MODULE 1
Context of ICT in Asia and the Philippines
ICT: The Philippine Experience
ICT Footprint
 Population: 92 million (estimate)
UN eGovernment Survey 2014
eGov Development Index 95 of 193
eParticipation Index 51 of 193
Online Service Index 44 of 193
% of Individuals Using Internet 36.24
Fixed Telephone Subscription per 4.07
100 inhabitants
Mobile Cellular Phone Subscription 106.51
per 100 inhabitants
Fixed Wired Broadband Subscription 2.22
per 100 inhabitants
Wireless Broadband Subscription 3.83
per 100 inhabitants
WEF-Global Competitiveness Report 2014-2015
Global Competitiveness Index 52 of 144
Measuring Information Society Report 2014
ICT Development Index 103 of 166
WEF-Global IT Report 2015
Networked Readiness Index 78 out of 148
ICT National & Sectoral Plans
 Philippine Development Plan 2011-2016 – Results
Matrices
 The Philippine Digital Strategy (2011-2016)
 Philippine Information Technology & Business
Process Management (IT-BPM) Road Map (2012-
2016)
 E-Government Master Plan (2013-2016)
 The Strategic Roadmap of the Philippine Community
eCenter Program (2011-2016)
ICT Policies
o Telecommuncations Act (RA 7925)
o eCommerce Act of the Philippines (RA 8792,
2000)
- an act providing for recognition & use of
electronic commercial & non-commercial
transactions & documents, penalties for
unlawful use thereof
- June 14, 2000
o A.M. No. 01-7-01-SC – Rules on Electronic
Evidence
- rules promulgated to implement RA 8792
- July 17, 2001
o Executive Order 810, 2009
- institutionalizing Certification Scheme for Digital
Signatures & Directing Application of Digital
Signatures in eGovernment Services
o Administrative Order No. 39, 2013
- mandating government agencies to migrate to
government web hosting service (GWHS) of
Department of Science & Technology –
Information & Communications Technology
Office
o Joint Memorandum Circular No. 2012-01 – DBM,
DOST, & NEDA
- mandating Government Wide Medium-Term
ICT Harmonization Initiative (MITHI) to
harmonize all ICT resources, programs, &
projects of whole government
o ICTO Memorandum Circular No.2013-001 & No.
2013-002
- mandating policies on Philippine National
Public Key Infrastructure Certification
Authority
o ICTO Memorandum Circular No. 2014-001
- prescribing Policies & Governing Accreditation
of Government Registration Authorities under
National Certification Scheme for Digital
Signatures
o ICTO Memorandum Circular No.2015-002
- mandating Govmail Service guidelines for
Philippine Government Agencies
o ICTO Memorandum Circular No.2014-9001, &
No. 2015-003
- mandating Interoperability Framework -
Technical & Information
o Anti-Child Pornography Act of 2009 (RA No.
9775)
- an act defining the crime of child pornography,
prescribing penalties thereof
o Anti-Photo & Video Voyeurism Act of 2009 (RA
No. 9995)
- an act defining and penalizing crime of photo &
video voyeurism, prescribing penalties thereof
- Feb 15, 2010
o Data Privacy Act of 2012 (RA No. 10173)
- an act protecting individual personal
information in information & communications
systems in the government & the private sector,
creating for this purpose a national privacy
commission
o Access Devices Regulation Act of 1998 (RA No.
8484)
- an act regulating issuance & use of access
devices, prohibiting fraudulent acts committed
relative thereto, & providing penalties
o Cybercrime Prevention Act of 2012 (RA No.
