ISBN 92-9223-015-8 UNESCO 2004 Published by the UNESCO Asia and Pacific Regional Bureau for Education 920 Sukhumvit Rd., Prakanong Bangkok 10110, Thailand Printed in Thailand The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries.

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Integrating ICTinto Education

A Collective Case Study of SixAsian Countries

Indonesia Malaysia Philippines Singapore South Korea Thailand

SERIES 2004

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Contents

Integrating ICT into Education

Preface

Executive Summary

Abbreviations

1 Broader Environmental Context

2 Policy and Regulatory Environment

3 Management and Financing

4 ICT in Schools Policy, Vision and Strategy

5 Technology Infrastructure and Connectivity

6 Curriculum, Pedagogy and Content Development

7 Professional Development

8 Monitoring and Evaluation

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Preface

This package entitled "Integrating ICTs into Education: Lessons

Learned" arose from the rapidly growing body of

experiences, and innovative strategies and approaches from

countries in Asia and the Pacific. Although the

region has recently embarked on this new field of largely

untested grounds, since many countries have leap frogged

into the opportunities that ICTs can offer, showing

exciting results, this wealth of experiences certainly deserves

attention. Numerous case studies have already been written

on the use of ICTs for education in Asia and the Pacific, but

distilling these experiences, and culling out lessons learned,

and innovative strategies and practices

has not yet been conducted. This

becomes all the more needed when one thinks of the potential

waste of funds and investment (setting up ICT infrastructure

and facilities), if we are to avoid re-making mistakes and losing

good opportunities. Moreover, a synthesis becomes all the more

important when one thinks of the little time that policy-makers

and managers have to plough through all

the available information, much of which could be

repetitious or with inconsistent content, not to mention

outdated data.

This activity is part and parcel of the

Strengthening ICT in Schools and SchoolNet Project in ASEAN

Setting funded by the Japanese Funds-in-Trust and the

ASEAN Foundation. The Project is an attempt to demonstrate

that the use of ICT in education will make a difference in

improving the teaching/learning process through the systematic

integration of the use of ICT into existing educational

curricula on science, mathematics and language. In order to

attain this goal, the following supporting strategies

are implemented: a) documenting of successful

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6 ICT LESSONS LEARNED

experiences and innovative strategies in the use of ICT in

schools from the more advanced countries to serve as

benchmarks and guidance for programme planning and

implementation; b) policy and strategy development,

specifically dealing with integration/mainstreaming of ICT

into national education curriculum; c) development of

integrated ICT-based curriculum, teaching and learning

materials and applications for teaching science, mathematics

and language; d) establishing connectivity and pilot testing

the use of ICT in 24 schools in eight ASEAN countries based

on the previous activities; e) training of teachers in computer

literacy, the use of the ICT-based teaching/learning materials

in science, mathematics and language, telecollaboration and

use of SchoolNets; f) establishment and use of national

SchoolNet to promote sharing of information and resources;

g) the creation of national and ASEAN SchoolNets and

telecollaboration among pilot schools in eight ASEAN

countries; and finally, h) sharing of best practices.

The first activity of the project was documenting the

experiences of selected countries in the South East Asian

countries on the use of technology in education in order to

learn from their successes, as well as avoid the pitfalls and

failures that have occurred in these initiatives. Such tested

techniques and strategies could be adopted to promote the

use of ICT in schools in a most integrated way, contributing

towards improvements in educational quality and learning.

The documentation of experiences was undertaken through

country case studies written by ICT specialists who are

directly involved in the implementation of the ICT for

education programmes in their respective countries in order to:

1Document, synthesize and extract lessons learned inthe use of ICT in schools and the setting up / impact ofSchoolNets in selected countries in order to help improve

planning, management and implementation of ICT for

education programmes;

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2 Provide tools for advocacy as well as guidelines forpolicy-makers and practitioners to support ICT ineducation initiatives; and

3 Serve as benchmarks for implementing the projectactivities of the JFIT-funded Strengthening ICT in Schools and SchoolNet Project in ASEAN Setting, specifically the

integration of ICT into national curricula of ASEAN

countries, the development of Startup toolkit and operation

of SchoolNets

These six case studies are from the following countries and experts:

1Indonesia Harina Yuhetty, Director, PUSTEKKOM,Jakarta, Indonesia2 Malaysia Chan Foong Mae, Principal AssistantDirector, Communication and Training Sector,Educational Technology Division, Kuala Lumpur, Malaysia

3 Philippines Victoria L.Tinio, Director of E-Learning,Foundation for Information Technology Education andDevelopment Inc., Manila, Philippines

4 Singapore Lim Cher Ping, Assistant Professor, NationalInstitute of Education, Singapore5 South Korea Okhwa Lee, Chungbuk NationalUniversity, Seoul, South Korea6 Thailand Pornpun Waitayangkoon, Assistant to thePresident, The Institute for the Promotion of TeachingScience and Technology, Bangkok, Thailand

The case studies are very robust and provide a mine of information

which can be overwhelming to the readers, especially the

policy-makers who may not have the time to go over them.

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8 ICT LESSONS LEARNED

Thus a synthesis was necessary to highlight lessons learned

for the benefit of the following audiences:

1 Policy-makers with responsibility for education and ICTissues, especially but not limited to those within theministries of education

2 School-level practitioners especially at the secondarylevel, (administrators, teachers, technical support staff),and those involved in the pilot ASEAN SchoolNet project

The synthesis of these case studies was prepared by Dr. Lim

Cher Ping, an assistant professor at the National Institute of

Education, Nanyang Technological University. He is the chief

investigator of two funded research projects: (1) Effective

Integration of ICT in Singapore Schools: Pedagogical and

Policy Implications (MOE/Singapore), and (2) Supporting

E-discussions with New Technologies in Learning

Communities (M1/Singapore). He has published widely

and internationally in different areas of education technologies,

namely online learning and other ICT-based learning

environments in schools and corporations. Carmelita

Villanueva, Chief of Information Programmes and Services at

UNESCO Bangkok and Tinsiri Siribodhi, ICT Specialist,

have also extensively contributed to editing the manuscript.

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Rapid global technological and economicdevelopments have placed greater demandson education systems. The need to inculcateamong students the importance of lifelong learning, that is, to constantly seek new information,to think critically and to take initiative has become ever more pressing in ourfast-changing world. Countries in Asia and thePacific have responded to these challenges indifferent forms and at varying levels so as toenable their people to adapt to change, inspirecreativity and innovation, and enhance theirability to apply knowledge and solve emergingproblems with confidence. Policies and strategies have been developed to integrate ICTs into education.

While ICT use in education in Asia and thePacific is relatively recent, it has neverthelessmade an impact on education systems. A wealth of experiences, good practices and lessons have been generated for the benefit of countries where ICTuse in education has just begun as well as thosecountries where ICT application and integrationin education are well established. This collectivecase study aims to:

i. describe lessons learned in integrating ICT ineducation programmes, based on theexperiences of six Asian countries namely,Indonesia, Malaysia, Philippines, Singapore,South Korea and Thailand; and

ii. synthesize and analyze ICT integrationexperiences in connection with specific lessonslearned and highlight best practices and theneed for further improvements.

In these six countries, ICT use in education is atdifferent stages of development. In its review of90 ICT projects in Asia, the UNESCO (2003)comprehensive report groups the countries intothree categories:

1. Advanced countries with integrated ICT in theeducation system. These include Australia,South Korea and Singapore. Some typicalcharacteristics of these countries are asfollows: almost all classrooms are equippedwith computers and other ICT tools; thestudent/computer ratio is high; Internet accessis available in all schools; curriculum revisionensures nationwide ICT integration; deliveryof education is increasingly online.

2. Countries where national ICT policies andmaster plans have been formulated and variousICT integration strategies are being appliedand tested (although ICT is not fully integratedin the education system). These include China,Thailand, Japan, Malaysia, the Philippines andIndia. While there is great variation in theircharacteristics, there are nevertheless somecommon features as follows: national ICTpolicies in education have been developed, andthe goals and objectives for introducing ICTin various aspects of education have beenestablished.

3. Some countries where efforts towards ICTintegration efforts and formulation of nationalpolicies have just begun. There are alsocountries that have no relevant policies but arerunning pilot ICT projects. In both instances,however, there is insufficient budget toimplement policies and work plans and ICTinfrastructure and penetration are poor. This

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third category includes Myanmar, Lao PDR,Viet Nam, Cambodia, and Bangladesh, amongothers.

