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 1966 Education Act neither mention the terms “information and communication technology (ICT)” and “education technology (Edtech)” nor other technology-specific terminology (e.g., distance education, open educational resources and assistive technologies in education.
The term information and communication technology (ICT), distance learning and e-learning are used in the Ministry of Education, Heritage and Arts (MEHA) Education Sector Development Plans: Fiji Education Sector Strategic Plan 2009-2011, 2012-2014 Education Sector Strategic Development Plan, 2015-2018 Education Sector Strategic Development Plan, 2019-2023 Strategic Plan: Education and Cultural Diversity for Empowered and Sustainable Futures for All and the 5 Year (2017-2021) & 20 Year National Development Plan (2017-2036), but no specific definition of these terms is provided.
Similarly, distance learning and e-learning are mentioned in the Ministry of Education, Heritage and Arts (MEHA) Education Sector Development Plans (as mentioned above) except the latest 2019-2023 Strategic Plan: Education and Cultural Diversity for Empowered and Sustainable Futures for All, but no specific definition of these terms is provided.
The 2017-2020 Special and Inclusive Education Policy Implementation Plan does not define assistive technology but one of the key priority areas of the plan and the policy is to ensure the provision of relevant assistive devices, technologies, early intervention, and other support services to students with disabilities. The same goes with the 2008-2018 National Disability Policy which serves as a guiding principle for ensuring whether existing services in health and education are adequately coordinated or not and takes account of the needs of people with disabilities.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: There is no reference to technology in education in Fiji’s 1966 Education Act and the 2013 Constitution of Fiji.
Policies, plan and strategies: Technology is identified among the top-level thematic topics, which are integrated into developing all the Ministry of Education, Heritage and Arts (MEHA) Education Sector Development Plans: 2009-2011 Fiji Education Sector Strategic Plan, 2012-2014 Education Sector Strategic Development Plan, 2015-2018 Education Sector Strategic Development Plan, 2019-2023 Strategic Plan: Education and Cultural Diversity for Empowered and Sustainable Futures for All, and their strategic priorities.
Improving access to technology and ICT in all schools, piloting distance education mode in selected schools (rural and isolated schools) and increasing distance learning facilities, providing appropriate technology and equipment to cater for effective delivery of examination/assessment for students with special needs, improving effective programmes, curriculum, technology and infrastructure for quality TVET delivery were some of the essential priorities of the 2009-2011 Education Sector Strategic Plan. These priorities aligned with the Suva Declaration Goal (1.1 – 1.2, 2.1 – 2.4, 3, 5) and the Peoples Charter Pillar (9.1 – 9.4).
The 2015-2018 Education Sector Strategic Development Plan also prioritised improving access to technology and ICT in all schools along with introducing distance and e-learning; increasing support for the design, development and delivery of e-Learning, the number of educational electronic learning devices for teachers and students to enhance the learning and teaching process; developing the Technology and Employment Skills Training (TEST) Act. Although the latest Strategic plan 2019-2023: Education and Cultural Diversity for Empowered and Sustainable Futures for All does not mention and focus on distance learning and e-learning.
Technology and Employment Skills Training was among the nine approved outputs of the Annual Corporate Plan (ACP) of MEHA (2017-18 Financial Year).
One of the central visions of the 5 Year (2017-2021) & 20 Year National Development Plan (2017-2036): Transforming Fiji is the development of a knowledge-based society that will result in positive ripples throughout the economy through improvements in efficiency and productivity, the rate of diffusion and adoption of technology, and research and innovation. The plan has identified the following essential priorities for education, heritage and arts in Fiji: a) embracing digital learning; b) improvement in literacy, numeracy, digital and physical literacy; c) skills development in priority areas such as engineering and IT-related professions; d) strengthening the use of ICT, distance learning and e-learning in schools. The 5-Year (2017-2021) & 20-Year National Development Plan (2017-2036): Transforming Fiji also aims to implement digital literacy programmes in 731 schools by the end of 2022.
To achieve the National Development Plan (NDP) goals and initiate sectoral reforms in education for the country, the 2019-2023 Strategic Plan: Education and Cultural Diversity for Empowered and Sustainable Futures for All of the Ministry of Education, Heritage and Arts (MEHA) has identified the following non-exhaustive list of strategic priorities for education, heritage and arts in Fiji: a) infrastructure and assets; b) access and equity; c) curricular (learning and teaching); d) research and development. Moreover, the 2019-23 Strategic plan has the following four goals: Stock Take, positioning for change, Developing and Implementing Systems for Change, and Future Proofing. And technology is integrated into the development of these goals.
Digital competency frameworks: Approved in 2007, the Fiji National Curriculum Framework (FNCF) ensures school curricula develop the knowledge and skills necessary for work and life in the 21st century, leading to new levels of effort to identify, develop and assess a broader range of skills and attributes within the school curriculum. “Computer literacy” is recognized as one of the main forms of literacy which students must be achieved. It is defined as “the ability to understand, use and reflect on computers to achieve one's goals, develop one's knowledge and potential, and fruitfully participate in society”
According to the Ministry of Education, Heritage and Arts (MEHA) reforms made in 2018, the Ministry of Education, Heritage and Arts (MEHA) is embarking on a new digital literacy programme.
