Chapter 1: Introduction

In 2009, the Goa Government formulated a scheme providing Interest Free Loans for an amount of maximum to the extent of Rs.40000 to teachers in Secondary/Higher Secondary Schools/Colleges & Goa University for the purchase of Laptops. The project study will look at the Scheme in detail and also evaluate how Education in Goa has improved/benefitted due to this scheme.

Objectives:
1) To find out the level of computer literacy of the teachers who are beneficiaries of the scheme 2) To find out usage pattern of laptops by the teachers for educational purposes. 3) To find out the specifications of the laptops that the teachers ordered (whether they are Low-end configurations below Rs. 40000 or High-end configurations above Rs.40000) in order to know whether the loan cap of Rs. 40000/- is sufficient or insufficient and whether the loan limit should be increased or decreased based upon the results.

Scope of Study:
The project study analyses how teachers have utilised these laptops for the enhancement of quality teaching in the schools in the State of Goa. The study also projects the effect of the scheme on the Goan economy.

Methodology:
1) The primary data will be collected by conducting a survey of the teachers who are the beneficiaries of this scheme. 2) A sample size of minimum 30 teachers who have benefitted from the scheme will be surveyed through a questionnaire. 3) Secondary Data regarding information about the scheme in detail will be collected from the Government Site. Other related data will be taken from referring to books from the library and books, articles on the internet. 4) Will collect information from teachers about how and in what way are they using these laptops for educational purpose, whether for class presentations, visual aids, or downloading educational matter from the internet, etc.

The variables will be the Usage of Laptop for Educational Purpose, the level of computer literacy and price range of laptops. The statistical tools used in the study are a bar graph and 4 pie charts.

Time Frame & Plan of Action:

The time frame for the project took around 45-60 days. The plan of action was to collect the details of the scheme and the collection of literature in the first two weeks. The data collection from the teachers actually took longer than two weeks. Analysis and completion of the project was completed in the remaining time period before submission of the project.

Limitations:
Though the topic was very interesting to work upon, it was found that due to long vacations, getting to meet the teachers for the survey to complete the sample was proving to be very unreachable target. Some of the teachers have not filled out the questionnaires properly and few have not given exact prices for the laptops.

Review of Literature:
There havent been any studies or documented data analysis related to this scheme. There is however a case study done in a similar related field of teachers education involving computer technology titled Empowering Teacher Education Institutions Through Information and Communication Technologies done by Prof. Louis Vernal, Principal of GVM College. However, the methodology used in that study is not suitable and inapplicable for this project and not beneficial to this project in any way. Therefore the methodology being followed for this project is the most appropriate option.

Design of the Study:

The project study consists of 5 chapters. Each chapter contains:1) Chapter 1 gives a small introduction about the topic, the objectives of the study, the scope of the study, the methodology used for the study and the limitations of the study. 2) Chapter 2 discusses the Laptop Scheme 2009 in detail and talks about its current status as well. 3) Chapter 3 explains the concept of Productivity based Incentives in detail 4) Chapter 4 will analyse the Objectives as per the survey conducted and also other analysis will be done by depicting pie charts. 5) Chapter 5 will feature the conclusion of the project and the recommendations and suggestions of the teachers as well and myself. 6) The Annexure and Bibliography will be attached after Chapter 5.

Chapter 2: Teachers Laptop Scheme 2009

The Goa State Government launched the Teachers Laptop Scheme in the year 2009. It was introduced on 1st January 2009 and it first came into practice on Sept 4th 2009. The scheme would benefit about 6000 teachers in Goa from the High School, Higher Secondary and also Colleges. From the current year the scheme is implemented for the Primary School teachers as well.