Because of the different levels of ICT integrationin the six countries, alongside many similaritiesin their experiences of ICT integration, there isa variety of approaches that should be exploredand examined. An analysis of experiencesand best practices and associated problemshas generated lessons learned in the followingeight components of ICT integration in education:(i) broader environmental context, (ii) policy andregulatory environment, (iii) management and

financing, (iv) ICT in schools policy, visionand strategy, (v) technology infrastructure andconnectivity, (vi) curriculum, pedagogy andcontent development, (vii) professionaldevelopment, and (viii) monitoring andevaluation.

These components provide the key foundationand framework in setting up ICT for educationprogrammes. A synthesis of lessons learned fromselected countries in the region provides the basisfor the development of tools and blueprints toguide policy formulation and programmeimprovements. It also serves as an advocacyinstrument to gain the support of policy-makersand other stakeholders for the appropriate use ofresources to support the integration of ICT ineducation.

The following summary provides an overviewof lessons learned.

I. Broader EnvironmentalContext

1. Education System Responsiveness

A well-planned and responsive educationsystem provides an appropriate enablingenvironment for the successfulimplementation of ICT in education policyand programme

To make ICT an integral part of theeducation master plan and ensureprogramme support, the ICT in educationpolicy should share the same vision asother educational policies or initiatives

2. ICT in Education Policy and ICTInfrastructure Support

An ICT in education policy that is drivenby a vision which can be translated intoaction targeted at realistic and manageablegoals contributes to successful programmeimplementation

A holistic approach to ICT in educationpolicy goes beyond a technologicaldimension

Adequate physical and technologicalinfrastructures are necessary conditionsfor effective ICT integration

3.Economic and Social/CulturalContext

A well-developed ICT infrastructure in theeconomic sector facilitates successfulimplementation of ICT in education policy

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ICT in education policy is one of severalkey economic strategies to ensure sustainedeconomic development of any country

II. Policy and RegulatoryEnvironment

1. Policy Development

To ensure that ICT in education policy isintegrated in the national ICT policy,Ministries of Education (MOE) shouldwork closely with other governmentorganizations, especially those in chargeof implementing national policies on ICTand telecommunications

Lessons learned from pilot projects andstudies in education that are carried outat different levels of the school systemprovide the basis for further policyexpansion

Harmonized implementation of ICT ineducation programmes can be achieved bydefining clearly the roles andresponsibilities of all departments (withinthe MOE and other relevant ministerialdepartments) in the implementation of ICTmaster plans, showing clearly the differentcomponents of project activities, includingbudget allocations, manpowerrequirements and timetables.

2. Transforming Policy into Action

Phased implementation of ICT in educationpolicy ensures that the implementation

process is manageable and thedevelopment of best practices and lessonslearned is gradual. It also providesopportunities for evaluations so that thepolicy can be revised and fine-tuned

Central support from the MOE to pursuea clear and measurable vision helps indeveloping and implementing acomprehensive programme for the capacitybuilding of schools in using ICT ineducation

3. Legal and Regulatory Framework

Initial filtering of the Internet fromundesirable websites is necessary in orderto prevent their harmful influence onyounger students who may not be able todiscern the veracity and reliability ofinformation

More than any software or hardwaredevice, better protection is ensured bymaking education on safety issuespertaining to the Internet an integral partof parenting as well as of teaching andlearning activities at home and in theschool

4. Macro-Economic Impact

To narrow the digital divide, ICT ineducation policy should complement othergovernment initiatives, such as publiceducation on ICT, donation of computersand provision of free Internet access

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5. Inter-Ministerial Collaboration

Sharing expertise, experiences andinfrastructures among ministries andgovernment agencies helps to coordinateand harmonise implementation of ICT ineducation programmes

Creating a national policymaking,regulatory and implementing agency forICT development systematizes inter-ministerial cooperation on ICT in general,including education

Beyond ministries and governmentagencies, inter-ministerial collaborationscould involve private sector participation

6. Advocacy and Support fromPolicymakers and OtherStakeholders

By linking the objectives of ICT ineducation policy with national educationobjectives, support from policymakers andother MOE stakeholders, including humancapacity building, could be moreforthcoming

By making policymakers and stakeholdersregularly aware of and updated on thebenefits of ICT to education, based onresearch results and documentation ofexperiences, advocacy for the acceptanceof ICT use in education is furtherstrengthened

By making all decisions taken or amendedby the MOEs highest steering committeeknown to all members of the committee and

heads of departments, their sense ofownership and involvement is enhanced

III. Management andFinancing

1.Leadership and Management

Having a champion at all levels in theeducation system promotes ICT acceptance

Including ICT in Education as animportant component in the developmentprogramme for administrators supports theintroduction of innovative use of ICT inschools

2. Harmonizing ICT in EducationProgrammes with Other ICT and/or Education Initiatives/Projects

To avoid duplication of work and dilutionof funds, there should be coordination ofICT in education projects and sharing ofinformation on ICT

3. Dichotomy between Educatorsand Technologists

To ensure that ICT in education projectsare not just technology-driven, they shouldbe managed by a team composed ofeducators and technologists

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4. Resources at Ministerial andSchool Levels

To ensure the site readiness of all schools,there must be adequate, initial financialinvestment by the government at thenational level, especially on basic ICTinfrastructure and resources

Every school is different and each oneshould be given some autonomy to selectICT resources that are most suitable to theneeds of teachers and students

Investments in ICT infrastructure andresources in schools create an environmentthat is conducive to learning

The MOE should be encouraged toestablish a standard budget based onschool size and existing resources ratherthan to apply one formula for all schools

5. Resources from Donors and thePrivate Sector

Financial and resource support for theimplementation of ICT in education policyis mobilized if school-industry partnershipis an integral part of such policy. Inaddition, schools are able to explore andexperience emerging technologies andpedagogies.

6. Strategies to EnsureSustainability

Preparing and disseminating guidelines onhow to source funds empower schools tolook for their own funds and to identifyexpertise to promote sustainability

IV. ICT in Schools Policy,Vision and Strategy

1. ICT in Schools: Vision and Plan

A clear vision of ICT integration in schoolsthat is shared by all members of the schoolcommunity promotes effective use of ICTin the classroom

An ICT master plan that is formulatedaccording to a schools vision and its socio-cultural setting assures effectiveintegration of ICT

2. Supporting Policies to FacilitateUptake of ICT

To promote ICT uptake in schools, schoolleaders should initially adopt strategiesthat make ICT part of the daily routine ortasks of the teachers

To promote use of ICT in schools, the MOEshould set guidelines for schools on theintegration of ICT in the curriculum,without necessarily imposing these as rulesor regulations to be strictly adhered to

ICT use in schools is more likely to befacilitated if school leaders employstrategies that provide teachers with aplatform and support for the integrationof ICT in the school curriculum

Appointing an ICT coordinator or head ofICT department in each school helps toensure administrative and pedagogicalsupport for the teachers

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3. Management of ICT Resources

Carrying out a SWOT analysis andapplying its findings help to optimise useof ICT resources

4. Translation of Laws intoAcceptable School-LevelRegulations

Translating ICT in education policy andlaws into a set of school-level regulationsand procedures provides a clearerblueprint for schools on the use of ICT

5. Parents and CommunityInvolvement

ICT bridges and strengthens the home-school connection and, if properlyharnessed, promotes parents activities andinvolvement in the school

When parents are encouraged toparticipate in and contribute to changemanagement activities within a schoolsICT master plan, change occurs morequickly

As ICT opens opportunities to collaboratewith different organizations and people inlocal and international communities,schools should establish linkages withdifferent communities to help in developingthe overall character of students

V. Technology Infrastructureand Connectivity

1. Mobilizing Support fromTelecommunications and ICTOrganisations and Industries

Tapping local telephone companies andICT industries for support promotesaffordable Internet connectivity andcomputer hardware and software

2. Choice and Mode of Deploymentof Technologies

When deploying technologies to schoolsthroughout the country, establishing abalance between equity and effectivenessis necessary

Deploying ICT in different types of pilotschools or demonstration schools willgenerate lessons on how to increase ICTuse at different school levels and cull bestpractices

3. Connectivity Options/Alternatives

Use of satellite and Internet schemes hasenabled some countries to reachmarginalised areas or economicallydisadvantaged groups

Working closely with Internet ServiceProviders (ISPs) helps in determiningappropriate bandwidth connection inschools and homes

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4. Infrastructure to Support andDeliver Teaching and Learning

There is no perfect combination of onlineand offline resources to promote effectiveteaching and learning

Digital libraries for schools may beintroduced as infrastructure to support anddeliver teaching and learning

5. Emerging Technologies: Dealingwith Rapid Development ofTechnologies

ICT pilot projects should not take morethan three years to complete since theobsolescence rate of present-daytechnologies is increasing

Mobile computing offers schools manyopportunities that include overcomingconstraints of space and giving flexibilityin anytime-anywhere utilization of ICT inschools

Leasing equipment from private companiescan be one solution to the problem ofrapidly increasing obsolescence rate ofpresent-day technologies

6. Donation of Computers

Vocational colleges can be tapped toprovide maintenance service for computersdonated to schools

Donated computers that have exceededtheir lifespan may be redeployed for otheruses or may be offered to needy students

in other schools or some government andcharity organizations.

