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
A national definition of education technology or other related terms could not be found. However, the term “Information Communication Technology (ICT)” was found in the 2016-2026 Niue National Strategic Plan
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Niue is a self-governing state in free association with New Zealand, which conducts diplomatic relations on its behalf. The 1974 Constitution Act of Niue, Article 61(2) gives the Cabinet the responsibility to establish and maintain public education institutions as well as make necessary provisions to help provide educational opportunities for the people of Niue.
The education system is governed by the 1989 Education Act which states that the government should provide preschools, primary schools, intermediate and secondary schools, special education, continuing education, teacher training, and technical training. Education technology is not mentioned.
Policies, plans and strategies: Under the 2012 Inclusive Education Policy, online and distance education is mentioned regarding policy area three, which “provide an inclusive learning environment for all students who are gifted or [have] special abilities”. Under this policy area, the government is instructed to provide opportunities and resources to enrol and support gifted and talented students in online and distance subjects and courses (Te Kura a Tuhi) not otherwise available in the Niue school system.
The Department of Education’s 2005-2010 Niue Education Strategic Plan sought to “establish priorities and develop technological facilities to ensure children, teachers and educational managers have access ICT to enable them to function in a global world.”
The 2016-2026 Niue National Strategic Plan recognizes the importance of Information Communication Technology (ICT) in the development of the nation. The plan states that “ICT development is important for Niue in the changing technological environment and connection to the world” and the strategy focuses on the provision of quality affordable postal, ICT and broadcasting services. Education services should enable children to be confident, competent learners and communicators who are healthy, happy, and responsible members of the community. The previous 2009-2013 Niue National Strategic Plan did call for the development and implementation of a National ICT Strategy. However, one has yet to be published. The draft of the proposed National ICT strategy seeks to improve ICT accessibility as well as integrate ICT into the school curriculum and train teachers in incorporating ICT into their lessons.
Digital competency frameworks: Niue is aligned with the New Zealand Qualifications Framework (NZQF). The NZQF is comprised of ten different levels which measure competency from basic certification up to doctoral degree level. At secondary school, students work towards level 1-3 on the NZQF in order to achieve the National Certificate of Educational Achievement (NCEA). The field of “Engineering and Technology” has 27 sub-fields. The sub-field “Technology” has seven different domains, including “Digital Technologies.” Under the National Certificate of Educational Achievement (NCEA), Digital Technologies is included under literacy and numeracy. Under the Digital Technologies and Hangarau Matihiko Matrix, the framework for the different achievement levels, achievements in level one include developing and designing digital technologies, using basic iterative processes to plan and develop a digital outcome, understanding searching and sorting algorithms, understanding human-computer interaction, and understanding compression coding for a chosen media type. At level three, one achievement example is to “implement complex procedures to develop a relational database embedded in a specified digital outcome.”
One micro-credential provided by the NZQF is “Digital Skills for the Workplace” which is designed to develop the digital skills essential in all types of workplaces. This program provides support for workers from various industries, communities, and professions to enhance their knowledge, awareness, mindset, and ability to confidently use digital tools and technologies in the workplace. The focus is on using digital tools to solve problems, increase productivity, support well-being, and excel in the workplace by effectively processing and applying information and data, creating content, connecting and collaborating with others, and reflecting on and adapting digital practices.
Changes occurred as a result of COVID-19: No information was found.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: All residents of Niue have access to electricity. The country aims to gain 80% of its electricity needs from renewable energy sources by 2025 in accordance with the Niue Strategic Energy Road Map (NiSERM).
Computers and devices: Niue was part of the One Laptop Per Child (OLPC) initiative. In August 2008, it was reported that 100% of students in the country had access to a personal device.
Internet connectivity: Niue was the first country in the world to provide state-funded wireless internet to all inhabitants in 2003. The 2009-2013 Niue National Strategic Plan sought to “provide universal ICT connectivity by 2012, which includes landline telephone, internet and mobile (GSM) coverage”. The island was connected to the Manatua optic fibre cable in 2021, which has provided high-speed internet connectivity to all residents.
2.2.2. Technology and learning environments
According to the Department of Education’s Covid-19 Response Plan in 2021, schools' principals and teachers prepared lessons and study plans for students that could be delivered in study packs to students at their homes or a designated place through the Village Council channels. Because of the lack of stable internet, schools will not solely offer online learning, though some may still choose to do so. The Department of Education also sought to implement a dedicated spot on the radio for teachers to deliver radio-based instruction.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
Primary school children are introduced to computers at the year four level through the Technology Program. ICT courses are offered to students at the secondary level with a curriculum that closely follows the New Zealand Technology curriculum document. For all other subject areas, students still need to have access to a computer with an internet connection in order to access information available from the New Zealand Qualifications Authority, including Unit Standards, Achievement Standards, and assessment exemplars for assessment activities.
IT is offered as a half-year course to students in Years 7, 8, and 9 (Forms 1, 2, and 3), with a focus on introducing basic computer skills and keyboarding. At the Year 10 (Form 4) level, students may choose to continue with IT or opt for other subjects. However, there has been a consistent demand from students over the years to continue with IT, making it challenging to meet demand. Students in Years 7, 8, and 9 are allocated two hours of IT per week for two terms, with each term lasting about 9 or 10 weeks.
The primary school and the secondary school closely follow the New Zealand curriculum. The Technology Curriculum is made up of eight achievement levels. The technology learning area has three strands: Technological Practice, Technological Knowledge, and Nature of Technology. These are embedded within each of five technological areas: computational thinking for digital technologies, designing and developing digital outcomes, designing and developing materials outcomes, designing and developing processed outcomes, and design and visual communication.
2.3.2. Teachers
According to the Standards for the Niue Teaching Profession, teachers should “design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.” They should also have communication skills, be committed to professional learning, and teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. Teachers may use technology to fulfill these standards; however, it is not necessary.
2.4. Cybersecurity and safety
2.4.1. Data privacy
No information was found.
2.4.2. Online abuse and cyberbullying
No information was found.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Department of Education oversees the education system in Niue and is responsible for the development and implementation of education policies. Niue's education system is largely managed by the government of Niue, with support from the New Zealand Ministry of Education.
3.2. Roles of schools
In 2024, Niue High School has introduced a ban on mobile phones as Term 2 begins. This policy, which took effect at the start of the academic year, aims to minimize distractions and enhance the learning environment. Students are required to leave their phones at home; any phones found on school premises will be confiscated, with repeated offenses leading to the phone being retained until the end of the academic year. The ban seeks to improve academic performance, reduce cyber-bullying, and promote positive student-teacher interactions.