The official details of the scheme:-

AIMS and OBJECTIVES of the Scheme In the age of information Technology, not only the students but also the teachers need to be conversant with the knowledge of computers. In order to get full exposure to changing technology the teachers also need to handle computers on a daily basis. Apart from this, teachers need to give more visual effects & ideas to the modern teaching-learning process and this is possible only with the multimedia presentations, Graphics etc. which need to be done on a daily basis for enhancing the quality of teaching process in the Schools in the State of Goa. In order to achieve this and make the teachers competent and reorient them towards the Technological advancement, the Government of Goa is pleased to formulate a scheme for providing interest Free Loans for an amount of maximum to the extent of Rs 40,000 / - For the purchase of Laptop to teachers in Secondary /Higher Secondary Schools /Colleges & Goa University which is as following:

1. Short title and commencement This scheme may be called Scheme for providing Interest Free Loans to teachers for purchase of Laptops, 2009. It shall be deemed to have into force from the Academic Year 2009-2010 2. SCOPE of the Scheme Under the scheme interest Free Loans to the extent of maximum of Rs 40,000/- shall be provided the eligible regular /permanent teachers in Secondary /Higher Secondary Schools /Colleges &Goa University to purchase a Laptop, along with requisite Operating System and software only; of their choice, make /brand and configuration 3. Eligibility under the SchemeAll regular / permanent and full time teachers teachings in Secondary /Higher Secondary Schools, Government as well as Government Aided / Colleges & University, covered under the Administrative control of Directorate of Education in the State of Goa, are eligible to apply under this scheme for the Academic Year 20092010, subject to the following: A) The Interest Free Loan is restricted to the actual cost of eligible item (hardware and software) or Rs 40,000/- whichever is less, repayable in 15 monthly installments .The recovery will start from the month of issue of first pay or leave salary as the case may be from the month after the advance is drawn. B) He /She should not be involved in any litigation (whether in District Courts or High Courts) or any legal disputes with Government of Goa , Directorate of Education / Directorate of Higher Education & Directorate of Technical Education . He / She should also at the time of application,

not be under suspension or facing disciplinary proceedings by authority. C) The selection of the teachers for availing the benefit under the scheme shall be based upon the recommendation of the respective Head of the Institution and subsequent approval of the committee to the constituted for the purpose by the Directorate of Education / Directorate of Higher Education & Directorate of Technical Education. 4. OTHER TERMS & CONDITIONS of the Scheme Interest Free Loan to the extent of maximum Rs 40,000 /- will be granted for the purchase of Laptop and requisite operating system and other software only, by the Directorate of Education / Directorate of Higher Education & Directorate of Technical Education. The Laptop Purchased by the teachers under this scheme shall be the property of the Government till the loan amount is repaid in full. The Laptop cannot be used for any commercial purpose or solid during this period. The Government shall not be liable for any compensation / damages for any illegal use of the said Laptop system or violation of any provision of law in force by the teachers or the user of the said Laptop system. Such use shall lead to disciplinary action against the teacher and attachment of the Laptop by the Government. The Laptop so provided shall not be sold or disposed of without prior approval of the government. All required expenses for personal operation of the system including Maintenance / Repairs shall be borne by the respective teachers. The Scheme does not confer a right on any applicant / teacher to avail of incentive of interest Free Loans for purchase of Laptop against his / her application. The Government reserves the right to reject any application / registration without

assigning any reason. In case, the application of the teacher is cancelled or withdrawn or if a teacher leaves the institution he / she is teaching within a period of three (03) years from the date of purchase of Laptop or otherwise violates any of the conditions laid down herein; the loan amount along with interest at prevailing Government rates shall be refunded to the Government Treasury failing which the amount shall be recovered from the Gratuity GPF balance amount payable to the teacher. 5. MODE OF RELEASE OF LOAN AMOUNT The Goa Education Development Corporation (GEDC) will release the loan amount in the name of the registered dealer selected by the teacher. This will be done against a pre-receipt issued by the concerned dealer, which will be duly endorsed by the Head of the Institution where the teacher is working. The Crossed Cheque amounting to the price of the Laptop will be drawn in favour of the dealer. The pre receipt shall include the details of the cost of hardware (laptop), software (or combined) with accessories (if any) inclusive of all taxes to be paid. In any case the maximum amount sanctioned shall not exceed Rs 40,000/The teachers will be free to buy any Laptop of reputed brands / make which are available in the market as per their choice and configuration with the user friendly Operating System & Software of the teachers choice; from any registered / authorized dealer, of the branded manufacturer. Purchase of assembled Laptops will not be permitted. The Loan shall be released on one installment.

