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 2004 Education Act (as amended in 2014) defines distance education as “an educational process in which a significant proportion of the teaching is conducted through one medium or a combination of media by persons removed in space or time from the learners”. The government refers to ICT in several documents and press releases, but there is no mention of the term education technology (EdTech).
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: According to the 2004 Education Act (as amended in 2014), the Minister if responsible for ensuring the development of basic knowledge and skills for all students, which include computing and an understanding of the role of science and technology in society together with scientific and technological skills (Article 4). The Act additionally refers to distance education as a form of public education delivery (Article 84).
There is no ICT Act and no reference to technology in the 2007 Virgin Islands Constitution Order. The 2006 Telecommunications Act (as amended in 2010) establishes telecommunications services in respect of which the requirement of universal service shall apply (Art. 28), although there is no provision for universal access to electricity or the internet.
Policies, plans and strategies: In 2017, the government of the British Virgin Islands signed an agreement with the Caribbean Telecommunications Union (CTU) to develop a ‘National ICT Policy and Strategy’, which has yet to be adopted. According to UNESCO, there is a draft ICT in Education Policy that has not been officially adopted. There is no ICT in Education Policy or Strategy.
Digital competency frameworks: Teachers in the British Virgin Islands are trained in the use of ICT for teaching and learning, although a specific digital competency framework was not found.
Changes occurred as a result of COVID-19: Following the COVID-19 crisis, the government aims to make remote learning a “permanent fixture for students to use as needed”, with a blend of online and face-to-face learning remaining as the preferred delivery method. To this end, the government has signed memorandums of understanding (MOUs) with companies that may eventually partner towards development of education activities and on the job training for students and educators to ensure relevant, job-ready capacities.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: There is no policy or law aiming to increase access to electricity in schools. The 2015 British Virgin Islands Electricity Corporation (Amendment) Act makes no reference to education. The enhancement of minimum service standards of schools is included as part of the SMART school program, which also includes energy and water audits.
Computers and devices: The British Virgin Islands have had various policies and programs that aim to integrate ICT devices in education from the late 1990s, with the establishment of school computer labs (1 lab per school; 10 computers per lab). The government aimed for students in grades 5-6 to have access to computers and ICTs for both in-classroom teaching and learning, students in grades 7-9 to access digital textbooks, and grades 10-12 to receive laptops. Computers are installed in multi-use areas such as resource centers for schools without dedicated lab facilities. The Ministry of Education, Culture, Youth Affairs, Fisheries and Agriculture also introduced the ICT pilot program in 2015, which was designed for students to use computers across all subjects. The objectives of the ICT program are to integrate ICT into the primary curriculum in order to enhance the learning and teaching of pre-existing subjects, change the culture of the use of ICT in the classroom and, by extension, the education system; provide a variety of resources to enhance teaching skills and learning abilities; increase accessibility to children with disabilities; improve confidence in the use of ICT for students and teachers, and promote new behaviours for teaching. The teachers of the Grade 5 classes are further supported by designated ICT teachers. ICT programs are funded by the Ministry of Education annual budget. The 2014 National Youth Policy aims on equipping institutions with the necessary resources, media and technologies to foster learning environments that champion innovation and excellence.
Internet connectivity: Since 2005, all school computer installations have been connected via DSL-based WAN to the government’s central server and from that server to the Internet. This arrangement is free for schools, while telecommunications companies have committed to providing packages at reduced rates.
After the disasters of Hurricane Irma in 2017, which caused severe damage to several school buildings and disrupted the network connectivity, the Rehabilitation and Reconstruction Loan (RRL) negotiated by Government of the Virgin Islands (GOVI) and the Caribbean Development Bank (CDB) supported projects in the Education Sector related to the reconstruction and rehabilitation of schools, as well as the provision of ICT equipment and school supplies for primary and secondary schools. The IT Backbone provides network connectivity for all government schools. Moreover, the ICT for schools project aims to enhance teaching methods in schools in line with the SMART school concept, where access to wireless local area networks will be ensured so that students can access web-based learning tools.
2.2.2. Technology and learning environments
The 2004 Education Act (as amended in 2014) includes distance education as part of the public education system in the British Virgin Islands.
