The Story of Eng’r Ambeth Guinto, Mentor, Educator
I am fortunate to still be in touch with my Computer Science and Engineering professors years after I graduated. Among them, one stands out—Eng’r Ambeth Guinto. He is not just an educator but a true mentor, dedicating his life to teaching in both prestigious universities and small, underfunded technical schools across the Caloocan-Malabon-Valenzuela (CAMANAVA) area.
In well-established institutions, his work provides the means to support his elderly mother and siblings, ensuring financial stability.
But in rural schools, his motivation is entirely different. There, he teaches not for a paycheck but out of a deep sense of duty, often working pro bono to give underprivileged students a fighting chance at a better future.
For him, education is not just a profession—it is a mission.
Bridging the Digital Divide in Rural Philippines
At one time, I visited him in one of these small schools and watched him teach logic gates under the shade of a mango tree—with cows lazily roaming around. The midday sun was relentless, and sweat dripped from his brow as he sketched truth tables on a weathered blackboard, swatting away flies that buzzed incessantly around us. The constant hum of tractors and the rhythmic chatter of farmhands working the nearby fields formed an unlikely backdrop to a lesson on digital circuits. I couldn’t help but notice the occasional farmer pausing, furrowing his brow in confusion as he tried to make sense of the strange symbols and binary numbers scribbled across the board.
The midday sun was relentless, and sweat dripped from his brow as he sketched truth tables on a weathered blackboard, swatting away flies that buzzed incessantly around us.
It was a surreal collision of worlds—advanced computing concepts being taught in the middle of an agricultural landscape. Yet, for Eng’r Guinto, the setting didn’t matter.
As long as there were students eager to learn, he would teach.
Bridging the Digital Divide in Urban Philippines
On another occasion, he invited me and a close friend to visit him at a tiny “college” tucked away in the middle of a wet market. The moment we stepped inside, the scent of fish, raw meat, and damp wood mixed with the stifling heat of the cramped, rundown classroom. The floors creaked beneath our feet, and the rotting wooden tables and chairs wobbled under the weight of years of use. Half of the blackboard had crumbled away, leaving barely enough space for equations and circuit diagrams, yet Eng’r Guinto stood at the front, fully engaged in checking microcontroller integration projects for the final thesis of a graduating class.
The moment we stepped inside, the scent of fish, raw meat, and damp wood mixed with the stifling heat of the cramped, rundown classroom
Over 60 sweaty students packed into the 40-square-meter room, their faces glistening under the dim, flickering light. Some perched on broken chairs, others leaned against the walls, notebooks balanced on their knees. The air was thick, not just with the heat, but with anticipation—every student eager for a chance to prove their work, to earn the professor’s nod of approval. Despite the suffocating conditions, the passion for teaching was undeniable.
Eng’r Guinto barely had time to sit. He scanned through schematics, tested circuits, and gave quick but insightful feedback, never once showing signs of exhaustion. After a brief chat over hastily brewed coffee—his only break for the day—he glanced at his watch, packed his worn-out teaching materials, and rushed off to his next class on the other side of the city.
After a brief chat over hastily brewed coffee—his only break for the day—he glanced at his watch, packed his worn-out teaching materials, and rushed off to his next class on the other side of the city.
For him, there was always another group of students waiting, another lesson to teach.
The Digital Divide in the Philippines
Eng’r Guinto’s story reminds me of the digital divide in the Philippines, which continues to widen, creating barriers to education and economic mobility.
Between 2019 and 2022, the gap in broadband access between the richest 40% and the poorest segments of the population increased from 26 to 42 percentage points. As of 2022, only 33% of Filipino households had fixed broadband, and mobile broadband penetration remained lower than the ASEAN average.
With the high cost of internet services—fixed broadband alone consuming 11% of per capita gross national income (GNI)—many Filipinos, particularly those from low-income families, are left with limited digital learning opportunities.
Despite these challenges, mobile phones, particularly those with 5G connectivity, present a viable alternative to traditional computing devices in tech education. The widespread availability of mobile broadband, even in underserved areas, provides an opportunity to bridge the digital divide in the Philippines without the high costs associated with full-scale laptop or desktop setups. By leveraging Python programming on Android devices, aspiring developers can access free and open-source (FOSS) tools, fostering an inclusive and cost-effective learning environment.
In a similar case, here’s an article on the role of Python on Android Breaking Barriers in Tech Education.
The Case for Mobile-First Tech Education: A Solution to the Digital Divide in the Philippines
1. Cost Savings and Accessibility
Laptops and desktops remain expensive, making them unattainable for many low-income students. However, smartphones—especially those with 5G connectivity—offer a cheaper alternative while still providing sufficient computing power for coding and development tasks. Python development environments, such as Pydroid 3 and Termux, allow learners to practice coding directly on their mobile devices without the need for high-end hardware.
2. Emulating a Full Linux Environment with Termux
One of the most powerful tools for mobile-first tech education is Termux, an Android terminal emulator that allows students to experience a full Linux environment on their phones. With Termux, learners can install essential developer tools, run Python scripts, and even set up local servers, mimicking the experience of using a full-fledged Linux machine. This enables students to develop hands-on coding skills without requiring expensive computers or cloud-based solutions.
3. Overcoming Infrastructure Challenges
With only 33% of Filipino households having fixed broadband, reliance on home internet access is not a viable solution for many. Mobile broadband, which reaches a wider demographic, provides an alternative means of access. By promoting mobile-first digital learning initiatives, students can continue their education outside of traditional computer labs, reducing the dependency on costly infrastructure.
4. Encouraging Self-Paced and Remote Learning
The high cost of internet access has been a significant barrier to online education. However, mobile applications that support offline learning, such as downloaded coding tutorials and interactive exercises, can help students learn at their own pace. Utilizing cloud-based tools, which require only periodic connectivity, allows students to work around internet limitations while still developing their technical skills. Termux enhances this flexibility by allowing students to write, test, and debug code entirely on their mobile devices, making it a game-changer in mobile-first classrooms.
5. Government and Private Sector Support
The Philippine Private Sector Advisory Council (PSAC) has proposed measures to improve internet access, including streamlining the permitting process for network expansion and reducing spectrum user fees. These initiatives, combined with the adoption of mobile-first learning strategies, can help create a more equitable digital learning environment.
Conclusion
The digital divide in the Philippines has far-reaching consequences for education and workforce readiness. However, mobile technology offers an innovative and practical way to overcome these barriers. By shifting the focus toward smartphone-based learning, particularly for tech education, aspiring developers can gain the skills needed to compete in a digital economy. With strategic investments in mobile broadband infrastructure and FOSS-based learning tools, the Philippines can take significant steps toward closing the digital divide in the Philippines and fostering a more inclusive future in technology.
For those looking to get started with Python on mobile devices, check out our guide on what Termux is and how it can be used in mobile-first tech education:
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