The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.

1. ICT Based Non Formal Educational Modules:
Nature, Usage and Impact
1. Understanding Non-Formal Education
Non Formal Education (NFE) both complements and seeks to fill in the gaps in the Formal
Education System in terms of its access and reach. At the same time, it caters to the needs of
special groups of people, such as illiterate adults, school drop outs, employed youth, slum
dwellers, etc., who have been deprived of formal education. Initially restricted to
„correspondence courses‟ and „distance learning programs‟, the use of Information &
Communication Technologies (ICTs)1 have dramatically expanded Non Formal Education‟s
scale and scope by enhancing its outreach and expanding its accessibility. From satellites, world
wide web, computers to multimedia CDs and videos to audio only mediums, presently, all forms
of ICTs are being used for imparting learning and training; more so in the sphere of non formal
education, through various community access centers including the school computer labs.
Non formal education can be defined as organised learning that takes place beyond the
traditional school setting and does not, necessarily, follow any set curriculum or involve
certification of the learners‟ achievements. Coombs, Prosser and Ahmed2 use this concept to
refer to “any organised educational activity outside the established formal system - whether
operating separately or as an important feature of some broader activity - that is intended to serve
identifiable learning clienteles and learning objectives.” Further elaborating the scope of such
education, Tight3 opines, “Non formal education is about acknowledging the importance of
education, learning and training, which takes place outside recognized educational institutions.”
In a broader sense, non formal education is more akin to the concept of „recurrent and lifelong
learning‟, as it is not bound by any “hierarchically structured and chronologically graded
education system” and is more oriented towards enhancing the life skills of the learners in an
informal way. Such learning may or may not involve face to face interaction with teachers. More
often, non formal educational programs are implemented with the help of specially trained
instructors or teachers; and sometimes, with the proactive involvement of community members
as the main facilitators.
Non formal education is an inclusive category. It encompasses myriad systems of imparting
education and training within its ambit. These include basic and functional literacy applications,
and applications for the enhancement of livelihood opportunities, which are appropriate for the
community; „distance education‟; 'catching-up' programmes for drop-out students; special
education programmes for street children and slum dwellers; educational programs related with
development initiatives, such as health education and awareness, promotion of best practices in
agriculture, capacity building for alternative livelihood opportunities; and “training programs for
1
Here, the term ICT includes not only computers and the Internet, but also conventional electronic communication
technologies like broad/narrowcasting audio-visual mediums like radio, television, ham radio, wireless transmitters;
and print media, such as community newspapers, notice boards, etc.
2
Coombs, Prosser and Ahmed (1973)
3
Tight (1996)

2. rural development and the role of women in development”4. As illustrated by the above
examples, it is very relevant for learners, who could not pursue formal education for one reason
or another, such as neo-literates, illiterate adults and young people, drop-out students, employed
youth, etc.
2. Use of ICTs in Non-Formal Education
Traditional ICTs, such as radio and television, have been used in supporting and imparting
education since a long time. They are widely used to support learning in formal educational
institutions, such as schools and colleges. It is widely recognized that they have an enabling role
in fostering equity in terms of access to education through enhancing the reach of education to
one and all by eliminating the obstacles of time, space and distance.
Later, with the advent of modern ICTs, such as satellites, computers and Internet, the scope of
their use in formal as well as non-formal systems of education, especially in „distance education‟
has increased tremendously. Based on the „teach yourself‟ concept, ICTs are increasingly being
used to produce basic and functional literacy applications, and applications for the enhancement
of livelihood opportunities. These usually encompass multi-media products with imaginative
integration of animation, video clips, still photographs, audio, hypertext, hyperlinks, web links,
etc.
Such ICT based Non-Formal Educational (NFE) modules are used to create and develop wide
ranging vocational and micro entrepreneurial skills, such as database management, office
management and administration; to provide basic and functional literacy and awareness
generation information on health, self and child care, etc.; to promote best practices in the field
of agriculture, horticulture, etc. as mentioned before. Thus, they facilitate capacity building; and
suggest and promote alternative means and sources of livelihoods relevant to the community.
Within the non formal educational setting, the ICT based educational modules are more effective
in imparting teaching, training and awareness. They have several advantages over traditional
teaching methods, such as:
• These can be operated by any computer literate person.
