The ICT Capability of Secondary School
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This document analyzes the ICT capabilities of Philippine secondary schools, focusing on the integration of computer literacy into the curriculum and the efforts made by various government agencies to improve computer access and internet connectivity. It highlights the challenges faced in achieving digital literacy and emphasizes the need for a coherent policy framework to enhance ICT in education. Recommendations include increasing computer competitiveness and addressing the digital divide among schools.
The ICT Capability of Secondary School
- 1. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 1 The ICT Capability of the Philippine Secondary School Jeffrey D. Bermudez Universidad De Zamboanga Graduate School Researcher’s Note This course paper will study the capability of Secondary Public High School in terms of computer competitiveness
- 2. 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.
- 3. 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
- 4. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 4 Figure 1 Total Number of Recipient Schools Nationwide Luzon Visayas Mindanao Total PCPS1 534 228 234 996 PCPS2 633 341 258 1,232 PCPS3 750 394 342 1,486 PCPS4 451 324 425 1,200 Total 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.
- 5. 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 Nationwide Total Number of secondary schools (including annexes, extensions) as of April 2009 6,650 Less: Schools with computer laboratories as of September 9, 2009 (DCP 1-3, DTI-PCPS 1-3, CICT schools 1-3-Just Delivered) 4,346 Balance of schools without computer laboratories 2,304 Batch 4 DCP (2008) Computer Laboratory Equipment for HS 375 Batch 5 DCP (2008) Computer Laboratory Equipment for HS 675 Batch 8 DCP (2009) Tech-Voc High Schools Nationwide 30
- 6. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 6 Total Number of Recipient Schools Nationwide Total Batch 9 DCP (2009) Computer Laboratory Equipment for HS 509 Batch 10 DCP (2009) Alternative Computer Laboratory Equipment for un-energized High Schools Nationwide 219 DTI-PCPS 4 Mindanao Phase 196 CICT 2009 Budget 300 Subtotal of deployment in 2009 2,304 Balance of schools without computer laboratories end of school year 0 Augmentation and Replacement for 2009 Augmentation and Replacement for 2009 DTI-PCPS 4 Mindanao Phase (Replacement of PCPS1-2002) 204 Batch 8 DCP (2009) Tech-Voc High Schools Nationwide 201 Batch 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.
- 7. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 7 Figure 3 Total Number of Recipient Schools Nationwide Batch No. 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 49 2 515 195 320 45 240 275 3 959 298 661 13 311 648 4 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
- 8. 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.
- 9. 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