10175)
- an act defining cybercrime, providing for
prevention, investigation, suppression &
imposition of penalties thereof
ICT Programs & Projects: 8 Major Programs for 2015-
2016
 Next Wave Cities
- increase overall IT-BPM employment share of
countryside
- creation of 2 NWCs in 2014 & 2NWCs in 2015
 e-Government
- provision of shared services by government
agencies
- improvement of PH’s global e-Government
ranking to 50th or better
 e-Civil Servants
- empower civil servants through ICT
 ICT Ecosystem
- formulate an integrated framework for
networks, services, applications, & content
- development of plans and policies for ICT
Related Programs/ Project such as the Digital
TV Project
 Stepping Up the Value Chain
- high growth segments
- provides Industry Capability Building for the
Industry
 e-Filipino
- improve ICT Skills of different groups of people
 - provides alternative learning & skills training,
through established Philippine Community e-
Centers
 ICT Enabled Startups
- promote entrepreneurship through ICT
- targets the creation of 50-ICT enabled Startups
 National Connectivity
- address connectivity challenges PH through
TVWS technologies
- free Wireless Internet Access in Class 4, 5, 6
municipalities
PROGRAMS
 ICT Ecosystem Development
- formulation of an integrated framework for
networks, services, applications, & content; &
determine institutional, legal, & regulatory
mechanisms to manage the integrated
framework
 Major Target: plans & policies relative to the
implementation & adoption of infrastructure,
systems & applications & other related
frameworks
 Projects/Activities:
 Adoption of Digital Terrestrial
 Television Broadcasting
 Revision of R.A. 7925
 Development of National Broadband
 Plan
 Policies on : Cloud Computing, PKI
 Related, & Free WiFi related
 policies
 National Connectivity
- bridging Digital Divide among communities, &
addressing various challenges of connectivity
requirements in the PH to drive the economy of
the country
 Major Targets:
 policy environment for establishment of the
TV Whitespace stations through PPP in
21,000 sites of Elementary, High School,
and Rural Health Units in 4th to 6th class
municipalities by 2016
 free Wi-Fi Internet Access in Public Places
 increased delivery of government services to
targeted underserved communities
 Projects/Activities:
 Juan Konek: Free Wi-Fi Internet Access in
Public Places
 TV White Space Technology
 Free Internet Wi-Fi Connectivity in Public Places
Project
 Proven Driver of Inclusive Growth
 Catalyst for Industry Growth
 Improved Global Rankings
 50 MB/day @ 256 kbps 2.5M user per day
 967 Municipalities in Income Class 3-6
(<P45M/yr)
 Points of Presence
– 7 Centers of Government
– 7 Strategic Cities
 Sites include
– Plazas / Parks
– Public Schoolyards and Libraries
– Public Spaces in Rural Health Units
– Public Spaces in Gov’t Offices
– Transport Terminals
WHY TVWS
WiFi Using TV Whitepace
Internet via TV Whitespace
 TV White Space Technology uses unallocated TV
frequencies & radio spectrums to provide
connectivity of up to 6 Mbps of data throughput at
maximum range of 20 kilometers
 ideal for the Philippines as it signals can pass
through concrete walls & vegetation, & can travel
over water
 cost-effective
 quick development
 last mile distribution
 promote investment infusion
 long range
 delivery of internet
 disaster response
 maximum use of idle spectrum
 the future
 provides WiFi for towns & barrios that need it
 last mile distribution to achieve 99%
connectivity nationwide
 reaches 2 to 3 times farther than current WiFi
capabilities
 more obstacle-resistant
 to use empty channel at particular location on a
daily basis, a TVWS device requires online
TVWS database service; channel can become
dynamic by updating database – TV
WhiteSpace para sa e-Filipino mula sa ICTO
 e-Civil Servants Development
- improving ICT competency of civil servants
through training programs in collaboration with
the public & private training institutions &
Subject-Matter Experts (SMEs)
 Major Targets:
 Trainings on e-Government Management,
Application Development, & Technology
Solutions
 Improved productivity & efficiency of civil
servants
 Projects/Activities:
 DigiE Fund (reformed)
 Training Administration and
 Management
 Development of e-Learning Modules
 Institutionalization of the Gov’t CIO
 e-Filipino Development
- improving ICT Skills of different groups of
people by providing alternative learning & skills
training, through established Technology for
Economic Development (Tech4ED)
 Major Targets:
 e-Filipino – Tech4ED Centers in each
municipality by 2016 through Private-Public
Partnership (PPP)
 improved knowledge and skills on use of
safe and secure It infrastructure and
services by citizenry
 Projects/Activities:
 Tech4ED
 ICT Competency & Certification
 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
their communities for more growth
 eGovServ
- aims to automate paper-based solutions &
enhance access to government services
 eAssess
- aims to provide industry partnerships that
will provide an avenue for shortlisting of job
applicants
Priority Areas
 e-Government Harmonization and Development
Program
- improving PH status in global eGovernment
ranking, which is currently on 76th spot
 Major Targets:
 e-Government ranking of 50th or better
 adoption of shared services by government
agencies
 efficient & effective delivery of services to
public
 efficient utilization of CareSource by
government agencies
 Projects/Activities:
 iGov Philippines Project
 National Government Data Center
 Philippine Gov't Information Exchange &
Authoritative Registries Project (Philippine
Government Interoperability Exchange)
enabled governance, providing world-class
responsive services to digitally-empowered
citizens & communities in a progressive,
equitable & sustainable society.