7. Open Source Software

Although open source software (Linux-SIS,locally-developed word processor anddigital toolkit for developing web content)is encouraged in the schools, there arelimitations that must be taken into accountbefore schools decide to use open sourcesoftware

8. Guidelines on InformationSecurity

Preparing and disseminating guidelines onICT security help in dealing withinformation security problems in schools

9. Integrating School ManagementSoftware with LearningManagement System (LMS)

Maintaining the inter-operability of acommon school management system whileensuring that decoupling is built into thesystem is a need expressed by mostcountries

There should be adequate in-house trainingto help school staff and students in usingLMS and in coping with the transition frommanual to automated processes

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VI. Curriculum, Pedagogyand Content Development

1. Integrating Technology in theCurriculum and Assessment

When teachers perceive ICT as a tool tomeet curricular goals, they are more likelyto integrate ICT in their lessons

Equipping students with ICT skillsfacilitates the effective integration of ICTin schools

Teachers play a pivotal role in theintegration of ICT in the school curriculumand assessment

When ICT is introduced into the assessmentprocess, there is a need to reconsider theassessment approaches

2. Shift in Pedagogy as a Result ofIntegrating ICT in the Curriculum

Shifting pedagogical approaches to the useof ICT in education is time-consuming

Shifting pedagogies, redesigning thecurriculum and assessment, and providingmore autonomy to the schools help tooptimize the use of ICT

Shifting pedagogical approaches isfacilitated through appropriateprofessional development of teachers

3. Contents and Services thatSupport Continuous Improvementof Curriculum Practices

Attracting well-established foreigneducation software developers to work withlocal companies helps to develop highquality ICT-based resources

Establishing a clearing house or digitallibraries of ready-to-use and customizableICT-based resources promotes better useof ICT in teaching and facilitates quick andeasy access to resources for making lessonplans and for teaching

4. Development and Selection ofCulturally Sensitive Content

Having a mechanism in place forevaluating content developed for schoolsensures political and cultural validity,reliability and correctness

5. Ethical and Political Implicationsof English as Lingua Franca

While local content in the local languagepromotes better use of ICT-based resourcesand materials, the use of English in schoolsoptimizes the potential of ICT (especiallythe Internet) for teaching and learning

6. Intellectual Property RightsRelated to Educational Software

A cost-benefit analysis conducted beforedeciding on whether to acquire theintellectual property rights to educationalmaterials, or to acquire a perpetual license

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to use the materials, prevents waste ofresources

VII. ProfessionalDevelopment

1. Policy and Management ofTeacher Training on ICT

To ensure continuous training of teachersfrom pre-service teacher education toinduction to in-service professionaldevelopment, training agencies should bemobilized and labour divided among them,with the MOE providing centralcoordination

Professional development is more likely tosucceed if continuous training of teachersis a built-in process and is offered as abenefit to them

A centralized training administrationsystem for all teaching and non-teachingstaff is crucial to document and monitorprofessional development

2. Teacher Training Modalities

Peer and school-based training of teachersby their more experienced peers from otherschools or senior instructors from the MOEensures that teachers are trained in thecontext of their workplace

Incorporating online learning intoprofessional development on ICT enriches

teachers experience and makes themcomfortable with online learning

Needs-based just-in-time learning and peercoaching ensure further development ofteachers ICT and pedagogical skills

3. Teachers Competencies andStandards

ICT competency standards serve as abenchmark for formulating and evaluatingteacher training programmes and use ofICT in teaching

Customizing national-level ICTcompetency standards for each school,depending on its socio-cultural context,ensure ICT integration and acceptance

4. How to Change Mindset ofTeachers

A buddy system approach where noviceteachers work together with expertteachers in a classroom using ICTcontributes towards changing prevailingmindsets

5. Content Focus of CapacityBuilding for Teachers

Training teachers on ICT-related skillswithin the context of classroom objectivesand activities ensures development of skillsin the integrated use of ICT in teaching

ICT professional development programmefor teachers should be planned, taking intoaccount the vision of ICT in education policy

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6. Capacity Building for EducationPersonnel at All Levels

Training education personnel at all levelsensures that all aspects of ICT use inschools are implemented in an efficient,coherent and complementary way

7. Incentive System and MotivationalStrategies for Teachers

Formal certification of in-service professionaldevelopment that leads to diplomas or degreescould provide an incentive for teachers toupgrade and update their skills in andknowledge of ICT integration

Teachers interest in using ICT after theirtraining is more likely to grow if they areprovided with computers, trainingmaterials and software for classroom use

VIII. Monitoring andEvaluation

1. Documentation of Benefits of ICTUse in Education

Proper use of ICT tools offers students andteachers learning and teaching opportunitiesand improves teaching and learning processes

Investment in research and developmentprojects and centres has contributedtowards examining existing pedagogicalpractices, revising and refining practices,and exploring new pedagogicalapproaches to ICT in education

Research has helped policymakers toformulate ICT targets and goals

Evaluation can demonstrate the reasons forthe under-utilization of ICT resources andidentify major obstacles to their fullutilization in schools

2. Evaluation Methodologies

Action research is one of the bestmethodologies for documenting the processof effective ICT integration

Assessing the learning impact from ICTuse is better measured through other meansbesides the paper-pencil test method

To gather the most meaningful data on theintegrated use of ICT in schools, bothquantitative and qualitative methodologiesshould be used, employing various data-gathering instruments, such as casestudies, questionnaires, face-to-faceinterviews and focus groups

3. Programme Evaluation

Evaluation of ICT in education programmeshould be a continuous process, coveringplanning, implementation, reflection,refinement, effectiveness and useracceptance

Due to limited experience in ICT use in theregion, better quality directions for theprogramme can be obtained bybenchmarking the quality of ICT projectsagainst international studies, standardsand best practices

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Abbreviations

AICTP Accelerating the Use of ICT in Primary Schools, Singapore

CAT Communications Authority of Thailand

DepEd Department of Education, Philippines

DTI Department of Trade and Industry, Philippines

DOST Department of Science and Technology, Philippines

ETD Educational Technology Division

IDA Infocom Development Authority of Singapore

IPR Intellectua Property Right

IPST Institute for the Promotion of Science and Technology. Thailand

KERIS Korea Education and Research Information Service, South Korea

NIE National Institute of Education, Singapore

MDA Media Development Authority, Singapore

MDC Multimedia Development Corporation, Malaysia

MICT Ministry of Information and Communications Technology, Thailand

MNC Multinational Company

MOE Ministry of Education

MP1 First Master Plan for ICT in Education, Singapore

MSC Multimedia Super Corridor, Malaysia

NCB National Computer Board, Singapore

NECTEC National Electronics and Computer Technology Centre, Thailand

RBEC Revitalized Basic Education Curriculum, Philippines

SEI Science Education Institute, Philippines

SITES Second Information Technology in Education Study

SSMS Smart School Management System, Malaysia

TOT Telephone Organization of Thailand

WAN Wide Area Network

Abbreviations

1Component

SouthSing

Indonesiasia

PhilippinesKoreaSingaporeand

Indonesiaysia

Philippines KoreaSingaporelanda

MalaysiaPhilippinesSouth Korea

SingaporeThailandIndonesiasia

PhilippineSouth KoreaSingaporeland

Indon

Malaysia

Philippine

KoreaSingapo

Thailand IndonesiaMalayPhilippinesSouth KoreangaporendIndonesia MalaysiaPhilippines

Korea

reiland Indonesiaaysianes South KoreaSingapoThailand

Indo

Ma

PhilipSingapore

Th

sia

Malaysia

Philippines South KoThailandIndonesiaMalaysia

PhilippinSouth Kapore ThailandIndonesiaaes

South KoreagaporeThailand IndoneMalaysi

Phili

outh Korea

Si

Thailand

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ICT in education policy falls within a broaderenvironmental context of the education system,covering economic and social infrastructure andpolicies and global market conditions. Elementsin the education system, including the nationalcurriculum; examination boards; leagues; teacherrecruitment, training and retention; and the rolesof major stakeholders in the education system, mayaffect the formulation and implementation of ICTin education policy.

