THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 1

The ICT Capability of the PhilippineSecondary School

Jeffrey D. Bermudez

Universidad De ZamboangaGraduate School

Researcher’s Note

This course paper will study the capability of Secondary Public High School in terms of computer competitiveness

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 2

Abstract

Profile of Secondary School on Internet and Computer Technology are indicators how is the

education system compelled the challenges posed by the fast emerging knowledge economy,

providing a virtual classroom, and distant education, and e-learning. It determines how the

conceptual framework of computerization program of Department of Education delivered a

quality education in terms of computer and access to internet. This study started on the Basic

Education Curriculum that includes integration of computer literacy on Technology and

Livelihood Education to the preparedness of computer in the K to 12 program that handles PC

Hardware Servicing. The method of study is data gathering on how much Personal Computer

had reach on every secondary school, determine how long and how many computers are given by

DepEd Central Office through its computerization program, the Department of Trade and

Industry as the government agency who cater the aid from Japanese people by implementing

Personal Computer for Public School, Department of Science and Technology who occasionally

but the first to implement computerization program, USAID through its GEM-CLIC Program.

Profile of internet connectivity is also conducted on this study, on how many secondary school is

connected, resource fund and sustainability of internet subscription. This study also recommends

the increase of computer competitiveness on secondary school.

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 3

The ICT Capability of Philippine

Secondary School

Many secondary school opted to offer or integrate computer literacy on their TLE subject

as mandated on the DepEd Order No. 31, s. 2002 under the BEC Program. But the DepEd

Computerization Program and DepEd Internet Connectivity Project are subsequently launch on

FY 2009. Abad. F. (2004) the use of ICTs in all learning areas is encouraged as a means of

promoting greater interactivity, widening access to knowledge that will enrich learning, and

developing “skills in accessing, processing and applying information, and…in solving

mathematical problems and conducting experiments.” (Ibid., p. 15) BEC also recognizes the

need to harness ICTs in “the acquisition of life skills, a reflective understanding and

internalization of principles and values, and the development of the person’s multiple

intelligences.” To realize the computer literacy on secondary school the Department of Trade and

Industry is the first government agency to support the program through PCPS. Its goal is to

develop the information technology (IT) skills of Filipino youth as the country’s future

knowledge workers by providing computer laboratory packages to public high schools. The

PCPS Project has completed four (4) batches of computerization programs, benefiting a total of

4,914 public high schools nationwide. The Project is funded by the Government of Japan

(GOJ)’s Non-Project Grant Aid – Counter Value Fund (NPGA-CVF), with the following datas

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 4

Figure 1

Total Number of Recipient Schools NationwideLuzon Visayas Mindanao Total

PCPS1 534 228 234 996PCPS2 633 341 258 1,232PCPS3 750 394 342 1,486PCPS4 451 324 425 1,200Total 2,368 1,287 1,259 4,914

Source : http://www.dti.gov.ph/dti/index.php?p=443

PCPS1 recipient schools received 20 PCs each while PCPS2 and PCPS3 schools

were provided 10 PCs each. In addition to desktop computers, the computer laboratory

packages also include printers, networking equipment, educational courseware, and

training packages for teachers. With PCPS4, the number of computers provided was

increased to 11 per recipient school to comply with the computer laboratory configuration

prescribed by the Department of Education. Also added to the computer package are 11

units of uninterruptible power supply (UPS) to address the problem of fluctuating

electricity supply in some locations in the country.

Since PCPS1, DTI has distributed a total of 60,300 brand new computers

nationwide; PCPS1, 19,920; PCPS2 12,320; PCPS3, 14,860; and PCPS4 with 13,200

computers.

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 5

DepEd estimates that around 80,000 units of personal computers (PCs) are required to provide

every public high school with a computer laboratory (at 18 PCs per school for 4,209 high schools

nationwide). As of school year 2000-2001, 1,571 schools are estimated

to have received computers through the various assistance programs of the government

and the private sector. This is according to a survey conducted by FIT-ED or Foundation for

Information Technology Education and Development Inc. Department of Education, “2002 Basic

Education Package”, January 29, 2002. Department of Education, “Status Report on the 1996

DECS Computerization Program,” prepared by Marivic Abcede, Adopt-a-School Program,

DepEd, 2000.

