MODULE 1

Context of ICT in Asia and the Philippines o ICTO Memorandum Circular No.2013-001 & No.
2013-002
ICT: The Philippine Experience - mandating policies on Philippine National
Public Key Infrastructure Certification
ICT Footprint Authority
 Population: 92 million (estimate) o ICTO Memorandum Circular No. 2014-001
- prescribing Policies & Governing Accreditation
UN eGovernment Survey 2014 of Government Registration Authorities under
eGov Development Index 95 of 193 National Certification Scheme for Digital
eParticipation Index 51 of 193 Signatures
Online Service Index 44 of 193
% of Individuals Using Internet 36.24 o ICTO Memorandum Circular No.2015-002
Fixed Telephone Subscription per 4.07 - mandating Govmail Service guidelines for
100 inhabitants Philippine Government Agencies
Mobile Cellular Phone Subscription 106.51
per 100 inhabitants o ICTO Memorandum Circular No.2014-9001, &
Fixed Wired Broadband Subscription 2.22 No. 2015-003
per 100 inhabitants - mandating Interoperability Framework -
Wireless Broadband Subscription 3.83
Technical & Information
per 100 inhabitants
o Anti-Child Pornography Act of 2009 (RA No.
WEF-Global Competitiveness Report 2014-2015
Global Competitiveness Index 52 of 144 9775)
- an act defining the crime of child pornography,
prescribing penalties thereof
Measuring Information Society Report 2014
ICT Development Index 103 of 166
o Anti-Photo & Video Voyeurism Act of 2009 (RA
No. 9995)
WEF-Global IT Report 2015 - an act defining and penalizing crime of photo &
Networked Readiness Index 78 out of 148 video voyeurism, prescribing penalties thereof
- Feb 15, 2010

ICT National & Sectoral Plans o Data Privacy Act of 2012 (RA No. 10173)
 Philippine Development Plan 2011-2016 – Results - an act protecting individual personal
Matrices information in information & communications
 The Philippine Digital Strategy (2011-2016) systems in the government & the private sector,
 Philippine Information Technology & Business creating for this purpose a national privacy
Process Management (IT-BPM) Road Map (2012- commission
2016)
 E-Government Master Plan (2013-2016) o Access Devices Regulation Act of 1998 (RA No.
 The Strategic Roadmap of the Philippine Community 8484)
eCenter Program (2011-2016) - an act regulating issuance & use of access
devices, prohibiting fraudulent acts committed
relative thereto, & providing penalties

ICT Policies o Cybercrime Prevention Act of 2012 (RA No.

o Telecommuncations Act (RA 7925) 10175)
- an act defining cybercrime, providing for
o eCommerce Act of the Philippines (RA 8792, prevention, investigation, suppression &
2000) imposition of penalties thereof
- an act providing for recognition & use of
electronic commercial & non-commercial
transactions & documents, penalties for
unlawful use thereof ICT Programs & Projects: 8 Major Programs for 2015-
- June 14, 2000 2016
 Next Wave Cities
o A.M. No. 01-7-01-SC – Rules on Electronic - increase overall IT-BPM employment share of
Evidence countryside
- rules promulgated to implement RA 8792 - creation of 2 NWCs in 2014 & 2NWCs in 2015
- July 17, 2001  e-Government
- provision of shared services by government
o Executive Order 810, 2009 agencies
- institutionalizing Certification Scheme for Digital - improvement of PH’s global e-Government
Signatures & Directing Application of Digital ranking to 50th or better
Signatures in eGovernment Services  e-Civil Servants
- empower civil servants through ICT
o Administrative Order No. 39, 2013  ICT Ecosystem
- mandating government agencies to migrate to - formulate an integrated framework for
government web hosting service (GWHS) of networks, services, applications, & content
Department of Science & Technology – - development of plans and policies for ICT
Information & Communications Technology Related Programs/ Project such as the Digital
Office TV Project
 Stepping Up the Value Chain
o Joint Memorandum Circular No. 2012-01 – DBM, - high growth segments
DOST, & NEDA - provides Industry Capability Building for the
- mandating Government Wide Medium-Term Industry
ICT Harmonization Initiative (MITHI) to  e-Filipino
harmonize all ICT resources, programs, & - improve ICT Skills of different groups of people
projects of whole government
 - provides alternative learning & skills training,
through established Philippine Community e-
Centers
 ICT Enabled Startups WHY TVWS
- promote entrepreneurship through ICT WiFi Using TV Whitepace
- targets the creation of 50-ICT enabled Startups Internet via TV Whitespace
 National Connectivity  TV White Space Technology uses unallocated TV
- address connectivity challenges PH through frequencies & radio spectrums to provide
TVWS technologies connectivity of up to 6 Mbps of data throughput at
- free Wireless Internet Access in Class 4, 5, 6 maximum range of 20 kilometers
municipalities  ideal for the Philippines as it signals can pass
through concrete walls & vegetation, & can travel
PROGRAMS over water
 ICT Ecosystem Development  cost-effective
- formulation of an integrated framework for  quick development
networks, services, applications, & content; &  last mile distribution
determine institutional, legal, & regulatory  promote investment infusion
mechanisms to manage the integrated  long range
framework  delivery of internet
 Major Target: plans & policies relative to the  disaster response
implementation & adoption of infrastructure,  maximum use of idle spectrum
systems & applications & other related  the future
frameworks  provides WiFi for towns & barrios that need it
 Projects/Activities:  last mile distribution to achieve 99%
 Adoption of Digital Terrestrial connectivity nationwide
 Television Broadcasting  reaches 2 to 3 times farther than current WiFi
 Revision of R.A. 7925 capabilities
 Development of National Broadband  more obstacle-resistant
 Plan  to use empty channel at particular location on a
 Policies on : Cloud Computing, PKI daily basis, a TVWS device requires online
 Related, & Free WiFi related TVWS database service; channel can become
 policies dynamic by updating database – TV
WhiteSpace para sa e-Filipino mula sa ICTO
 National Connectivity
- bridging Digital Divide among communities, &  e-Civil Servants Development
addressing various challenges of connectivity - improving ICT competency of civil servants
requirements in the PH to drive the economy of through training programs in collaboration with
the country the public & private training institutions &
 Major Targets: Subject-Matter Experts (SMEs)
 policy environment for establishment of the  Major Targets:
TV Whitespace stations through PPP in  Trainings on e-Government Management,
21,000 sites of Elementary, High School, Application Development, & Technology
and Rural Health Units in 4th to 6th class Solutions
municipalities by 2016  Improved productivity & efficiency of civil
 free Wi-Fi Internet Access in Public Places servants
 increased delivery of government services to  Projects/Activities:
targeted underserved communities  DigiE Fund (reformed)
 Projects/Activities:  Training Administration and
 Juan Konek: Free Wi-Fi Internet Access in  Management
Public Places  Development of e-Learning Modules
 TV White Space Technology  Institutionalization of the Gov’t CIO