5. MODE OF RECOVERY OF LOAN AMOUNT The Recovery of the loan amount will be the responsibility of the Head of the Institution, who in turn shall take an irrecoverable authority of deduction of loan installment from the salary of the concerned teacher. The amount so recovered shall be credited in the Government Treasury under the Receipt Head specifically created for the same which will be intimated to all the Secondary / Higher Secondary Schools, Government as well as Government Aided / Colleges & Goa University. The monthly report of deduction so made and deposited in the Government Treasury shall be submitted to Directorate of Education / Directorate of Higher Education & Directorate of Technical Education on the 10th of every succeeding month. A No Dues Certificate shall be issued to the borrower at the end of the clearance of all dues of the Government by the concerned Head of the Secondary /Higher Secondary Schools, Government as well as Government Aided /Colleges & Goa University, under intimation to the Directorate of Education /Directorate of Higher Education & Directorate of Technical Educationi

First Rollout of the Scheme: The interest free laptop scheme officially launched on September 4th 2009 for teachers of high schools, higher secondary schools, colleges and technical education institutions. The teachers were given an interest free loan to purchase a laptop of their choice. The government took efforts to maintain the transparency of the scheme and keep it corruption free, therefore government did not buy the laptops or float any tenders for the scheme, and left the choice to the teachers. The teachers could decide the type of laptop they wanted, and had to submit the quotation with the pre-receipt to the authorities for approval. As the maximum loan amount was Rs. 40000/- , teachers that decided to purchase laptops costing more than that amount had to bear the additional cost. The scheme has benefitted more than 6000 teachers. The departments associated with the scheme are Directorate of Education, Department of Higher Education and Department of Technical Education. The first rollout was done on September 5th at Maquinez Palace, Panjim at 5 pm on Teachers Day. 100 teachers were shortlisted for the function to receive the cheques for the interest free loans. The Chief Minister Digambar Kamat was the Chief Guest and Education Minister Atanasio Monserrate was the guest of honour.ii

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Current status of the scheme: This year, the scheme will be introduced to teachers of primary schools. The state

government has handed over the scheme of interest free loans for primary teachers to Goa Education Development Corporation (GEDC) for implementation. The GEDC will invite the applications from teachers from the scheme and then move for approval of the state finance department. The cheques will be processed by GEDC and handed over to the teachers after approval by the finance department. The GEDC will obtain loans from the banks to provide the interest free loan and then ask for reimbursement of the interest paid to the bank from the state government.iii

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Chapter 3: Productivity based Incentives

Productivity is the ratio between the quantity of goods and services produced and the quantity of resources used to produce them. Economists have come up with a number of intricate ways to measure productivity, but many business owners knows that producing more of a product with the same number of resources, productivity goes up. If fewer products are being produced, productivity will fall.

Worker productivity is one of the key issues for any business, but for small businesses with limited resources, getting the most out of the least is an essential element in establishing and maintaining competitiveness. Small businesses need to have tools in place to measure productivity and must combine increased productivity with a commitment to quality and efficiency. Innovative goal setting, planning, and organizing are essential to improving productivity. Some of the major threats to productivity, as include an ineffective use of technology and lack of worker training and support, in addition to "an aging workforce, a declining labor supply, a lack of qualified workers, and rising wage and benefit costs."

STEPS IN MEASURING AND INCREASING PRODUCTIVITY

The first step in improving productivity is putting meaningful methodologies of measurement in place to evaluate and monitor the performance of a business operation. To be meaningful, productivity measurements must show a linkage with profitability; after all, it is the bottom line that is the ultimate barometer of a company's success. Measurements should clearly demonstrate how efficiently (or inefficiently) a company is using its resources to produce quality goods and services.

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For most small businesses, increasing productivity means, improving the output rate. When this is the only goal, improving quality is seen as a very expensive proposition that does nothing to boost output.

Improved quality and increased output are seen as mutually exclusive ideas. An increase in quality most often results in lower costs as rework is eliminated and unnecessary inspections are eliminated. Improved quality should be seen as a strategic tool that can increase efficiency by improving resource utilization and increasing customer satisfaction while lowering costs.