Discussions in this component focus on threeissues: (i) responsiveness of the education system,(ii) ICT in education policy and ICT infrastructuresupport, and, (iii) the economic and social/culturalcontext.

The education system and policy support in theareas of budget, curriculum, professionaldevelopment and research may facilitate or hinderthe launching of a countrys ICT in educationpolicy, as well as its expansion and sustainabilityin the future. The national ICT infrastructure(connectivity and accessibility) may also affect theimplementation of ICT in education policy. Allthese elements are within a larger environmentalcontext that may include the need to develop acompetitive workforce regionally and globally,the economic cycle that a country or the world isundergoing, economic policies (budget cut orexpansionary fiscal policy), political and socialstability, the bureaucracy of the system, and so on.

Overview

Lessons learned

Based on the experiences of the six countries,following are the lessons learned with respect tothree issues:

1. Education System Responsiveness A well-planned and responsive education

system provides an appropriate enablingenvironment for the successful implementationof ICT in education policy and programme.

To make ICT an integral part of the educationmaster plan and ensure programme support,ICT in education policy should share the samevision as other educational policies orinitiatives.

2. ICT in Education Policy and ICTInfrastructure Support

ICT in education policy that is driven by a visionwhich can be translated into action targeted atrealistic and manageable goals contributes tosuccessful programme implementation.

A holistic approach to ICT in education policygoes beyond a technological dimension.

Adequate physical and technologicalinfrastructures are necessary conditions foreffective ICT integration.

3. Economic and Social/Cultural context A well-developed ICT infrastructure in the

economic sector facilitates successfulimplementation of ICT in education policy.

ICT in education policy is one of several keyeconomic strategies to ensure sustainedeconomic development of any country.

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Issue 1Education System Responsiveness

lessonlearned1 A well-planned and responsive education system provides an appropriate enablingenvironment for the successful implementation of ICT in education policy and programme

This means that various aspects in theeducation system, such as policy, budget,curriculum, professional development, teachingand learning assessment practices and researchaffect the integration of ICT. Ongoing changesin the system and policy may include use of ICTin all aspects of education. The education systemmust be responsive to technological changes,making it easy to integrate these changes in thesystem.

a. Indonesia: Further to efforts to enhance thequality of education and to improve educationalrelevance and efficiency, the Ministry ofEducation (MOE) is determined to make use ofICT in resolving educational problems. Thispolicy is stated in the Appendix of PresidentialInstruction No. 6 in the year 2000. Alldepartments have responded to the policypositively, although the pace and level ofimplementation have varied. Coordinatingteams are being set up to ensure that the policyis implemented effectively and consistently.

b. Malaysia: The Ministry of Education (MOE)considers ICT as a means, not an end in itself.All departments in the MOE are activelyengaged in the implementation of the ICT ineducation policy. The departments worktogether to develop new media as tools for aricher curricula (tools that provide authentic

learning contexts and activities for students),promote enhanced pedagogies (from teacher-to student-centred approaches), facilitate moreeffective organizational structures in theschools (more autonomy to heads ofdepartments and teachers, more sharingamong teachers, and less bureaucracy in theorganization), and establish stronger linksbetween schools and society (opencommunication between schools and parentsand collaboration with industries andinstitutes of higher learning).

c. South Korea: In a knowledge-based society,work and education are integrated. Thus,knowledge is produced not by a small eliteclass but by a mass of active workers in theworkplace. To make the education systemmore responsive to the needs of a knowledge-based society, the Korea Education andResearch Information Service (KERIS, 2002,pp.4-5) has recommended changes to theeducation system. The first is a change ofdirection based on learning, not on education.Up to now, the main function of schooleducation has been to deliver knowledgeaccumulated throughout human history. Butin a knowledge-based society, knowledge isdelivered and developed by the people. Foras long as schools maintain the crammingsystem of education, it will be difficult to

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cultivate new intelligence essential for asuccessful knowledge-based society.

The second change is to have the educationsystem focus on students. In an industrialsociety, standardized textbooks and identicalteaching methods are used in educatingstudents who have different aptitudes andlearning habits. In a knowledge-based society,the main focus of education is the individualstudent.

The third change is the introduction of acreative and self-directed education method.The new knowledge for the knowledge-basedsociety is living knowledge that takes intoaccount many factors, such as real lifesituations and problems.

Recognising the social paradigm shift, top-level decision makers have supported thelong-term plan for ICT in education, leadingto the countrys ICT in education policiesimplemented in 1989 up to the present.

d. Thailand: To make the education systemmore responsive, the newly established schoolcurriculum standards in eight key learningareas incorporate ICT as a tool to support theshift to student-centred approaches. Theintegration of ICT in the curriculum isencouraged and driven by several projects andinitiatives in line with national and local ICTpolicies, e.g. EdNet, SchoolNet, TeacherSupport System and ICT Training CentreSchools. At the same time, administrativemeasures at the ministerial level are mandatedto facilitate the operation of responsible unitsat departmental levels in the development ofICT educational resources, e.g. e-Learning, e-Book, on-line testing system and educationalmultimedia to support teaching and learningin all subject areas. Several special task forcecommittees have been established to movethese activities forward.

However, integration requires effectivecoordination and communication among thedecentralized administrative structures, withinand outside the MOE. This has been ratherdifficult to handle at this stage because offrequent staff transfers of personnel in theresponsible units. Current efforts focus on theimplementation of a school-basedmanagement approach in a number of pilotschools to prepare them for responsibilitiesin the areas of policy, budget, curriculum,professional development, research, andgeneral affairs.

e. Singapore: Teaching and assessmentmethods are reviewed and modifiedcontinuously to nurture thinking skills andcreativity and to encourage knowledgegeneration and application. Various initiativeshave been implemented over the years:Thinking Programme, Project Work,Integrated Programmes (for secondaryschools and junior colleges) and Fostering aSpirit of Innovation and Enterprise in Schools.The Project Work (PW), implemented in theschools since 2000, provides students with anintegrated learning experience to exploreinter-relationships and inter-connectednessamong different disciplines. It encourages theapplication of creative and critical thinkingskills and provides opportunities to developcommunication, collaborative and lifelonglearning skills. Another initiative is theIntegrated Programmes (IP) where a broaderand more flexible Junior College (JC)curriculum and a more diverse JC/UpperSecondary Programme are developed to betterprepare students for varied challenges in thefuture. The revised JC curriculum will be firstoffered to JC 1 students in 2006, while thefirst batch of approved IP schools will admitstudents in 2004. In all these initiatives, ICTis a mediating tool. The first Master Plan forICT in Education (MP1) is well placed andsupported within the education system.

