the primary right of every citizen of India. According to the Article 45 of Indian Constitution the basic elementary education must be provided to all the children up to the age of fourteen years. Even after 64 years of independence some States in India are still struggling to achieve Universal enrolment, retention and quality education. Schools in rural areas are promoted to raise the level of education and literacy in rural India. The main aim of running these types of schools in India is to increase the rate of literacy in rural areas.

The Asian Development Bank has been part of searching for better development solutions and innovative approaches using ICT and experiencing the challenges of realities in implementation.This paper selectively takes stock of ADB initiatives across sectors, countries, and regions to share their experiences.

The goal of ‘teacher quality for all’ is proving difficult to achieve in many countries, especially in rural areas, yet teacher quality is a key determinant of students’ participation rates and achievement levels. It also affects the attainment of social justice in terms of equity in educational quality for students. One contributor to teacher quality is professional development though limits on its availability and quality create inequity for many teachers.

Open and distance learning (ODL) is one of the most rapidly growing fields of higher education and training globally, thanks for advances in information and communication technologies (ICTs) that contribute to the expansion of online and open delivery in education.

This paper gives ideas to improve the rural education through ICTs, especially the computer-related technologies. It also aims to provide some suggestions for effective implementation of the national policy for ICT in education in rural areas in India.