Another tool to increase productivity is to improve communications between workers and management. This may be easier in a small firm than a large one since the total number of employees is lower. Managers must sell employees on their obligation to make things work better at the company, both in the work environment and the work product. By gathering input from more and more workers, that job can be made easier.

Improved communication can also lead to another step known to enhance productivity in small businesses enabling the work force. Once communication channels are open, upper management may find that employees are as committed to improving the business as they are. Jay Nathan has observed in the Review of Business, "empowerment in the small business environment enables employees and management to learn and implement new ways of working, thus improving business operations for increased profits and productivity."

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INCREASED PRODUCTIVITY THROUGH INCENTIVES Incentive programs are becoming increasingly popular as tools not just to improve economic performance but also to retain valuable employees, promote on the job safety, and encourage long-term client relationships.iv

In order to help alleviate a tight labor market and boost performance, manufacturing companies are using many forms of motivation bonus plans for hourly workers. These companies are doing well.

Companies in order to increase net profits, have often chosen job elimination as a method for cost cutting with the theory being that fewer employees would cut payroll costs and force the remaining workers to work harder. A 1996 study on downsizing by the American Management Association, has shown results that in 1,441 firms surveyed, only one third of the companies have achieved both immediate and long term cost reductions and profit increases by eliminating jobs. 66% of the companies showed no gain, and some even showed a loss. Fewer than 40% boosted worker productivity by job elimination. The remaining 60% either showed no productivity gain or a productivity loss. The alternative approach to job elimination is the use of incentive plans.

The piece work bonus system is reported to provide excellent incentives for productivity improvement, and in labor-intensive companies, such bonuses are popular with plant employees. Employees are encouraged to earn individual bonuses for daily output above the standard.

Gain sharing, which is a pay-for-performance bonus plan, has gained popularity worldwide,. Some use gain sharing bonuses not only for motivating employees to improve productivity and quality, but also for eliminating lost-time, accidents, improving on-time shipments, etc.

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The plans are reported to be popular among major manufacturers of machine tools (e.g., Cincinnati Milacron, Dover Corporation, Eaton, IngersollRand, Klein Tools, and TRW).

Gainsharing is a self-funded system and the bonuses are paid out of gains. Whenever the work force earns monthly bonuses, the company also benefits in the exact same degree. For example, one company reports that it required about 10,000 worker hours a month to produce about 100,000 machine-tool components. If the workforce understands that by working harder or smarter they can turn out the next 100,000 machine tool components with only 9,000 worker hours (instead of 10,000), that would represent a savings of 1,000 worker hours that month. If the average pay in the plant is about $10 an hour, a gain of 1,000 worker hours is worth $10,000-shared as $5,000 to the employees and $5,000 savings to the company. v

Getting the employees to work harder and improve productivity is to let them share in any gains that result from the productivity improvements. Pay-for-performance bonus systems, or gain sharing, have become a popular incentive in the 1990s with both large and small businesses. Gains sharing, and programs like it, have become successful because they increase employee awareness of the company's bottom line and their ability to have an impact on the firm's financial fortunes. From the employer's standpoint, gain sharing is a "win-win" proposition since employees work harder, feel more committed to the business, and profits (or some other measurable goal) improve.

It is important to select objectives that the employees have direct control over. Meeting goals that require actions outside their sphere of influence demoralizes employees and makes it far less likely that any improvements will be seen. The plan should be written in language that is easy to understand, with the bottom line goal clearly stated.

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Once goals are determined, they have to be measured. Choose a realistic means of measuring progress, and, more importantly, choose realistic goals and performance targets that can be reached through productivity improvements. Employees have no problem spotting and ignoring unrealistic goals that they know they have no hopes of attaining. Goals should be both short-term (monthly) and long-range (annual). Goals will almost certainly change over time as employees become more efficient and meet the original goals. Employees are the best source of ideas for improving productivity, and making them feel that they are in control of the program is a key part of making it work. Employees are most likely to rebel against any program that they feel is being forced on them by upper management or by an outside consulting firm. The reward or the incentive should be worth the employee's efforts.