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With a clear and common vision, ICTbecomes part and parcel of educationplans, ensuring its implementation. It alsoenables education stakeholders to examineopportunities for ICT in education.

a. Malaysia: A mission statement formalized bythe MOE in 1995 reflects the Ministryscommitment to the goals of Vision 2020: Todevelop a world class quality educationsystem which will realize the full potential ofthe individual and fulfil the aspirations of theMalaysian nation. This vision is consistentwith the objectives of ICT in educationpolicies.

b. Philippines: The overall goal of educationat all levels is the development of a higherlevel of thinking skills (e.g., abstracting,planning, critical thinking and problemsolving). In support of this, the ICT ineducation policy envisions that ICT will beused as a mediating tool in education toengage students in a higher level of thinking.

c. Singapore: MP1 was implemented in 1997,the same year as the launching of the vision,Thinking Schools, Learning Nation. Underthis vision, the MOE has shifted fromefficiency- to ability-driven education aimedat developing and harnessing the abilities andpotential of every child. This vision isconsistent with the objectives of MP1, that is,to create a student-centred learningenvironment, inculcate good values andnurture thinking skills and creativity throughthe formal and informal curricula.

d. South Korea: The objectives of the ICT ineducation policies are consistent with changesto the education system as proposed by KERISin 2002, covering (i) a change of directionbased on learning that is geared towardsconstruction and generation of knowledge; (ii)a focus on students; and (iii) a creative andself-directed education approach whereeducationstakeholders are given moreautonomy.

lessonlearned2To make ICT an integral part of the education master plan to and ensure programmesupport, ICT in education policy should share the same vision as other educational policiesor initiatives

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Issue 2ICT in Education Policy and ICT Infrastructure Support

Realistic goals are observable andmeasurable. For example, by the end of2005, X number of teachers would have beentrained in the use of ICT in science, mathematicsand language or by the end of 2005, anelectronic library would have been set up tosupport teaching/learning and trainingactivities. During the different phases of ICTin education policies, these goals can be assessedto identify gaps and adopt strategies to addressthem.

a. Indonesia: Based on the vision of life-longlearning, the working teams of MOE havedeveloped a five-year action plan (2001-2005)for integrating ICT in education. The Plancovers the following:

To prepare a masterplan for thedevelopment of human resources for ICT.

To develop ICT networks for public andprivate universities, as well as research andeducation networks in the country.

To develop and implement ICT curriculafor all levels of education.

To use ICT as an essential part of thecurricula and learning tools in schools,universities and training centres.

To participate in global learning and othernetworks.

To facilitate the use of the Internet for moreeffective teaching and learning.

b. Malaysia: The objectives of the ICT ineducation policy are in support of the goal toachieve a world class education system by2020. Thus, ICT is used as an enabler toreduce digital gaps among the schools, as ateaching and learning tool, and as a tool toincrease the productivity, efficiency andeffectiveness of the management system.When fully developed, the Malaysian SmartSchool is expected have the followingfeatures:

A philosophy that affirms students abilityto learn if taught, and responds to the highexpectations from students

A broad curriculum that considers studentsdifferent capabilities and needs

A school climate that is conducive tolearning

An on-going assessment that supportsgood instruction

Strong and professional principals andteachers

A high level of parent and communityinvolvement and support

lessonlearned1 An ICT in education policy that is driven by a vision which can be translated into actiontargeted at realistic and manageable goals contributes to successful programme implementation

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c. Singapore: Based on the vision, ThinkingSchools, Learning Nation, the blueprint forMP1 consists of four main goals:

Enhance linkages between the school andthe world around it, so as to expand andenrich the learning environment: Teachersand students can access a wealth ofeducational resources outside the schooland collaborate with other educationalinstitutions - local and foreign, and thecommunity at large. With these newlearning connections, students developappropriate perspectives on working andliving in an increasingly borderless andcomplex world.

Encourage creative thinking, lifelonglearning and social responsibility:Students develop competencies inaccessing, analyzing and applyinginformation, and cultivate independentlearning. ICT-based learning strategieshelp to develop the students ability tothink creatively, to cooperate with oneanother and to make sound valuejudgments.

Generate innovations in education: Theintegration of ICT-based teaching and

learning approaches engendersinnovations and encourages new curriculaand new assessment methods to meet theobjectives of education. In addition, MP1provides schools with autonomy to useICT resources flexibly to meet the needsof students. ICT also enhances learningand school administration.

Promote administrative and managementexcellence in the education system: ICTpromotes efficient communication withinthe school, among schools and betweenthem and the MOE. It also enhances schooladministration and effective decision-making at all levels.

d. Thailand: The e-Education component of the2001-2010 National ICT Master Plan ineducation is fully supportive of the vision oflifelong learning. It aims to developmechanisms for effective educational policyand management, improve and develop theICT infrastructure to provide education for all,promote and develop human resources at alllevels, accelerate the development ofknowledge and information, and provide moreaccess to knowledge and information.

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lessonlearned2 A holistic approach to ICT in education policy goes beyond a technological dimension

Although ICT infrastructure may be anecessary condition for successful ICTintegration in education, it is not an end in itself.The ICT in education policy should consider otheraspects, such as the curriculum, assessment, ICTresources, professional development of teachers,research and development and fund generation.

a. Philippines: The ICT Plan for Basic Educationfocuses on seven key areas: infrastructuredevelopment; technical support; teacher trainingin the design, production and use of ICT-basedinstructional materials; research anddevelopment; technology integration in thecurriculum; use of innovative technologies ineducation and training; and fund generation,

particularly through non-traditional fundingschemes.

b. Singapore: Four key areas are covered inMP1: curriculum and assessment, learningresources, teacher development, and physicaland technological infrastructure.

c. Thailand: MOEs ICT Plan focuses on ICTuse in four areas: improving the quality ofteaching and learning, developing theeducational management and administrationsystem, building the capacity of educationpersonnel, and developing educational ICTinfrastructure.

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According to many researchers, the mostfrequently mentioned problem inintegrating ICT in education is the insufficientnumber of computers (Cheung, 1997; Williams,Coles, Wilson, Richardson, & Tuson, 2000;Pelgrum, 2001). Countries with adequatebudgets for ICT in education tend to have goodphysical and technological infrastructures. Othercountries have successfully overcome budgetconstraints and are able to provide necessaryinfrastructure based on the needs of the schoolor region. Some other countries that have largebudgets for ICT in education lack the expertiseto identify appropriate hardware and softwareto purchase and, as a result, ICT integration isnot well-supported by adequate infrastructure.

a. Indonesia: Some programmes have beenlaunched to provide ICT infrastructure inschools. Among the programmes are OSOL(One School One Computer Laboratory) andWAN Kota. OSOL is a programme of theMinistry of Communication and Informationunder Ministerial Decree 17/KEP/M.KOMINFO/4/2003, through which theGovernment encourages all concerned partiesto assist in providing good computers for schoolsat low prices. Many members of the privatesector are collaborating among themselves toproduce low-priced computers (US$170180each) as well as software for teaching purposes.Through their efforts, it is hoped that everyschool will have its own computer laboratoryfacility. In addition, other members of theprivate sector are helping to solve the countrysICT infrastructure problem. MicrosoftIndonesia, for example, is cooperating withmany concerned parties. For every usedcomputer donated to a school, MicrosoftCompany has provided Microsoft Office forfree. Microsoft Windows and Microsoft Officeto be used for education purposes are offered ata reduced price of about 2.5 USD/license forMS Windows 98 and MS Office. Anotherexample is Ciscos assistance to the Directorate

of Vocational Secondary Education indeveloping local area network for somevocational secondary schools.

Another good example is WANKota (City WideArea Network of Schools) that is managed byDirectorate of Vocational Secondary Education.This programme was developed to connectvocational schools in one district through theuse of wireless technology. Each school isconnected to the centre (server school) utilisingradio frequency. In other words, WANKotaserves as:

1. a means for information and communicationamong schools within a specific district,including junior high school, vocationalsecondary school and senior secondaryschool;

2. a server for learning materials (especiallymodules) in all subjects required by students;

3. a centre for information technology training;

4. a centre for distance learning.

5. a digital library centre that can be accessedby all schools in a specific district.

b. Malaysia: Various types of schools areequipped based on their needs, location andregion. Three models of ICT infrastructureare found in pilot schools under the SmartSchools Project.

Level B provides 37 computers. 21 areplaced in a computer laboratory and therest are in the resource centre andadministrative office. There are twonotebooks and three servers per school.The computers are connected to theInternet by Fast Ethernet backbone with128/64 kbps leased line.

lessonlearned3Adequate physical and technological infrastructures are necessary conditions for effectiveICT integration

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Level B+ provides the computer laboratorywith 81 computers, two notebooks andthree servers. Six computers are placed ineach of the 15 classrooms and sciencelaboratories. Computers in the resourcecentre and the administrative office aresupported by 128/64 kbps leased line.

Level A provides computers in fullclassrooms. The schools are located inurban areas and are equipped with 520computers, five notebooks and six serverswith 512/256 kbps leased line. 35computers are placed in each of the fourcomputer laboratories, seven computers ineach of the 40 classrooms, sevencomputers in each science laboratory, andthe rest are in the resource centre, theteachers room, and the administrativeoffice.