Mission To provide leadership, direction &
coordination in development, implementation
& use of ICT for socio-economic
development & for delivery of public service
to digitally empowered citizens.
 e-Society
- infusion of ICT into all areas & levels of
Philippine society to derive maximum benefits
that will drive socioeconomic development
 e-Government
- catalyze optimum use of ICT in government to
expand & improve government services,
operations, & capabilities
 e-Innovation
- ensure growth of ICT & ICT-enabled industries
through public-private partnerships (PPPs) with
industry, academe & civil society, & through
close collaboration with partners in government
 Cyber Security
- promote security of Philippine cyberspace, &
ensuring security of government ICT resources
through collaboration with public, private. &
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
 draft as of June 5, 2006
Introduction
 “The future has arrived. Now we have to ensure
that we have a place in it.”
 all contributors to emergence of global economy
 not only are goods, services & capital globally
circulated, but for 1st time production on planetary
scale occurs in real time
 along with the emergence of global economy have
emerged global cultural exchange & a new global
political order
Globalization
- made possible by ICT revolution
- has profoundly changed rules of game
Efficiency
- more than ever is now an indicator of
competitiveness
 nations, corporations, & people that find means to
become more efficient will advance & prosper
 countries that
(1) provide better governance, with more
transparent & efficient bureaucracies
(2) able to provide a legal & regulatory framework
that allows for free & fair competition
will:
 see greater investment flows
 create more jobs
 ultimately provide a better quality of life for their
populace
 companies that make best use of scarce resources,
& that are able to produce more & better goods &
services using less inputs, will win in a competitive
marketplace
 same true with each individual:
 education & experience (though still critical) will
no longer be enough; have to be able to adapt
& learn new technologies & new ways of doing
business if they are to prosper in 21st century
 learning curve only going to grow steeper,
requiring them to become more efficient –
doing & learning more, in less time
 this drive & demand for greater efficiency that is
driving growth of information & communications
technology (ICT) sector
ICT
- opening more & more opportunities for greater
efficiency
- allows governments to deliver its services faster
& with greater transparency
- enables companies to tap into the competitive
edge of particular nations in order to provide
higher quality services cost effectively, & on a
global scale
- individuals now have more information at their
fingertips & are more connected than ever before;
have more power than ever before.
- Sovereign Individual is emerging.
- ICT at heart of a virtuous cycle that can lead to
better governance, growing economies, & more
promising lives for all
- in the Philippines: already widely recognized as a
potent tool for socio-economic upliftment; no less
than 1987 Constitution gives cognizance to ICT’s
role in nation-building
- Arroyo Administration’s Medium Term
Philippine Development Plan (MTPDP)
identifies ICT as 1 of drivers of jobs creation &
investments
The need for an ICT Roadmap
 undeniable importance of ICT as:
• a major driver of the Philippine economy
• a critical tool for better governance, corporate
performance, & individual achievement
 called for development of this Strategic Roadmap
 Roadmap would lay down Philippine government’s
strategies & programs, & which would signal
country’s resolve & commitment to developing a
vibrant, accessible & world-class ICT sector
 also envisioned to:
• create wider awareness on ICT
• identify key initiatives to rally all stakeholders &
encouraging them to undertake initiatives that
complement short & medium-term ICT
development plans of government
• provide investment opportunities; lay out
sustainable strategies for the further
development of ICTs
• define short & medium-term objectives
• provide private sector with a reliable frame of
reference to heighten their action planning for
future
• increase coordination in implementing ICT
programs & achieving desired impact &
outcomes
 global economy is dependent & shaped by benefits
arising from use of ICTs
 if Philippines intends to participate in such an
economy, requires country to develop strategies &
programs in form of policies & implementation plans
 Roadmap aims to serve as single Masterplan on
ICT, which shall be adopted by the entire country
METHODOLOGY
 Roadmap prepared by Chairman, Commissioners
and staff of Commission for Information &
Communications Technology (CICT)
 over past 3 months, each of CICT’s main groups
(Strategic Business Development, Human Capital
Development, eGovernment, & Information
Infrastructure), together with key representatives
from private sector, civil society & other national and
local government units, conducted:
• brainstorming
• focus groups
• other types of strategic/consultative planning
sessions
 to identify & formulate the strategies, programs &
plans that would define this Roadmap
 2 workshops conducted for CICT as whole to identify
synergies between & among groups, & to
consolidate efforts into a coherent Roadmap
 2 formal presentations (in addition to numerous
informal discussions) given to industry & civil society
representatives to validate the Roadmap against
their perspective & experience
 Roadmap refined to reflect insights gleaned from
consultations
 initial strategic planning process culminated with
drafting of this present Roadmap
GUIDING PRINCIPLES
 CICT is committed to realizing the goal of a “people-
centered, inclusive & development-oriented
Information Society, where everyone can create,
access, utilize & share information and knowledge,
enabling individuals, communities & peoples to
achieve their full potential in promoting their
sustainable development & improving their quality of
life.”
