2016年-世界发展银行全球_Building_and_Sustaining_National_ICTEducation_Agencies___Lessons_from_the_Philippines_24页_393kb

Summary: Building and Sustaining National ICT/Education Agencies – Lessons from the Philippines

Core Content

This document explores the development and challenges of implementing ICT in the education sector in the Philippines, focusing on the lack of a national ICT/education agency and the resulting issues in coordination, standardization, and sustainability. It highlights the efforts of various government and non-governmental actors and the implications of the absence of a centralized body to manage ICT/education initiatives.

Main Points

1. ICT in Education: Key Government Actors

• Department of Education (DepEd): Implemented the largest ICT/education initiative in the Philippines, including the "DepEd Computerization Program/DepEd Internet Connectivity Program (DCP/DICP)".
  • Provided e-classroom packages to primary schools (6 terminals, interactive whiteboard, projector, etc.).
  • Provided computer laboratory packages to secondary schools, with varying numbers of terminals based on school size.
  • Also managed information systems for governance and management of basic education.
• Department of Trade and Industry (DTI): Implemented the "Personal Computers for Public Schools" (PCPS) project from 2001–2009, providing computers to 66% of public secondary schools.
• Commission on Information and Communications Technology (CICT): Before being transferred to DOST, it implemented iSchools (with a preference for open source software) and eSkwela (interactive e-learning modules for out-of-school youth).
• Department of Science and Technology (DOST): Piloted tablet computers and the "Cloud Top" project, which used cloud technology to deliver learning content and support blended learning.
• Local Government Units (LGUs): Played a key role in funding and supporting ICT initiatives through the Special Education Fund (SEF), which was a 1% levy on real property taxes.
• State Universities and Colleges (SUCs): Served as important partners in ICT/education projects, especially for implementation in rural and remote areas.
• Non-Governmental Organizations (NGOs): Such as the Knowledge Channel Foundation and FIT-ED contributed significantly to ICT/education through training, content development, and awareness campaigns.

2. Challenges and Issues

• Lack of National Vision and Direction:
  • No approved national ICT/education master plan existed in 2012.
  • DepEd had developed two such plans (2004 and 2009), but they were not formally endorsed due to changes in leadership.
• Absence of National Standards:
  • No national ICT competency framework for teachers or students was in place, leading to inconsistencies in software use (e.g., proprietary vs. open source).
• Fragmentation of Efforts:
  • Multiple agencies and organizations implemented ICT/education initiatives independently, resulting in lack of coordination and duplication of efforts.
• Bureaucratic Hurdles:
  • Administrative and financial rules made it difficult to procure and maintain Internet connectivity.
  • Only 12% of public schools had Internet access, with primary schools lagging behind (16%) compared to secondary schools (40%).
• Infrastructure Limitations:
  • Over 6,500 schools (14%) had no access to electric power lines, which hindered ICT implementation.
• Inequitable Access:
  • ICT projects were concentrated in urban areas, exacerbating the digital divide between schools in different regions.

3. Lessons Learned

• Need for a Central Agency:
  • The absence of a national ICT/education agency led to fragmented efforts, lack of coordination, and inefficient resource allocation.
  • A central agency could provide policy guidance, set standards, and ensure alignment of all ICT/education initiatives.
• Importance of a Master Plan:
  • A national ICT/education master plan is essential to guide donor and stakeholder activities, avoid duplication, and ensure that resources are directed where they are most needed.
• Role of Stakeholder Consultation:
  • The lack of stakeholder consultation during the implementation of policies like EO 47 led to disappointment among key sectors, including the IT-BPO industry.
• Sustainability of Initiatives:
  • Without a central coordinating body, the sustainability of ICT/education projects became questionable, as there was no mechanism to replicate or scale-up successful initiatives.
• Private Sector and NGOs as Key Partners:
  • The private sector (Intel, Microsoft) and NGOs (FIT-ED, Knowledge Channel) played a crucial role in training and content development, but their efforts were often disconnected from national policy.

Key Information

• DepEd's Role:
  • DepEd was the main driver of ICT/education initiatives, particularly in primary and secondary schools.
  • The ICT Unit within DepEd managed the DCP/DICP, despite having a very small team.
• Donor Involvement:
  • Donors like Japan, USAID, and AusAID supported various ICT/education projects.
  • Microsoft and Intel were major contributors to teacher training.
• Impact of EO 47:
  • The transfer of CICT to DOST in 2011 caused surprise and concern among stakeholders.
  • The DICT bill was finally passed in 2012, but the government showed reluctance to approve it, raising concerns about bureaucratic expansion.

Conclusion

The Philippine experience underscores the importance of having a centralized national ICT/education agency to ensure coordination, policy alignment, and sustainable implementation. The absence of such an agency led to fragmented initiatives, lack of standards, and inequitable access to ICT resources. The paper provides valuable lessons for other countries considering the establishment or restructuring of similar agencies.