If the incentive is too small, the plan might fail because employees simply do not care if they make the improvements needed to get what they view as inconsequential rewards. Experts recommend that employees be able to earn between four and eight percent of their annual salary as a reward for meeting gain sharing goals. Rewards can be paid as an increase in annual salary, or as a one-time bonus or in our case, the interest free loan to teachers for buying a laptop.

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USING TECHNOLOGY TO IMPROVE PRODUCTIVITY

From the time of setting up the first factory, to using machines to assist or even replace humans and improve productivity has been the norm. Using machines to create interchangeable parts, the creation of the assembly line, the use of robots to take over manual tasksthese are just a few of the dramatic improvements in productivity that came about as a result of technology. Today, these practices continue. The giant leaps made in computer and robotic technology in the last decade has given business owners tremendous new options for improving productivity.

What is different about this wave of better productivity through technology is that it is directly impacting small businesses. In the past, leaps in technological know-how most often benefited large corporations that had the money to invest in expensive new systems. Today, when the most inexpensive laptop computer is more powerful than some of the behemoth mainframe computers that existed in the 1960s, even the smallest business can afford to take advantage of technology to make his or her business grow. Computers, voice mail, fax machines, e-mailmost people today would not dream of starting a business without these technological aids by their side.

Computers and other advances have simply let small businesses get more done in less time the very essence of increased productivity. Examples of technological gains include database management software that make it easy to manage inventory, fax-back and e-mail services used by customer service departments to disseminate information that previously had to go through the mail, bar-coding technology that can be used to track customer purchases in a computer database that automatically sends a message to reorder a particular product when in-stock levels drop below a preset point, and "home pages" on the World Wide Web that allow small companies to go global for very little cost.
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All of the above are examples of how technology was used to help a company grow. Technology can also increase productivity and cut expenses by helping a company stay small in other areas. For example, instead of having to outsource bookkeeping operations or hire more customer support people, a small business can now look to computers (easy-to-use accounting software, for example the Tally software) and communications technology to register significant savings in both time and money.

Communications tools, in fact, are the next wave of technology. Desktop videoconferencing, company intranets which can be linked to manufacturers and suppliers, paging and wireless communications, all are expected to be used heavily in the coming years. At the centre of this boom is the Internet. Even the smallest businesses are able to use the Internet to communicate with customers and suppliers, sell products, and advertise to both local and international audiences. Business-to-business communications have also increased as the Internet has expanded, making it easier for small firms to find partners to do business with.

While almost everyone concedes that small businesses must invest in technology to compete, there are still complaints about technology. The two most common are that it is still too expensive in many areas, and thus out of reach to many business owners. The second is that it is still too complicated and difficult to learn. The computer industry seems to be taking this complaint seriously and developing a new wave of "plug and play" products that are easy to install and easy to use. Computer networks designed just for small businesses are being marketed that have fewer bells and whistles, fewer set-up requirements, and more customized software.

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Chapter 4: Analysis
In this chapter, we will see the analysis of the survey conducted through collection of the questionnaires. 1) The first objective of the study was to find out the level of computer literacy of the teachers who are beneficiaries of the scheme.

Chart 4.1: Computer Literacy

2

11 Never Used Not Much Very Much 17

As we can notice in the above Chart 4.1, out of a total sample of 30 teachers, 2 teachers have never used a computer before nor do they have any computer operating skills. From the 30 teachers surveyed, 17 teachers have very less computer literacy and use the computer not very often. These teachers constitute a major share of the sample data which is around 56-57%. Out of the 30, only 11 teachers have good computer knowledge and use the computer very often in their day to day use. These teachers constitute about 36-37% of the total sample.

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2) The second objective of the study was to find out usage pattern of laptops by the teachers for educational purposes.

