1. National Competency Standards
for Teachers

2.  The National ICT Competency Standard (NICS) for Teachers
defines the competency outcomes, and the supporting knowledge
and skills that are needed to utilize ICT in performing the job roles
related to teaching.
 It provides the performance indicators to evaluate the level of
knowledge and in general, this set of competencies aims to prepare
teachers to become users of various ICTs to help both the students
and themselves benefit from the technology.
 The prime benefits are:
1)access to information and knowledge resources, 2)communication
and knowledge sharing, and
3) work efficiency. Some of these competencies are expected to be
acquired during the pre-service training while the rest are long-term
competencies that teachers will have to acquire in-service.

3. A series of technical discussions and
workshops were conducted in Luzon,
Visayas, and Mindanao to ensure a
concrete ICT Competency Framework for
each major and specific area. Attendees to
these workshops include:
Slide 4

4.  Undersecretaries, Directors, and Consultants from
Commission on Higher Education and Department of
Education;
 Deans, Department Heads, and faculty members of
private and State Universities and Colleges;
 Faculty members of various public and private
elementary and secondary schools;
 Project Directors of different Non-Government
Organizations; and
 IT Officers, Head Programmers, and MIS Heads of
various National Government Agencies, Government
Owned and Controlled Corporations, and private
institutions.

5.  Information & Communications Technology (ICT)
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 ICT Integration in Teaching
Slide 7
 ICT Integration in Learning
Slide 8
 Standard
Slide 9
 Competency
Slide 10

6.  Information and Communications Technology"
(ICT) is defined as the totality of electronic means
to collect, store, process and present information
to end-users in
support of their activities. It consists, among
others, of computer systems, office systems and
consumer electronics, as well as networked
information infrastructure , the components of
which include the telephone system, the Internet,
fax machines and computers
DEFINITION OF TERMS

7. The utilization of ICT for the
effective performance of
teaching tasks
DEFINITION OF TERMS

8. The utilization of ICT to
facilitate learning process
DEFINITION OF TERMS

9.  Conventionally,a standard is defined as an
accepted or approved example or technique
against which other things are judged or
measured, or which sets out a set of criteria
that serves as a guideline for how something
should be done; accepted level and scope of
attainment of proficiency; a reference point
against which other things are judged or
measured.
DEFINITION OF TERMS

10.  Knowledge, skill, ability, or characteristic
associated with high performance on a job.
Some definitions of competency include
motives, beliefs, and values.
Competencies can also help distinguish
high performance from average and low
performance; a desirable quality or
behavior; a performance indicator

11. The NICS is a wealth of information presented in a very compact form
comprising the following elements:
Standard Title
 The Standard Title is a concise statement that describes the key area of
competency.
Standard Descriptor
 The Standard Descriptor is a brief description of the skills set covered by the
standard.
Statements
 Statements describe in outcome terms the key areas of competence
covered by the standard. Statements are focused on performance and are
demonstrable.
Indicators
 The Indicators identify the actions an individual would normally take to
perform the area of competence detailed in the relevant statement. They
are specific evidence of the achievement of a defined skill or knowledge
level or the competent completion of a task.

12. Statements
Standard
Descriptor
Statements
Indicators

13. DOMAIN A : TECHNOLOGY OPERATIONS AND CONCEPTS
Competency Descriptor:
 This domain includes competencies related to technical operations and concept, and productivity of
various ICT tools like computers and communication devices as well as application available on-line or
off-line.
Standard 1: Demonstrate knowledge and skills in basic computer operation and other information
devices including basic troubleshooting and maintenance
Indicators:
 Identify and define the functions of the main components (i.e. monitor, CPU, keyboard, mouse) of the
computer
 Identify and define the functions of computer peripherals (i.e. printer, scanner, modem, digital camera,
speaker, etc.)
 • Properly connect main components, configure peripherals and install drivers when required
 • Configure computer settings of various software and hardware
 • Understand the basic functions of the operating system
 • Organize and manage computer files, folders and directories
 • Use storage devices (i.e. hard disk, diskette, CD, flash memory, etc.) for storing and sharing computer
files. Create back-ups of important files
 • Protect the computer from virus, spyware, adware, malware, hackers etc.
 • Use online and offline help facilities for troubleshooting, maintenance and update of applications

14. Standard 2: Use appropriate office and teaching
productivity tools
Indicators:
 Use a word processor to enter and edit text and images
 Format text, control margins, layout and tables
 Print, store and retrieve text documents from a word
processor
 Use a calculation spreadsheet to enter data, sort data and
format cells into tables
 Make computation, use formula and create graphs using
spreadsheets
 Print and store data tables using a spreadsheet application
 Use a presentation package to add text and sequence a
presentation

