Narrowing the Digital
Divide
The Philippine Experience in ICT Education
and Teacher Training
ICT in basic education
Use of ICT is introduced in basic
education as an area of study in Home
Economics and Livelihood Education at
the elementary level and in Technology
and Home Economics at the secondary
level.
Application of ICT across the
curriculum is encouraged, where
appropriate.
Percentage of application of ICT in the
curriculum
11.0%
30.0% 50.0%
9.0%
Mathematics Science
Other Subjects THE
Schools’ access to computers
56% of secondary schools have
computers.
Elementary schools have the least
access to the technology.
Access to
computers by
region at the
secondary level
Students’ access to computers
student-computer ratio is between
12:1 and 1098:1, with a mean ratio of
267:1.
Teachers’ access to computers
15% of teachers have access to the
technology.
56% of them use computers in their
teaching; the rest use them for office
work.
Teachers’ access to computers by purpose of use and by
region
2000
1800
1600
1400
1200
1000
800
600
400
200
0
NCR
CAR
X
IX
I
II
III
XI
XII
V
IV
ARMM
VI
VII
VIII
Caraga
Office Instruction
Connectivity
81% of schools have no access to the
Internet.
55% of schools with computers have
telephone lines.
Interventions to narrow the digital
divide
Computerization Program
•Project LINK
PCs for Public High Schools Project
Adopt-A-School Program
DOST Computer Literacy Program and
other initiatives
School for the Masses
Establishment of IT Centers
ICT in teacher education
In the teacher education program, ICT
is introduced in the course “Computer
Literacy” as part of General Education,
and in “Educational Technology”as part
of Professional Education.
Online learning is for graduate
programs only.
ICT in teacher training
The training of teachers on the use of
ICT is a component of the provision of
computers to schools.
Training delivery modes include face-
to-face and distance training.