Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines

Vergel de Dios, Benjamin

World Bank, Washington, DC

关键词: ICT;    education technology;    computers;    internet connectivity;   

RP-ID  :  113217

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

Beginning in 1996, the Department ofEducation (DepEd) started to implement the first large scaleICT/education initiative in the Philippines. This effort waslater strengthened and expanded to become the DepEdComputerization Program and DepEd Internet ConnectivityProgram (DCP/DICP). This was a huge undertaking for DepEd,both to oversee and to implement. Fortunately, many groupswere willing to help – other government agencies,international and non-government organizations, privatesector, local government units and higher educationinstitutions. That said, coordinating the large scaleimplementation of ICT/education initiatives, as well asrelated donations and support from partners and keystakeholder groups, made it difficult to share informationand expertise, coordinate public-private partnerships, andreplicate and scale up successful projects. Many countrieshave created a distinct agency to coordinate and implementICT/education. In the early stages of the introduction ofICTs in education in the Philippines, the government largelyresisted this idea, although a number of related oversightand implementation models were proposed. Absent such anorganization and/or related formal institutional structureeducation policymakers, stakeholders and practitioner groupsexplored other options.