 Free Internet Wi-Fi Connectivity in Public Places  e-Filipino Development

Project - improving ICT Skills of different groups of
 Proven Driver of Inclusive Growth people by providing alternative learning & skills
 Catalyst for Industry Growth training, through established Technology for
 Improved Global Rankings Economic Development (Tech4ED)
 Major Targets:
 50 MB/day @ 256 kbps 2.5M user per day  e-Filipino – Tech4ED Centers in each
 967 Municipalities in Income Class 3-6 municipality by 2016 through Private-Public
(<P45M/yr) Partnership (PPP)
 Points of Presence  improved knowledge and skills on use of
– 7 Centers of Government safe and secure It infrastructure and
– 7 Strategic Cities services by citizenry
 Sites include  Projects/Activities:
– Plazas / Parks  Tech4ED
– Public Schoolyards and Libraries  ICT Competency & Certification
– Public Spaces in Rural Health Units
– Public Spaces in Gov’t Offices
– Transport Terminals  THE Tech4ED PLATFORM
 eEduSkills
- aims to deliver e-Learning on demand to
address educational divide
 eAssist
- aims to provide vulnerable groups with
special content for more competitive careers
 mAgri
- aims to enhance farm technologies for
product diversity
 mMarket
 - aims to help people reach markets beyond enabled governance, providing world-class
their communities for more growth responsive services to digitally-empowered
 eGovServ citizens & communities in a progressive,
equitable & sustainable society.
- aims to automate paper-based solutions &
Mission To provide leadership, direction &
enhance access to government services coordination in development, implementation
 eAssess & use of ICT for socio-economic
- aims to provide industry partnerships that development & for delivery of public service
will provide an avenue for shortlisting of job to digitally empowered citizens.
applicants
Priority Areas
 e-Government Harmonization and Development  e-Society
Program - infusion of ICT into all areas & levels of
- improving PH status in global eGovernment Philippine society to derive maximum benefits
ranking, which is currently on 76th spot that will drive socioeconomic development
 Major Targets:  e-Government
 e-Government ranking of 50th or better - catalyze optimum use of ICT in government to
 adoption of shared services by government expand & improve government services,
agencies operations, & capabilities
 efficient & effective delivery of services to  e-Innovation
public - ensure growth of ICT & ICT-enabled industries
 efficient utilization of CareSource by through public-private partnerships (PPPs) with
government agencies industry, academe & civil society, & through
 Projects/Activities: close collaboration with partners in government
 iGov Philippines Project  Cyber Security
 National Government Data Center - promote security of Philippine cyberspace, &
 Philippine Gov't Information Exchange & ensuring security of government ICT resources
Authoritative Registries Project (Philippine through collaboration with public, private. &
Government Interoperability Exchange) international partners

 Next Wave Cities Program Challenges & Lessons Learned

- increasing overall IT-BPM employment share of • Lessening silos across government
countryside by creating Next Wave Cities that are • Strengthening multi-stakeholder collaboration &
viable investment destinations for IT-BPM public private partnerships
operations • Adoption & implementation of policies
 Major Targets: • Building capacities
 141,000 new employees by the end of 2015 • Establishment & maintenance of sustainable
 additional 3 IT-BPM hubs outside the infrastructure
Centers of Excellence
“A digitally empowered, innovative, globally competitive
 additional 3 Next Wave Cities included in the
& prosperous society where everyone has reliable,
Top 100 IT-BPM destinations in the World
affordable & secure information access in the
by 2016
Philippines. A government that practices accountability
and excellence to provide responsive online citizen-
 Stepping-up the Value Chain
centered services. A thriving knowledge economy
- strengthening country’s global positioning in
through public-private partnership.”
targeted high growth segments in IT-BPM areas
(IT, HR, Multilingual, Creative, & Engineering)
– Vision, Philippine Digital Strategy
 Major Targets:
 industry capacity/capability building through
provision of industry training, seminars,
workshops

 ICT Enabled Startup Development

- promoting entrepreneurship & leverage use of ICT
to provide solutions for different industries in
society through technology startups
 Major Targets:
 total of 50-ICT enabled Startups by the end of
2016

