ICT distinguish themselves from other technologies by their rapid evolution, defeating attempts to define a curriculum which can serve the schools for a while. Keeping up with the changes require constant up-gradation and at times, unavoidable replacements, which makes it an expensive proposition. Given the dynamic nature of the field, the curricula, emphasising the core educational purposes, are generic by design and focus on a broad exposure to technologies aimed at enhancing the creativity and imagination of the learners.
Recognising that teachers as a group represent varying levels of exposure to ICT, the curriculum for teachers attempts to fast track them into becoming proficient users of ICT by defining milestones and an evaluation system that allows for teachers to assess their readiness and decide their pace through the course.
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