A research study on ICT ( Informtion and Computer Technology) capability of public secondary school in Philippines

1. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 1
The ICT Capability of the Philippine
Secondary School
Jeffrey D. Bermudez
Universidad De Zamboanga
Graduate School
Researcher’s Note
This course paper will study the capability of Secondary Public High School in terms of
computer competitiveness

2. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 2
Abstract
Profile of Secondary School on Internet and Computer Technology are indicators how is the
education system compelled the challenges posed by the fast emerging knowledge economy,
providing a virtual classroom, and distant education, and e-learning. It determines how the
conceptual framework of computerization program of Department of Education delivered a
quality education in terms of computer and access to internet. This study started on the Basic
Education Curriculum that includes integration of computer literacy on Technology and
Livelihood Education to the preparedness of computer in the K to 12 program that handles PC
Hardware Servicing. The method of study is data gathering on how much Personal Computer
had reach on every secondary school, determine how long and how many computers are given by
DepEd Central Office through its computerization program, the Department of Trade and
Industry as the government agency who cater the aid from Japanese people by implementing
Personal Computer for Public School, Department of Science and Technology who occasionally
but the first to implement computerization program, USAID through its GEM-CLIC Program.
Profile of internet connectivity is also conducted on this study, on how many secondary school is
connected, resource fund and sustainability of internet subscription. This study also recommends
the increase of computer competitiveness on secondary school.

3. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 3
The ICT Capability of Philippine
Secondary School
Many secondary school opted to offer or integrate computer literacy on their TLE subject
as mandated on the DepEd Order No. 31, s. 2002 under the BEC Program. But the DepEd
Computerization Program and DepEd Internet Connectivity Project are subsequently launch on
FY 2009. Abad. F. (2004) the use of ICTs in all learning areas is encouraged as a means of
promoting greater interactivity, widening access to knowledge that will enrich learning, and
developing “skills in accessing, processing and applying information, and…in solving
mathematical problems and conducting experiments.” (Ibid., p. 15) BEC also recognizes the
need to harness ICTs in “the acquisition of life skills, a reflective understanding and
internalization of principles and values, and the development of the person’s multiple
intelligences.” To realize the computer literacy on secondary school the Department of Trade and
Industry is the first government agency to support the program through PCPS. Its goal is to
develop the information technology (IT) skills of Filipino youth as the country’s future
knowledge workers by providing computer laboratory packages to public high schools. The
PCPS Project has completed four (4) batches of computerization programs, benefiting a total of
4,914 public high schools nationwide. The Project is funded by the Government of Japan
(GOJ)’s Non-Project Grant Aid – Counter Value Fund (NPGA-CVF), with the following datas

4. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 4
Figure 1
Total Number of Recipient Schools Nationwide
Luzon Visayas Mindanao Total
PCPS1 534 228 234 996
PCPS2 633 341 258 1,232
PCPS3 750 394 342 1,486
PCPS4 451 324 425 1,200
Total 2,368 1,287 1,259 4,914
Source : http://www.dti.gov.ph/dti/index.php?p=443
PCPS1 recipient schools received 20 PCs each while PCPS2 and PCPS3 schools
were provided 10 PCs each. In addition to desktop computers, the computer laboratory
packages also include printers, networking equipment, educational courseware, and
training packages for teachers. With PCPS4, the number of computers provided was
increased to 11 per recipient school to comply with the computer laboratory configuration
prescribed by the Department of Education. Also added to the computer package are 11
units of uninterruptible power supply (UPS) to address the problem of fluctuating
electricity supply in some locations in the country.
Since PCPS1, DTI has distributed a total of 60,300 brand new computers
nationwide; PCPS1, 19,920; PCPS2 12,320; PCPS3, 14,860; and PCPS4 with 13,200
computers.

5. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 5
DepEd estimates that around 80,000 units of personal computers (PCs) are required to provide
every public high school with a computer laboratory (at 18 PCs per school for 4,209 high schools
nationwide). As of school year 2000-2001, 1,571 schools are estimated
to have received computers through the various assistance programs of the government
and the private sector. This is according to a survey conducted by FIT-ED or Foundation for
Information Technology Education and Development Inc. Department of Education, “2002 Basic
Education Package”, January 29, 2002. Department of Education, “Status Report on the 1996
DECS Computerization Program,” prepared by Marivic Abcede, Adopt-a-School Program,
DepEd, 2000.
Recently Deped has posted the DCP updates on www.depedro7.com.ph with the
following data :
Figure 2
DCP for Secondary Schools
Total Number of Recipient Schools Nationwide
Total
Number of secondary schools (including annexes, extensions) as of
April 2009 6,650
Less: Schools with computer laboratories as of September 9, 2009
(DCP 1-3, DTI-PCPS 1-3, CICT schools 1-3-Just Delivered) 4,346
Balance of schools without computer laboratories 2,304
Batch 4 DCP (2008) Computer Laboratory Equipment for HS 375
Batch 5 DCP (2008) Computer Laboratory Equipment for HS 675
Batch 8 DCP (2009) Tech-Voc High Schools Nationwide 30

6. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 6
Total Number of Recipient Schools Nationwide
Total
Batch 9 DCP (2009) Computer Laboratory Equipment for HS 509
Batch 10 DCP (2009) Alternative Computer Laboratory
Equipment for un-energized High Schools Nationwide 219
DTI-PCPS 4 Mindanao Phase 196
CICT 2009 Budget 300
Subtotal of deployment in 2009 2,304
Balance of schools without computer laboratories end of school year 0
Augmentation and Replacement for 2009
Augmentation and Replacement for 2009
DTI-PCPS 4 Mindanao Phase (Replacement of PCPS1-2002) 204
Batch 8 DCP (2009) Tech-Voc High Schools Nationwide 201
Batch 12 DCP (2009) HS with more than 9000 enrolment 15
During the 26th
Cabinet Meeting dated March 10, 2009, Deped and CICT-Commission on
Information and Communication Technology mandates to ensure 100% connectivity in all Public
High School for Cyber Corridor Provinces and 1 National High School each. Immediately
DepEd issues Order No. 50 s, 2009 Launching the DepEd Internet Connectivity Project directing
all secondary school to subscribe to internet connectivity services. Recent data is posted to track
the connection.

7. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 7
Figure 3
Total Number of Recipient Schools Nationwide
Batch
No. of
HS
No. of
GILAS
Connected
HS
NO. of HS
to be
Connected
No. of
Connected
HS as of
July 14,
2009
Number of
HS Already
Connected
Remaining HS
to be
Connected
1 548 379 169 120 499 49
2 515 195 320 45 240 275
3 959 298 661 13 311 648
4 4,628 1,064 3,564 66 1130 3,498
6,650 1,936 4,714 244 2,180 4,470
In general, basic education in the Philippines is still faced with the difficulty in fully
harnessing the potentials of digital literacy and ICT diffusion. Success stories abound such as
those presented above but these are limited to those with ample access to digital infrastructure
and ICT-open minded teachers and administrators with the help of the private sector and other
education stakeholders. However, the government, being the lead sector, should realize that
without a unifying policy framework in integrating ICT in the basic education, the Filipino
student will always be lagging behind the global standards for digital literacy and will always be
at the losing end of the digital divide. Although the government has set forth some policy change
such as the implementation of the RBEC, this only appears to be cosmetic and at the very least, a
lip service. The policy framework should be coherent and consistent with the over-all
development agenda in equipping the economy towards the requirements of a knowledge and
information- intensive society. In addition to the provision of adequate infrastructure and fiscal
allocation, this demands a more radical change of the basic education curriculum where ICT and

8. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 8
digital literacy becomes the basic component and a separate subject area. The current curriculum,
although revised in order to incorporate ICT skills, still leans on traditional approaches. ICT
offers some gains for traditional curriculum delivery, but its full educational potential cannot be
realized without the radical changes in schools structures and methodologies.

9. THE ICT CAPABILITY OF PHILIPPINE SECONDARY SCHOOL 9
BIBLIOGRAPHY
Abad. F. (2004). Policy Directions for ICT Use in Primary and Secondary Schools in the
Philippines. Paper delivered during the First National ICTs in Basic Education
Congress, 6-7 December 2004, Cebu City, Philippines.
Arinto,Patricia B. Reflections on ICTs in Basic Education Policy and Practice in the Philippines
Faculty of Education, University of the Philippines Open University, Retrieve from
http://www.fit-ed.org/congress2006/Reflections
Foundation for Information Technology Education and Development Inc. Retrieve from
http://www.fit-ed.org/downloads/ICT%20Utilization%20Survey.pdf
National Statistical Coordination Board ,(April 2011) Retrieve from
http://www.nscb.gov.ph/pressreleases/2011/PR-2011_PP1_05_SICT.asp
Rodrigo, Maria Mercedes T.(2001) “Information Technology Usage in Metro Manila Public and
Private Schools”. Doctoral dissertation. School of Computer and Information
Sciences, Nova Southeastern University