ICT Institutional Structure

Information and Communications Technology

Office:
Mandate The Information & Communications
Technology Office shall be primary policy,
planning, coordinating, implementing,
regulating, & administrative entity of
executive branch of Government that will
promote, develop, & regulate integrated &
strategic information & communications
technology (ICT) systems and reliable and
cost-efficient communication facilities &
services. (per E.O No. 269 dated January 12,
2004, as amended by E.O No. 47dated June
23, 2011)
Vision A globally competitive knowledge-based
economy, enabled by open & innovative ICT-
 Philippine ICT Roadmap  called for development of this Strategic Roadmap
 draft as of June 5, 2006  Roadmap would lay down Philippine government’s
strategies & programs, & which would signal
Introduction country’s resolve & commitment to developing a
 “The future has arrived. Now we have to ensure vibrant, accessible & world-class ICT sector
that we have a place in it.”  also envisioned to:
 all contributors to emergence of global economy • create wider awareness on ICT
 not only are goods, services & capital globally • identify key initiatives to rally all stakeholders &
circulated, but for 1st time production on planetary encouraging them to undertake initiatives that
scale occurs in real time complement short & medium-term ICT
 along with the emergence of global economy have development plans of government
emerged global cultural exchange & a new global • provide investment opportunities; lay out
political order sustainable strategies for the further
development of ICTs
Globalization • define short & medium-term objectives
- made possible by ICT revolution • provide private sector with a reliable frame of
- has profoundly changed rules of game reference to heighten their action planning for
Efficiency future
- more than ever is now an indicator of • increase coordination in implementing ICT
competitiveness programs & achieving desired impact &
outcomes
 nations, corporations, & people that find means to  global economy is dependent & shaped by benefits
become more efficient will advance & prosper arising from use of ICTs
 countries that  if Philippines intends to participate in such an
(1) provide better governance, with more economy, requires country to develop strategies &
transparent & efficient bureaucracies programs in form of policies & implementation plans
(2) able to provide a legal & regulatory framework  Roadmap aims to serve as single Masterplan on
that allows for free & fair competition ICT, which shall be adopted by the entire country
will:
 see greater investment flows
 create more jobs METHODOLOGY
 ultimately provide a better quality of life for their  Roadmap prepared by Chairman, Commissioners
populace and staff of Commission for Information &
 companies that make best use of scarce resources, Communications Technology (CICT)
& that are able to produce more & better goods &  over past 3 months, each of CICT’s main groups
services using less inputs, will win in a competitive (Strategic Business Development, Human Capital
marketplace Development, eGovernment, & Information
 same true with each individual: Infrastructure), together with key representatives
 education & experience (though still critical) will from private sector, civil society & other national and
no longer be enough; have to be able to adapt local government units, conducted:
& learn new technologies & new ways of doing • brainstorming
business if they are to prosper in 21st century • focus groups
 learning curve only going to grow steeper, • other types of strategic/consultative planning
requiring them to become more efficient – sessions
doing & learning more, in less time  to identify & formulate the strategies, programs &
 this drive & demand for greater efficiency that is plans that would define this Roadmap
driving growth of information & communications  2 workshops conducted for CICT as whole to identify
technology (ICT) sector synergies between & among groups, & to
consolidate efforts into a coherent Roadmap
ICT  2 formal presentations (in addition to numerous
- opening more & more opportunities for greater informal discussions) given to industry & civil society
efficiency representatives to validate the Roadmap against
- allows governments to deliver its services faster their perspective & experience
& with greater transparency  Roadmap refined to reflect insights gleaned from
- enables companies to tap into the competitive consultations
edge of particular nations in order to provide  initial strategic planning process culminated with
higher quality services cost effectively, & on a drafting of this present Roadmap
global scale
- individuals now have more information at their GUIDING PRINCIPLES
fingertips & are more connected than ever before;  CICT is committed to realizing the goal of a “people-
have more power than ever before. centered, inclusive & development-oriented
- Sovereign Individual is emerging. Information Society, where everyone can create,
- ICT at heart of a virtuous cycle that can lead to access, utilize & share information and knowledge,
better governance, growing economies, & more enabling individuals, communities & peoples to
promising lives for all achieve their full potential in promoting their
- in the Philippines: already widely recognized as a sustainable development & improving their quality of
potent tool for socio-economic upliftment; no less life.”
than 1987 Constitution gives cognizance to ICT’s  all citizens should have access to basic government
role in nation-building services, information, & quality education through
- Arroyo Administration’s Medium Term use of appropriate & affordable ICT technologies
Philippine Development Plan (MTPDP)  should be government’s primary concern to ensure
identifies ICT as 1 of drivers of jobs creation & that appropriate connectivity is available in every
investments local government units & public schools
 CICT believes that Government’s primary role in ICT
development is to provide an enabling policy, legal &
The need for an ICT Roadmap regulatory environment
 undeniable importance of ICT as:  enabling environment for ICT development requires:
• a major driver of the Philippine economy • good governance at all levels
• a critical tool for better governance, corporate • a supportive, transparent & pro-competitive
performance, & individual achievement policy & regulatory framework
 government must acts as a catalyst & its pornography, & trafficking in, & exploitation of,
involvement should be predictable, developmental, human beings)
transparent & efficient  while will take all appropriate security & preventive
 regulation should promote a level playing field and measures, shall ensure that privacy, & right to
should not hinder companies from competing in free freedom of thought, conscience & expression of
and fair markets individuals would be respected
 however, CICT also recognize that market forces  CICT needs to transform itself into a strong
alone cannot guarantee the full development of an organization to facilitate ICT development & ICT for
inclusive information society development in the country
 in view of present liberalized stature of ICT industry  must build a “lean & mean”, efficient & effective
(resulted to entry of numerous players in past), organization out of various units that now comprise
government’s role on ICT infrastructure roll-out CICT
should have to be limited  will reduce total number of personnel of
 with government’s prevailing financial woes (where organization; those who will be retained will undergo
programs on education, agriculture, health, debt retooling & retraining so that the organization has
servicing among others needs to be prioritized), the necessary skills to plan & manage projects
should instead play role of an “enabler” effectively
 CICT devoted to a “Multi-Stakeholder Approach” to  envisioned that vast majority of future CICT would
ICT for Development be outsourced to private sector
 private sector, civil society, civic organizations,