Countries that face budget constraints couldadapt these models.

c. Singapore: As a guideline for schools, MP1set out national standards for ICTinfrastructure by the year 2002, whichenvisaged that students would spend up to30% of their study time using ICT. A student-computer ratio of 2:1 was targeted for everyschool by 2002. All primary schools wereinitially provided with a student-computerratio of 6.6:1, while secondary schools andjunior colleges had an initial student-computerratio of 5:1. Students were also providedaccess to ICT facilities in all learning areas inthe school, including classrooms, libraries andspecial rooms, besides computer laboratories.This encouraged effective integration of ICTin the curriculum.

MP1 provided school-wide networking inevery school and allowed access tocourseware, the Internet and digitized mediaresources in all classrooms and learning areas.Networking also allowed sharing of teachingresources within and between schools. Allschools were linked through a Wide AreaNetwork (WAN), which was eventuallyconnected to the high-speed backbone ofSingapore ONE. Teachers and students fromprimary four and above were given emailaccounts. Additional physical infrastructure,

with respect to power, space and furniturerequired for an ICT-enriched schoolenvironment, were incorporated into futureschool building specifications.

d. South Korea: Construction of aninfrastructure to facilitate ICT use ineducation was initiated under the Three-YearPlan for the Construction of ICT Infrastructure(1997-99).This was revised under theComprehensive Plan for ICT Use inElementary and Secondary Schools (1998-2002) and again modified in 1999. The currentpolicy is the Five-Year Plan for EducationDevelopment (1999-2003). In January 2000,President Kim Dae Jung, announced his goalto complete the Comprehensive Plan for ICTUse in Education by the end of 2000 andordered the construction of infrastructure tofacilitate ICT use in education, in preparationfor the 21st century knowledge-based societyand in accordance with the Seventh SchoolCurriculum. In April 2000, the Ministry ofEducation and Human ResourcesDevelopment passed a new budget for theComprehensive Plan for ICT Use inEducation.

The Comprehensive Plan was completed withcooperation from the Ministry of Planning andBudget and the Ministry of Information andCommunication and the infrastructure for ICTuse in education was constructed. As a result,every elementary and secondary school in thecountry has installed a LAN and is connectedto the Internet, marking the first time that thishas been achieved on a national scaleanywhere in the world. More than 13,000computer laboratories are now in use byteachers and students in these schools. Eachof the 222,000 classrooms has PCs andmultimedia equipment. PCs have also beendistributed to every member of the 340,000teaching staff. Thus, all elementary andsecondary schoolteachers are able to use theInternet as a teaching-learning resource.

e. Thailand: There are several projects in whicheducators and researchers employ innovativestrategies to combine old and newtechnologies, exploiting the potential of both,and making decisions about the best mediumto convey information and to improve

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learning. One notable example is SukhothaiThammathirat Open Universitys School ofEducation (STOU) that offers in-serviceprogrammes (two-year and four-year degreeprogrammes and one-year teachingcertificates) for the professional upgrading ofteachers. A six-credit course in STOU mayconsist of 15 units of printed text andworkbooks, 15 twenty-minute radioprogrammes, 3-5 half-hour TV programmes,1-3 audio-cassettes and 10-25 hours of face-to-face tutorials.

A more recent example is the development ofa Linux School Internet Server (Linux SIS)by the National Electronics and ComputerTechnology Centre (NECTEC), offering theGovernment a cheaper alternative to moveschools beyond the first phase of Internetimplementation and eliminating the need toinvest on expensive server software. It alsoovercame the language barrier sincedocumentation is in the Thai language.

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Issue 3Economic and Social/Cultural Context

lessonlearned1A well-developed ICT infrastructure in the economic sector facilitates successfulimplementation of ICT in education policy

There should be a national ICT plan todevelop basic ICT infrastructure in the country.This plan should provide a foundation for ICT ineducation policy.

a. Malaysia: The Multimedia Super Corridor(MSC), launched in August 1996, is a regionallaunch site for companies developing or usingleading multimedia technology. It has facilitatedsuccessful implementation of ICT in educationpolicy. It brings together four key elements:

Best possible physical infrastructure,including Kuala Lumpur City Centre, thenew Kuala Lumpur International Airport,rapid rail links to Kuala Lumpur, a smarthighway, and two intelligent garden cities(Cyberjaya and Putrajaya).

New laws, policies, and practices designedto enable and encourage electroniccommerce, facilitate the development ofmultimedia applications, and positionMalaysia as a regional leader in intellectualproperty protection.

High capacity global communicationsinfrastructure built on the MSCs 2.5 10gigabit digital optical fibre backbone andusing Asynchronous Transfer Mode (ATM)

switches to provide fibre to the buildings.This network has a 5-gigabit internationalgateway with direct links to the UnitedStates, Europe, and Japan, as well as othercountries in Southeast Asia.

The Multimedia Development Corporation(MDC), a one-stop shop that manages andmarkets the MSC. The MDCs mission is tocreate the best environment for private sectorcompanies to use multimedia and to promoteinvestments in the MSC.

b. Singapore: The Civil Service ComputerizationProgramme launched in 1982 paved the way fornationwide computerization and set the pace forICT application in Singapore. This was followedby the National IT Plan (NITP) in which theNational Computer Board (NCB) madeimprovements to the ICT infrastructure as partof a seven-pronged ICT strategy. The currentphase of ICT initiatives began in 1991 with thelaunch of the IT 2000 Master Plan. Singaporewill be transformed into an intelligent island,where ICT permeates every aspect of life athome, work and play. These initiatives ininfrastructure development provide the basicfoundation for the introduction of ICT ineducation.

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lessonlearned2 ICT in education policy is one of several key economic strategies to ensure sustainedeconomic development of any country

ICT in education policy should not be formulatedin isolation but should be planned andimplemented to complement and support otherdevelopment strategies. In the face of intensecompetition, countries can no longer rely on theaccumulation of capital and labour to sustaineconomic growth. Each country has to redefineitself to remain competitive and this requiresit tomove towards more value-added industries thatproduce high-tech and knowledge-intensiveproducts.

a. Malaysia: Consistent with Vision 2020, sevenflagship applications were introduced in 1997as part of the overall plan to develop the MSCand to jumpstart the countrys leapfrog into theICT Age. Vision 2020 calls for sustained,productivity-driven growth that can be achievedonly with a technologically literate workforcethat is capable of critical thinking and is preparedto participate fully in the global economy. Oneflagship application is the ICT-enabled SmartSchool. The others are Electronic Government,Telemedicine (later renamed Telehealth),Multipurpose Card, Research and DevelopmentClusters, Worldwide Manufacturing Web, andBorderless Marketing.

b. Singapore: National policies to nurture thecountrys knowledge-based economy and towork towards becoming the knowledge hub inthe region and beyond have been formulated.Efforts in support of these policies includeenhancing the national innovative system andentrepreneurship and education capability (Toh,Tang, & Choo, 2002). The capacity of theworkforce to generate new knowledge iscontinuously being upgraded. A three-tiersystem suggested by the ERC Working Groupon Education for the short- to medium-termincludes universities (to provide a broader

tertiary education base as well as cater tospecialized niches), a core of quality commercialschools (to foster on-the-job upgrading), andmulti-national corporations (to set up regionaltraining facilities in Singapore). (Toh et. al,2002).

c. Thailand: MOEs ICT in Education MasterPlan focuses on the use of ICT as a major toolfor education reform, consistent with ICTstrategies in the ICT Master Plan of the Ministryof Information and CommunicationsTechnology (MICT) in the e-Education, e-Society and e-Government components. The e-Education and e-Society strategies provide forthe use of ICT infrastructure in accessinginformation and knowledge to upgrade the basiccapacity of the Thai society, reduce the digitaldivide and promote learning in the Thai society.The countrys telecommunications network hasto be developed and improved to provideservices at affordable costs.

ICT will be utilized for educational developmentand services (e.g. content development,curriculum resources and media development,distance learning via satellite or Internet). Thesestrategies support the MOE 2004-2006 missionto improve the quality and effectiveness ofstudent learning, the development andproduction of ICT personnel, and the distributionof ICT infrastructure for education. The e-Government strategy, utilizing ICT for goodgovernance, emphasizes improvement anddevelopment of the administration andmanagement systems in all governmentorganizations. This strategy supports thedecentralization of the MOE administration andmanagement, from the ministerial level to thelevel of schools and educational service areas.