 all citizens should have access to basic government
services, information, & quality education through
use of appropriate & affordable ICT technologies
 should be government’s primary concern to ensure
that appropriate connectivity is available in every
local government units & public schools
 CICT believes that Government’s primary role in ICT
development is to provide an enabling policy, legal &
regulatory environment
 enabling environment for ICT development requires:
• good governance at all levels
• a supportive, transparent & pro-competitive
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
Department of Education
5-Year Information & Communication Technology for
Education Strategic Plan
Executive Summary
Our Vision for ICT in Education
 following overall vision of Department of Education
(DepED), our vision is “21st Century Education
For All Filipinos, Anytime, Anywhere”
 means an ICT-enabled education system that
transforms students into dynamic life-long learners
& values-centered, productive & responsible
citizens
 ICT plays a major role in creating a new &
improved model of teaching & learning where
education happens anytime, anywhere
 to achieve vision, we will continue to use ICT to:
 revitalize schools to make them into dynamic,
collaborative & innovative learning institutions
where students can become more motivated,
inquisitive & creative learners
 link up our students with vast networked world
of knowledge & information to enable them to
acquire a broad knowledge base & a global
outlook & provide them with resources for
development of a creative mind
 develop in our students skills & capabilities to
critically & intelligently seek, absorb, analyse,
manage & present information
 create new knowledge and products; and
 develop in our students habits of self-learning
to nurture the attitude & capability for lifelong
learning
 to achieve our vision within next 5 years, aim to:
 completely integrate ICT into the curriculum,
which includes the development of multimedia
instructional materials, and ICT enabled
assessment
 intensify competency based professional
development programs;
 establish necessary ICT infrastructure &
applications
 develop processes & systems that ensure
efficient, transparent & effective governance
 key thrusts of this strategy are:
 Enhancing Curriculum
 Empowering Teachers, Administrators,
Officials and Students
 Strengthening Schools, Governance and
Management
Policy Context: Importance of Strategic Plan
ICT in Education – Asia-Pacific
 Asia-Pacific countries have recognized importance
of ICT in education
 have responded to challenge by formulating
policies & developing strategies in different ways
 some (South Korea & Singapore) are further down
path of ICT for education, while others (Thailand &
Cambodia) are in early stages of planning &
preparation
ICT in Education – Global
 on global scale, use of ICT in education is well
underway
 extent to which a country has created & diffused
technology & built a human skill base varies
considerably
 leaders are countries (Finland, the United States &
the United Kingdom) who are at cutting edge of
technological innovation.
ICT in Education – the Philippines
Policy: past and present
 Philippine Government has shown serious
commitment to ICT in education by announcing a
series of initiatives to apply ICT in teaching &
learning
 were aligned to Millennium Development Goals &
Education For All movements
 have provided a global policy environment for
directions & nature of interventions towards
achievement of improved access to & quality of
basic education
 other key policy documents have identified the
need for ICT reform within education sector and
these have resulted in more prioritizing from
regions, schools & teachers regarding
incorporation of ICT into education system
 within context of policy initiatives that this Five-
Year ICT Strategic Plan has been developed
The current situation
 current ICT integration in education remains a
large task
 example: student-computer ratios & teacher-
computer ratios can be improved
 education system as a whole lacks infrastructure
for connectivity & access to technologies
 while most of teacher training institutions (TEIs)
have incorporated computer courses into their
curriculum as a requirement for graduation,
computer literacy is not a requirement for teacher
certification/licensure
 partly due to this reason, in-service training is
generally limited to basic computer literacy;
therefore, there is a need for more training on
integrating ICT into the curriculum
 fortunately, more government funds are being
channeled into ICT for education
 private sector & foreign donors are increasing their
support for this agenda; a need to consolidate
efforts & help to ensure that Philippines will realize
its ICT4E goals.