• There is no need of subject expert to teach the skills, only a facilitator can help the
learners use the modules for learning or training.
• Such modules emphasize „learning by doing‟.
• They provide an „out of the classroom‟ learning experience, especially for adult women
who prefer informal settings.
• They enable adult learners and physically disabled people, who could not join formal
education system, to continue their education or training.
• They also enable youth to pursue learning and vocation at the same time.
Within the formal educational set up also, they can be used very effectively to:
• Support and enhance the learning experience of students and improve their learning
outcomes;
4
McGivney and Murray, 1992.

3. • Hold the interest of the students, especially small children, in the subject taught by
incorporating multi-media, such as graphics, video clips, animation, audio, etc;
• Draw the „school drop outs‟ back into school and sustain their learning interest;
• Improve the attendance rate of students in the school;
• Break the monotony of the formal educational setup and make learning a joyful and
interactive process for the students.
3. Typology of ICT based NFE Modules
The ICT based NFE module sector is growing gradually, but steadily. A number of
organisations, even telecenters, are developing very interesting and innovative multi-media
modules that consist of either a combination of animation, audio, video, hypertext, graphics or
only animation, only audio-video mediums. These are mainly multi-media products containing
video clips, graphics, digitized texts, still photographs, audio, animation, etc. and packaged in
CD ROMs and DVDs. The ICT based Non Formal Educational modules are generally available
in the following formats:
3.1 Animation Film: Animation has been an all time favourite to convey social messages that
appeal to children and adults alike. UNICEF's Meena Communication Initiative is a landmark in
this area. Initially targeted to take up the issues related to girl child in the South Asian region, it
is also highlighting the problems associated with HIV/AIDS, 'terrorism', etc. The central
characters of the series, Meena, her brother Raju, and their pet parrot, Mithu have become
household names in India and its neighbouring countries. UNICEF collaborated with the national
TV network of respective countries to telecast them on a wider scale.
Animation, being a very entertaining medium, is also an integral part of several modules on
education, training and awareness generation, although the quality may not be comparable to the
Meena series. This is because the creation of animation films is very expensive. Apart from this,
other factor responsible for the lack of quality is lack of expertise at the local level.
3.2 Basic and Functional Literacy Applications: Tata Consultancy Services (TCS,
http://www.tcs.com) has developed Computer Based Functional Literacy (CBFL) applications to
address the wide spread problem of adult illiteracy in India. Based on the theory of cognition,
language and communication, these modules use the traditional puppetry technique to form
various words. This is a hit with the rural people.
This is a 40 hour course that can be spread over a period of weeks/months according to the
learning capability and time available to the learners. Another unique feature of these modules is
that they are based on the primers used by the Indian National Literacy Mission. So, they can be
linked effectively with the ongoing national literacy program to add value to it. These are
available in six major Indian languages, i.e., Hindi, Bengali, Marathi, Tamil, Telugu and
Gujarati.
Similarly, TARAhaat has also developed an adult literacy program known as TARA Akshar
Gyan, which is being piloted at their TARAkendras or ICT centers. The cache is that it does not
come along the TARAkendra establishment package. The TARAkendra owner has to seek the
permission to run this course separately. Another successful example is the adult literacy

4. program initiated by the Kerala IT Mission through their Akshaya centres. They basically offer a
digital literacy programme, which is very popular among the rural men and women alike.
3.3 eModules for Enhancement of Livelihood Opportunities: These comprise of e-modules,
which are appropriate and relevant to provide training at the community level. Datamation
Foundation (http://www.datamationfoundation.org) in India and Dhaka Ahsania Mission (DAM,
http://www.ahsaniamission.org) in Bangladesh are producing interesting ICT based training
modules on food preservation, micro-enterprises, office administration, etc.
3.4 eModules for Supporting School Education: Azim Premji Foundation is a pioneer in this
field. They have produced over 300 CDs in 16 Indian languages, including English. These cover
various subjects taught at the school level. Presently, they are engaged in improving them in
order to produce better quality e-Learning modules. Educomp Solutions Ltd. is another private
sector company that specializes in developing educational content for school going children in
rural and urban areas. They have also collaborated with Azim Premji Foundation to produce
several educational CDs for them.
