The term Information and communication technologies (ICTs) is widely used in various policies such as the Green Paper on Education Development and Policy Raising the Standard, Maximising Resources, Aligning with Regional and Best Practices – Promoting Success for All 2007-2017, the National Information and Communications Technology (ICT) Strategic Plan and the 2017-2021 Education Sector Plan.
Constitution and laws: The 2005 Education Act (as amended in 2009) includes ICT knowledge among the skills and basic knowledge to be developed in all persons. According to the 2005 Education Act (as lastly amended in 2009), "the specific goals and objectives which the Minister shall establish and pursue are—(a) to encourage the development of the basic knowledge and skills in all persons, including—(iii) an understanding of the role of science and technology in society together with scientific and technological skills."
The purpose of the 2020 Electronic Communications Bill is to regulate electronic communication services and electronic communication networks.
Policies, plans and strategies: The 2006 National Information and Communications Technology (ICT) Strategic Plan aims to include ICT in formal and informal education and the training of teachers and instructors. To this end, the National ICT Strategic Plan proposes to expand ongoing computer literacy efforts in primary and secondary schools into information literacy and culture in the formal education system through appropriate curriculum and pedagogic changes, as well as with the provision of teaching and learning materials and supporting lifelong learning through a combination of the traditional classroom (face to face), distance and open education methods.
The 2017-2021 Education Sector Plan includes Information and Communication Technology (ICT) integration as a value-added pedagogical and management tool as a cross-cutting central theme to achieve the overarching policy goals.
The Green Paper on Education Development and Policy Raising the Standard, Maximising Resources, Aligning with Regional and Best Practices – Promoting Success for All 2007-2017 mentions the target to expand primary school curriculum in physical education, music and art, character education, and computers and the need for integrating Information and Communication Technology (ICT) in the curriculum of primary and secondary schools.
Digital competency frameworks: No digital competency framework for students or teachers was found.
Changes occurred as a result of COVID-19: There was no information found on COVID-related permanent changes to the formal education system. Several programs, such as the Caribbean Digital Transformation Project, are being implemented at the regional level and in partnership with international entities.
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2017 Saint Christopher Electricity Supply Act regulates electricity supply in the country. No mention of electricity supply in schools was found; however, the 2017 Saint Christopher Electricity Supply Act fosters education related to renewable energy sources and energy efficiency in electricity at all education levels.
Computers and devices: The Green Paper on Education Development and Policy Raising the Standard, Maximising Resources, Aligning with Regional and Best Practices – Promoting Success for All 2007-2017 establishes that where possible, computers, laptops, carts will be made available to schools in a wireless environment to take ICT to classrooms.
Internet connectivity: The 2006 National Information and Communications Technology (ICT) Strategic Plan aims to enforce affordable universal access and interconnectivity, reliability and technological neutrality.
2.2.2. Technology and learning environments
The National Information and Communications Technology (ICT) Strategic Plan (2006) proposes to train and support the capacity of usage and customization of open-source software in order to sustain the generalized use of open-source software in parallel with proprietary ones. In addition, the National ICT Strategic Plan intends to support the formation of a national or regional consortium for education that can negotiate licenses for access to learning materials and courses, facilitate the sharing of efforts in the use of Internet-based distance education modalities, and promote the growth of a national and regional interlibrary loan system. Moreover, it mentions the improve the interactive potential of ICT in the provision of lifelong learning via distance education programmes.
Due to the COVID-19 emergency, online learning was implemented. Among the Government policies to support remote education in schools, the distribution of digital devices, internet connectivity and online learning platforms were included.
The National Information and Communications Technology (ICT) Strategic Plan (2006) proposes to expand the ongoing computer literacy efforts in primary and secondary schools into information literacy and cultural improvement programmes through appropriate curricular and pedagogic changes.
The 2017-2021 Education Sector Plan proposes the implementation of a revised national curriculum and learning evaluation system that enables students to develop a complete set of 21st-century competencies. Schools will be provided with the necessary curriculum and assessment resources, including ICTs, as well as National Curriculum Guides.
At the primary school level, Science and Technology is included in the mandatory subject areas covered across the primary school grades.
The National Information and Communications Technology (ICT) Strategic Plan (2006) mentions working towards achieving that students leaving Fifth Form after five years of secondary education must be computer literate defined as being able to use a computer safely.
The benchmark for graduation from secondary school is performance on the Caribbean Secondary Education Certificate (CSEC), which is administered by the Caribbean Examinations Council (CXC). Since 2018, all CSEC courses are evaluated through digital testing.
The 2006 National Information and Communications Technology (ICT) Strategic Plan proposes to train teachers in the use of computers as a tool for teaching Reading, Writing, Mathematics, Art, and other core subjects and working with the Curriculum Development Unit (CDU) and the Education Planning Division. Moreover, it specifies the objective to create a teaching force in which all practitioners possess the critical requisite skills and competencies required to use ICT as a tool in enhancing the teaching/learning process and a cadre of ICT teacher specialists.
The 2017-2021 Education Sector Plan intends to build a Quality Teaching and Learning Framework that outlines the expectations for quality teaching and learning in compulsory education, including the use of ICTS as a pedagogical instrument with added value.
The Green Paper on Education Development and Policy Raising the Standard, Maximising Resources, Aligning with Regional and Best Practices – Promoting Success for All 2007-2017 intends to provide extensive teacher training to assist teachers in integrating ICT into their curricula.
2.4.1. Data privacy
The 2006 National Information and Communications Technology (ICT) Strategic Plan mentions the need to establish legislation for the protection of privacy and personal data in all forms of electronic transactions in the private and public sectors.
The 2018 Data Protection Act aims to promote the protection of personal data processed by public and private bodies and creates obligations regarding the collection, use and disclosure of data.
The 2018 Freedom of Information Act makes provisions for the disclosure of information held by public bodies or by persons providing services in Satin Kitts and Nevis.
The 2021 Electronic Communications Act aims to provide regulations for electronic communications networks and services.
2.4.2. Online abuse and cyberbullying
No information was found on the existence of regulations regarding online abuse of cyberbullying in Saint Kitts and Nevis.
The Ministry of Education is the national education system's governing body and in collaboration with other stakeholders are responsible for incorporating technology in formal education settings.
No information was found on national legislation on the use of mobile devices in schools. Individual schools may include specific regulations on the use of electronic devices in each institution.