Moving Towards an Enhanced Curriculum
The Enhanced Curriculum
 overall curricular goals outlined in BEC remain
valid
 ICT is simply a tool to more effectively & efficiently
achieve these goals
 to effectively use tool, students, teachers, school
managers & administrators should achieve certain
level of competence in use of ICT
 ICT Learning targets for students have been
identified in the following six areas:
 Basic operations & concepts
 Social, ethical & human issues
 ICT for Producing
 ICT for Communicating
 ICT for Researching
 ICT for Problem-solving
 students will acquire skills, attributes & knowledge
progressively across formal years of schooling
 ICT will be embedded across curriculum & will be
perceived/used as a new approach to teaching &
learning
 competency standards for ALS learners &
Technical-Vocational High School Students have
been developed for this ICT4E Strategic Plan
 use of ICT in teaching & learning must be
accompanied by a corresponding enhancement of
school curriculum however, in initial stages of this
Strategic Plan, it is suggested that ICT be
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
Multimedia Instructional Materials Development
 various independent initiatives within DepED have
developed customized teaching & learning digital
content tied to the curriculum
 materials being collated & are available for use by
teachers through DepED website however, access
to existing digital content remains limited &
creating a comprehensive inventory of these
materials continues to be a challenge
 in anticipation of more widespread use of
Multimedia Instructional Materials (MIM), a
sector-wide Digital Content Development &
Usability Framework has been drafted
 in course of plan’s implementation, DepED will
intensify development & acquisition of MIM as
supplement to (not as a replacement of) existing
(printed) instructional materials
ICT-enabled Assessment
 DepED through BESRA is developing an
Assessment Framework which requires a re-
conceptualization of national assessment system
of Department
 framework entails a range of actions that include:
o development of assessment standards, tests
& other instruments
o conduct of training & advocacy programs
o formalization of assessment roles &
responsibilities
 dovetailing with major initiative, ICT will have dual
role of being 1 of areas to be assessed & enabling
efficient/effective implementation of assessment
program
 goals & outcomes of plan well-articulated & serve
as basis for indicators in actual instruments that
will assess ICT integration & competencies.
 a sound approach in use of ICT in assessment will
open up new possibilities in menu of available
assessment methods
 ICT can greatly improve assessment planning,
collecting & analyzing of data & recording &
reporting of findings
 main goal: to lessen reliance on traditional pen-
and-paper tests & conduct a multi-dimensional
portfolio assessment of learner
Competency Standards & Professional Development
 to realize ICT4E masterplan, ICT competency
standards for teachers, education managers,
school officials & non-teaching
personnel/administrative staff shall be developed
& adopted
 Competency Standards “is a document that
specifies in a structured format how people should
perform a job or work role. Organisations use
competency standards. ... Competency standards
attempt to capture the various dimensions that,
when taken together, account for 'competent'
performance.”
 envisaged that Strategic Plan will bring all schools,
teachers, Educational Managers, School
Administrators as well as Non-Teaching
Personnel/Administrative Personnels to certain
threshold levels of ICT provision & skills
 levels of provision for elementary, primary,
secondary schools & alternative learning systems
have been suggested
Enterprise Architecture
- in 1st year of implementation, DepED will design &
implement an Enterprise Architecture (EA) to
guide development of interoperable ICT systems
in the Department
- would define various hardware & systems for
pedagogy & professional development as well as
governance & management
- following principles shall guide design & will be
promoted by DepED EA:
 Interoperable
 User-centric
 Sustainable
 Flexible
 Collaborative
Administration & Management
 DepED EA would help achieve efficiency and
effectiveness in operations
 through it, DepED will establish integrated service
network that ensures efficient, transparent &
effective governance & management
 relies on timely access to information, knowledge
and funding
 EA would prescribe systems that would minimize
burden of data collection & reporting from key
school personnel to allow them to focus on their
critical tasks in pedagogy
 systems that will be developed (in order of
priority):
• School-based Information Management
System (includes raw data on enrollment,
assets,number of teachers, etc
• Enterprise Learning Management System
• Human Resource Information System –
that interfaces w/ GSIS, PhilHealth, BIR,
DBM, banks,etc
• Resources Management System
• Performance Management System
• Globalized Service Support
• Executive Information System (enhanced
BEIS) with Geographical Information
System (GIS)
Pedagogy
 in terms of pedagogy, will allow deployment of
new modes of delivery envisioned by ICT4E
strategic plan
 shall pave way for more collaborative &
learner-centered pedagogy
 EA will help fulfill goal of providing anytime,
anywhere 21st century education for all
 envisaged that ICT4E Strategic Plan will bring all
schools & teachers to certain threshold levels of
ICT provision & skills – will directly aid students
in acquiring 21st century skills.
 during 5-year period, Department will provide a
threshold minimum to public schools & serve as
minimum requirement for private schools.
Governance
 ICT Governance means “specifying decision
rights & accountability framework to encourage
desirable behavior in use of ICT”.