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The importance placed on developing ICTpolicy in education varies from country tocountry. Some countries piloted ICT use inschools and trained teachers without an ICT ineducation policy. Others found it important tohave a policy to serve as a framework and guide.From a cultural-historical perspective, the launchand implementation of an ICT in education policyare only a part of the development of an overallpolicy with respect to ICT in education. Malaysiaand Singapore carried out pilot studies prior tolaunching ICT in education policies.

This component includes an account of how ICTpolicies are transformed into action, driven by avision and supported by a blueprint and aroadmap. The enabling and inhibiting regulations(e.g. censorship laws) dealing with ICT use ineducation are examined. ICT in educationinevitably has macro-economic impacts on acountry, including narrowing the digital divide.Finally, this component ends with examples ofinter-ministerial collaborations and how to obtainsupport from policy makers for the effectiveimplementation of ICT in education programmesand/or policies.

The purpose of this component is to identifystrengths, weaknesses and gaps in thedevelopment of ICT in education policy. Sixissues are discussed: (i) policy development(focus on pre-launch of an ICT in educationpolicy), (ii) transforming policy into action, (iii)legal and regulatory framework, (iv) macro-economic impact, (v) inter-ministerialcollaboration, and (vi) advocacy and obtainingsupport of policy makers and other stakeholders.

Overview

Lessons learned

Based on the experiences of the six countries withrespect to the six issues above, the lessonslearned are the following:

1. Policy Development (focus on pre-launchof an ICT in education policy)

To ensure that ICT in education policy isintegrated in the national ICT policy, Ministriesof Education (MOE) should work closely withother government organizations, especiallythose in charge of implementing nationalpolicies on ICT and telecommunications.

Lessons learned from pilot projects and studiesin education that are carried out at differentlevels of the school system provide the basisfor further policy expansion.

Harmonized implementation of ICT ineducation programmes can be achieved bydefining clearly the roles and responsibilitiesof all departments (within the MOE and otherrelevant ministerial departments) in theimplementation of ICT master plans, showingclearly the different components of projectactivities, including budget allocations,manpower requirements and timetables.

2. Transforming Policy into Action Phased implementation of ICT in education

policy ensures that the implementation processis manageable and the development of bestpractices and lessons learned is gradual. It alsoprovides opportunities for evaluations so thatthe policy can be revised and fine-tuned.

Central support from the MOE to pursue a clearand measurable vision helps in developing andimplementing a comprehensive programme forthe capacity building of schools in using ICT ineducation.

3. Legal and Regulatory Framework Initial filtering of the Internet from undesirable

websites is necessary in order to prevent theirharmful influence on younger students whomay not be able to discern the veracity andreliability of information.

More than any software or hardware device,better protection is ensured by making

education on safety issues pertaining to theInternet an integral part of parenting as well asof teaching and learning activities at home andin the school

4. Macro-Economic Impact To narrow the digital divide, ICT in education

policy should complement other governmentinitiatives, such as public education in ICT,donation of computers and provision of freeInternet access.

5. Inter-Ministerial Collaboration Sharing expertise, experiences and

infrastructures among ministries andgovernment agencies helps to coordinate andharmonise implementation of ICT in educationprogrammes.

Creating a national policymaking, regulatoryand implementing agency for ICT developmentsystematizes inter-ministerial cooperation onICT in general, including education.

Beyond ministries and government agencies,inter-ministerial collaborations could involveprivate sector participation.

6. Advocacy and Obtaining Support fromPolicymakers and Other Stakeholders.

By linking the objectives of ICT in educationpolicy with national education objectives,support from policymakers and other MOEstakeholders, including human capacitybuilding, could be more forthcoming.

By making policymakers and stakeholdersregularly aware of and updated on the benefitsof ICT to education, based on research resultsand documentation of experiences, advocacyfor the acceptance of ICT use in education isfurther strengthened.

By making all decisions taken or amended bythe MOEs highest steering committee knownto all members of the committee and heads ofdepartments, their sense of ownership andinvolvement is enhanced.

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Issue 1Policy Development

lessonlearned1To ensure that ICT in education policy is integrated in the national ICT policy, Ministriesof Education (MOE) should work closely with other government organizations, especiallythose in charge of implementing national policies on ICT and telecommunications

As ICT in education policy is an integral partof the national ICT policy, the MOE has towork closely with relevant organizations in thecountry.

a. Indonesia: The first attempt to wire schools wasundertaken by the Indonesian Internet ServiceProviders (ISP) Association with its Sekolah2000 Project that was aimed at connecting 2000secondary schools by the year 2000. TheMinistry of National Education, together withother organisations like ISP and telecomoperators, and private sponsors such as CISCOand ORACLE, APJII, worked to develop aportal. By the end of the year 2000, the projecthad connected 1,180 schools translating into halfa million new Internet users from high schools.

b. South Korea: Collaboration at different levels,including inter-ministerial, was made possiblethrough wide understanding of the first nationalplan for ICT use in education, when it wasestablished in 1988, and mutual agreement to anational vision that ICT is the basis for futurenational growth. The Korea TelecommunicationCompany presented PCs and hardwareinfrastructure to primary schools throughout thecountry, while mass media companies and otherorganizations conducted the pilot project. Thistype of collaboration in the provision of

hardware and software support made thenational plan a success.

c. Thailand: MOE collaborated with differentgovernment agencies on the ICT in EducationMaster Plan. These included NECTEC, Institutefor the Promotion of Teaching Science andTechnology (IPST), and Ministry of Informationand Communications Technology (MICT). Thepartnership model is demonstrated by thecooperation among the Faculties of Science of24 government universities, IPST and MOE toimprove science and mathematics teaching andlearning in schools. IPST signed an MoU withthe Deans of Science Faculties in 2001 todevelop schools under the supervision ofuniversities. Under the MoU, IPST wouldprovide financial support to a university that isundertaking such development. The Science inSchool Project and the GLOBE Programme areother activities conducted in schools under thefinancial and academic support of universitiesand IPST.

d. Singapore: The National IT Plan provides aseven-pronged approach to the ICT strategy:developing ICT professionals and experts;improving the information and communicationinfrastructure; promoting the ICT industry;promoting co-ordination and collaborationamong ICT-promoting organizations;

Synthesis of Experiences

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the National Computer Board before the launchof MP1.

e. Indonesia: The first attempt by the IndonesianInternet Service Providers (ISP) Associationsto wire schools was undertaken through itsSchools 2000 Project, aimed at connecting 2000secondary schools by 2000. The Ministry ofNational Education collaborated in developinga portal with ISPs, telecom operators and privatesponsors, such as CISCO and ORACLE. By theend of 2000, the project had connected 1,180schools, translating into half a million newInternet users in high schools.

establishing a culture that welcomes ICT;encouraging creativity and entrepreneurship;and increasing ICT applications in the workplace(National Computer Board, 1986). To furthersupport these approaches, the education systemunderwent some major changes. At the tertiarylevel, polytechnics and universities wereoriented towards ICT-related training; and at thesecondary and primary levels, the system wasrestructured away from the British system toincorporate features of a German system, suchas training in mathematical and technicalcompetencies. Computer awarenessprogrammes were introduced in schools (Low,Soon, & Toh, 1991). MOE worked closely with

Pilot studies provide a good basis for thesuccessful implementation of ICT in educationpolicy. Through formative and summativeevaluations of pilot studies, best practices andlessons learned can be integrated in the ICT ineducation policy. The policy should be able torefine and expand the scope of the pilot initiatives.Without follow-up action, it will be difficult tointegrate pilot studies in ICT in education policy.

a. Malaysia: A joint Ministry-Industry task forcedrew up in July 1997 a blueprint on the keycomponents of the Smart School, based on aconcept document, Smart Schools in Malaysia:A Quantum Leap, which was produced by theMOE in January 1997. The Smart Schoolblueprint is open to further refinements,including advances in pedagogy andimprovements in ICT. The Smart School PilotProject was launched in 1999. The schoolsserved as nucleus for nationwide promotion ofthe Smart School concepts, materials, skills andtechnologies. The pilot project tested the SmartSchool Integrated Solution, which had thefollowing main components:

Browser-based teaching-learning materials(and related print materials) for Bahasa

Melayu, English Language, Science andMathematics

A computerized Smart School ManagementSystem (SSMS)

A Smart School Technology Infrastructureinvolving the use of IT and non-ITequipment, local area networks for pilotschools, and a virtual private network thatconnects the pilot schools, the MinistrysData Centre and the Ministrys Help Desk

Support services in the form of a centralizedHelp Desk and service centres throughout thecountry to provide maintenance and support

Specialized services such as systemsintegration, project management, businessprocess re-engineering, and changemanagement.