Recently Deped has posted the DCP updates on www.depedro7.com.ph with the

following data :

Figure 2

DCP for Secondary Schools

Total Number of Recipient Schools NationwideTotal

Number of secondary schools (including annexes, extensions) as of April 2009 6,650Less: Schools with computer laboratories as of September 9, 2009(DCP 1-3, DTI-PCPS 1-3, CICT schools 1-3-Just Delivered) 4,346Balance of schools without computer laboratories 2,304Batch 4 DCP (2008) Computer Laboratory Equipment for HS 375Batch 5 DCP (2008) Computer Laboratory Equipment for HS 675Batch 8 DCP (2009) Tech-Voc High Schools Nationwide 30

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 6

Total Number of Recipient Schools NationwideTotal

Batch 9 DCP (2009) Computer Laboratory Equipment for HS 509Batch 10 DCP (2009) Alternative Computer LaboratoryEquipment for un-energized High Schools Nationwide 219DTI-PCPS 4 Mindanao Phase 196CICT 2009 Budget 300Subtotal of deployment in 2009 2,304Balance of schools without computer laboratories end of school year 0Augmentation and Replacement for 2009Augmentation and Replacement for 2009DTI-PCPS 4 Mindanao Phase (Replacement of PCPS1-2002) 204Batch 8 DCP (2009) Tech-Voc High Schools Nationwide 201Batch 12 DCP (2009) HS with more than 9000 enrolment 15

During the 26th Cabinet Meeting dated March 10, 2009, Deped and CICT-Commission on

Information and Communication Technology mandates to ensure 100% connectivity in all Public

High School for Cyber Corridor Provinces and 1 National High School each. Immediately

DepEd issues Order No. 50 s, 2009 Launching the DepEd Internet Connectivity Project directing

all secondary school to subscribe to internet connectivity services. Recent data is posted to track

the connection.

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 7

Figure 3

Total Number of Recipient Schools Nationwide

BatchNo. of HS

No. of GILAS Connected HS

NO. of HS to be Connected

No. of Connected HS as of July 14, 2009

Number of HS Already Connected

Remaining HS to be Connected

1 548 379 169 120 499 492 515 195 320 45 240 2753 959 298 661 13 311 6484 4,628 1,064 3,564 66 1130 3,498

6,650 1,936 4,714 244 2,180 4,470

In general, basic education in the Philippines is still faced with the difficulty in fully

harnessing the potentials of digital literacy and ICT diffusion. Success stories abound such as

those presented above but these are limited to those with ample access to digital infrastructure

and ICT-open minded teachers and administrators with the help of the private sector and other

education stakeholders.  However, the government, being the lead sector, should realize that

without a unifying policy framework in integrating ICT in the basic education, the Filipino

student will always be lagging behind the global standards for digital literacy and will always be

at the losing end of the digital divide. Although the government has set forth some policy change

such as the implementation of the RBEC, this only appears to be cosmetic and at the very least, a

lip service.  The policy framework should be coherent and consistent with the over-all

development agenda in equipping the economy towards the requirements of a knowledge and

information- intensive society. In addition to the provision of adequate infrastructure and fiscal

allocation, this demands a more radical change of the basic education curriculum where ICT and

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 8

digital literacy becomes the basic component and a separate subject area. The current curriculum,

although revised in order to incorporate ICT skills, still leans on traditional approaches. ICT

offers some gains for traditional curriculum delivery, but its full educational potential cannot be

realized without the radical changes in schools structures and methodologies.

THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 9

BIBLIOGRAPHY

Abad. F. (2004). Policy Directions for ICT Use in Primary and Secondary Schools in the

Philippines. Paper delivered during the First National ICTs in Basic Education

Congress, 6-7 December 2004, Cebu City, Philippines.

Arinto,Patricia B. Reflections on ICTs in Basic Education Policy and Practice in the Philippines

Faculty of Education, University of the Philippines Open University, Retrieve from

http://www.fit-ed.org/congress2006/Reflections

Foundation for Information Technology Education and Development Inc. Retrieve from

http://www.fit-ed.org/downloads/ICT%20Utilization%20Survey.pdf

National Statistical Coordination Board ,(April 2011) Retrieve from

http://www.nscb.gov.ph/pressreleases/2011/PR-2011_PP1_05_SICT.asp

Rodrigo, Maria Mercedes T.(2001) “Information Technology Usage in Metro Manila Public and

Private Schools”. Doctoral dissertation. School of Computer and Information

Sciences, Nova Southeastern University