international organizations & other partners have an
important role & responsibility in the development of STRATEGIC PROGRAMS & INITIATIVES FOR ICT
the Philippine Information Society Ensuring Universal Access to ICT
 to ensure success & sustainability of ICT initiatives,  All citizens should have access to basic
stakeholders should be empowered by ensuring government services, information, & quality
their direct participation during its conceptualization, education through use of appropriate & affordable
planning, & implementation ICT technologies
 primary role of private sector is to provide  Philippine government committed to ensuring
investments, capitals & other resources universal access to ICT, & will prioritize programs
 initiatives & projects to develop ICT sector will have to benefit marginalized sectors & underserved
a higher chance of success & sustainability if these areas
are market-led, rather than government-led
 concerned LGUs, schools & other community based The Community e-Center Program
organizations/groups, must be directly consulted and  at heart of government’s efforts to bridge digital
their specific requirement/s determined divide is Community e-Center Program (CeCP)
 should have active involvement in the day-to-day
operations of ICT facilities within their respective
area of jurisdiction
 CICT sees ICT as a tool for Sustainable
Development
 national objectiveis not only to develop ICT sector of
national economy but to ensure propagation &
widespread use of ICT in all aspects of the Filipinos’
life
 plans & programs to use ICT for developmental
purposes should be:
 Accessible. Online access to services must be
extended to all citizens & must cater to needs of
different stakeholders.
 Available. ICT services to all citizens anytime. It
should be available 24 x 7 x 366, at home, at
office, in schools, in libraries & other convenient
public locations.
 Secure & Accountable. Standards should be
set for resolving security, privacy, non-
repudiation & authentication issues to engender
trust in use of ICT services.
 Interoperable. Online services should be able
to link seamlessly to existing back-end systems
& across different agencies & platforms.
 Sustainable. It should eventually transaction-
based, cost-effective, revenue generating & self-
financing.
 CICT will promote development digital content that is
relevant & meaningful to Filipinos
 goal is to make available online Philippines' stock of
content & provide all citizens with easy access to the
information that is important to their lives
 digital content is broadly defined as encompassing
educational materials, national heritage collections,
government information, research databases,
literature, history & entertainment & resources in the
various Philippine languages – particularly the 8
major Philippine languages
 CICT endeavors to create a safe, trustworthy online
environment for all Filipinos
 shall take preventive measures to guard against
abusive uses of ICTs (illegal & other acts like all
forms of child abuse, pedophilia & child
 DepED ICT4E Strategic Plan ICT in Education – the Philippines
Department of Education Policy: past and present
5-Year Information & Communication Technology for  Philippine Government has shown serious
Education Strategic Plan commitment to ICT in education by announcing a
series of initiatives to apply ICT in teaching &
Executive Summary learning
Our Vision for ICT in Education  were aligned to Millennium Development Goals &
 following overall vision of Department of Education Education For All movements
(DepED), our vision is “21st Century Education  have provided a global policy environment for
For All Filipinos, Anytime, Anywhere” directions & nature of interventions towards
 means an ICT-enabled education system that achievement of improved access to & quality of
transforms students into dynamic life-long learners basic education
& values-centered, productive & responsible  other key policy documents have identified the
citizens need for ICT reform within education sector and
 ICT plays a major role in creating a new & these have resulted in more prioritizing from
improved model of teaching & learning where regions, schools & teachers regarding
education happens anytime, anywhere incorporation of ICT into education system
 to achieve vision, we will continue to use ICT to:  within context of policy initiatives that this Five-
 revitalize schools to make them into dynamic, Year ICT Strategic Plan has been developed
collaborative & innovative learning institutions
where students can become more motivated, The current situation
inquisitive & creative learners  current ICT integration in education remains a
 link up our students with vast networked world large task
of knowledge & information to enable them to  example: student-computer ratios & teacher-
acquire a broad knowledge base & a global computer ratios can be improved
outlook & provide them with resources for  education system as a whole lacks infrastructure
development of a creative mind for connectivity & access to technologies
 develop in our students skills & capabilities to  while most of teacher training institutions (TEIs)
critically & intelligently seek, absorb, analyse, have incorporated computer courses into their
manage & present information curriculum as a requirement for graduation,
 create new knowledge and products; and computer literacy is not a requirement for teacher
 develop in our students habits of self-learning certification/licensure
to nurture the attitude & capability for lifelong  partly due to this reason, in-service training is
learning generally limited to basic computer literacy;
therefore, there is a need for more training on
 to achieve our vision within next 5 years, aim to: integrating ICT into the curriculum
 completely integrate ICT into the curriculum,  fortunately, more government funds are being
which includes the development of multimedia channeled into ICT for education
instructional materials, and ICT enabled  private sector & foreign donors are increasing their
assessment support for this agenda; a need to consolidate
 intensify competency based professional efforts & help to ensure that Philippines will realize
development programs; its ICT4E goals.
 establish necessary ICT infrastructure &
applications
 develop processes & systems that ensure Moving Towards an Enhanced Curriculum
efficient, transparent & effective governance The Enhanced Curriculum
 overall curricular goals outlined in BEC remain
 key thrusts of this strategy are: valid
 Enhancing Curriculum  ICT is simply a tool to more effectively & efficiently
 Empowering Teachers, Administrators, achieve these goals
Officials and Students  to effectively use tool, students, teachers, school
 Strengthening Schools, Governance and managers & administrators should achieve certain
Management level of competence in use of ICT
 ICT Learning targets for students have been
identified in the following six areas:
 Basic operations & concepts
Policy Context: Importance of Strategic Plan
ICT in Education – Asia-Pacific  Social, ethical & human issues
 Asia-Pacific countries have recognized importance  ICT for Producing
of ICT in education  ICT for Communicating
 have responded to challenge by formulating  ICT for Researching
policies & developing strategies in different ways  ICT for Problem-solving
 some (South Korea & Singapore) are further down
path of ICT for education, while others (Thailand &  students will acquire skills, attributes & knowledge
Cambodia) are in early stages of planning & progressively across formal years of schooling
preparation  ICT will be embedded across curriculum & will be
perceived/used as a new approach to teaching &
ICT in Education – Global learning
 on global scale, use of ICT in education is well  competency standards for ALS learners &
underway Technical-Vocational High School Students have
 extent to which a country has created & diffused been developed for this ICT4E Strategic Plan
technology & built a human skill base varies  use of ICT in teaching & learning must be
