Some Imperatives of ICT Integration in the

Philippine Educational System: Towards

Modernization and Relevance
in a Highly Globalized Economy
 

by Jose V. Camacho, Roderica R. Camacho and Basilisa V. Camacho

Abstract
 

The Philippines is bent to modernize its basic education system geared towards the requirements
of a knowledge-intensive economy. Along with this effort is the continuous curricular change
through ICT integration in the classroom. The paper illustrates some forms of teaching
innovation and pedagogical approaches and a few important policy imperatives in the integration
of ICT in the Philippines school curriculum.

I. Introduction
 

The Philippine government has been committed to modernize the Philippine educational system,
in particular, on basic education, in its effort to make each and every student at par with other
students in the developed economies. This is because in today’s knowledge economy, the
capability to utilize and produce information and to transform it into knowledge and vast array of
goods and services is very essential to economic growth and social development. Along with this
effort are the continuous curricular changes and reorientation, teacher training and investment in
school facilities and infrastructure, one of which is geared towards the vision of equipping each
public school with the modern computer and other information and communication (ICT)-related
gadgets and instructional materials.

 
For the last five-years, the country had performed well in maintaining a high average school
participation rate of 95 percent at the elementary level and 64 percent at the secondary level.
Public elementary schools comprise about 90 percent of the total school enrolment. Public
secondary schools enrolment, on the other hand, accounts around 70 percent of the national
enrolment. While access to education has significantly improved for the last five years, the
quality of basic education persists to be in question as learning competency indicators paint a
disturbing picture for the Philippines’ bid to produce highly skilled labor force that will spell a
big difference in a globally competitive - knowledge economy. For instance, in the 2004
National Achievement Test given by the Department of Education (DepEd), nearly 98 percent of
the examinees failed to get the passing score of 75 percent. In the High School Readiness Test,
only 64 percent got a grade of 75 percent or higher. Furthermore, from 1996 to 2004 results of
the International Mathematics and Science Study (TIMSS), the country has a consistent poor
performance whose rank is very close to the bottom.
 

The country’s Department of Education has initiated in 1996 a computerization program with the
goal of preparing Filipino students for employment and competitive career by teaching them to
master the new forms of technology being used in the workplace. Philippine education experts
have long realized that public schools do not just want to teach students how to use technological
tools, computers and other high tech learning gadgets. They also would like to harness and
enhance the power of technology towards developing the entire teaching-learning process,
specifically in its bid to make each and every public school student empowered in this highly
globalized and integrated world economy.

However, integrating ICTs into the learning-teaching equation is not that simple and easy as it
seems, and certainly there are broader prerequisites of achieving classroom technological
advancement. This paper explores some policy imperatives and investment requirements of
enabling the Philippine educational system with ICT as it pursues the twin goals of
modernization and relevance. It illustrates some forms of innovation, pedagogical strategies and
curricular initiatives to constantly steer the educational system towards excellence and global
standards. Section two discusses the significance of ICT in a knowledge-based economy. The
third section presents an overview of basic education in the Philippines. Thereafter, the next
section describes a few efforts towards ICT integration in the Philippine basic education. Section
five illustrates some important policy imperatives of integrating ICT in the school curriculum.
The last section concludes.

II. ICT and the Knowledge-Based Economy

 

The world today can be characterized on how information and knowledge can be accessed and
fully utilized in order to achieve rapid economic and social development. Many economies have
come to realize that investment in developing intellectual capital is the key to modernization,
global competitiveness and an essential ingredient for economic efficiency and social equity.  As
World Bank in its 1999 World Development Report argues “(F)or countries in the vanguard of
the world economy, the balance between knowledge and resources has shifted so far towards the
former that knowledge has become perhaps the most important factor determining the standard
of living - more than land, than tools, than labor. Today's most technologically advanced
economies are truly knowledge-based.” 

The seminal works of Romer (1990) and Solow (1956) on endogenous growth theory bring to
the fore the importance of technological progress and the quality and amount of knowledge
embedded on it. As new knowledge is created through innovation, research and development,
highly industrialized economies have indeed widened their lead towards the path of knowledge-
intensive economic development and modernization.