15.  Enhance slide presentations by adding sound, customizing
animation and inserting images
 Print presentation handouts and store slide presentations
 Make effective class presentations using the slides and LCD
projector
 To acquire digital images and other media from web sites, CD,
flash drives, etc.
 Crop, scale, color correct and enhance digital images
 Play various media files using appropriate media players
 Stitch together video footages and sound tracks and add
simple enhancements -transitions, titles, etc.
 Attach and configure scanners, cameras, cell phones to
acquire digital images
 Store digital images using optical media (CD, DVD, flash disk)
and online repositories

16. Standard 3: Understand and effectively use the Internet
Indicators:
 Connect to the internet via dial-up or LAN
 Configure and use Web Browsers and Help applications
 Send and receive emails with attachments, manage emails and use
LAN and
 Web-based mail servers
 Effectively use synchronous and asynchronous web based
communication tools like instant messengers, voice and
teleconferencing
 Connect and use shared printers, shared folders and other devices
within a network
 Effectively use search engines, web directories and bookmarks
 Download and install relevant applications including freeware,
shareware, updates, patches, viewers and support applications

17. Standard 4: Demonstrate knowledge and skills in
information and data management
Indicators:
 Effectively use search engines, directories, crawlers
and agents to locate information sources
 Search and collect textual and non-textual information
from online and offline sources
 Efficiently store and organize collected information
using directories, drives, or databases
 Distribute, share, publish and print information via
print or web
 Properly acknowledge information sources – online
and offline

18. DOMAIN B: SOCIAL AND ETHICAL
Competency Descriptor:
 This domain includes competencies related to social, ethical,
legal and human issues, and community linkage.
Standard 1: Understand and observe legal practices in the
use of technology
Indicators:
 Understand the legal implications of Software Licenses and
Fair Use
 Understand and explain the basic concepts of Intellectual
Property Rights
 Differentiate and identify the Copyright, Trademark, Patent of
various products

19. Standard 2: Recognize and practice ethical use of
technology in both personal and professional levels
Indicators:
 Detect plagiarism in student work
 Properly acknowledge sources used in own work
 Be an Anti Piracy advocate for all products with IPR
like music, data, video and software
 Advocate the responsible use of various technologies
like computers, cell phones, etc.
 Show respect for privacy and cyber etiquette, phone
etiquette and similar use of technology

20. Standard 3: Plan, model and promote a safe and sound
technology supported learning environment
Indicators:
 Demonstrate proper handling of computer devices and use of
applications
 Monitor how students use the computer specifically on
software, hardware, computer games, and internet activities
 Maintain a clean and orderly learning environment for
students
 Promote and implement rules and regulations on properly
using computers
 Accurately report malfunctions and problems with computer
software and hardware

21. Standard 4: Facilitate equitable access to technology
that addresses learning, social and cultural
diversity
Indicators:
 Design class activities to minimize the effect on
students being disadvantaged or left-out
 Help minimize the effects of the digital divide by
providing access to digital materials for all students
 Prepare lessons and activities appropriate to the level
of learning and cultural background of students
 Adapt activities using specialized hardware and
software for physically disadvantaged students

22. DOMAIN C: PEDAGOGICAL
Competency Descriptor:
 This domain includes competencies related to the use of technology in the
following components of an instruction process: 1) planning and designing
effective learning environments and experiences supported by technology;
2)implementing, facilitating and monitoring teaching and learning strategies
that integrate a range of information and communication technologies to
promote and enhance student learning; and 3) assessing and evaluating
student learning and performances.
Standard 1: Apply technology to develop students’ higher order thinking
skills and creativity
Indicators:
 Make students use databases, spreadsheets, concept mapping tools and
communication tools, etc.
 Encourage students to do data analysis, problem solving, decision making
and exchange of ideas

23.  Standard 2: Provide performance tasks
that require students to locate and analyze
information and to use a variety of media
to clearly communicate results
Indicators:
 Use appropriately slide presentations,
videos, audio and other media in the
classroom
 Teach students to use various multimedia
materials for the reports and class
presentations

24. Standard 3: Conduct open and flexible learning
environments where technology is used to
support a variety of interactions among
students, cooperative learning and peer
instruction
Indicators:
 Use various synchronous and a synchronous
communication tools (email, chat, white boards,
forum, blogs)
 To facilitate cooperative learning and exchange of
ideas and information

25. Standard 4: Evaluate usage of ICT integration in
the teaching-learning process and use results
to refine the design of learning activities
Indicators:
 Design rubrics for assessing student performance
in the use of various technologies
 Use electronic means of administering quizzes
and examinations
 Analyze assessment data using spreadsheets and
statistical applications

