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 term information communication technologies (ICT) is mainly used in government documents, including the National Strategic Plan 2005 to 2025, Barbados Growth and Development Strategy (MGDS) 2013-2020, and the National Information and Communication Technologies Strategic Plan of Barbados 2010-2015.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Neither the Constitution of Barbados nor the 1981 Education Act (as amended in 2002) mentions the inclusion or use of technology in the education sector.
Further legislation on ICT includes the 2005 Computer Misuse Act, the 1998 Copyright Act, the 2001 Telecommunications Act and the 2019 Data Protection Act.
Policies, plans and strategies: The "White Paper on Education Reform: Preparing for the Twenty-first Century" was published in 1995, resulting in the framework for the Education Sector Enhancement Program (EDUTECH) aiming to integrate learning technologies and provide devices and software in primary and secondary schools (ECLAC 2021).
Additional policies and plans have been enacted to include technology in the formal school system in Barbados, which include the Ministry of Education, Youth Affairs and Sports Strategic Plan for the period 2002-2012, which mentions the need to improve the use of Information technology.
The National Information and Communication Technologies Strategic Plan of Barbados 2010-2015 aimed to develop an ICT literate society that enables Barbadians of all segments of society to participate fully in the Information Society.
Barbados National Strategic Plan 2005 to 2025 includes initiatives focusing on using and appropriating information and communication technology in human capital training and development. Among the goals for ICTs included in the strategy are: continuing the Educational Sector Enhancement Programme (EDUTECH) and Curriculum Reform Programme educational endeavours to guarantee that everyone is educated to his or her maximum ability; and enhancing the use of ICT in youth education and training programs. To develop the Information Economy, the National Strategic Plan 2005 to 2025 states that the school system must guarantee that access to information and technology in the country compares favorably to the finest worldwide standards, as well as increase the computer literacy rate among students.
The Barbados Growth and Development Strategy (MGDS) 2013-2020 incorporates efforts to improve the integration of ICT into the teaching and learning environment in all schools as one of its strategies.
Digital competency frameworks: No formal ICT skills framework was found in Barbados.
Changes occurred as a result of COVID-19: According to the Ministry of Education, ICT in Education regulations were already being developed, but COVID-19 accelerated the process. To ensure the deployment of devices, policy formation and implementation are now undertaken concurrently, along with the development of a system-wide plan for device maintenance, usage, renewal, and curriculum change (ECLAC 2021).
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: No information was found on ensuring access to schools. However, infrastructure education regulations are implemented. According to the 1984 Education Regulations, as amended in 2007, all premises and facilities of all educational institutions must conform to the standards and conditions established by the Minister.
Computers and devices: The Education Sector Enhancement Programme (EDUTECH) included the provision of devices and other information technology equipment such as computer labs, classrooms, subject rooms, Learning Resource Centres, and the necessary networking infrastructure for all primary and secondary schools across the country. The Barbados National Strategic Plan 2005 to 2025 mentions the provision of at least 30 community-based computer laboratories by 2015.
The National Information and Communication Technologies Strategic Plan of Barbados 2010-2015 states that “in order for individuals, educational establishments and businesses to use ICTs effectively, appropriate infrastructure has to be put in place so as to facilitate the provision of quality services”. Moreover, is includes that all “all segments of society must be equipped with the tools and skills necessary to utilize ICTs. Education and training opportunities must therefore be made widely available to accommodate persons interested in acquiring ICT skills”.
During the COVID-19 pandemic, to ensure access to remote learning, a multi-tiered strategy was utilized to enable remote learning accessibility. Actions included providing access to the internet and ICT equipment, ensuring that students had sim cards in collaboration with ISPs, and providing access to zero-rated websites such as Google Classroom and educational applications. Priority was given to students who did not have devices, particularly those taking regional examinations (CXC) and national examinations (e.g. secondary school entrance exam), followed by students one year below exam level (ECLAC 2021).
Internet connectivity: The Education Sector Enhancement Programme (EDUTECH) also planned to improve IT infrastructure to ensure WiFi connection in schools (ECLAC 2021).
2.2.2. Technology and learning environments
Barbados National Strategic Plan 2005 to 2025 aims to encourage the use of public libraries and community technology centers as avenues to access distance education and web-based learning.