 determines who makes final decisions on ICT in
DepED
 distinct from ICT “management” – process of
making & implementing final decisions on ICT
 DepEd will adopt ICT Governance Framework
in order to:
1) properly evaluate the ICT in context of
Department’s needs & challenges
2) set direction of proposed ICT plans &
policies
3) monitor the performance of plans and
conformance with policies
 DepED ICT governance framework will be
comprised of
1) a set of principles
2) decision-making hierarchy
3) tailor-made suite of reporting & monitoring
processes
 DepED has taken initial step in setting up an ICT
governance framework in DepEd Order 1 s
2007
 within 1st year of plan’s implementation will have
a working ICT Governance Framework
  ICT4E strategic plan recognizes important role
of DepED senior officials in ICT governance
 DepED is committed to ensuring that ICT4E
Plan is based on sound technology & efficient
processes; to ensure, a dedicated unit led by
DepED CIO is necessary
 ICT coordinators shall serve as de facto CTO at
their level
Strengthening Schools & the Community’s Role
 successful integration of ICT into Philippine
education system will require a coordinated &
comprehensive approach
 DepED will lead in developing, implementing &
coordinating all activities towards achieving our
vision
 DepED’s coordinating role includes:
• planning & sustaining investment strategies
to achieve our vision
• facilitating collaboration between all key
stakeholders
 to achieve, DepED will play a key role in
coordination which will include:
• planning & sustaining investment strategies
to achieve our vision
• facilitating collaboration between all key
stakeholders (includes school
administrators, teachers, students, parents,
private sector, & other community bodies)
 providing students with vouchers to use in
cafes
 where possible, making use of public
internet access points
(e) Local government units
- with implementation of SBM, role of LGUs in
school operations become increasingly
important
- provide significant resources that will enable
schools to achieve goals articulated in plan
- strong relationships between LGUs & all public
schools in its area of responsibility may be key
to achieving sustainable ICT-enabled schools
Implementation
 in interim, Undersecretary for Programs will
oversee implementation of Strategic Plan with
support from a fully-staffed ICT TC & Information
and Communication Technology Unit –
Technical Service (ICTU-TS)
 Undersecretary for Programs will be guided by
targets & outcomes as outlined in Plan
 underscored that all DepED units will be
responsible for implementation of ICT4EStrategic
Plan
 with adoption of DepED ICT Goverance
Framework, management of plan will be
transferred to appropriate office

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
Report: Status of ICT Integration in Education in
Southeast Asian Countries
Chapter 1: Introduction
Information & communication technologies (ICT)
- fast becoming everyday tools in lives of Southeast
Asians both at work & at play
- various technologies, tools & devices that are
used to transmit, process, store, create, display,
share or exchange information by electronic
means
- broad definition of ICT includes technologies:
o computers
o radio
o television
o video
o CD
o DVC
o telephone (both fixed line & mobile phones)
o PDAs
o satellite systems
o network hardware & software
 equipment & services associated with these
technologies:
o video conferencing
o e-mail
o blogs
 governments of Southeast Asian countries
(SEAMEO Member Countries) have committed
substantial financial resources over last decade to
bring ICT into schools
 integrating ICT in education provides opportunities
for students to search for & analyse information,
solve problems, communicate & collaborate
 hence, equips them with a set of competencies to
be competitive in 21st century marketplace
ICT integration
- interpreted as ICT functioning as an integral or
mediated tool to accomplish specific
teaching/learning activities to meet certain
instructional objectives
- for ICT to be effectively integrated in schools: used
as a mediational tool in activities to engage
students in higher order thinking
Higher order thinking skills
- goal-directed strategic processes that include
analyzing, evaluating, hypothesizing, elaborating &
synthesizing
Engagement
- entails mindfulness, cognitive effort and attention
of the students in the teaching & learning activities
 as process of ICT integration in education reached
considerable level of maturity & stability in some
countries in Southeast Asia, pertinent questions are:
o How has ICT been integrated in education
among countries in Southeast Asia?
o What are strengths & capacities of countries to
integrate ICT in education?
o What are ICT in education best practices in
countries & how can be shared among countries
in Southeast Asia?