In a knowledge economy, the generation and creation of knowledge forms the basis of wealth
and national income. The production and distribution of goods and services has dramatically
shifted to the production, distribution and use of knowledge and information. In the description
provided by Abrenica (2001), in developed economies, “output, employment and investments are
growing fastest in high-technology industries such as computers, electronics, pharmaceuticals
and aerospace, as well as in knowledge-intensive sectors such as education, communication and
information.”  In these countries, the path towards knowledge-intensive economy is simple:
massive spending and investment in intellectual or human capital. The human capital embodied
on the workforce of the economy is in the form of new knowledge, skills and training acquired
through a high quality education starting from the basic form up to the most advance level.
Knowledge economy, according to OECD (Organization for Economic Cooperation and
Development, 1996), depicts four types of knowledge generated.  As classified by Abrenica
(2001), these are (1) know-what, which embodies the factual knowledge; (2) know-why, as
illustrated on the scientific knowledge that underpins various technological development; (3)
know-how, as seen on the skills or capability to carry out certain tasks; (4) know-who, which is
described as the information achieved from social relationships.

III. ICT Integration in the School

Curriculum
 

As one examines their educational system, these highly industrialized and knowledge-based
economies have dramatically restructured their learning systems and reoriented their educational
paradigm towards the paramount goals of excellence and economic relevance. The integration of
information and communication technology (ICT) has become paramount feature of their
educational curricula, school activities and programs. For instance, in OECD - member
countries, curricular reforms were initiated “driven by a perceived need to reorient schooling
from rote learning, shallow but wide coverage, and individualistic learning processes to higher
level skills, problem solving, in depth study, and collaborative learning” (OECD 2001a).

Another notable effort in integrating ICT in the basic learning process can be seen in Alberta,
Canada. In the Alberta ICT program, technology is incorporated as “a ‘way of doing things’ –
the processes, tools and techniques that alter human activity.” The program gives a wider view
on the “nature of technology, how to use and apply a variety of technologies, and the impact on
self and society” (www.education.gov.ab.ca/k_12). The National Centre for Technology in
Education (NCTE) in Ireland also provides many success stories as it illustrates various
educational programs such as the “Schools IT 2000”  aimed at maximizing the benefits of ICT
use among learners and teachers (www.ncte.ie).  On the other hand, Thornburg (1999) as cited
by Tinio (2002) emphasizes the crucial importance of these ICTs in developing three
foundational skills of the learners. These, he said “are (1) how to find information; (2) how to
determine if what is found is relevant to the task at hand; and (3) how to determine if the relevant
information is accurate.”

The OECD book “Learning to Change: ICT in Schools” (2001b) describes the “pervasive use of
ICT in schools to be motivating” and succinctly justifies the economic, social and pedagogical
implication and rationale for ICT integration in the classroom as presented in table 1.

IV. Overview of the Philippine Basic

Education
Basic education in the Philippines covers three main programs: elementary, secondary and non-
formal. Non-formal program is the government’s means to ensure “Education for All” (EFA)
policy. This provides for the training needs of the out-of-school youths and adults, 15 year-old
and above. The formal education starts from six-year elementary and four-year secondary
education program. Some private schools offer eight year elementary school. A Filipino child
starts to go to school at the age of six when he enters grade 1. However, this school year 2005-
2006, DepED has encouraged parents to let their children enroll in the pre-school program.  Pre-
school education unlike elementary education is not free and not

Table 1.  The rationale for ICT integration in schools

Rationale Implication
for ICT
Economic “…focus is on the perceived needs of the economy – present and future – and
the requirements in many areas of employment to have personnel with ICT
skills. Knowledge and familiarity of ICT is an important aspect of
employability as the 21st century unfolds. There is a widespread expectation
on the global scale that those nations successfully embracing the information
age will benefit economically. Awareness of this dimension will encourage
learners to acquire such skills, and some to take ICT as an additional optional
 subject leading to vocational specialism, including the study of computer
science in further or higher education.”
Social “…focuses on facility with ICT becoming a prerequisite for social
participation in society and the workplace. Competence with ICT is seen as an
essential “life skills” in the same way as literacy and numeracy, so much so
that the range of skills and the process supported by ICT is brought together in
the notion of digital literacy, which becomes both a requirement and a right
for all learners.  It is therefore important to find ways to compensate those
with limited access to computers outside school. Societies will suffer if some
of their members have little or no facility with ICT, especially since public
and other services are increasingly becoming available on-line. As usage of
ICT becomes more extensive across society, wider benefits will also flow –
better links with home and scholl, greater parental involvement in student
progress, and greater scope for schools and other educational institutions to
play and inter-active part in community life and development.”
Pedagogical “…concentrates on ICT teaching and learning. The potential for this has
developed rapidly and dramatically with advances in ICT, from the early “drill
and practice” program, and limited use in a small number of subjects. ICT can
increase the breadth and richness of learning, not least through the topicality
and realism that the new resources can bring. It can support the development
of higher order thinking skills, including analysis and synthesis.”