Many strategic priorities of the 2019-2023 Strategic Plan: Education and Cultural Diversity for Empowered and Sustainable Futures for All embody the principles of the 2018-2030 Pacific Regional Education Framework (PacREF), and a strong relationship can be seen between the 2018-2030 Pacific Regional Education Framework (PacREF), policy areas and the Ministry of Education, Heritage and Arts (MEHA) strategic priority areas, for example, the Quality and Relevance Policy area of the 2018-2030 Pacific Regional Education Framework (PacREF), whose objective is to provide high quality, relevant programmes for learners at all levels of education matches with improving learning technologies area of the Ministry of Education, Heritage and Arts (MEHA)’s Strategic Plan 2019-2023. The 2018-2030 Pacific Regional Education Framework (PacREF) also aims to build the capacity of learners in the areas of information and digital literacy.
Changes occurred as a result of COVID-19: As a result of COVID-19, no significant changes occurred in laws, policies, plans and strategies.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: Ensuring access to electricity by 2021 for the entire population is the primary goal of the electrification projects under the 5 Year (2017-2021) & 20 Year National Development Plan (2017-2036) (NDP) - Transforming Fiji. Furthermore, to meet the human resource needs of the future electricity sector, the government of Fiji will support education for engineers and other required skill needs of the sector.
Computer and devices: To complement and enhance ICT in Education initiatives and develop 21st-century computer and IT skills in Fijian students, the Cabinet of Fiji approved the commencement of the One Laptop per Child (OLPC) Fiji project in 2007. However, the One laptop per Child (OLPC) initiative is being shelved due to the impacts of Tropical Cyclone Winston in 2016.
To ensure the objectives of the Strategic Areas: Effective Education Services and Programmes and Access to Information and Communications Technology of the 2008-2018 National Disability Policy, several actions items are summarised in the 2008-2018 National Disability Policy, for example, a) the Ministry of Education, Heritage and Arts (MEHA) need to provide interpreters, assistants and assistive devices for children with disabilities in schools, b) Fiji National Council for Disabled Persons (FNCDP), in collaboration with the Ministry of Education, Heritage and Arts (MEHA) and relevant stakeholders, need to provide training with adaptive technology (e.g., Braille and computer-based technology for the sight-impaired students with learning disabilities and intellectual impairment) in all schools and institutions that offer services for people with disabilities.
In 2018, the Ministry of Education, Heritage and Arts (MEHA) did reforms in the improvement of infrastructure in the education sector and secured a total of 5,000 tablets with the kind generosity of the Government of India (GOI) to be distributed to rural and remote schools with the incentive of providing students in rural and remote schools with the digital exposure. These reforms also aimed to provide more financial assistance to rural schools in terms of upgrading computer labs.
Internet connectivity: According to the 5 Year (2017-2021) & 20 Year National Development Plan (2017-2036) (NDP) - Transforming Fiji, digital connectivity through high-speed internet networks and broadband access will be improved, and all areas (including education) of Fiji will be digitally connected. The National Development Plan focuses on inclusive socio-economic development to further improve the living standards of Fijians.
Walesi (a wholly owned government company, Fiji's first and only terrestrial and satellite digital television platform), in addition to digital television, also offers free wireless internet hotspot access across 16 public areas throughout all towns and cities and 26 sites throughout all Fiji National University campuses.
2.2.2. Technology and learning environments
Introducing distance and e-learning and increasing support for the design, development and delivery of e-Learning are strategic priorities of the 2015-2018 Education Sector Strategic Development Plan and the 5 Year (2017-2021) & 20 Year National Development Plan (2017-2036) (NDP) - Transforming Fiji.
Due to COVID-19, the Ministry of Education, Heritage and Arts (MEHA), in collaboration with Fijian Broadcasting Corporation (FBC) and Walesi (a wholly owned government company, Fiji's first and only terrestrial and satellite digital television platform), developed free educational television programmes for Fijian children. Walesi is also available on smartphones through the Walesi App. And in June 2021, the Ministry of Education, Heritage and Arts (MEHA) launched its digital hub through which students and parents can access worksheets to use at home.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
Embedded within the 2007 Fiji National Curriculum Framework (FNCF) are broad categories of skills: ways of thinking (including creativity, critical thinking, problem-solving, decision-making, and learning); ways of working (including communication and collaboration); tools for working (including information and communications technology and information literacy); and skills for living in the world (including citizenship, life and career, and personal and social responsibility). In the technology class, students develop an understanding of, and be competence in designing, producing and using technology products and systems.
The 2015-2018 Education Sector Strategic Development Plan of the Ministry of Education, Heritage and Arts (MEHA) developed and implemented a quality computer and enterprise curriculum for primary schools so that students acquire technological entrepreneurial, adaptability and employability skills through creativity, innovation, quality, and learning, and competent vocational training that enhances sustainable development. Furthermore, the plan implemented a demand-driven, internationally recognised formal and non-formal education curriculum for all the Technology and Employment Skills Training (TEST) programmes and a revised Technology and Employment Skills Training (TEST) curriculum that integrates appropriate technology, including ICT.