The Media Resource Department (MRD), previously the Audio Visual Aids Department, was formally constituted by a 1969 act of Congress. Mr Howard Hayden, Barbados' first Director of Education, introduced the concept of revolutionizing teaching methods in 1945 when he introduced the use of visual aids in the teaching process. The department undertook initiatives, which included the Visual Education Workshop, the Visual Education Library, the Mobile Cinema Unit, and the Visual Education Film Unit, which began operations in 1950 and collaborated with the Mobile Cinema Unit, which screened all films produced by the Unit. "Give your youngster a chance" was the Unit's debut film production in 1951. 2008 saw the renaming of the Audio Visual Aids Department to The Media Resource Department. The Media Resource Department (MRD) seeks to provide teachers and students with diverse and extensive resource support.
As a response to the COVID-19 pandemic, Barbados developed guidelines for online learning deployment and hardware used to encourage consistent application of online learning. The Ministry provided primary and secondary online education to maintain learning continuity throughout the COVID-19 outbreak. To ensure continuity of learning, content packages were developed and disseminated, teacher training was provided, and the curriculum was adapted for a range of distance learning modes (ECLAC 2021).
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The 1984 Education Regulations, as revised in 2007, provided that the curriculum for secondary schools from Level 1 to Level 4 must include Technology Education.
According to the 2000 Education in Barbados Information Handbook, "Computer Education" is one of the elementary-level subjects.
The National Information and Communication Technologies Strategic Plan of Barbados 2010-2015 proposed reforming the educational system and the complete integration of ICTs into the curriculum, as well as improving the ICT training programme for elementary and secondary school students.
The Barbados Growth and Development Strategy (MGDS) 2013-2020 identifies technology integration across the curriculum, the incorporation of life skills, competency-based teaching, and alternative assessment approaches as vital components of the instructional strategy. In addition, it aspires to encourage science, technology, and innovation in elementary and secondary schools by supporting the national curriculum's review and development.
2.3.2. Teachers
The Barbados National Strategic Plan 2005 to 2025 aims to continue to train teachers to ensure that they are on the leading edge of information, and communication technologies so that they may effectively guide student learning in a technological learning environment and achieve effectiveness in the use of such technology.
During the COVID-19 pandemic, the Ministry of Education provided publicly accessible training guidelines for online education at all levels. The Ministry provided professional development courses in innovation for education and ICT use for primary and secondary school teachers( ECLAC 2021).
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2005 Computer Misuse Act makes provision for the protection of computer systems and the information contained in those systems from unauthorized access by individuals, abuse by individuals with authorized access, and for related matters.
The 2019 Data Protection Act, in force since 2021, establishes the parameters for regulating the collection, storage, processing, use, and dissemination of personal data and providing individuals with data protection. It also includes a specific section on the conditions applicable to a child's consent. In addition, the 2019 Data Protection Act specifies that it is the commissioner's responsibility to arrange events to teach children about the dangers, laws, protections, and rights associated with processing personal data.
2.4.2. Online abuse and cyberbullying
In Barbados, cyberbullying is a criminal act. The 2005 Computer Misuse Act makes it illegal to upload disturbing content on social media. Sexually explicit movies are also outlawed, and those who do so may be prosecuted.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Education, Technological and Vocational Training (METI) oversees the educational system and has the primary responsibility for formulating education policies in collaboration with other ministries of government and stakeholders. The METI has also the responsibility for national policy and program development for science, technology and innovation.
According to the Ministry of Education, Technological and Vocational Training (METI) website, the Education Sector Enhancement Programme, familiarly known as EduTech, is a comprehensive education reform programme, which seeks to increase the number of young persons contributing to the sustainable social, cultural and economic development. The Programme is managed by the Ministry of Education, Technological and Vocational Training (METVT, primarily through the ESEP Information Technology and Quality Assurance Unit (ITQAU)and the Education Technical Management Unit (ETMU). There are also various committees in place to assist in the design, implementation and monitoring of the Programme.
3.2. Roles of schools
In schools, mobile phone use was prohibited from 2009 until 2017, when the prohibition was repealed and mobile phones were once again permitted.