considerably accompanied by a corresponding enhancement of
 leaders are countries (Finland, the United States & school curriculum however, in initial stages of this
the United Kingdom) who are at cutting edge of Strategic Plan, it is suggested that ICT be
technological innovation. integrated within existing curriculum
 envisaged that curriculum reform will proceed by 2
stages:
(1) enhancing the level of awareness & use of
ICT in existing curriculum
 (2) full integration of ICT in enriched curriculum - following principles shall guide design & will be
promoted by DepED EA:
Multimedia Instructional Materials Development  Interoperable
 various independent initiatives within DepED have  User-centric
developed customized teaching & learning digital  Sustainable
content tied to the curriculum  Flexible
 materials being collated & are available for use by  Collaborative
teachers through DepED website however, access
to existing digital content remains limited & Administration & Management
creating a comprehensive inventory of these  DepED EA would help achieve efficiency and
materials continues to be a challenge effectiveness in operations
 in anticipation of more widespread use of  through it, DepED will establish integrated service
Multimedia Instructional Materials (MIM), a network that ensures efficient, transparent &
sector-wide Digital Content Development & effective governance & management
Usability Framework has been drafted  relies on timely access to information, knowledge
 in course of plan’s implementation, DepED will and funding
intensify development & acquisition of MIM as  EA would prescribe systems that would minimize
supplement to (not as a replacement of) existing burden of data collection & reporting from key
(printed) instructional materials school personnel to allow them to focus on their
critical tasks in pedagogy
ICT-enabled Assessment
 systems that will be developed (in order of
 DepED through BESRA is developing an priority):
Assessment Framework which requires a re- • School-based Information Management
conceptualization of national assessment system System (includes raw data on enrollment,
of Department assets,number of teachers, etc
 framework entails a range of actions that include: • Enterprise Learning Management System
o development of assessment standards, tests • Human Resource Information System –
& other instruments that interfaces w/ GSIS, PhilHealth, BIR,
o conduct of training & advocacy programs DBM, banks,etc
o formalization of assessment roles & • Resources Management System
responsibilities • Performance Management System
 dovetailing with major initiative, ICT will have dual • Globalized Service Support
role of being 1 of areas to be assessed & enabling • Executive Information System (enhanced
efficient/effective implementation of assessment BEIS) with Geographical Information
program System (GIS)
 goals & outcomes of plan well-articulated & serve
as basis for indicators in actual instruments that Pedagogy
will assess ICT integration & competencies.  in terms of pedagogy, will allow deployment of
 a sound approach in use of ICT in assessment will new modes of delivery envisioned by ICT4E
open up new possibilities in menu of available strategic plan
assessment methods  shall pave way for more collaborative &
 ICT can greatly improve assessment planning, learner-centered pedagogy
collecting & analyzing of data & recording &  EA will help fulfill goal of providing anytime,
reporting of findings anywhere 21st century education for all
 main goal: to lessen reliance on traditional pen-  envisaged that ICT4E Strategic Plan will bring all
and-paper tests & conduct a multi-dimensional schools & teachers to certain threshold levels of
portfolio assessment of learner ICT provision & skills – will directly aid students
in acquiring 21st century skills.
Competency Standards & Professional Development  during 5-year period, Department will provide a
 to realize ICT4E masterplan, ICT competency threshold minimum to public schools & serve as
standards for teachers, education managers, minimum requirement for private schools.
school officials & non-teaching
personnel/administrative staff shall be developed Governance
& adopted  ICT Governance means “specifying decision
 Competency Standards “is a document that rights & accountability framework to encourage
specifies in a structured format how people should desirable behavior in use of ICT”.
perform a job or work role. Organisations use  determines who makes final decisions on ICT in
competency standards. ... Competency standards DepED
attempt to capture the various dimensions that,  distinct from ICT “management” – process of
when taken together, account for 'competent' making & implementing final decisions on ICT
performance.”  DepEd will adopt ICT Governance Framework
 envisaged that Strategic Plan will bring all schools, in order to:
teachers, Educational Managers, School 1) properly evaluate the ICT in context of
Administrators as well as Non-Teaching Department’s needs & challenges
Personnel/Administrative Personnels to certain 2) set direction of proposed ICT plans &
threshold levels of ICT provision & skills policies
 levels of provision for elementary, primary, 3) monitor the performance of plans and
secondary schools & alternative learning systems conformance with policies
have been suggested  DepED ICT governance framework will be
comprised of
Enterprise Architecture 1) a set of principles
- in 1st year of implementation, DepED will design & 2) decision-making hierarchy
implement an Enterprise Architecture (EA) to 3) tailor-made suite of reporting & monitoring
guide development of interoperable ICT systems processes
in the Department  DepED has taken initial step in setting up an ICT
- would define various hardware & systems for governance framework in DepEd Order 1 s
pedagogy & professional development as well as 2007
governance & management  within 1st year of plan’s implementation will have
a working ICT Governance Framework
  ICT4E strategic plan recognizes important role  providing students with vouchers to use in
of DepED senior officials in ICT governance cafes
 DepED is committed to ensuring that ICT4E  where possible, making use of public
Plan is based on sound technology & efficient internet access points
processes; to ensure, a dedicated unit led by (e) Local government units
DepED CIO is necessary - with implementation of SBM, role of LGUs in
 ICT coordinators shall serve as de facto CTO at school operations become increasingly
their level important
- provide significant resources that will enable
schools to achieve goals articulated in plan
- strong relationships between LGUs & all public
Strengthening Schools & the Community’s Role schools in its area of responsibility may be key
 successful integration of ICT into Philippine to achieving sustainable ICT-enabled schools
education system will require a coordinated &
comprehensive approach Implementation
 DepED will lead in developing, implementing &  in interim, Undersecretary for Programs will
coordinating all activities towards achieving our oversee implementation of Strategic Plan with
vision support from a fully-staffed ICT TC & Information
 DepED’s coordinating role includes: and Communication Technology Unit –
• planning & sustaining investment strategies Technical Service (ICTU-TS)
to achieve our vision  Undersecretary for Programs will be guided by
• facilitating collaboration between all key targets & outcomes as outlined in Plan
stakeholders  underscored that all DepED units will be
 to achieve, DepED will play a key role in responsible for implementation of ICT4EStrategic
coordination which will include: Plan
• planning & sustaining investment strategies  with adoption of DepED ICT Goverance
to achieve our vision Framework, management of plan will be
• facilitating collaboration between all key transferred to appropriate office
stakeholders (includes school
administrators, teachers, students, parents,
private sector, & other community bodies)

