Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The terms “information and communication telecommunication” (ICT) are “information technology” are used by several regulations, such as the 2013 Telecommunications Policy for the Turk and Caicos Islands and the Education Sector Plan 2018-2022. For instance, the Education Sector Plan 2018-2022 aims to “integrate ICTs into classroom teaching and provide training in integration of ICT for teachers”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: There is no ICT Act. The 2011 Constitution and the 2009 Education Ordinance make no reference to technology or distance education.
The 1984 Telecommunication Ordinance (as amended in 2018) establishes regulations for the telecommunications sector in the Turks and Caicos Islands, including licensing requirements, prices, and universal access.
Policies, plans and strategies: The 2013 Telecommunications Policy for the Turk and Caicos Islands aims to ensure that all consumers and businesses in the Turks and Caicos Islands have access to quality Telecommunication services at reasonable costs and without discrimination. Moreover, it states as a Policy Objective (7) that communication technologies are to be used to achieve and enhance social objectives in education, health and national security.
The Education Sector Strategic Plan 2013-2017 outlined initiatives to build a fully operational EMIS as one of its four priority programs. Furthermore, it included information and communication technology (ICT) as a cross-cutting subject to strengthen ICT as a tool for complementing teaching and learning and enhancing management. The Education Sector Plan 2018-2022 outlines eight Strategic Imperatives for education, the expected outcomes, and key strategies for achieving these objectives. The plan includes technological goals for the education sector, such as equipping schools with technological infrastructure, implementing a Management Information System (EMIS) in all schools, integrating ICTs into classroom instruction and integrating technology fully into the teaching and learning process.
The National Youth Policy 2020-2025 articulates seven youth development pillars to support empowerment, facilitate active citizenship, enhance the youth policy environment and promote youth mainstreaming. The Policy aims to optimize technology and innovation for sustainable development by implementing initiatives, such as promoting training and capacity-building campaigns that make digital technologies and programmes available to youth through schools, community groups, NGOs and youths clubs and supporting interventions to enhance digital literacy skills for digitally excluded youth communities. Also, it promotes the digitization of learning environments and implements education reforms to create more fit-for-purpose education curricula and learning outcomes, including technology skills.
An ICT in Education Policy has also been developed and announced in the Education Sector Plan 2018-2022. The policy focuses on developing an ICT-literate population and improving educational effectiveness using ICT in instruction and administration (CEPAL, 2019).
The 2015 Special Needs Education Policy aims to enhance the utilization of ICTs to guarantee improved accessibility to educational opportunities, especially in underserved regions that are rural, remote, or disadvantaged. It highlights that at online forums, schools, the Department for Education, and the Department for Social Development should present legal information relating to children with disability in a simple way.
Finally, the 2018 Alternative Schools and Alternative Education Policy aims at broadening the use of education technology in all classes. Its core learning strategies include educational technology and online instruction.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
In 2005, the Universal Service and Public Telecommunications Regulations established the need for a universal service obligation and universal service fund. Universal service funds aim to increase access to telecommunication services through projects funded by contributions from providers.
Electricity: One of the objectives of the Education Sector Plan 2018-2022 is to improve students’ access to high-quality instruction by developing and implementing an infrastructure and equipment modernization plan in schools.
Computers and devices: The Education Sector Plan 2018-2022 aims to repair and upgrade ICT labs, IT infrastructure. Also, it includes the need to acquire learning platforms, software and computers for schools. The school ICT modernization program includes the installation of smartboards and other equipment.
Internet connectivity: The Ministry of Education provides all Turks and Caicos Islands schools with an internet connection through an arrangement with local telecommunications providers.
The 2005 Universal Service and Public Telecommunications Regulations include universal service providers to provide Internet access for public libraries and public schools.
2.2.2. Technology and learning environments
National policies support the provision of distance education. The Education Sector Plan 2018-2022 aims to improve access to teaching and learning resources, including the introduction of e-learning resources, and to implement an e-library program for primary and secondary schools. In addition, it intends to adopt and implement regional initiatives of e-testing and e-marketing in every school, and to design and develop multimedia support materials for students and teachers. The National Youth Policy 2020-2025 promotes the adaptation of education delivery through digital and non-digital methods from early childhood to tertiary education, and facilitates the digitization of learning environments.
