CCTV in Schools: An Examination of Perceived Value of Surveillance

Abstract

Concerns for security and academic performance have led to the increasing use of various surveillance technologies in educational institutions. This article reports an examination of the lived experiences and subjective insights of Nepali school administrators, teachers and students into the practice of closed-circuit television (CCTV) surveillance cameras. This highlights the challenges of maintaining a surveillance system to minimize risk factors and to create an educational environment in schools. This article based on a qualitative study utilized semi-structured interviews with administrators, teachers and students at three urban schools to explore their perceived value of CCTV surveillance cameras in schools, and non-participant observation to strengthen the data gathered through interviews. Findings indicate that CCTV surveillance cameras in these schools were predominantly aimed at controlling students’ and teachers’ non-compliant behaviors to promote academic performance. While the study explored how these schools utilized surveillance technology to their advantages, findings contribute to the practical understandings that the technology is equally subject to misuse and can victimize children, given the lack of legal regulations in place.

Disclosure statement

The authors do not have any conflict of interest.

Additional information

Notes on contributors

Som Nath Ghimire

Som Nath Ghimire is Mphil Scholar at Nepal Open University, Nepal. He has also earned an M.A. from Tribhuvan University, Nepal. He has taught the English language and literature in schools and colleges for about 10 years. His areas of research interest include children’s rights in education, language policy and politics in education, media, surveillance, and culture.

Karna Rana

Karna Rana (PhD at University of Canterbury, New Zealand) is Programme Coordinator of MPhil in English in the Faculty of Social Sciences and Education at Nepal Open University. Before coming to NOU, Dr Rana had worked as Manager’s Assistant in the Department of International Short Course, College of Education, Health and Human Development, the University of Canterbury for two years. His areas of research interest are online learning, digital technology and education, ICT and education policy, technology implementation and integration, resources and e-based learning, and digital technology.