Role of Community
 as learning increasingly occur anywhere/anytime,
will play a vital role as partners of DepED in
ensuring a safe & responsible ICT learning
environment
 wider community comprises following groups:
 parents
 tertiary institutions
 the private sector
 community centers
 local government units

(a) Parents
- in alignment with school-based management
(SBM), recognized that will play a vital role in
encouraging & guiding children towards
achievement of 21st century skills
- most important support mechanism for the
success of SBM.
(b) Tertiary institutions
- well situated to be models of ICT
implementation & use for schools
- many university departments & research
groups have conducted successful programs,
so that they are able to provide support &
advice to schools
(c) The private sector
- DepED sees as an important partner in
implementation of ICT4E strategy thus, will
continue to encourage private sector to
become involved in helping schools achieve
strategic thrusts of this Plan.
(d) Community centers
- local community facilities will play an important
role in overcoming the digital divide
 Community eCenters
 local Internet Cafes
- equity of access – an issue facing many
Philippine students; while there are plans to
increase number of computers & access to
ICT in each school, schools should continue to
seek alternative ICT access for their students
- may include:
 establishing an agreement with local
Internet Cafes
 SEAMEO-INNOTECH Darussalam developed a set of guiding
Report: Status of ICT Integration in Education in questions for countries to prepare a case study
Southeast Asian Countries to identify state of ICT integration in respective
countries
Chapter 1: Introduction  countries were required to map out ICT
Information & communication technologies (ICT) integration development based on 4 stages of
- fast becoming everyday tools in lives of Southeast ICT in education adopted from UNESCO’s
Asians both at work & at play model of ICT Development in Education
- various technologies, tools & devices that are
used to transmit, process, store, create, display,  Appendix I – case study guidelines developed by
share or exchange information by electronic SEAMEO Secretariat & SEAMEOVOCTECH that
means were sent out to all 11 SEAMEO Member Countries
- broad definition of ICT includes technologies:  after submitting case studies at end of May 2009,
o computers ICT in education policymakers from SEAMEO
o radio Member Countries met on 2-3 June 2009 for
o television ‘Regional Workshop on Integrating ICT in
o video Education in the SEAMEO Member Countries’ in
o CD Bangkok, Thailand
 main activities of workshop included:
o DVC
o sharing of information about each country’s state
o telephone (both fixed line & mobile phones)
of ICT in education, especially in integrating ICT
o PDAs in teaching & learning
o satellite systems o discussing common ICT in education issues &
o network hardware & software challenges
 equipment & services associated with these o identifying & making sense of different stages of
technologies: ICT in education & their related dimensions &
o video conferencing indicators
o e-mail  presentations & discussions during workshop
o blogs identified 2 changes to be made to case studies:
(a) each country has to provide at least 1 ICT in
 governments of Southeast Asian countries education best practice
(SEAMEO Member Countries) have committed (b) 10 ICT in education dimensions are identified
substantial financial resources over last decade to based on country presentations where these
bring ICT into schools dimensions are necessary & sufficient
 integrating ICT in education provides opportunities conditions that support integration of ICT in
for students to search for & analyse information, education
solve problems, communicate & collaborate
 hence, equips them with a set of competencies to  DIMENSIONS:
be competitive in 21st century marketplace 1. National ICT in education vision
2. National ICT in education plans and policies
ICT integration 3. Complementary national ICT and education
- interpreted as ICT functioning as an integral or policies
mediated tool to accomplish specific 4. ICT infrastructure and resources in schools
teaching/learning activities to meet certain 5. Professional development for teachers and
instructional objectives school leaders
- for ICT to be effectively integrated in schools: used 6. Community/partnerships
as a mediational tool in activities to engage 7. ICT in the national curriculum
students in higher order thinking 8. Teaching and learning pedagogies
Higher order thinking skills 9. Assessment
- goal-directed strategic processes that include 10. Evaluation and research
analyzing, evaluating, hypothesizing, elaborating &
synthesizing  Table 1 provides details of indicators for each stage
Engagement of ICT implementation in schools within each of 10
- entails mindfulness, cognitive effort and attention dimensions
of the students in the teaching & learning activities  based on changes, SEAMEO Member Countries
reworked their case studies & resubmitted them to
SEAMEO Secretariat at end of July 2009
 as process of ICT integration in education reached  comparative report provides synthesis of ICT in
considerable level of maturity & stability in some education case studies submitted by
countries in Southeast Asia, pertinent questions are:
o How has ICT been integrated in education 11 SEAMEO Countries:
among countries in Southeast Asia? Brunei Darussalam
o What are strengths & capacities of countries to Cambodia
integrate ICT in education? Indonesia
o What are ICT in education best practices in Lao PDR
countries & how can be shared among countries Malaysia
in Southeast Asia? Myanmar
 42nd SEAMEO Council Conference in Bali, Philippines
Indonesia in 2007 – during Ministerial Policy Forum, Singapore
questions were raised & Council tasked SEAMEO Thailand
Secretariat with conducting survey on ‘state of ICT Timor Leste
integration in education in Southeast Asian region’ Vietnam
 findings from survey would allow Council to
 important to note: synthesis based on information
learn more about each SEAMEO Member
extracted from self-reporting case studies & self-
Country’s situation in ICT integration in
assessment of stages of ICT in education of
education
countries
 in response to assigned task, SEAMEO
 case studies & assessments were prepared by
Secretariat together with SEAMEO Regional
representatives of Ministry of Education from each
Centre for Vocational and Technical
country
Education (SEAMEO VOCTECH) in Brunei
Table 1: Indicators of Stages of ICT in Education  Ministries may then construct policy & pedagogical
models & approaches of ICT integration for
education based on understanding

