Survey of schools with computer in NCR

NCR registers a high percentage of schools with computers (83.3% of public schools
and 95% of private schools), and almost all schools have continuous electricity supply
(98.5% of publics schools and 98.3% of private schools).

A considerable number of schools confirmed they already have computer literacy classes:
194 public schools and 240 private schools — but they comprise only a partial number
of the schools with computers (38.1% of public and 84.5% of private) and even a
slightly smaller percentage of the total number of schools in the NCR (31.8% of total
public schools and 80.3% of total private schools).

The percentage for public schools could be higher, though, as seven out of every ten
public schools (71.1%) indicated they have teachers who are “computer-users” or
“computer proficient”. The percentage of private schools currently offering computer
classes aligns with the percentage of private schools that have computer-literate teachers
(84.9%).

The quality and level of computer literacy subjects are contingent on the computer
hardware the schools have. Most schools’ computers have only very basic hardware
configurations—86.4% of the 508 public schools and 95.1% of the 284 private schools
peripheral have printers. Less than half of these public schools (45.3%) have a CDROM
drive, less than a third (38.6%), and fewer have a scanner (14.6%) or modem
(14.2%). Private schools register higher incidences of multimedia devices, which indicate
that they are in a better position to use multimedia applications for teaching and learning.
Limitations in the computer literacy subjects offered by most schools are also pointed
out by the few schools that have Internet access: only 32 public schools (16.5% of
public schools with computer subjects) and 40 private schools (16.7% of private schools
with computer subjects) have Internet access (mostly using dial-up connections).
The outlook for the integration of ICT in education in the NCR is more positive than
it is for the other regions. Most public schools have computers and computer-literate
teachers, and can readily begin to devise strategies to use ICT in their teaching methods.

The fact that most schools currently have landline telephones (90.7% of public and
94.3% of private), coupled with the high number of Internet Serve Providers in NCR,
is an indicator that Internet access is readily available to schools in NCR, provided that
they have the financial capability to afford and sustain their Internet connection.