Thursday 14 September 2017

CC Camera In School

Since the use of information and communication technologies (ICT) has been an essential component of the existing school curriculum in Nepal, many schools have taken an initiative to integrate ICT into their classrooms. In the name of ICT teaching and learning, they have also started installing closed-circuit television (CCTV) cameras, which are also known as video surveillance devices as they produce images and/or recordings of the area they observe.

It can be realised that CCTV cameras have been accepted very positively by school teachers in Nepal. Recently, I read an article about a community school which had recently installed a CCTV camera, and it created a sense of excitement amongst teachers as well as students. The head teacher commented enthusiastically, “Students’ achievement has improved tremendously. CCTV has contributed a lot towards the security of the school property as well as to the regularity of teachers and students.”

Even though CCTV is a relatively new addition to Nepali schools, it has already been subjected to widespread debate in Western countries because its usage in schools and classrooms has been growing with each passing year. For instance, at least 100,000 cameras were installed in classrooms and corridors across Britain in 2012. Advocates of the use of CCTV in schools and classrooms claim that it increases the school’s safety and security in terms of teachers, students and physical property. Besides, it also helps regulate teachers’ and students’ behaviour and improve teachers’ performance as well.

On the other hand, those who are against the use of CCTV in schools argue that schools are not prisons; they do not have to scrutinize teachers and students all the time. Critics claim that the school administration is directly encroaching upon the privacy of its employees and students while the controlling environment prevents effective teaching and learning.

There have been several research studies conducted to examine the impact of CCTV in schools. Among them, Dr Emmeline Taylor’s study is quite noticeable. She surveyed 24 comprehensive schools in the North West of England and discovered that 23 had installed more than 20 cameras. A finding of this study indicates that while the use of CCTV is often attributed with numerous benefits, there is no corroborating evidence. 

Similarly, a study by the National Association of Schoolmasters Union of Women Teachers (NASUWT) in the UK states that the purpose of CCTV in schools seems to be to spy on students and at the same time to ensure that teachers are working hard. Most of the participating teachers in this research agreed that simply the use of CCTV does not aid anything in teaching or learning.


In the context of Nepal, it may be too early to experience adverse impacts of CCTV cameras in schools. The device has been taken as a luxurious item as very few schools seem to be capable of affording this. However, in the context of enough research-based evidence available to us, it is fair to ponder. Learning theories suggest that children learn better in natural setting, so teachers are always encouraged to make their classrooms as natural as possible. How can one create a natural teaching-learning atmosphere when they are acutely aware of the constant scrutiny that they are under? There are many other ICT appliances which directly help to enhance student learning. So, why to choose CCTV cameras over other more useful devices?

(Published in an English Daily The Rising Nepal on Friday, Sept. 8, 2017 

[The pictures on this blog are posted here with permission from their owners or have been gathered from various sources on the Internet. If you are the copyright-holder to any of the photographs herein do not hesitate to contact me. They will be swiftly removed if desired so.]



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I would appreciate any and all suggestions on making improvements (as long as they are viable).