 42nd SEAMEO Council Conference in Bali,
Indonesia in 2007 – during Ministerial Policy Forum,
questions were raised & Council tasked SEAMEO
Secretariat with conducting survey on ‘state of ICT
integration in education in Southeast Asian region’
 findings from survey would allow Council to
learn more about each SEAMEO Member
Country’s situation in ICT integration in
education
 in response to assigned task, SEAMEO
Secretariat together with SEAMEO Regional
Centre for Vocational and Technical
Education (SEAMEO VOCTECH) in Brunei
Darussalam developed a set of guiding
questions for countries to prepare a case study
to identify state of ICT integration in respective
countries
 countries were required to map out ICT
integration development based on 4 stages of
ICT in education adopted from UNESCO’s
model of ICT Development in Education
 Appendix I – case study guidelines developed by
SEAMEO Secretariat & SEAMEOVOCTECH that
were sent out to all 11 SEAMEO Member Countries
 after submitting case studies at end of May 2009,
ICT in education policymakers from SEAMEO
Member Countries met on 2-3 June 2009 for
‘Regional Workshop on Integrating ICT in
Education in the SEAMEO Member Countries’ in
Bangkok, Thailand
 main activities of workshop included:
o sharing of information about each country’s state
of ICT in education, especially in integrating ICT
in teaching & learning
o discussing common ICT in education issues &
challenges
o identifying & making sense of different stages of
ICT in education & their related dimensions &
indicators
 presentations & discussions during workshop
identified 2 changes to be made to case studies:
(a) each country has to provide at least 1 ICT in
education best practice
(b) 10 ICT in education dimensions are identified
based on country presentations where these
dimensions are necessary & sufficient
conditions that support integration of ICT in
education
 DIMENSIONS:
1. National ICT in education vision
2. National ICT in education plans and policies
3. Complementary national ICT and education
policies
4. ICT infrastructure and resources in schools
5. Professional development for teachers and
school leaders
6. Community/partnerships
7. ICT in the national curriculum
8. Teaching and learning pedagogies
9. Assessment
10. Evaluation and research
 Table 1 provides details of indicators for each stage
of ICT implementation in schools within each of 10
dimensions
 based on changes, SEAMEO Member Countries
reworked their case studies & resubmitted them to
SEAMEO Secretariat at end of July 2009
 comparative report provides synthesis of ICT in
education case studies submitted by
11 SEAMEO Countries:
Brunei Darussalam
Cambodia
Indonesia
Lao PDR
Malaysia
Myanmar
Philippines
Singapore
Thailand
Timor Leste
Vietnam
 important to note: synthesis based on information
extracted from self-reporting case studies & self-
assessment of stages of ICT in education of
countries
 case studies & assessments were prepared by
representatives of Ministry of Education from each
country
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:
Overview of the Southeast Asian Countries’
Stages of ICT in Education
 Southeast Asian region – diverse in terms of
geographic, demographic, economic, educational &
cultural factors
 result: 11 SEAMEO Member Countries in report are
at different stages of ICT in education – may vary
from region to region/area to area within a country.
4 stages of ICT in education
- to make sense of differences & commonalities
among countries, regions & areas
- identified based on UNESCO’s model of ICT
Development in Education (UNESCO, 2005):
 Emerging
those who just started ICT in education journey
-  at infusing & transforming stages for most of
 Applying
- developed a new understanding of contribution of
ICT to learning
 Infusing
- integrated ICT into existing teaching, learning &
administrative practices & policies
 Transforming
- used ICT to support new ways of teaching,
learning & administration
 each SEAMEO Member Country asked to self-
assess stage of ICT in education for each of 10
dimensions described in Table 1
 Table 2 provides overview of SEAMEO Member
Countries stages of ICT in education in all 10
dimensions of necessary & sufficient conditions that
support integration of ICT in education
Table 2: Overview of Southeast Asian Countries’ Stages
of ICT in Education
Note: *In dimensions 4 (ICT Infrastructure &
Resources in Schools) & 8 (Teaching & Learning
Pedagogies), some of countries appear in more than
1 stage of ICT in education due to differences in
stages of development among provinces/areas within
each of countries
 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
 other countries have just started out & at emerging
stage of ICT in education
 countries may be categorised into 3 groups based
on different stages of development
 important to note: besides differences of ICT in
education development among 3 groups, there are
differences among countries within each group
Group 1 countries:
Brunei Darussalam
Malaysia
Singapore
 have highly-developed national ICT in education
plans & policies integral to overall education
development/improvement plans
 plans & policies complement the national ICT &
education policies, where policies inform &
support one another
 almost all classrooms (except in less developed
areas in Malaysia) have been equipped with
computers & other ICTs
 have a high student-computer ratio
 high level of Internet access to all schools
 an education delivery system that is increasingly
online
dimensions of ICT in education
 Malaysia & Singapore are much further ahead
on ICT in education journey than Brunei
(especially in dimensions of teaching & learning
pedagogies & community/ partnership)
Group 2 countries:
Indonesia
Philippines
Thailand
Vietnam
 mainly at infusing stage for most of dimensions
 most already have developed ICT plans &
policies in education
 due to rural-urban gap, still some parts of
dimensions that are in applying & even
emerging stage
 example: under teaching & learning pedagogies
dimension, Indonesia’s stages range from
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
stage)
 to gain better understanding of different stages
of development among 3 countries, following