According to the 2017-2018 target of the Annual Corporate Plan (ACP) of the Ministry of Education, Heritage and Arts (MEHA), the total number of syllabi reviewed and developed which integrate appropriate technology and Education for Sustainable Developments (ESD) Green concepts was 8.
The 5 Year (2017-2021) & 20 Year National Development Plan (2017-2036) - Transforming Fiji introduced a digital literacy programme to encourage students to benefit from e-learning which will be expanded and rolled out to the entire education system in a phased approach.
2.3.2. Teachers
The 2015-2018 Education Sector Strategic Development Plan of the Ministry of Education, Heritage and Arts (MEHA) prioritised developing Technology and Employment Skills Training (TEST) teachers' skills, competencies, and qualifications.
The digital literacy program introduced within the framework of the 5-Year (2017-2021) & 20 Year National Development Plan (2017-2036) - Transforming Fiji is also for teachers so that they can benefit from e-learning and introduce innovative pedagogical approaches in their teaching. The 5-Year (2017-2021) & 20-Year National Development Plan (2017-2036) - Transforming Fiji also envisions improving (and maintaining) teacher-to-student ratios, with more hiring and in-service teacher training to enhance the quality of teaching. But the plan does not explicitly mention in-service teacher training on technology.
2.4. Cybersecurity and safety
2.4.1. Data privacy
Fiji does not have specific legislation that protects personal data. The 2013 Constitution of Fiji guarantees the right to personal privacy. This includes the right to “confidentiality of their personal information and confidentiality of their communications.” Likewise, each person has the right to access the personal information held by any public office; and personal information held by another person and required for the exercise or protection of any legal right.
Some sector-specific laws criminalise the unauthorised disclosure of personal information as follows: the 1995 Banking Act, the 1998 Fiji Revenue and Customs Service Act, the 2010 Medical and Dental Practitioner Act, the 2009 Legal Practitioners Act, the 2021 Cybercrime Act. These laws, however, do not directly protect personal information.
To ensure proper security, privacy, and use of the information within the Ministry of Education, Heritage and Arts (MEHA) (Central Office, divisional Offices, district offices and schools), the Policy in Information - Privacy and Security highlights that employees' or students' names and addresses must not be published or supplied without their agreement (in the case of students, their parents' agreement).
2.4.2. Online abuse and cyberbullying
The 2018 Online Safety Act aims to promote responsible online behaviour and safety; provide an efficient means of redress for such individuals; deter harm caused to individuals by electronic communications; facilitate a safe online culture and environment that addresses cyberbullying, cyberstalking, internet trolling and exposure to offensive or harmful content, particularly in respect of children.
However, the 2018 Online Safety Act does not explicitly mention preventing and responding to online abuse and cyberbullying of students in educational institutions.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
According to Section 5.7 of the Policy in Schools Information Management System, the Information Technology and Computing Services (ITC) is responsible for providing permanent software, licences to support and technical assistance.
The Ministry of Communications is responsible for keeping Fijians connected both to each other and to the outside world by ensuring the provision of efficient, competitive, cost-effective, and accessible telecommunication. The Ministry comprises the Department of Information, Department of Communications and the Information Technology and Computing Services (ITC). The Ministry is spearheading the Digital - FIJI Programme, a digital Government transformation initiative (is in line with the 5 year and 20-year National Development Plan (NDP)) which optimises and digitalises key Government services through the release of software and mobile applications to dramatically increase the accessibility of Government services (including education).
The Fijian Broadcasting Corporation (FBC) and Walesi, in cooperation with the Ministry of Education, Heritage and Arts (MEHA), are responsible for implementing education television programmes and supporting the curriculum outcomes for Fijian students.
The Curriculum Advisory Services Department of the Ministry of Education, Heritage and Arts (MEHA) is responsible for developing a curriculum for educational television programmes.
According to Section 6 of the 2018 Online Safety Act, the Online Safety Commission is responsible for implementing awareness and education programmes, including providing online safety material and investigating and resolving complaints concerning electronic communication that causes or intends to cause harm.
3.2. Roles of schools
To ensure that students are not exposed to risky materials on social media, the Ministry of Education, Heritage and Arts (MEHA) has developed and approved an Electronics and Mobile Policy for all schools across Fiji following extensive consultation with all stakeholders. The policy does not ban electronic devices (includes all modes of portable electronic gadgets operated by battery or power supply but is not limited to electronic devices, mp3 players, mobile phones, iPods, iPads, computers, laptops, digital cameras, hand-held games, electronic dictionaries, electronic cigarettes, and lasers). Still, it provides explicit instructions to schools that students can only bring electronic devices after approval from the headteacher or principal upon written consent by the parent or guardian. Moreover, the policy acknowledges the use of electronic devices in modern society and highlights that electronic devices are not used as a tool for harassment and in a manner that disrupts teaching and learning, invades people's privacy.