At the end of the Smart School Pilot Project inDecember 2002, there were 87 networked schools(83 secondary and 4 primary) in all statesthroughout the country, 1494 courseware titles forBahasa Melayu, English Language, Science,

lessonlearned2Lessons learned from pilot projects and studies in education that are carried out at differentlevels of the school system provide the basis for further policy expansion

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Mathematics, a computerized and integrated SmartSchool Management System, a Help Desk, and aData Centre, and trained administrators, teachersand IT coordinators from all the pilot schools.

b. Singapore: Three pilot studies were conductedtargeting primary schools, secondary schoolsand junior colleges, taking into account thatoperations, teaching and learning are differentat these three levels. ICT was first piloted bythe MOE as a tool to assist students learningwith the introduction of a project, Acceleratingthe Use of ICT in Primary Schools (AICTP).The AICTP, implemented in six pilot schools inmid-1995, introduced multimedia teaching inkey subjects at the primary level. Students inpilot schools spent about 10% of curriculumtime using ICT. The evaluation found theprogramme helpful to most pupils in theirlearning. Academically inclined students usingICT have become more independent learners,while others, encouraged by hands-on lessons,

showed greater interest in their studies andreached the curriculum objectives.

The Students and Teachers Workbench (STW)implemented in six pilot secondary schools in1996 with a fully ICT-based science curriculum,provided a central repository for educationalresources and lesson packages for teachers.

The JCNet, a Research and Development projecton Internet use, was implemented in two juniorcolleges in 1997. The AICTP, STW and JCNetprojects were ntegrated and expanded in scopein the ICT in education master plan, launchedin April 1997. Several features of the STW wereincorporated in the MP1, such as thedevelopment of Digital Media Repositories(DMRs), resources used by teachers andinvolvement of private sector content providers.In the course of implementing MP1, furtherlessons were drawn from the STW project onextending it to other schools.

a. Malaysia: Although the specific roles ofconcerned agencies were not clearly definedwhen the Multimedia Super Corridor (MSC)Flagship Applications were launched in 1997,the following general roles were designated:

MOE as lead agency of the Smart School,one of the flagship applications

MDC as coordinator of the MSC FlagshipApplications

A company or a consortium short-listedby the lead agency to deliver the solution

requested through the Concept Requests forProposals Process

Central agencies with responsibility forprocurement and legal aspects, such as theTreasury and the Attorney-GeneralsChambers.

In 1999, the MDC invited all governmentagencies and consortia involved in the MSC tohelp clarify and delineate roles andresponsibilities. As a result of this exercise,many of the implementation problems identifiedby the lead agencies and the consortia, such asmanpower shortage, unclear government

lessonlearned3Harmonized implementation of ICT in education programmes can be achieved by definingclearly the roles and responsibilities of all departments (within the MOE and other relevantministerial departments) in the implementation of the ICT master plan, showing clearlythe different components of project activities, including budget allocations, manpowerrequirements and timetables.

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procedures and processes, and cross-flagshipintegration requirements, were resolved.

b. Thailand: The MOE appointed four sub-committees responsible for specific areas in theICT in education master plan. To ensureeffective policy implementation, the sub-committees were supervised and directed by theMOE Deputy Director-Generals, serving asChief Information Officers of relevantdepartments. However, policy implementation

depended on the ICT vision of the Director-Generals, with some of them not fullyappreciating the value and importance of ICTuse. Frequent transfers of senior executivesbetween departments also affected the continuityof the work plan. The recent establishment ofICT Operation Centres at all levels, fromministerial to national, could address thissetback. The centres are expected to be inoperation by the end of 2003.

Issue 2Transforming ICT for Education Policy into Action

Demonstration schools (from the first phase)could serve as models for ICT integration.These schools could encourage the staff to sharetheir experiences and expertise with staff fromother schools, or they could post their teachers toother schools that wish to start ICT integration.Alternatively, staff from other schools could beattached to these demonstration schools to observebest practices and immerse themselves in a culturethat supports ICT integration.

a. Singapore: MP1 consisted of three phases:Phase I (1997), Phase II (1998), and Phase III(1999). Schools with a history of effective ICTintegration were chosen as demonstrationschools, also known as Phase I schools. Therewere 22 Phase I schools: 10 primary schools,10 secondary schools and two junior colleges/centralized institutes (JC/CIs).

In Phase II and III schools, implementation ofthe ICT in education master plan started in 1998

and 1999, respectively. Phase II schools wereidentified based on the school principalsevaluation of staff readiness for the newinitiative. There were 106 Phase II schools and268 Phase III schools. Schools were given theflexibility to decide on the pace of ICTintegration.

ICT core training for all schools was completedby May 2001. The teachers were trained in basicICT use, including word processing,spreadsheets and the Internet. A four tier-fantraining model was put in place to acquaintteachers with ICT integration. This started with60 senior ICT instructors from the EducationTechnology Division (ETD) who trained beforevisiting the schools to train, team-teach teachersand work with them. Together with teachers andheads of departments from Phase I schools, theseinstructors went to Phase II schools. Togetherwith Phase II schools teachers, they went toPhase III schools.

lessonlearned1Phased implementation of ICT in education policy ensures that the implementation processis manageable and the development of best practices and lessons learned is gradual. Italso provides opportunities for evaluations so that the policy can be revised and fine-tuned

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lessonlearned2Central support from the MOE to pursue a clear and measurable vision helps in developingand implementing a comprehensive programme for the capacity building of schools inusing ICT in education

a. Indonesia: Most departments within theMinistry of National Education administerprogrammes on ICT use in education in theirchosen manner. The same situation also occursat the school level, with schools running theirICT in education programmes in their ownway, without any special directives/regulationsfollow. The MOE may need to set up a specialworking team (national commission) that willbe fully responsible for developing andimplementing ICT use in education. Thisnational commission may be responsible for:

establishing a five or ten-year strategic planwith a clear and measurable vision;

creating an institutional mechanism foreffective and efficient implementation of theplan;

planning the budget needed to implement theplan;

planning the infrastructure andconnectivity needed to implement the plan;

developing and implementing clearregulations and guidelines (from nationalto school levels) on ICT use in education;

developing and implementing acomprehensive programme for building thecapacity of schools (teachers andadministrators) for ICT use in education.This would include ICT literacy skills, useof ICT for instructional and/or non-instructional purposes; ICT-based learningmaterials and development of skills; and

planning and implementing evaluation andmonitoring to make sure that ICT use ineducation is in accordance with the plan.

b. Malaysia: To monitor and guide the progressof the Smart School Pilot Project, the followingcommittees were set up:

Ministry of Education Smart School SteeringCommittee, chaired by the Secretary-Generalof Education. Members included all headsof departments and divisions in MOE andrepresentatives from central agencies and theMDC.

Smart School Pilot Project SteeringCommittee, chaired by the Deputy Director-General of Education. This committee ceasedto function upon completion of the pilotproject in December 2002. Membersincluded the Pilot Project Director, seniorofficers from the Pilot Project Team, theMinistrys Legal Adviser, a representativefrom the Ministrys Supply, Privatization andDevelopment Division, a representative fromthe Treasury, a representative from MDC,and representatives from the seniormanagement of the shortlisted consortium.

c. Philippines: While there is no nationalgovernment agency dedicated to ICT, policy andregulatory functions are shared by theDepartment of Transportation andCommunications and the NationalTelecommunications Commission.Responsibility for policymaking andcoordination of national ICT plans andinitiatives is held by the Information Technologyand Electronic Commerce Council (ITECC), ajoint private-public sector body constituted in2000 and currently chaired by the President ofthe Philippines. Within ITECC is a Committeeon Human Resource Development, which in turnhas a Subcommittee on Basic Education. Thereare plans to create an ICT Commission thatwould