ICT or I see tea? Modernity, technology and education in Nepal

Robin Shields

Research output: Contribution to journalArticlepeer-review

20 Citations (SciVal)


The use of information and communications technology (ICT) for education in developing countries has been a subject of great interest and speculation, with its proponents arguing that ICT improves educational quality, develops critical thinking skills, expands access, increases economic competitiveness and facilitates inclusion in a rapidly expanding global information society. However, few of these claims have been verified from an empirical standpoint, leading to substantial criticism of the push to expand ICT. This article analyses how the global discourse on ICT in education has unfolded in Nepal, concentrating on educational policies on ICT and how these relate to a rather limited domain of practice. It argues that policies on ICT in education reveal an uneasy and fragmented engagement with the global discourse, while in practice its use is often innovative although so limited as to cause little substantive change. However, in both policy and practice the importance of ICT is more due to its power as a symbol of modernity and progress than any utilitarian value.
Original languageEnglish
Pages (from-to)85-97
Number of pages13
JournalGlobalisation, Societies and Education
Issue number1
Early online date2 Feb 2011
Publication statusPublished - Mar 2011


  • Education
  • technology
  • Nepal
  • ICT

ASJC Scopus subject areas

  • Education


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