The Ministry announced the initiatives of Flow (TCI) and Digicel (TCI) Ltd, which are designed to make e-learning platforms, digital learning materials, and instructional resources available to all public and private school students and teachers.
Distance learning financial assistance (DLFA) may also be awarded to students pursuing an online programme of study up to a maximum of $15,000.00 to cover the expenses of tuition and textbooks. Applicants may receive a maximum of two DLFA.
i-Ready is an online platform designed to assist teachers in assessing students' requirements, tailoring their learning experience, and tracking their progress in reading and/or mathematics throughout the academic year. Comprising two components, Diagnostic and Personalized Instruction, i-Ready empowers educators to identify students' needs, individualize their education, and continually monitor their advancement.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The Turks and Caicos Islands National Curriculum (TCINC) do not include computer or technology as a core subject in the curricula. Transportation, Communication and Technology is a key strand of the Grade K-6 national curriculum standards. Content standards include to use various media resources in order to address a question or solve a problem and to understand how technology can benefit an individual on their education journey. Also, other standards include the identification of the validity of information (e.g., accuracy, relevancy, fact or fiction) and the understanding of how individual responsibility applies in usage of digital media.
However, the proposed Standardized Timetable Guide includes Information and Communication Technology (ICT) as a subject.
The Education Sector Plan 2018-2022 aims to integrate technology into teaching and learning. It proposed to integrate ICT into classroom teaching. The National Youth Policy 2020-2025 promotes and educational reforms to create more fit-for-purpose education curricula and learning outcomes, including technology skills.
At the secondary level, students can take either the CXC Caribbean Advanced Proficiency Examination (CAPE) or the GCE Advanced Level (A-Level) examination after the completion of Form VI. The Caribbean Advanced Proficiency Examination (CAPE) is designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. Information and Technology and Computer Science are prospective Caribbean Secondary Education Certificate certification subjects. The Information and Technology curriculum aims to equip students to perform effectively in a technologically dynamic period and to encourage the growth of computer-related abilities.
According to the Turks and Caicos Islands National Curriculum (TCINC), the integration of Career and Life skills increases the capabilities of students to think critically and develop hands-on skills. This guide is grounded in developing STEAM and STEM skills with a focus on problem/project-based learning. Students are engaged in activities that provide them with the skills and competencies needed to function in the 21st Century.
Financial assistance awards are granted to students graduating with the highest grade point average in engineering and ICT.
2.3.2. Teachers
There is no ICT competency framework for teachers. The Education Sector Plan 2018-2022 identifies enhancing the professional development of teachers as one of its strategic imperatives. It proposes establishing and implementing the Teacher Professional Development Plan, creating a pre-service teacher education program, and providing instructors with training and ICT integration.
2.4. Cybersecurity and safety
2.4.1. Data privacy
Turk and Caicos do not have a governing law or policy on data privacy in education.
2.4.2. Online abuse and cyberbullying
There is no law or policy explicitly to prevent online abuse or cyberbullying in Turk and Caicos. In 2017, the country signed the Multi Agency Protocol for Prevention Reporting and Management of Child Abuse and Neglect, which included cyberbullying.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Education is the Government entity responsible for the management, administration and provider of quality educational initiatives in the Turks and Caicos Islands. Its mission is to “create and sustain a well-coordinated, unified, highly professional organization, that is highly competitive, motivated and capable of delivering the policies and programs of the Government within budget, on time, using modern technology”.
ICT Policy in Education provides for an ICT Education officer and an ICT Committee charged with responsibility for its implementation. According to CEPALS’ ICT policy, the Central Information Technology Unit, located in the Ministry of Finance, Investment and Trade, supports the work of the Ministry of Education.
3.2. Roles of schools
No legislation governing the usage of mobile phones in schools was found in Turk and Caicos.
