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
Palau's Constitution of 1981 with Amendments through 1992 neither mentions the term “information and communication technology (ICT)” and “educational technology (Edtech)” nor other technology-specific terminology (e.g., distance education, open educational resources and assistive technologies in education).
The 2009 Special Education Policy mentions the term “assistive technology”; however, it does not define the term.
Palau complies with the 2004 Individual with Disabilities Education Act (IDEA): Part B of the U.S.A and it only mentions the term “assistive technology”. However, the act defines the term “assistive technology device” as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability”. Furthermore, the act also defines the term “assistive technology service” as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Palau's Constitution of 1981 with Amendments through 1992 gives the national government the responsibility to provide free and compulsory public education. Title 22 of the Palau National Code of LegislationTitle 22 of the Palau National Code of Legislation is the main law which governs education. Technology is not mentioned in either document.
The 2004 Individual with Disabilities Education Act (IDEA): Part B of the U.S.A aims to provide a framework for designing educational media services that are of educational value in the classroom setting to children with disabilities; and to promote the development, demonstration, and use of technology in those services.
The 1989 Programmes and Services Handicapped Children Act (amended in 1996 by the Republic of Palau Public Law 3-9) mandates the national government to ensure free, appropriate public education (FAPE) to all children, including children with physical or mental impairments, through adequate accommodations and the development of individualized education plans (IEPs) until 21 years of age.
The 2017 Palau National Telecommunications Act establishes the telecommunications regulatory framework in the Republic of Palau.
Policies, plans and strategies: The 2017-2027 Education Master Plan aims to improve student-centred learning, educational and instructional leadership, and enhance curricula using technological tools.
Complying with the 1989 Programmes and Services Handicapped Children Act (amended in 1996 by the Republic of Palau Public Law 3-9) and the 2004 Individual with Disabilities Education Act (IDEA): Part B of the U.S.A, the 2009 Special Education Policy aims to reiterate the right to free, appropriate public education (FAPE) for all, including children with disabilities who have been suspended or excluded from school based on an individualised education plan (IEP). Furthermore, the policy supports using assistive technology devices and/or assistive technology services in the learning development of children with disabilities.
Digital competency frameworks: No information was found.
Changes occurred as a result of COVID-19: No changes have occurred in laws, policies, plans and strategies as a result of COVID-19.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2015 Palau Energy Act and the 2010 Palau National Energy Policy govern the energy supply in Palau. The Energy Act seeks to ensure that the country is energy-secure and develops sustainable sources of clean and affordable energy. The act establishes a comprehensive national framework to improve energy security by diversifying the supply of energy to the people of Palau, including renewable-energy.
Computers and devices: According to the 2009 Special Education Policy, on a case‐by‐case basis, the use of school‐purchased assistive technology devices is made available in a child’s home or other settings if the child’s individualised education plan (IEP) team determines that the child needs access to those devices in order to receive free, appropriate public education (FAPE).
To assist digital learning during the COVID-19 Pandemic, the Ministry of Internal Affairs and Communications of Japan (MIC) provided 1250 tablets to schools in Palau.
Internet connectivity: Ensuring that each school has strong internet capability and access to the world-wide web is one of the strategic goals of the 2017-2027 Education Master Plan.
2.2.2. Technology and learning environments
To establish technology as an integrated teaching and learning tool to better meet instructional needs, the 2017-2027 Education Master Plan emphasises the need to establish a distance delivery system for teacher and student instruction (e.g., webinars, digital courses).
During the first two weeks of the lockdown period during the COVID-19 pandemic, the Ministry of Education issued a directive to share some drawing/writing prompts and math activities to keep students engaged and busy.
According to the 2020 COVID-19 education: contingency planning, risk reduction, preparedness and response framework, to ensure continuity of learning when students, parents, and teachers do not have access to affordable connectivity and devices at home, schools need to deliver the curriculum via reading and assignment packages, TV, and radio.