         Source:  OECD (2001). “Learning to Change: ICT in Schools”

compulsory. Although most public schools offer pre-school classes parents have to pay minimal
amount to cover the teacher’s salary, teaching materials and text and workbooks of the pupils.
Private pre-school program is much more expensive.

There are six learning areas in the elementary level: English, Filipino, Mathematics, Science and
Health and Makabayan.  Makabayan, a Filipino term which literally means nationalistic,
encompasses three learning areas: (1) History, Geography, Civics and Culture, (2) Music, Arts
and Physical Education, (3) Home Economics and Livelihood Education. Team teaching and
collaboration is highly encouraged in Makabayan. Integration of three learning areas is done
whenever possible.Values education this school year 2005-2006 was again offered as a separate
learning area.

All subjects in the primary grade levels (Grade I to IV) are generally handled by one teacher.
Grade I and II classes have the following subject areas: English, Filipino, Math and Makabayan
(Civics and Culture). Science is integrated in the English subject. Grade III classes learn the
following subject areas: English, Filipino, Mathematics, Science and Health and Makabayan. 
Likewise, Grades IV, V and VI classes have the same mix of subjects; however, Makabayan is
an integration of Philippine History, Philippine Geography, Civics and Culture; Music Arts and
Physical Education; and Home Economics and Livelihood Education. 
On the other hand, secondary education is free but not compulsory. While the government
provides one complete elementary school in every barangay (remote village or rural area), there
is at least one public high school in every municipality offering a general secondary curriculum.
General secondary curriculum, one and the most common of the curricular offering of the
secondary schools in the Philippines, is a continuation of the elementary education program but
is designed both as preparation for college work. Science high schools, science and technology
high schools, and high schools for the arts are among the other curricular offerings of the
secondary school education program in the Philippines.

Basic subjects in secondary schools are Makabayan, Filipino, English with focus on Asian,
British-American and world literature;  Mathematics includes Arithmetic, Algebra, Geometry,
Statistics and Trigonometry; Science and Technology which focus on General Science in first
year, Biology in second year, Chemistry in third year and Physics in fourth year. Makabayan as
subject area in secondary level encompasses Physical Education, Health and Music, Values
Education, Social Studies and Technology and Home Economics (THE). THE  provides practical
work and experiences in home economics, industrial arts, agriculture and fishery, and
entrepreneurship. Computer literacy is only a sub-component entrepreneurship.

V. Some Efforts and Policy Imperatives

 

The 2002 Revised Basic Education Curriculum (RBEC) is a curricular change instituted by the
Philippine government through the Department of Education (DepEd) which recognizes that ICT
skills are of paramount importance in alleviating poverty and in achieving competitive advantage
in the global economic arena. Among its salient features is the inclusion of basic learning
competencies in computer skills in both elementary and secondary education. Its proponents
emphasizes that “…(W)e have to educate our Filipino learners to filter information critically,
seek credible sources of knowledge, and use data and facts creatively so that they can survive,
overcome poverty, raise their personal and national esteem, and realize a gracious life in our
risky new world.” The learning competencies were categorized in the subject area of “Home
Economics and Livelihood Education (HELE)” in the elementary curriculum and in the
“Technology and Home Economics (THE)” in the secondary curriculum. However, although
basic computer education is being taught as a separate unit or module in the HELE area, bulk of
ICT lessons is not laid in a unifying and coherent educational framework.  ICT integration,
particularly in the public schools, focuses mainly as tool for learning and not as an independent
subject area. Lessons in computer literacy are only limited with basic operations and hand-on
experience, such as knowledge of the computer parts, function of the keyboard, basic word
processing and file management.

