Poor quality of public education and the disparity in access to quality education are the two main problems facing Nepal’s school education sector today. One approach to addressing these problems involves integrating Information and Communication (ICT)- based teaching learning approaches in mainstream pedagogy so that students, teachers and families in different geographic and economic locations can access the same high quality educational resources. The ICT-based teaching learning approach discussed in this commentary is the One Laptop per Child (OLPC) model. The paper argues that utilizing the full potential of the OLPC concept requires simultaneous work in four areas: digital content development, teacher preparation, network and power infrastructure development, and government capacity development. And it also emphasizes the need for a systematic approach to implementation where the implementers start by learning to solve implementation challenges in a test phase. They can then properly evaluate the model in a scaled up pilot phase before proceeding to nationwide expansion. The paper also addresses some of the major misconceptions related to the OLPC model and briefly discusses the issue of affordability in the Nepali context.

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