 synthesis of country case studies & each country’s

stage of ICT in education (with respect to 11
SEAMEO Member Countries’) will provide Ministries
of Education with up-to-date information about & a
holistic view of capacity of each country to integrate
ICT in education
 hence, assist in future planning for integration of ICT
into education
 selected best practices in each dimension discussed
will emphasize:
o what works & what appears right in a particular
setting
o problems encountered & addressed in a
particular situation
o identify & describe sociocultural setting elements
that promote/inhibit integration of ICT in
education
 report will conclude with a discussion of emerging
issues that Ministries of Education have to address
as a group/country
 Chapter 2: Group 1 countries:
Overview of the Southeast Asian Countries’ Brunei Darussalam
Stages of ICT in Education Malaysia
 Southeast Asian region – diverse in terms of Singapore
geographic, demographic, economic, educational &  have highly-developed national ICT in education
cultural factors plans & policies integral to overall education
 result: 11 SEAMEO Member Countries in report are development/improvement plans
at different stages of ICT in education – may vary  plans & policies complement the national ICT &
from region to region/area to area within a country. education policies, where policies inform &
support one another
4 stages of ICT in education  almost all classrooms (except in less developed
- to make sense of differences & commonalities areas in Malaysia) have been equipped with
among countries, regions & areas computers & other ICTs
- identified based on UNESCO’s model of ICT  have a high student-computer ratio
Development in Education (UNESCO, 2005):  high level of Internet access to all schools
 an education delivery system that is increasingly
 Emerging online
those who just started ICT in education journey
-  at infusing & transforming stages for most of
 Applying dimensions of ICT in education
- developed a new understanding of contribution of  Malaysia & Singapore are much further ahead
ICT to learning on ICT in education journey than Brunei
 Infusing (especially in dimensions of teaching & learning
- integrated ICT into existing teaching, learning & pedagogies & community/ partnership)
administrative practices & policies
 Transforming Group 2 countries:
- used ICT to support new ways of teaching, Indonesia
learning & administration Philippines
Thailand
 each SEAMEO Member Country asked to self- Vietnam
assess stage of ICT in education for each of 10  mainly at infusing stage for most of dimensions
dimensions described in Table 1  most already have developed ICT plans &
 Table 2 provides overview of SEAMEO Member policies in education
Countries stages of ICT in education in all 10  due to rural-urban gap, still some parts of
dimensions of necessary & sufficient conditions that dimensions that are in applying & even
support integration of ICT in education emerging stage
 example: under teaching & learning pedagogies
Table 2: Overview of Southeast Asian Countries’ Stages dimension, Indonesia’s stages range from
of ICT in Education emerging in less developed provinces to infusing
in more developed provinces
 in case of Vietnam, stages range from applying
to transforming
 among countries, Thailand & Vietnam are in
more advanced stages of ICT in education than
Indonesia & Philippines

Group 3 countries
Cambodia
Lao PDR
Myanmar
Timor Leste
 although each of countries has either started to
develop & implement ICT in education plans &
policies, or implemented ICT in education
projects on a small scale, all still at the emerging
stage for most of dimensions
 main concern: access to ICT infrastructure,
hardware & software
 Cambodia & Myanmar (at applying stage from
dimensions of national ICT in education vision,
plans & policies, complementary national ICT &
education policies & ICT infrastructure &
resources in schools) at more advanced stages
than Lao PDR & Timor Leste (at emerging
Note: *In dimensions 4 (ICT Infrastructure &
Resources in Schools) & 8 (Teaching & Learning stage)
Pedagogies), some of countries appear in more than  to gain better understanding of different stages
1 stage of ICT in education due to differences in of development among 3 countries, following
stages of development among provinces/areas within section examines each of 10 dimensions of ICT
each of countries in education in detail:

 clear that 11 SEAMEO Member Countries are at

very different stages of integrating ICT in education
 some countries already at or moving towards
transforming stage Chapter 3:
 other countries have just started out & at emerging Examining 10 Dimensions of ICT in Education
stage of ICT in education among Southeast Asian Countries
 countries may be categorised into 3 groups based
on different stages of development 1. National ICT in Education Vision
 important to note: besides differences of ICT in 2. National ICT in Education Plans and Policies
education development among 3 groups, there are 3. Complementary National ICT and Education
differences among countries within each group Policies
 4. ICT Infrastructure and Resources in Schools  approach identifies key pillars most likely to
5. Professional Development for Teachers and support effective ICT integration; include ICT
School Leaders infrastructure and resources, professional
6. Community/Partnerships development, curriculum & assessment, &
7. ICT in the National Curriculum research and evaluation
8. Teaching and Learning Pedagogies
9. Assessment 2. Provision of professional development to staff at
10. Evaluation and Research all levels in the education system with a greater
emphasis on the pedagogical aspect of ICT
integration.
 although professional development for teachers
Chapter 4: exists in most of SEAMEO Member Countries,
Conclusion & Emerging Issues there is lack of professional development for
policymakers, school leaders & support staff in
 comparative report will inform policymakers, school use of ICT for teaching, learning &
leaders, & teachers about how to take up administration
opportunities & address limitations of ICT, & how to  lack of emphasis on pedagogical aspect of ICT
effectively integrate ICT in schools & their broader integration in most existing professional
sociocultural contexts development activities
 by drawing upon similarities & differences of  policymakers & school leaders need to have an
dimensions that facilitate/hinder integration process intimate understanding of opportunities provided
among countries, report will add to body of research by ICT for education, & how they can better
knowledge & theory about contexts & factors that support teachers in its use
contribute to effective integration of ICT in education  support staff members (lab technicians) need to
 some schools among Group 1 countries are in be acquainted with ICT in education to better
transforming stage or moving towards transforming support teachers in use of ICT in classrooms &
stage of ICT-mediated teaching & learning school to enhance students’ learning outcomes
pedagogies – most likely to equip students with a
set of competencies to be competitive in 21st 3. Emphasis on ICT in national curriculum and
century marketplace assessment.
 for these pedagogies to be implemented in  although all Group 1 & 2 countries are in
schools of a country, other dimensions of ICT in transforming & infusing stages of national ICT in
education have to be in infusing/transforming education plans & policies & complementary
stage national ICT & education policies, none of them
 Singapore in transforming stage for all of are in transforming stage of ICT in national
dimensions except ICT in national curriculum & curriculum & assessment
assessment dimensions  with exception of Vietnam, all Group 2 countries
 none of 11 SEAMEO Member Countries have are in applying stage of ICT in national
assessed themselves to be in transforming curriculum
stage for these 2 dimensions  for assessment dimension, all Group 2
 Brunei & Malaysia in transforming stage for most countries are either in emerging/applying stage
of the other dimensions except evaluation &  highlighting importance of ICT in national
research dimension curriculum & assessment will ensure that ICT is
 among Group 2 countries, only some schools in a more integral part of teaching & learning
Vietnam are in transforming stage of ICT-mediated activities in schools
teaching & learning pedagogies
 rest of schools in Vietnam & 3 countries 4. Sharing and transfer of ICT in education best
(Indonesia, Philippines & Thailand) are in practices and lessons learnt among SEAMEO
infusing & applying stages, with exception of Member Countries, and among schools and
Indonesia (has schools in emerging stage) provinces/states in the country.
 Vietnam has 3 dimensions of ICT in education  comparative report provided analysis of how 10
in transforming stage: dimensions support ICT in education among 11
o national ICT in education plans & policies SEAMEO Member Countries
o complementary national ICT & education  has provided a set of best practices & lessons
policies learnt used for development of tools &
o ICT infrastructure & resources in schools blueprints to guide ICT in education policy
 may have provided necessary & sufficient formulation & implementation of activities to
conditions for some schools to transform ICT- support ICT-mediated teaching, learning &
mediated teaching & learning practices administrative practices
 Group 3 countries: some schools in Cambodia &  report may serve as advocacy instrument to gain
Myanmar in applying stage of ICT-mediated support of policymakers & other stakeholders for
teaching $ learning pedagogies use of resources to ensure effective integration
 for rest of schools in Cambodia & Myanmar & all of ICT in education
schools in Lao PDR & Timor Leste: in emerging  challenge is how best practices & lessons learnt
stage by each country/group of countries may be
shared & transferred to other countries & other
6 Issues parts of the country.
- from discussion in comparative report, have
emerged for Ministries of Education of SEAMEO 5. Support of Group 3 countries’ ICT in education
Member Countries to address as a group & efforts through partnerships.
country:  Group 3 countries (especially Lao PDR & Timor
Leste) lagging significantly behind for ICTi n
1. Holistic approach towards the development of education among SEAMEO Member Countries
the national ICT in education plans and policies.  most of existing ICT programmes in Lao PDR &
 effective ICT integration in schools only possible Cambodia not gone beyond pilot phase; in Timor
with policy support Leste almost non-existent
 Group 1 countries have demonstrated  challenge is how group of countries may be
importance of adopting holistic approach supported through partnerships with other
towards development of national ICT in countries in region to improve upon ICT in
education plans & policies education policies & practices
6. Planning for evaluation and research of ICT in 5. professional development for teachers and school
education. leaders
 another dimension often overlooked by some 6. community/partnerships
countries 7. ICT in the national curriculum
 formative evaluation & research that serves to 8. teaching and learning pedagogies
push boundaries of existing policies & practices 9. assessment,
are 2 areas within dimension that require more 10. evaluation and research
attention
 only Singapore is at transforming stage of
evaluation & research of ICT in education Table 3: Summary of SEAMEO Centres’ Initiatives &
 challenge for other countries (especially Capacities that Support 10 Dimensions of ICT in
Indonesia, Thailand, Philippines & Group 3 Education Integration
countries): to plan for both summative & - summary of activities under initiatives and
formative evaluation & research of ICT in capacities of the SEAMEO Regional Centres
education to transform ICT-mediated teaching, supporting 10 dimensions of ICT in Education
learning & administrative policies & practices
 as move further into 21st century, students in
Southeast Asian countries must be prepared to
meet future needs of knowledge-based
economy
 students have to learn to seek out new
information, think critically, & show initiative to
meet challenges of fast-changing world
 ICT in education offers such teaching & learning
opportunities
 report discussed how 10 dimensions of ICT in
education support/fail to support effective
integration of ICT in schools 11 countries
 account emphasised what works & what
appears right in a particular setting, & problems
encountered & addressed in a particular
situation
 account provides a sample of pedagogical &
policy issues discussed over course of writing
report
 like a good guidebook, account sensitises Table 4: Details of SEAMEO Centres’ Initiatives &
audience to what is likely to happen within a Capacities on ICT Integration in Education
particular stage of a dimension - explains details of SEAMEO Regional Centres’
 may understand various processes within & initiatives and capacities on integrating ICT in
between dimensions; construct policy & education in the ten ICT in Education dimensions.
pedagogical models of ICT in education based Appendix XIII provides details of the
on that understanding centres’initiatives and programmes on integrating
ICT in Education.

Chapter 5:
SEAMEO Centres’ Initiatives & Capacities
On ICT Integration in Education

 1 of Southeast Asian Ministers of Education

Organization (SEAMEO)’s strengths & unique
characteristics is 19 SEAMEO Regional Centres
located across Southeast Asian Region
 SEAMEO Regional Centres serve as ‘Excellence
Centres’ in providing human resource development
& expertise to enhance mandate of SEAMEO to
promote cooperation in education, science & culture
among countries in Southeast Asia
 chapter is a summary of SEAMEO Regional
Centres’ initiatives and capacities – provided to
assist the Member Countries in ICT integration.
 initiatives & capacities explained in form of ICT
integration-related activities – pertain to each
centre’s mission, programme & training courses
based on its area of expertise
 activities include:
o providing infrastructure (computer & hardware)
o setting up networks
o capacity building for education personnel &
teachers
o providing consultation
o assisting in materials development
 activities grouped based on whether they support
each of 10 dimensions of ICT in Education

10 dimensions of ICT in Education:

1. national ICT in education vision
2. national ICT in education plans &policies
3. complementary national ICT & education policies
4. ICT infrastructure and resources in schools