26. Standard 5: Use computers and other
technologies to collect and communicate
information to students colleagues, parents,
and others
Indicators:
 Use emails, group sites, blogs, etc. for
disseminating information directly to students,
colleagues and parents
 Use emails, group sites, blogs, etc. to collect
information and feedback directly from students,
colleagues and parents

27. Standard 6: Apply technology to facilitate a
variety of appropriate assessment and
evaluation strategies recognizing the
diversity of learners
Indicators:
 Explore the use of electronic assessment
tools like on line testing, submission of
projects via email or on line facilities
 Set up online databases or repositories of
student works

28. DOMAIN D: PROFESSIONAL
Competency Descriptor:
 This domain includes competencies related to professional growth
and development, research, innovation and collaboration.
Standard 1: Proactively engage in exploring and learning new and
emerging technologies
Indicators:
 Identify educational sites and portals suitable to their subject area
 Join online communities, subscribe to relevant mailing lists and
online journals
 Review new and existing software for education
 Recommend useful and credible web sites to colleagues

29. Standard 2: Continuously evaluate and
reflect on the use of technology in the
profession for development and
innovation
Indicators:
 Conduct research on the use of technology
in the classroom
 Follow online tutorials or online degree
programs
 Actively participate in online forums and
discussions

30. Standard 3: Share experiences and
expertise, and collaborate with peers
and stakeholders in advancing the use of
technology in education and beyond
Indicators:
 Publish (formal /informal) research on the
use of ICT in education
 Share lesson plans, worksheets, templates
and teaching materials through course web
site

31. National ICT Competency Standard for Career
Executive Service Officers (CESOs)

32. Information and communications
technology services must enable the
government to realize its strategic
business and service goals, and face the
drivers of improvement. The development
and implementation of ICT services are
geared towards improving the Quality of
Experience of the various
stakeholders and of the citizens.

33. Hence, the Commission on Information and
Communication Technology and the Career Executive
Service Board collaborated to develop and implement
the National ICT Competency Standard for Career
Executive Service Officers (NICSCESOs)
into the Philippine government system. Adoption of an
ICT standard for CESOs would ensure the integration
of technology in designing appropriate
courses on ICT that will help executives develop
requisite ICT skills, imbibe a strong and deep
appreciation as well as advocate for the use and
application of ICT in government.

34. The objectives of NICS-CESOs are:
 To define the core competencies needed by
the non-IT managers and executives in public
service to actively participate in e-government
initiatives, and perform their functions and
responsibilities within the context of an
egovernment environment; and
 To formulate and implement the training
design that facilitates capability building.

35. The NICS-CESOs formulation process involved:
1. Collection, review and presentation of best practices and/or
standards from various sources;
2. Conduct of Focus Group Discussions (FGD) with selected
CESOs from different government agencies in Luzon, Visayas
and Mindanao.
Slide 35
3. Conduct of workshop to build stakeholder ownership of the
drafted competency standards;
4. Design and development of training modules to support the
capability building programs resulting from the formulated
NICS-CESOs; and
5. Conduct of executive briefing on e-Government Awareness to
introduce the core skills set of the NICS-CESOs.

36. The FGD identifies the knowledge and
skills that will enable executives to realize
the efficient, effective and innovative
delivery of service through the use of
Information and Communications
Technology;

37.  e-Government refers to the use by
government agencies of information and
communication technologies (ICT) such as
Wide Area Networks, the Internet
and mobile computing, that have the ability
to transform relations with citizens,
businesses, and other arms of
government.

38. The NICS - CESOs is a wealth of information presented in a very
compact formcomprising the following elements:
Standard Title
 The Standard Title is a concise statement that describes the
key area of competency.
Standard Descriptor
 The Standard Descriptor is a brief description of the skills set
covered by the standard.
Statements
 Statements describe in outcome terms the key areas of
competence covered by the standard. Statements are focused
on performance and are demonstrable.

39. Indicators
 The Indicators identify the actions an individual would normally
take to perform the area of competence detailed in the
relevant statement. They are specific evidence of the
achievement of a defined skill or knowledge level or the
competent completion of a task.
Underpinning Knowledge
 Underpinning Knowledge identifies the essential areas of
learning and understandings that underpin the area of
competence described in the standard. It also indicates broad
areas of learning and development that an individual might
consider to strengthen this specific area of competence.