3.5 Digital Stories Containing Still Photographs with Voice Over Narrative: UNESCO
supported Community Multi-Media Centers in India, Nepal and Bangladesh have developed
some interesting and engaging digital stories that highlight local problems and issues through
still photographs and background narration. These can serve as good advocacy materials at
regional or national levels.
3.6 Digitised Text with Hyperlinks, Web links and Graphics: Digitised texts can be made
very easily and inexpensively after keying in the text; and enhancing it through hyperlinks, web
links and graphics. Sitakund Youth CMC in Bangladesh has developed some wonderful contents
in this way. They are using them to generate awareness on adolescent health and other local
issues.
3.7 Server Based Applications: Some of the content, especially on education is also server
based, which can be retrieved through an application engine. The content is mapped subject and
class-wise; and the teachers can select and use the content according to their need. Educomp
Solutions, a Delhi based private sector company is engaged in producing this kind of content for
use by private schools in India. They have also collaborated with some Indian State
Governments to take ICT enhanced education to the government schools. These programs are
running in fourteen Indian States.
3.8 Web Based eLearning: In the course of the research, one web based teaching tool,
especially for mathematics, was also found. The web site is known as www.mathguru.com. It has
been developed by Educomp Solutions Ltd. The students can utilise these learning modules after
paying fee and becoming members of the site. It follows the NCERT mathematics curriculum;
and is completely text based, down to the numbering of exercises and questions. Lately, a
number of such websites have come into existence, the most recent being the „meritnation.com‟
(http://www.meritnation.com/) launched by a pioneer in the job market sector, „naukri.com‟.
3.9 Digital Talking Books (DTBs): These are multimedia representation of print publications
for people with multiple disabilities, specially the print disabled people, such as visually
disabled, people with low or decreasing vision, old people, illiterates and minorities/tribals with
no script based language. The DAISY consortium is actively involved in training people to
produce such books in developing countries. In Bangladesh, Young Power in Social Action

5. (YPSA) is actively engaged in developing DTBs and also in training people, especially the
visually disabled, to create them.
4. ICT based NFE Module Production Process
The relevance of ICT based non formal educational modules has increased manifold in recent
years, especially in the developing countries. They can be used for a variety of reasons, such as
to provide education, teaching and training to groups, who have been deprived of the benefits of
the formal education system. They can also be successfully employed to support, enhance and
fortify the learning experience gained from formal education system.
In the course of the research, it was discovered that a broad array of ICT based teaching/training
and educational products can be classified under the gamut of non formal education aids. The
range and quality of such products and the terms used to refer to them are as wide and diversified
as the concept of non formal education. Therefore, it was deemed important to understand their
production related aspects to appreciate the amount of effort that goes into their development. It
is primarily a multi-sectoral activity with the involvement of a number of organizations,
Government, IT and multi-media professionals and the main stakeholders, the target audience
and the community in general.
4.1 Important Steps in the Production of the Modules: Most of the organizations developing
and producing ICT based educational, teaching, training and awareness generation modules
informed that they have to conduct a lot of research before actually producing these modules. It
is basically a participatory activity with the involvement of several stakeholders, such as the
beneficiaries/community/learners for whom the modules are actually intended; subject experts;
IT and multi-media experts; financial support from international donor agencies, as it is always a
costly venture; etc. The major steps involved in the development of these modules are:
4.1.1 Identification of the Issue or Subject/Need Assessment: The issue or the subject on which
the module has to be made is decided in collaboration with the target audience through FGDs,
workshops and meetings. The beneficiaries play an important role in selecting the issue/topic,
which they consider appropriate, especially if the module is meant for capacity building and
training or generating awareness on a social issue. FGDs and meetings with the community also
help in understanding their perception about the problem within a given cultural, social,
economic and religious context. The producers of these modules also undertake need assessment
exercise before developing any multi-media product.
On the other hand, the educational modules are made keeping the general school syllabus in
mind since they want to support or add value to the formal education system.
4.1.2 Scoping of the Content: Once the issue or subject of the module is finalized, subject
experts, teachers and other professionals together scope the content. They explore the
curriculum, syllabus or the subject matter to decide the actual content of the module. Scoping
helps the subject experts to stay focused, and prevents drifting away from the subject.