During the nation-wide school closures caused by the COVID-19 outbreak in 2020, the Ministry of Education, Culture, Youth Affairs, Fisheries and Agriculture planned for learning continuity to be delivered through several online learning platforms (with a blended, hybrid approach adopted in 2021). During this period, students in state schools were assisted by the Ministry in accessing resources for online learning, including laptops and video packages. Computer sets were distributed to primary aged students (i.e. grades 5 and 6), digital textbooks for grades 7 to 9, and Chromebooks for senior students. To assist with internet access, agreements with private enterprises brought about zero rating of educational websites (i.e. effectively making access free for all interested and with an internet connection) and discounted internet plans to increase affordability. Teachers were encouraged to convert the curriculum for deployment online with both live courses and Open Educational Resources.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
ICT is delivered as a subject at both primary and secondary level, with the Ministry of Education, Culture, Youth Affairs, Fisheries and Agriculture having developed a syllabus that specifies standards and learning outcomes that focus on computer literacy. According to the 2004 Education Act (as amended in 2014), the Minister if responsible for ensuring the development of basic knowledge and skills for all students, which include the skills of literacy, listening, speaking, reading, writing, numeracy, mathematics, analysis, problem solving, information processing, and computing; critical and creative thinking skills for today's world; and an understanding of the role of science and technology in society together with scientific and technological skills (Article 4). Moreover, the 2014 National Youth Policy supports for all youth to have adequate access to quality education and training that develops their key competencies and skills.
2.3.2. Teachers
There is no ICT competency framework for teachers, although the government recognizes the training of teachers in ICT as an essential component to facilitate the use of ICTs in education. Specifically, state school teachers from kindergarten to grade 12 (K-12) are trained in the use of the ICTs in the classroom to promote a more successful blended learning environment (which includes remote training). The draft ICT Policy supports the meaningful use of ICT by administrators and teachers to enhance teaching and learning as well as the continuous professional development of teachers in ICT. During the COVID-19 school closures, teachers were additionally trained in alternative learning platforms.
2.4. Cybersecurity and safety
2.4.1. Data privacy
The British Virgin Islands' 2021 Data Protection Act which came into force in 2021 is the primary legislation and the first legislative framework of its kind in the British Virgin Islands to govern how public and private bodies may process personal data. The law strives to promote transparency and accountability, bringing the British Virgin Islands in line with the UK and EU data protection standards. The Act applies to a person who processes or who has control over, or authorises, the processing of any personal data in respect of commercial transactions, and also applies to a person in respect of personal data if (1) the person is established in the British Virgin Islands and processes personal data, or employs or engages any other person to process personal data on their behalf or (2) the person is not established in the British Virgin Islands, but uses equipment in the Virgin Islands for processing personal data otherwise than for purposes of transit (Article 4). One of the requirements is for data subjects to give 'express consent' before the processing or disclosure of personal data (Article 7). Explicit data subject consent is required before processing sensitive personal data. The Information Commissioner ('the Commissioner') once established, will be responsible for issuing data protection guidance to public and private bodies on their obligations under the Act. The Act makes no reference to educational institutions.
2.4.2. Online abuse and cyberbullying
There is no law or policy to explicitly prevent online abuse or cyberbullying in British Virgin Islands schools.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Education, Culture, Youth Affairs, Fisheries and Agriculture has responsibility for administering all educational services in the British Virgin Islands, including the development of enhanced ICT use within education across the islands.
The Department of Information Technology is responsible for coordinating the development, integration and enhancement of information technology for the Government of the Virgin Islands. Its mission is to ensure value for money and that standardized information systems are utilized across departments and ministries. This is done by establishing and maintaining computer networks, software development to meet operational requirements, procurement of computers and peripheral devices, and providing computer education courses to end-users.
3.2. Roles of schools
When schools reopened in 2021, students were allowed to use electronic devices such as laptops and tablets in the classroom, but mobile phones were not included among the list of permitted digital devices in classrooms.
As of November 2023, there is no official ban on cellphones in schools in the British Virgin Islands. However, the Department of Education is considering implementing such a ban due to increasing violence in schools. Education Commissioner highlighted that cellphones, once intended as a technological resource, are now seen as a potential hazard. The department is evaluating this measure as part of broader efforts to address school violence and improve safety.