 
Although skills in ICT are specifically taught in the separate subject areas of HELE and THE,
only a few of the schools were able to incorporate ICT across all subject areas. These success
stories served as models of ICT integration in the classroom and were featured in their
presentation during the “First ICT in Basic Education National Congress,” held in Cebu City,
Philippines on 6-7 December 2004 which this writer had the opportunity to participate. The sets
of presentation were published in the website of the educational project dubbed as Pilipinas
SchoolNet (www.pilipinasschoolnet.org).

One success story cited was that of Mandaluyong Elementary School in Metro Manila. In the last
four years, pupils and teachers have been learning from and learning with Knowledge Channel.
The pupils show positive learning from Knowledge Channel programs, which are explicitly
produced and used for instructional purposes. The effective use of educational television in this
case is due to the fact that it is intentionally designed for education and teachers are involved in
topic and module selection, utilization and integration into the curriculum. Knowledge Channel
programs are received via cable and are intended for use at specific times. School organizers
composed of Grade V pupils helped in planning and scheduling all programs as there are only
two televisions sets available in this school. The scheduling and ease of access of the programs
are the biggest factors promoting classroom use. Seminars and lesson demonstrations on the
integration of educational television in the classroom focus on how teachers can best use
television to enhance academic achievement. To make viewing more effective, teachers discuss
the previewing questions as suggested in the teacher's guides and manual to stimulate the interest
of the pupils and reinforce their learning objectives. While viewing, teachers can call attention to
and highlight the important concepts. After viewing teachers are advised to use quizzes to ensure
that students understand the program ( www.pilipinasschool,net.org).

In the secondary level, the set of ICT lessons is relatively far more broad and deeper than in the
elementary level. It is in this stage where students are taught of the various software program
applications such that of MS Word, Excel, and Power point. Integration occurs in the form of
collaborative projects conceived by the subject teachers. One example of integration was done in
the subject “Civics and Culture” as presented by Bais City High School in Negros Oriental. With
the use of a WebQuest, an inquiry-based learning activity, the second year students gathered
information from the internet, interviewed local experts, and observed and participated in the
local festival called Sipong sa Bais, in order to create a website promoting this local festival.
Cooperative learning was developed through the grouping of students and assignment of
complementary roles. The researchers in each group gathered data about the history of sipong,
the actual practice, and the dances. They interviewed local experts, as well as guests of the town
during the festival. The photographer in each group took pictures. The final student output was a
webpage of the festival. The WebQuest results show that appropriate use of computers and the
internet had been an important tool in achieving both subject and information literacy objectives
by providing students with exposure to and practice with diverse resources, making them active
learners (www.pilipinasschool.net.org).
 

The example set by teachers and students of P.Guevarra Memorial High School in Laguna was
also notable. ICT basic skills can be seen as they integrated concepts and approaches in
Statistics, Information Technology and Social Studies. Students were divided into groups of five.
Each group was required to research on a problem commonly experienced by students. The
groups identified their problems with the help of the guidance counselor who introduced the
"Problem Wall" to enhance the awareness of the students of the problems affecting them. Each
group then constructed a questionnaire and administered it to their chosen group of respondents.
They collected the data, presented it in tabular and graphical form, and computed for frequency
and other descriptive statistics using MS Excel. The final group results were presented by the
students in the form of a newsletter and website (www.pilipinasschool.net.org).

These few instances of ICT integration in the classroom set the tone for an important policy
imperative to increase the budgetary allocation for the educational sector. The education sector in
the Philippines is receiving on the average less than three percent (3%) of gross national product,
a relatively low percentage as compared to that of other countries allocation for education. With
this as the greatest constraint, the education sector is faced with the challenge in keeping at pace
with the past moving trend of technology and information revolution around the world. A typical
Filipino school does not have access to computers and the internet. In most cases like those cited
above computers are available but supplies for maintenance and operation is inadequate to
maximize the use of ICT. For example, the lack of printers and other computer peripherals
hamper most teachers and students to not fully derive the benefits of ICT diffusion. Students do
not appreciate computers to the fullest when it is not connected to the internet. Moreover, these
examples of limited “connectedness” are not assurance of an effective ICT education. Teachers
have to really learn to collaborate with each in order to meaningfully integrate ICT across all
subject areas. The RBEC has set the legal basis for collaborative and team teaching giving a
greater emphasis on richer integration of all subjects through thematic teaching. However, most
teachers, who play a central role in the teaching-learning equation, are still not convinced to fully
integrate ICT in the classroom particularly because of the fear – the “technophobia” in using hi-
tech educational gadgets. Some are afraid to step out of their “comfort zone.”  There are still a
greater number of them who are not familiarized or reoriented with the system of collaborative
and team teaching; some others, on the other hand, are unwilling to work with teachers from
other fields or subjects.

