Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
Beginning in 1996, the Department of Education (DepEd) started to implement the first large scale ICT/education initiative in the Philippines. This effort was later strengthened and expanded to become the DepEd Computerization Program and DepEd Int...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/344311488908487127/Building-and-sustaining-national-ICT-education-agencies-lessons-from-the-Philippines http://hdl.handle.net/10986/26262 |
| Summary: | Beginning in 1996, the Department of
Education (DepEd) started to implement the first large scale
ICT/education initiative in the Philippines. This effort was
later strengthened and expanded to become the DepEd
Computerization Program and DepEd Internet Connectivity
Program (DCP/DICP). This was a huge undertaking for DepEd,
both to oversee and to implement. Fortunately, many groups
were willing to help – other government agencies,
international and non-government organizations, private
sector, local government units and higher education
institutions. That said, coordinating the large scale
implementation of ICT/education initiatives, as well as
related donations and support from partners and key
stakeholder groups, made it difficult to share information
and expertise, coordinate public-private partnerships, and
replicate and scale up successful projects. Many countries
have created a distinct agency to coordinate and implement
ICT/education. In the early stages of the introduction of
ICTs in education in the Philippines, the government largely
resisted this idea, although a number of related oversight
and implementation models were proposed. Absent such an
organization and/or related formal institutional structure
education policymakers, stakeholders and practitioner groups
explored other options. |
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