4.1.3 Visualising the Content: It means conceptualizing the visual representation of the content,
for example deciding the content layout, the number of graphics, pictures, etc. The visualiser
visualizes the content. He may also suggest the appropriate media through which the textual
content can be transformed into media based content. He selects any of the ICT based module

6. format (discussed under typology of modules) as per the requirements of the project and the
finances available with the company or organisation producing the module.
4.1.4 Preparing script on the Selected Issue/Subject: After the approval of the visualiser and the
selection of the appropriate media, the content is converted into a script by the instruction
designer. He prepares it in consultation with the subject expert and the visualiser, who validate
the script. The expertise of the subject experts is used to understand different intellectual and
academic aspects of the selected issue/topic while developing the script. Sometimes, the services
of child psychologists are also required if the audience or main beneficiaries of the intended
module are children and students.
4.1.5 Conversion of Script into Multi-Media Product: Once the script is ready, multi-media and
IT experts conceptualize the ideal media through which the message or teaching could be most
effectively conveyed. Then, the final script goes to the illustrator and animator, who draw
necessary graphics and pictures to enhance the script.
The graphic/animation artists also decide the kind of look and dress the characters used in the
module should have to make them acceptable to the target audience. Sometimes, the finished
product is multi-media with the incorporation of text, video clips, audio, animation, graphics,
links to relevant pages and pictures and several other add-ons to make it interesting and capable
to hold the interest of the target audience and beneficiaries.
The final products are taken to the programmers for final integration of all components into a
single module.
4.1.6 Final Reviewing and Editing of Module: The integrated module goes through a number of
professionals, such as reviewers and editors, who review, edit and carry out quality checks on the
module; and suggest changes if required. The modules are also analysed for any kind of
malfunctioning of links, keys, tabs, etc.
4.1.7 Piloting of the module: As soon as the module is ready, it is piloted before a select
audience of target beneficiaries to receive their feedbacks, reactions regarding the presentation of
the content, comprehensibility of the language, its quality and its effectiveness in conveying the
intended message/teaching/training. On the basis of their feedback, the module is improved,
adapted or reformatted to make it more impressive. The product is then packaged in an
appropriate format, such as CD or DVD or application; and it is, finally, ready for distribution.
5. Dissemination and Usage of ICT Based NFE Modules
Generally, public places, such as the Panchayat Ghar, schools and other educational institutions
along with public libraries and community centers are used for facilitating ICT based non formal
education. These, as institutions where the members of the community, such as learners,
educators, school managers, parents of learners, unemployed youth, women and other residents
of the community assemble, are the first choice as centers to access information and education.
They are also the places that have computers and other necessary infrastructure for use by the
community.

7. Lately, the telecenters5 are playing a catalytic role in disseminating and using ICT based NFE
modules. They have accelerated the use of ICTs in enhancing access to information, knowledge,
services and education. Presently, they are utilizing a wide range of ICT based educational,
teaching and training modules, such as CDs, DVDs, audio tapes, etc. for community
empowerment.
The relevance of such educational modules increases manifold since a number of South Asian
and African countries have already established community telecenters in partnership with
different organisations. Notable among such initiatives are the Indian government‟s Community
Service Centers (CSCs), Nepal‟s „Swabhiman‟, and Sri Lanka‟s „Nenasalas‟. ICT based
educational modules serve as an important resource for these community telecenters and help
them in moving towards sustainability as „training‟ remains their all time favourite revenue
generator.
The UNESCO supported CMCs in Asian and African countries promoted the use of ICTs for
generating local content, aggregating relevant content and module from outside that can be
locally used; and disseminating/imparting knowledge, training through them.
5.1 Factors Determining ICT Based NFE Module Usage at the Telecenters: The type of ICT
based NFE modules used by the telecenters depends on the type of ICT infrastructure available
at the telecentre. If they have computers, they prefer using CDs. In the absence of computers,
especially in India and Bangladesh, traditional ICTs, such as television and radio are widely
used; thereby necessitating the use of video and audio tapes and cassettes to impart education,
training, teaching or awareness generation. In addition, several other factors also determine their
usage at the telecentres, such as:
5.1.1 Nature of Content (Generic/Specific): The nature of the content could be assessed in terms
of being generic (one that can be used widely across countries) or specific (one that are relevant
only locally). The subject matter of the modules varies from general awareness, health, capacity
building to empowerment, micro enterprise, education etc. Majority of the modules are on
subjects taught at the school level.
