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

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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Bibliographic Details
Main Author: Vergel de Dios, Benjamin
Format: Working Paper
Language:English
en_US
Published: World Bank, Washington, DC 2017
Subjects:
ICT
education technology
computers
internet connectivity
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
id okr-10986-26262
recordtype oai_dc
spelling okr-10986-262622021-05-25T08:58:22Z Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines Vergel de Dios, Benjamin ICT education technology computers internet connectivity 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. 2017-03-15T16:21:40Z 2017-03-15T16:21:40Z 2016 Working Paper http://documents.worldbank.org/curated/en/344311488908487127/Building-and-sustaining-national-ICT-education-agencies-lessons-from-the-Philippines http://hdl.handle.net/10986/26262 English en_US SABER-ICT Technical Paper Series; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper East Asia and Pacific Philippines
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic ICT
education technology
computers
internet connectivity
spellingShingle ICT
education technology
computers
internet connectivity
Vergel de Dios, Benjamin
Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
geographic_facet East Asia and Pacific
Philippines
relation SABER-ICT Technical Paper Series;
description 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.
format Working Paper
author Vergel de Dios, Benjamin
author_facet Vergel de Dios, Benjamin
author_sort Vergel de Dios, Benjamin
title Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
title_short Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
title_full Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
title_fullStr Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
title_full_unstemmed Building and Sustaining National ICT/Education Agencies : Lessons from the Philippines
title_sort building and sustaining national ict/education agencies : lessons from the philippines
publisher World Bank, Washington, DC
publishDate 2017
url http://documents.worldbank.org/curated/en/344311488908487127/Building-and-sustaining-national-ICT-education-agencies-lessons-from-the-Philippines
http://hdl.handle.net/10986/26262
_version_ 1764461536690044928

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