ICT Training Programs Under RMSA: Outcomes and Gaps

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Er. Shubham Jain

IIT Bombay

IIT Area, Powai, Mumbai, Maharashtra 400076, India

Abstract
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA), launched in 2009 by the Government of India, aimed to enhance access to and quality of secondary education. A central component of this initiative has been the integration of Information and Communication Technology (ICT) training programs for teachers and students, envisaged to foster 21st‑century skills, improve pedagogical practices, and bridge the digital divide. This manuscript examines the outcomes and gaps of ICT training under RMSA by synthesizing existing program data and presenting findings from a survey of 320 secondary school teachers across five states (Maharashtra, Uttar Pradesh, Tamil Nadu, Assam, and Rajasthan). The survey probed teachers’ self‑efficacy in ICT use, extent of classroom integration, infrastructural support, and perceived impact on student engagement and learning outcomes.

Results indicate moderate improvements in teachers’ ICT competencies (mean self‑rating 3.8/5), but uneven translation into classroom practices, primarily due to inadequate infrastructure, limited follow‑up support, and insufficient alignment with subject pedagogy. Key gaps include disparities in access between urban and rural schools, variability in training quality, and lack of ongoing mentoring. The manuscript concludes with recommendations for strengthening ICT‑enabled pedagogy through sustained capacity building, bolstering technical infrastructure, and fostering communities of practice.

Keywords

RMSA, ICT training, teacher capacity building, digital divide, secondary education

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