An analysis of the NFE modules reveals that there are very few generic kind of modules that can
be used across countries; and these include mostly health related awareness CDs on malaria,
HIV/AIDS, tuberculosis, etc. in addition to educational/teaching and training CDs. Some of these
modules feature country/culture/religion specific characters, dressing and festivals that would
appear out of context in other countries; and the people of other countries cannot relate to the
characters shown in the CDs and video tapes.
Some of the digitized content developed by CMCs that take up local issues and problems would
appear irrelevant if shown in the telecenters of other countries, except making them aware of
problems faced by people in developing countries. The presence of a number of languages and
dialects also restricts the wider dissemination of modules without adequate translation and
adaptations.
5
Telecenters are community access centers providing knowledge and information; and capacity building services
through a wide range of ICTs, both conventional and modern. These are variously known as Community Multi-
Media Centers (CMCs), Village Knowledge Centers (VKCs), Community Learning Centers (CLCs), Information
Kiosks, etc.

8. Sometimes, the national sentiment of the concerned country also comes in the way of wider use
of the modules produced in a particular language, such as in the case of Nepal. Although a large
number of Nepali people understand Hindi, but they don‟t want to use the modules unless these
are translated into Nepali language and dialects
5.1.2 Quality & User-Friendliness: The main determinants of the extent of its use in the
telecenters are the quality and user friendliness of the modules; the quality of the content,
comprehensibility of the language, and so on.
Generally, the learners are satisfied with the quality of the modules being used at the telecenters.
Learners find them of good quality, as majority of them have little exposure to high quality
modules. They also consider the content appropriate and the language used to explain the content
is also comprehensible. Majority of the modules with the „auto start‟ option are user friendly, as
the beneficiaries don‟t find any problem in operating them.
5.1.3 Utility/Relevance: The CDs on health awareness are very relevant for the village
communities. The telecenters show them to the community as a part of the health
education/awareness program. Some of them are also useful as teaching aids for self care to
prevent various forms of disabilities and diseases.
Likewise, educational CDs are effectively used to provide additional support to formal education
of the students in school as well as telecenters. Since they teach everything in a very interesting
and interactive way, they are highly appreciated by the school going children. They break the
monotony of the set curriculum used in a formal education system. CDs depicting stories, such
as the ones developed by Azim Premjee Foundation and UNICEF‟s Meena animation series are
very popular among the children; and they are the most widely viewed CDs in the telecentres.
5.1.4 Accessibility: Accessibility is examined in terms of their reach to women, youth, physically
disabled and other marginalized groups. Visits to the telecenters and meeting with telecentre
managers and the village community reveals that generally, access to the telecenters is not
restricted due to any kind of physical, social, economic disabilities; and all the beneficiaries have
access to these modules.
6. Impact of ICT Based NFE Module Usage on the Community
To assess the impact of ICT based modules on the community, telecenters were randomly
selected on the basis of the extent of use of these modules in imparting education, teaching and
training by them. This assessment was facilitated through the participatory approach with the
active involvement of telecentre managers, learners or community members for whom they are
meant; besides the researcher‟s observation and evaluation. The telecentre managers, learners
and community members were shown various types of modules and asked to assess and compare
them on the basis of certain parameters included in the questionnaire. Therefore, the following
analysis reflects the perception of the beneficiaries regarding these modules.
In order to assess the immediate and long term impact of modules at the community level, the
researcher undertook rapid assessment of selected telecentre sites through participatory research
tools, such as FGDs, in-depth interviews with selected facilitators and beneficiaries; and
meetings with the village community. These informal interviews and FGDs facilitated the
assessment of the social impact of learning through these modules on the community to

9. comprehend if they have positively contributed to entrepreneurship development, enhancement
of livelihood opportunities and empowerment of people, etc.
It was measured in qualitative terms with increased focus on changes in the attitude, behaviour
and perception of the community as a consequence of using these NFE modules. To measure
their impact (immediate, long term, social), the researcher developed some
indicators/parameters, such as:
- Enhanced Self Confidence
- Enhanced Awareness on Health & Other Socially Relevant Issues
- Knowledge About Alternative Livelihood Opportunities
- Change in Behaviour & Perception of Community.