40. Standard
Standard
Descriptor
Statements
Indicators
Underpinning
Knowledge

41. SKILL SET DIVISION A: e-Government Awareness
Competency Descriptor:
 This standard comprises the core competencies. The core
competencies define the requisite ICT skills to set a broad e-
Government vision and show commitment to that vision by: 1)
articulating the positive impact of e- Government on efficiency,
service quality, and customer service; and 2) to identify the potential
benefits of e-Government and how to achieve them. These
competencies are required for entry to the Career Executive Service.
Standard 1: Effectively and efficiently manage the resources of the
agency towards attainment of organizational objectives

42. Indicators:
 Review current policies and procedures
 Scan best practices
 Formulate e-Government policies and
procedures
 Advocate the policies
 Orient employees and clients on
organizational policies and procedures
 Provide feedback mechanism and information
campaign
 Conduct a periodic review of agency policies

43. Standard 2: Document and understand the
information and process flows
Indicators:
 Scan for trends
 Comply with EO 428
 Document existing business process
 Conduct a continuous review of business
operations
 Adopt best practices

44. Standard 3: Determine appropriate
information technology applications that
will address inadequacies in business
processes
Indicators:
 Define user requirements and appropriate
technology
 Assess existing IT hardware and applications
 Ensure continuous personal development on
ICT

45. Standard 4: Comply with existing rules and
regulations affecting ICT development and
applications
Indicators:
 Be a model in adhering to standard policies
on security
 Promote transparency in the government
 Build library of organizational rules and
regulations
 Set up appropriate committee as prescribed

46. Underpinning Knowledge:
 Organization’s Mission and Vision
 e-Government standards and core values
 e-Government policies and procedures
 Knowledge Management
 Business Process Reengineering
 Change Management
 Best Practices
 IT Resource Acquisition
 Policies and Rules and its impact to the workflow
 Clear definition of deliverables and its reusability
 Competitive e-solutions
 Emerging ICT solutions
 Occupational Safety
 Laws and regulations governing ICT in government
 Ethics in using ICT
 Emerging technology for security
 Intellectual Property Rights
 e-Commerce Act

47. SKILL SET DIVISION B: Management and Implementation of
e-Government Initiatives
Competency Descriptor:
 This standard defines the advanced competencies. The
advanced
 competencies define the qualifications of Executives to
effectively develop, implement, and manage e-Government
programs and initiatives.
Standard 1: Identify appropriate strategies in the
achievement of organizational goals
Develop a blueprint for implementing IT programs in the
organization

48. Indicators:
 Validate periodic review, monitoring of
ISPs, and identify success indicators
 Encourage strategic partnerships with
industry and the academe
 Institutionalize QMS/SM processes
 Plan and manage the strategic plan
 Conduct strategic planning sessions
 Integrate ISP with organizational plan

49. Standard 2: Attain organization objectives in a responsive,
timely, and cost effective way
Develop an integrated IT applications to interface all
business units within and outside the organization
Indicators:
 Develop a mechanism for interaction/interoperability among
stakeholders
 Promote ownership of developed Enterprise Architecture
 Develop competencies for planning and assessing Enterprise
Architecture
 Identify kinds of data generated and how it is shared

50. Standard 3: To define targets and milestones
To define and monitor performance indicators
Indicators:
 Develop Communities of Practice (COP)
 Develop systems and procedure manual
 Conduct periodic monitoring and user acceptance
testing
 Conduct regular monitoring and evaluation of
projects

51. Standard 4: To use appropriate tools in providing efficient
delivery of services
To set standards for accurate and reliable delivery of
services
Indicators:
 Develop interoperability among agencies through e-solutions
 Advocate common service framework for e-government
 Determine clients’ needs and satisfaction through surveys and
other means
 Determine and establish customer feedback mechanism
 Conduct regular monitoring and evaluation of Terms of
Reference (TOR) to assure compliance

52. Underpinning Knowledge:
 Strategic Information System Planning
 Financial Management
 Resource Mobilization
 Partnership
 ICT Trends
 Interrelationships with other agencies, industry, and NGOs
 Best Practices
 Organizational Structure and Services
 Enterprise Architecture Methodology and Tools
 Relationship of Enterprise Architecture to other IT Disciplines
 Enterprise Architecture Frameworks
 Project Management Techniques
 Drafting of Contract
 Project Monitoring and Evaluation
 Project Management Life Cycle
 Code of Conduct/Ethics for Government Employees
 Clients’ Needs
 Parameters for measuring client satisfaction
 Service Standards/TOR
 Outsourcing
 Insourcing

53. REFERENCES
ISTE National Educational Technology Standards for
Teachers. Retrieved April 4,2005, from
http://cnets.iste.org/currstands/cstands-netst.html
IFIP Curriculum-Professional Development of
Teachers. Retrieved April 4, 2005,from
http://wwwedu.ge.ch/cptic/prospective/projets/unesc
o/en/teachers.html

54. NELLEDONIA H. ANTES
MA-Ed