section examines each of 10 dimensions of ICT
in education in detail:
Chapter 3:
Examining 10 Dimensions of ICT in Education
among Southeast Asian Countries
1. National ICT in Education Vision
2. National ICT in Education Plans and Policies
3. Complementary National ICT and Education
Policies
 4. ICT Infrastructure and Resources in Schools
5. Professional Development for Teachers and
School Leaders
6. Community/Partnerships
7. ICT in the National Curriculum
8. Teaching and Learning Pedagogies
9. Assessment
10. Evaluation and Research
Chapter 4:
Conclusion & Emerging Issues
 comparative report will inform policymakers, school
leaders, & teachers about how to take up
opportunities & address limitations of ICT, & how to
effectively integrate ICT in schools & their broader
sociocultural contexts
 by drawing upon similarities & differences of
dimensions that facilitate/hinder integration process
among countries, report will add to body of research
knowledge & theory about contexts & factors that
contribute to effective integration of ICT in education
 some schools among Group 1 countries are in
transforming stage or moving towards transforming
stage of ICT-mediated teaching & learning
pedagogies – most likely to equip students with a
set of competencies to be competitive in 21st
century marketplace
 for these pedagogies to be implemented in
schools of a country, other dimensions of ICT in
education have to be in infusing/transforming
stage
 Singapore in transforming stage for all of
dimensions except ICT in national curriculum &
assessment dimensions
 none of 11 SEAMEO Member Countries have
assessed themselves to be in transforming
stage for these 2 dimensions
 Brunei & Malaysia in transforming stage for most
of the other dimensions except evaluation &
research dimension
 among Group 2 countries, only some schools in
Vietnam are in transforming stage of ICT-mediated
teaching & learning pedagogies
 rest of schools in Vietnam & 3 countries
(Indonesia, Philippines & Thailand) are in
infusing & applying stages, with exception of
Indonesia (has schools in emerging stage)
 Vietnam has 3 dimensions of ICT in education
in transforming stage:
o national ICT in education plans & policies
o complementary national ICT & education
policies
o ICT infrastructure & resources in schools
 may have provided necessary & sufficient
conditions for some schools to transform ICT-
mediated teaching & learning practices
 Group 3 countries: some schools in Cambodia &
Myanmar in applying stage of ICT-mediated
teaching $ learning pedagogies
 for rest of schools in Cambodia & Myanmar & all
schools in Lao PDR & Timor Leste: in emerging
stage
6 Issues
- from discussion in comparative report, have
emerged for Ministries of Education of SEAMEO
Member Countries to address as a group &
country:
1. Holistic approach towards the development of
the national ICT in education plans and policies.
 effective ICT integration in schools only possible
with policy support
 Group 1 countries have demonstrated
importance of adopting holistic approach
towards development of national ICT in
education plans & policies
 approach identifies key pillars most likely to
support effective ICT integration; include ICT
infrastructure and resources, professional
development, curriculum & assessment, &
research and evaluation
2. Provision of professional development to staff at
all levels in the education system with a greater
emphasis on the pedagogical aspect of ICT
integration.
 although professional development for teachers
exists in most of SEAMEO Member Countries,
there is lack of professional development for
policymakers, school leaders & support staff in
use of ICT for teaching, learning &
administration
 lack of emphasis on pedagogical aspect of ICT
integration in most existing professional
development activities
 policymakers & school leaders need to have an
intimate understanding of opportunities provided
by ICT for education, & how they can better
support teachers in its use
 support staff members (lab technicians) need to
be acquainted with ICT in education to better
support teachers in use of ICT in classrooms &
school to enhance students’ learning outcomes
3. Emphasis on ICT in national curriculum and
assessment.
 although all Group 1 & 2 countries are in
transforming & infusing stages of national ICT in
education plans & policies & complementary
national ICT & education policies, none of them
are in transforming stage of ICT in national
curriculum & assessment
 with exception of Vietnam, all Group 2 countries
are in applying stage of ICT in national
curriculum
 for assessment dimension, all Group 2
countries are either in emerging/applying stage
 highlighting importance of ICT in national
curriculum & assessment will ensure that ICT is
a more integral part of teaching & learning
activities in schools
4. Sharing and transfer of ICT in education best
practices and lessons learnt among SEAMEO
Member Countries, and among schools and
provinces/states in the country.
 comparative report provided analysis of how 10
dimensions support ICT in education among 11
SEAMEO Member Countries
 has provided a set of best practices & lessons
learnt used for development of tools &
blueprints to guide ICT in education policy
formulation & implementation of activities to
support ICT-mediated teaching, learning &
administrative practices
 report may serve as advocacy instrument to gain
support of policymakers & other stakeholders for
use of resources to ensure effective integration
of ICT in education
 challenge is how best practices & lessons learnt
by each country/group of countries may be
shared & transferred to other countries & other
parts of the country.
5. Support of Group 3 countries’ ICT in education
efforts through partnerships.
 Group 3 countries (especially Lao PDR & Timor
Leste) lagging significantly behind for ICTi n
education among SEAMEO Member Countries
 most of existing ICT programmes in Lao PDR &
Cambodia not gone beyond pilot phase; in Timor
Leste almost non-existent
 challenge is how group of countries may be
supported through partnerships with other
countries in region to improve upon ICT in
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