Information and Communication Technologies have matured adequately to be used as a meaningful support to the educational process. It can indeed go much beyond a Computer Literacy programme. It is therefore suggested that states initiate an activity vested with their education departments of defining the nature and scope of the ICT programme in their college. Recognising that eventually ICT access will be provided down upto the PG classes. Syllabus would not only define a graded content and process, but would also define infrastructure requirement, computers and accessories, software applications, development of and access to digital content, capacity building of teachers and students, evaluation schemes and overall monitoring of the ICT programme.