ABSTRACT
Education and training involve complex systems concerned with students, teachers and parents, resources such as schools and colleges and their equipment, administrators to manage the institutions, and society or industry as the ultimate benefactors of the system. Computer assisted learning (CAL) was seen to be a suitable educational prosthetic which would extend the power and range of the teacher, enabling him to handle more students without additional effort. Thus the development of CAL necessitated co-operation between the central government who were concerned with the technical and research aspects, and the local government who carried out the actual implementation in specially designated ‘model’ schools. Local institutional politics defy generalisation but are perhaps the most potent forces acting on educational innovation; success at working within the specific institutional framework is one of the keys to the long-term viability of a CAL development project.