Chart 4.2: Usage for Educational Purpose

Yes No

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From the above Chart 4.2, we can clearly see that out of the 30 teachers interviewed, 6 teachers are not using the laptop for educational purpose at all. That constitutes to 20% of the sample. This shows that the scheme is not being fully utilised for what it is meant for, that is to use the laptops for educational purpose. 24 teachers are using the laptops for educational purpose which shows that 80% of the teachers are using the laptops efficiently for what the scheme was provided for. The teachers used the laptop for showing and preparing class powerpoint presentations, making class sessions interesting, to use the internet to research material and reference work, to use it as a visual aid, preparing manuals, setting papers, delivering time efficient and interesting lectures, preparing notes and question papers, etc.

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3) The third objective of the study was to find out the specifications of the laptops that the teachers ordered (whether they are Low-end configurations below Rs. 40000 or High-end configurations above Rs.40000) in order to know whether the loan cap of Rs. 40000/- is sufficient or insufficient and whether the loan limit should be increased or decreased based upon the results.
35 30 25 20 15 20 10 5 0 3 7

Above 40 35-40 Below 35

The above chart 4.3 shows the number of teachers that bought their laptops in a particular price range. The price ranges are divided in three ranges and the numbers denoting the ranges are in Rupees Thousands. The ranges are Below 35 (in thousands), 35-40 (in thousands) and Above 40 (in thousands) Rupees. As we can see in the above chart, 3 teachers have bought laptops below 35 thousand rupees. They constitute 10% of the total sample data. A huge majority of 20 teachers constituting 6667% of teachers from the sample have bought laptops between the price range of Rs. 35000 to Rs. 40000/-. About 7 teachers have bought laptops above Rs. 40000 and a couple of teachers bought laptops that cost more than Rs.50000/-. This shows that the loan amount is sufficient for most of the beneficiaries.

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The following analysis shows the satisfaction and the opinion of the teachers about this scheme which was found out after going through the questionnaires.

Chart 4.4: Satisfaction with the scheme

1 5 5

Not Happy Fairly Happy Very Happy

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As we can see above in Chart 4.4, 1 teacher is not satisfied with the scheme for reason unknown to me. 17% of teachers are fairly happy with the scheme and felt that some more benefits could be provided through this scheme. 63% of teachers from the sample are happy with the scheme and believe that it has benefitted them in their educational purpose. 17% of teachers from the sample are extremely happy with the scheme and feel immensely happy of getting the scheme.

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The opinions of the teachers were also taken about what they felt about the scheme.

Chart 4.5: Opinion about the Scheme

1 6 8

Poor Fairly Good Very Good Excellent

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The above chart 4.5, shows that 1 teacher from the total sample thinks that its a poor scheme. The reason is not known but it constitutes to just 3% of the total sample. Eight teachers constituting 27% of the total sample felt that the scheme is fairly good. 20% of the sample feels its an excellent scheme and 50 % of the total sample have a very good opinion about the scheme.