But due to short stay and rapid assessment of the telecenters where these modules are being used,
the researcher received very stereotypical answers from the community, beneficiaries/learners
and telecentre managers. The perceived impact of the modules at the community level was
analysed on the basis of the inputs provided by different categories of respondents, such as
community members, learners, facilitators and telecentre managers. They were generally
satisfied with the modules and mentioned increase in self confidence; access to infotainment;
enhanced knowledge about various alternative vocations that can be pursued to earn a living;
increase in general awareness on health and other matters, etc. as the perceptible outcomes of
NFE module use.
Appropriateness of Using ICT Based NFE Modules: Most of the telecenters are using such
modules in addition to printed matter, such as printed training tools, booklets, to provide training.
Some of the telecentre managers opined that these modules cannot dispense with the need of
teacher, especially, in the case of small children. These can be used only as support mechanisms
at the school level.
7. Challenges Encountered by CMCs and Organisations Producing Digitised Content
and NFE Modules:
- Development of generic kind of content that can be used across regions and countries is quite
challenging due to the presence of a number of languages and dialects in the selected Asian and
African countries. They restrict wider use and dissemination of modules without translation and
adaptation.
- The regional looks of the characters depicted in the modules also restrict their dissemination
across countries.
- Organisations are developing NFE modules without any knowledge of similar kind of work
done by other organizations, which implies duplication resulting in wastage of financial, material
and human resources and efforts.
- Organisations are concerned about copy right over their products. Most of the multi-media
products are right protected, so they cannot be adapted or changed by others.
- Some organizations provided only samples of their NFE modules.

10. - They are concerned about CD duplication and free distribution of modules developed by
them since module production is a resource intensive activity. They are more interested in
directly dealing with the partners requiring such products.
- Repeated screening of the same CDs or DVDs is considered very boring by the community.
The module developers face the challenge of holding the interest of the community in their
products, which need regular improvisations.
- The answers to impact assessment interview schedules are very stereotypical. They do not
reflect the exact condition/situation prevailing at the village community level and opinions of
beneficiaries. The lack of any benchmark data limits „then and now‟ comparisons.
- Interview schedules do not enable the assessment of behavioural changes or the changes
brought about in the perception of the people, like enhanced self confidence; women taking
iron/folic acid rich food to prevent anaemia; girls discussing puberty and adolescent health;
increased interaction between adolescent boys and girls; etc. It requires long term objective
assessment through appropriate applied research methodology.
- Irregular or complete lack of Internet connectivity and lack of necessary infrastructure, such
as computers and related paraphernalia deter the rapid spread of ICT based NFE module use.
These should be packaged not only as CDs, but also as DVDs and audio content that can be
telecasted/broadcasted/narrowcasted through traditional ICTs, such as television and radio.
- Some users as well as telecentre managers felt that ICT based NFE modules can never
replace face to face interaction between the teacher and the student, which is important and
essential for very young students. But they definitely support and add value to traditional, formal
education.
8. Lessons Learned
- It is important to classify ICT based NFE modules not only in terms of content, language,
etc., but also in terms of generic and specific (locally relevant) content, the latter being the ones
whose wider dissemination is limited due to cultural, religious, geographical or socio-economic
factors.
- There is a constant need to recreate, improve and repackage ICT based NFE modules,
especially, the ones on awareness generation to hold the interest of the users and the community.
- Impact of the ICT based NFE modules on the community can be best analysed through long
term „ethnographic action research‟, an applied research methodology developed by London
School of Economics researchers for UNESCO to study the impact of ICTs in poverty reduction
through the CMC movement. It would help in getting an objective view of NFE modules‟ impact
on the community and the extent of their use in the CMCs and other telecenters.
- There is a felt need to create an online “living catalogue” of organizations and telecentres
developing and producing ICT based NFE modules and to select best practices in this area. It can
serve as an “open source”, so that organizations can update their list from time to time; and new
organizations venturing in this area can list their products. On the one hand, it will restrain the
duplication of efforts by different organisations, thereby saving valuable financial, material and
human resources. At the same time, it can serve as a „milestone‟ in promoting the use of ICT
based NFE modules in upcoming telecenters, especially in the South Asian countries.