The above observation further strengthens the studies conducted by Rodrigo (2001) and Tinio
(2002). The former reveals that high school teachers, students and school administrators in Metro
Manila are constrained to utilize ICT in achieving the desired educational competencies through
active and independent learning. She averred that the schools do not have the “necessary
hardware, software and connectivity to pursue the achievement of these goals. As a result, their
ICT resources are not being tapped in a way that is consistent with their professed goals”
(www.pilipinasschool.net.org). One major factor that compounds this problem is the high
student-to-computer and student-to-peripheral ratios. Moreover, she opined that the use of ICT is
only limited during 'computer classes' where the subject matter to be taught is computer-related.
Thus, any learning outcomes from ICT use would be computer-related as well “instead of
towards broad, generic skills such as problem solving, independent and collaborative learning,
and communication” (www.pilipinasschool.net.org).

The latter, on the other hand, enumerated the barriers why ICT utilization in the teaching-
learning process is very limited or not fully maximized, as seen in table 2. The study reveals that:
“(L)ack of enough computers is the single biggest obstacle according to the respondents, with a
mean ranking of 2.35. All other issues have mean rankings considerably lower than this. Lack of
enough technical support for operating and maintaining ICT resources (4.29) and the lack of
teacher training opportunities (4.63) are considered barriers to change as well. So too are the lack
of space for computers (5.01) and the general lack of funds for operations (5.03), including
maintenance of equipment, purchase of supplies, and electricity.”

With the recent flagship program of the Department of Education, these areas of concerns can be
hopefully addressed. For instance, the program called “Schools First Initiative (SFI)” puts the
school at the center of the whole educational system and not just as mere extension of the
Department. This program is aimed at involving all the stakeholders of education in a locality to
take part in the management and improvement of schools in their respective areas. In one
consultation- conference attended by this writer, the current secretary of education through a
dialogue with some political leaders found out that there are a number of town heads who are not
aware of the educational status of the schools in their jurisdiction. It was to their surprise

Table 2. Mean rankings of what respondents consider to be major obstacles to the use of ICT

for teaching and learning in their schools

Insufficient number of computers 2.35

Not enough technical assistance for operating and maintaining 4.29
computers and/or insufficient help for solving technical problems
with ICT
Not enough training opportunities for teachers 4.63
Not enough space to locate computers appropriately 5.01
Lack of funds 5.03
Insufficient peripherals (printers, scanners, etc.) 5.14
Teachers lack knowledge/skills in using computers/the Internet for 5.14
instructional purposes
Not enough staff for supervising computer-/Internet-using students 5.37
 No time in teachers’ schedules to explore opportunities for using 5.46
computers/Internet
Not enough copies of software for educational use 5.51
Insufficient time for teachers to prepare lessons in which computers/ 5.59
the Internet are used
Weak infrastructure (telecommunications, electricity, etc.) 5.59
Problems in scheduling enough computer/Internet time for different classes 5.61
Lack of interest/willingness of teachers to use computers/ the Internet 5.73
Inadequate administrative support or initiative at the school/division/regional level 5.73
Insufficient plans and/or resources to prevent theft and vandalism of  
computers
5.76
Absence of or outdated school network/LAN 5.77
Difficulty integrating computers/ the Internet in classroom  
instruction practices
5.79
Not enough types (variety) of software  
5.89
Lack of knowledge on what hardware/software to buy  
5.92
Imported educational software not compatible with DepEd  
curriculum
5.93
Lack of skills/knowledge of students in handling computers  
5.96
Insufficient number of teachers  
5.96
Indifference of parents  
5.96
Software too complicated for teachers and/or students to use  
5.98
Teachers feel uncomfortable because some students are more  
competent with ICT than they are
5.99

Source:  Tinio (2002) “Survey of Information & Communication Technology Utilization in

Philippine Public High Schools. Also available at www.fit-ed.org

to find out how low the achievement level of their students considering that some of them are in
classified as first class municipalities. This opened the eyes of one of the important stakeholders
of education. They in turn expressed interest in improving their school and thus will hopefully
give way to allocation of support to the school. For instance, solutions to problem on
maintenance and operating expenses such as ink and continuous supply of electricity can be
addressed by shouldering bulk of the expenses. Others suggested that alumni members who are
already successful in their respective career or profession can donate some amount to defray
monthly electric bills or in purchasing the much needed computer peripherals.