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Chapter 5: Conclusion
Through this project study, I have tried to show that the government is providing the Interest Free Loan Scheme to teachers as a Productivity based Incentive to improve the quality of imparting education. It is an effort through which the education system of Goa can improve and that teachers make the efficient use of the scheme to provide high quality standard of education to Goan students. After working on the project, I can say that the scheme has been somewhat successful in helping the teachers in their ability to teach. The teachers are satisfied with the scheme and gave their inputs about the scheme. The teachers gave their suggestions about the scheme some of which were to be worked upon and the others which were not so important. Through the scheme, laptop dealers have benefitted a lot and sales of laptops went on a rise in the state. There was huge demand for laptops all over the state and a lot of money has flown into the economy. Had this scheme not been existent, many of the teachers most likely would have never bought a laptop. The scheme acted as a catalyst in some ways to be able to pull in the income from the teachers and be pumped in the economy. Through the project study, certain objectives were set and based on the analysis of the study; I have come to a conclusion that though the scheme is a great step in improving education, there are still certain flaws that have to be addressed to achieve optimal results. Based on the analysis of the first objective, we could see in Chart 4.1 that majority of the teachers have hardly used computers often and only a few have been using a computer often and equip necessary computer skill. There were some teachers who have never used a computer before. Before providing laptops to the teachers, a thorough check must be done about the computer literacy of the teachers. In case of lack of computer literacy, adequate training should be provided to the teachers. My second objective of the study was to observe whether how many teachers are actually using the laptops for educational purpose and looking at Chart 4.2, 80%
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of the teachers are using the laptops for educational purpose whereas 20% are not using it for educational teaching. These 20% constitute of those teachers who have never used a computer before or some who dont know how best to use the laptop for teaching purpose. Government or Education Department has to keep a check through institutions and make a note of the reasons why the laptops are not being used. Any teacher despite having computer knowledge and not using the laptop for teaching purpose despite provision of infrastructure facility in the institution should be penalised by cancelling their interest free loans and the interest has to be borne by the teacher. Teachers not using the laptops for educational purpose due to lack of infrastructure in their institutions have bring to the notice of the Education Department about the concern. Financially constraint institutes have to be provided finance by the government to have adequate infrastructure. The third objective of the study was to observe the specifications of laptops the teachers preferred to purchase, whether they were high end laptops which cost above the sanctioned Rs.40000/- or whether they were low-end laptops below the range of Rs.40000/- and accordingly argue whether the sanctioned amount is sufficient or insufficient and raise a point whether the government should increase the loan amount or decrease the loan amount. As seen in Chart 4.3, a sizeable majority of more than 60% have bought laptops close within the range of Rs.40000/-. A minute percent of teachers bought laptops below Rs.35000/- and about 20% bought laptops costing above Rs.40000. A number of them bought laptops that cost above Rs.50000. Based on the questionnaires, when asked to choose the aspects they concentrated while purchasing the laptop and the options were Price, Features and Brand; majority have responded by choosing Features over the other two aspects. Teachers that bought costly laptops chose Features and Brand. Thus it can be concluded that the sanctioned loan amount is sufficient for the majority of the teachers who avail the scheme and those that are brand conscious should pay from their pockets for the extra additional cost of laptops.
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Some of the Teachers Suggestions were:1) The scheme needs to be improved. 2) The loans need to be paid in 15 instalments and the number of instalments to be increased. 3) The scheme has to be for the new teachers as well. 4) The sanctioned loan amount should not be deducted from the salary. 5) A teacher who has completed 10 years of service should get the laptop free. 6) Government should bear 50% of the cost. 7) Continuation of the scheme 8) Restarting the scheme after a few years in order to update/upgrade the laptops. 9) Simplifying the procedure of the scheme and having a provision for exchange after few years. 10) To ensure that the institutions have the infrastructure for not only this scheme but any scheme that the government devises. 11) If not infrastructure, then atleast a few smart classrooms where there is a LCD Projector, Internet connection for use. 12) To provide finance to the institutions to setup infrastructure to use these laptops. 13) Government training to teachers on how to use the laptops. 14) Mandatory net connectivity across the campus. 15) More amount to be sanctioned in order to buy a better quality brand laptop.

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MY SUGGESTIONS: 1) As most of the teachers dont have proper computer knowledge, computer training has to be provided to the teachers. 2) Teachers have to be trained and taught efficient ways of using the laptops to improve teaching. 3) The government must make sure that whether the teachers who are applying for the laptops are getting the infrastructure from their respective institutions. 4) Institutions must take the initiative to provide the teachers with adequate infrastructure and internet connectivity to the teachers in the campus. 5) The scheme must be extended to new teachers as they are more likely to have adequate computer exposure and knowledge than the teachers who have benefitted from the scheme. 6) The scheme is currently about to end in January 2011 and therefore it would be great if the scheme continued for more years.

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BIBLIOGRAPHY/REFERENCES
i

http://gedc.nic.in/laptopscheme.htm

ii

http://www.oheraldo.in/news/Local%20News/Laptop-scheme-for-teachers-to-be-launchedon-Sept-4/26687.html
iii

http://timesofindia.indiatimes.com/city/goa/GEDC-to-take-up-laptop-scheme-forteachers/articleshow/6595340.cms
iv

Cascio, W. F. (2006). Managing Human Resources. Delhi: Tata McGraw Hill Publishing Company Limited.

http://www.tms.org/pubs/journals/JOM/matters/matters-9811.html

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