In the case when students, parents, and teachers have access to affordable internet connectivity and devices (mobile, desktop) at home, the framework emphasises using digital learning tools such as African Storybook, eLimu, Global Digital Library, Let's Read, StoryWeaver, Worldreader, Akelius, Duolingo, Google Bolo, Edx, Khan Academy, the Learning Passport. Teachers need to obtain the phone numbers of the parents/ caregivers of the children in the class and create WhatsApp groups (or other communication applications) to facilitate discussions, check in on children's progress and share more assignments. Furthermore, the framework emphasises supporting the government with preparing learning packages (texts, worksheets, reading materials), preparing for radio/ tv programme development, and identifying online learning options.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The 2017-2027 Education Master Plan does not mention STEM education, however, it emphasises increasing students’ learning times for mathematics.
2.3.2. Teachers
One of the strategic goals of the 2017-2027 Education Master Plan is to provide teacher training in the integration of technology tools to enhance learning.
2.4. Cybersecurity and safety
2.4.1. Data privacy
In Palau, there is no general data protection law. However, unauthorised access to computers and data by a person is considered an unlawful act by the Palau National Code in Sections 3108-3110. The Palau National Code does not explicitly guarantee data privacy from the use of technology in education.
2.4.2. Online abuse and cyberbullying
While the Republic of Palau does not have a cyberbullying law, the Palau National Code recognises child pornography as “content-related offences” in Sections 1800-1803. The 2017 Palau National Telecommunications Act emphasises the need to protect minors from pornographic materials. However, the Palau National Code and the 2017 Palau National Telecommunications Act do not explicitly mention protecting children in schools/educational settings from online abuse and cyberbullying.
Furthermore, a cyberbullying bill was introduced in the Senate in 2022. The bill defined cyberbullying as “causing physical harm to a student or damages the student’s property, causes emotional distress to a student, creates a hostile educational environment at school and substantially disrupts the orderly operation of the school.” and using any type of technology to transfer “signs, signals, writing, images, sounds, data..” including impersonating a person and creating a blog or webpage assuming another person’s identity. The bill makes “Cyber-bullying” a crime under Title 17, Chapter 44, of the Palau National Code.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
As a unitary State Education Agency/Local Education Agency (SEA/LEA), the Republic of Palau’s Ministry of Education is the sole agency responsible for print materials, and assistive technology programs in the Republic.
According to the 2022 Telecommunications Equipment Regulation, the Bureau of Communications (established under Title 2 of the Palau National Code) of the Ministry of Public Infrastructure, Industry, and Commerce is responsible for specifying and approving technical standards for the operation of telecommunications networks and all equipment used on telecommunications networks in Palau; regulating the type and characteristics of equipment connected to a telecommunications network. Furthermore, according to the 2017 Palau National Telecommunications Act, creating a cybersecurity framework in consultation with industries and other government bodies is also one of the main responsibilities of the Bureau of Communications.
Section 15 of the Palau National Code governs the provision of telecommunication services in the country and it designates Palau National Communications Corporation (PNCC), a state-owned corporation, as the provider of telecommunications services in the region.
Formed by presidential executive order in 2001, the Communication Information Technical Advisory Group (CITAG) aims to develop a five-year ICT plan to advance ICT in the country. However, the group drafted a three-year ICT development plan in 2003, ICT-2003, which was not officially endorsed and implemented. The Communication Information Technical Advisory Group (CITAG) remains in existence but is dormant.
3.2. Roles of schools
According to the Ministry of Education's School Handbook (2019), the MOE aims to foster a school environment that supports effective instruction and learning. To maintain such an environment, the use of wireless devices—such as tablets, cell phones, camera phones, and text messaging devices—is prohibited in the classroom unless specifically approved by the teacher for instructional purposes. These devices may be used before and after school hours, and during lunch for high school students. School personnel are authorized to confiscate any wireless device that violates this policy, with the device being returned to the parent or guardian after school. Repeated violations may result in additional disciplinary actions. All technology usage must comply with the MOE School Technology Resources Policies and Guidelines Handbook (2018).
Introduced as House Bill 10-13-1 in 2017, the proposed legislation seeks to ban the use of cellphones and other electronic devices during school hours in publicly funded schools, with exceptions for devices used in authorized programs or school activities. The bill addresses concerns about cellphones' negative impact on education, such as causing distractions and reducing concentration, while acknowledging arguments for their benefits, including improved security and accessibility for students with disabilities. The bill passed its third reading in the House and was sent to the Senate in January 2020, but has not yet been formally debated.