The foregoing casts another policy imperative for an effective ICT integration in the classroom:
the sustained partnership, consultation and constant dialogue between the schools, the
community and its stakeholders such as parent associations, the alumni, town officials and non-
governmental or people’s organizations. As OECD (2001) had remarked along this vein: “The
most effective learning environment is one based on the dynamic partnership between home and
school, formal and informal, teacher and taught. This underscores the seriousness of the situation
of the students who have inadequate home facilities, who are on the wrong side of the digital
divide.”  For instance, the Pilipinas SchoolNet cited above could serve as a model initiative for
cooperative linkage and collaboration between the private sector and the government. Under the
“memorandum of understanding” signed between two active non-government organizations, the
Foundation for Information Technology Education (FIT-ED) and Ayala Foundation, this ICT
educational project was established on July 2001 with top officials of the Department of
Education serving as witnesses.  The vision of the program is “to build a network of schools
throughout the Philippines that will leverage the internet and related technologies to improve
learning and to better prepare the Filipino youth for the demands of the knowledge economy. In
fulfilling this vision, the Pilipinas SchoolNet is committed to addressing the digital divide within
the country-between those who have access to the Internet and those who do not-by providing
effective and sustainable solutions to the problem of Internet connectivity” (www.fit-ed.org).
Another dynamic partnership that can be seen is through the efforts of Department of Education,
in collaboration with non-government organizations such as the broadcast-media network
company ABS-CBN, the Knowledge Channel, e-TV Foundation. The cooperation initiated a
project where a number of schools were equipped with TV sets, educational materials in the form
of VHS, CDs and DVDs and free cable access. Curriculum-based educational lessons and
materials were also demonstrated and shown in the Knowledge Channel programs that
compliment the teaching learning process in the classroom. The shows also cover almost all of
the lessons and topics covered in the subject areas of basic education. Knowledge Channel also
provided free television cable services of 41,450 public schools nationwide that are within reach
of cable operators. They also provided wireless technology (satellite dishes and receivers) to
remote areas unreachable by cable lines. Knowledge Channel Foundation Inc. has established a
partnership with cable providers nationwide to carry Knowledge Channel and furnish the
necessary cable infrastructure to reachable schools (www.abs-cbnfoundation.com).

The presentation above also offers some implications for policy such as the continuous
professional development and training of teachers who play crucial role in the delivery of ICT
instruction and its integration in various subject areas. “Without adequate investment in teacher
professional development and enhanced professional activities, effective technology integration
into schools cannot succeed” warn OECD (2001) experts. New learning styles and pedagogical
approaches must be developed and instilled in the training programs to be conducted.

VI. Concluding Remarks

 

In general, basic education in the Philippines is still faced with the difficulty in fully harnessing
the potentials of digital literacy and ICT diffusion. Success stories abound such as those
presented above but these are limited to those with ample access to digital infrastructure and
ICT-open minded teachers and administrators with the help of the private sector and other
education stakeholders.  However, the government, being the lead sector, should realize that
without a unifying policy framework in integrating ICT in the basic education, the Filipino
student will always be lagging behind the global standards for digital literacy and will always be
at the losing end of the digital divide. Although the government has set forth some policy change
such as the implementation of the RBEC, this only appears to be cosmetic and at the very least, a
lip service.  The policy framework should be coherent and consistent with the over-all
development agenda in equipping the economy towards the requirements of a knowledge and
information- intensive society. In addition to the provision of adequate infrastructure and fiscal
allocation, this demands a more radical change of the basic education curriculum where ICT and
digital literacy becomes the basic component and a separate subject area. The current curriculum,
although revised in order to incorporate ICT skills, still leans on traditional approaches where, as
described by OECD (2001b) the “dominant curricular and organizational patterns…were not
designed for the Internet Age and often inhibits its effective use. ICT offers some gains for
traditional curriculum delivery, but its full educational potential cannot be realized without the
radical changes in schools structures and methodologies.” A more radical curricular reform
should be learner-centered and skill-based with a “clearly articulated and measurable
curricular/pedagogical goals and objectives” (Tinio, 2002).

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