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
There is no official definition of information and communication technologies (ICTs) or education technology (EdTech) in Vanuatu’s main legal, policy or strategy documents. The term ICT is used in several key government documents however, such as the 2013 National ICT Policy and 2021 Draft National ICT Policy Framework for Consultation.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 1980 Constitution of the Republic of Vanuatu and 2014 Education Act make no reference to technology or distance education. The 2009 Telecommunications and Radiocommunications Regulation Act (as amended in 2021) does not refer to education, but mandates the provision of the Universal Access Policy Fund (which includes internet access to educational institutions). The 1992 Broadcasting and Television Act (as amended in 2003) aims to provide television and sound broadcasting services within Vanuatu, for disseminating information, education and entertainment.
Policies, plans and strategies: The introduction and integration of ICTs in schools was first established as a national priority in the 2013 National ICT Policy. The 2013 National ICT Policy views ICTs as having a strong potential to transform the education system in Vanuatu and support the country in achieving the National Vision of “A Just, Educated, Healthy and Wealthy Vanuatu”. The policy’s priority areas include “Access to ICTs in Education” and “Access to ICT infrastructure and Devices”. The policy additionally states that “access to ICTs in schools in particular, and also for Vanuatu citizens and residents in general, will be radically expanded” and ICTs will be integrated into sectoral policies in key areas, including education.
Moreover, one of the policy objectives of the 2021 Draft National ICT Policy Framework for Consultation is to provide open ICT infrastructure access to enchance service delivery with special emphasis on educational institutions and marginalized sections of the population. The draft policy also emphasizes that the “integration of ICT will remain a priority for Sectoral Policies, particularly in education”.
The 2013 Universal Access Policy sets out goals to ensure that ICTs and telecommunications services reach areas that are unserved or underserved, with access to ICTs in schools, health facilities and public offices in particular, and also for Vanuatu citizens and residents in general, emphasized to be radically expanded, with over 10 reports on the policy’s implementation (the 11th published in 2020).
The 2020-30 Vanuatu Education and Training Sector Strategic Plan aims to specifically review and implement the country’s legislative framework and IT policy to improve teaching and learning in schools.
The 2019 Ministry of Education and Training Business Plan supports the development of minimum ICT standards for schools, the introduction of ICT in School program in primary and secondary schools, and the consultation with the Office of the Government Chief Information Officer (OGCIO), Telecommunications Radiocommunications and Broadcasting Regulator (TRBR), Telecommunications /internet Providers and Donor Partners on options to connect all schools to the internet (better access of OV).
Digital competency frameworks: The Common Teaching Service Standards for Teaching in Vanuatu include ICT skills within the Teacher Proficiency Benchmark (Teaching Competency) and Effective Practices and Engagement.
Changes occurred as a result of COVID-19: The 2021 Draft National ICT Policy Framework for Consultation (which refers to the disruption caused by the COVID-19 pandemic) sets out what the Government of Vanuatu wishes to achieve for society as a whole in respect of ICT provisions and safeguards, emphasizing that the “integration of ICT will remain a priority for Sectoral Policies, particularly in education”.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
The 2013 National ICT Policy aims to provide educational institutions with access to ICT infrastructure related services and devices (access to ICTs in education; access to ICT infrastructure and devices). It also envisions schools becoming Community Learning, Information and Communication Centres, which would extend the benefits of ICTs to surrounding communities. The 2013 Universal Access Policy also specifically targets educational institutions in the provision of telecommunications services to locations which are not adequately served by existing services. Other policy and strategy frameworks also emphasize the strengthening of ICT in schools, such as the 2019 Ministry of Education and Training Business Plan (aiming to develop minimum ICT standards for schools), the 2018-20 Corporate Plan (aiming to strengthen ICT use), and the 2021 Vanuatu School Grants Code (aiming to maintain the infrastructure and ICT assets of disadvantage schools).
Electricity: The 2013 National ICT Policy supports the adoption of an add-on approach to developing ICT infrastructure in schools, with general supportive infrastructure explicitly including electricity. Moreover, following the 2013 Universal Access Policy (UAP), the 2014 UAP Goods and Services Tender 9 – Power Generation for Computer Lab and Internet Community Centre Sites aimed to provide power generation, storage and transmission facilities for the computer lab and internet community center program (which installs computer labs in selected schools, some of which required power generation). Moreover, according to the 11th Report on the Implementation of UAP published in 2020, schools in the Northern Islands of the country that were impacted by the Tropical Cyclone were provided with electrical power systems (mainly renewable solar energy) from the Telecommunications Radiocommunications and Broadcasting Regulator (TRBR) for a period of 6 months.
The 2006 Electricity Supply Act (as amended in 2010) makes no reference to universal access to electricity.
Computers and devices: The 2013 National ICT Policy aims to provide students with access to ICT devices and specifically make cost-efficient devices (such as tablets) available to both students and teachers. The 2020-30 Vanuatu Education and Training Sector Strategic Plan supports the establishment of computer labs in schools where possible, emphasizing the development of minimum ICT standards for schools.
Vanuatu launched the One Laptop Per Child (OLPC) project in 2008. Moreover, under the UAP, the Telecommunications and Radiocommunications Regulator (TRR) has been providing schools with computer labs and tablets with financial support from Australia’s Governance for Growth programme based on three main initiatives (orginally planned for the period 2014-17, but extended in 2019 to 2022 to support schools with difficulties) The first, known as the Computer Lab and Internet Community Centre (CLICC) program, provides funding for the installation of computer facilities in participating schools which can be used by students, staff, and local community members in accordance with the 2014 UAP Goods and Services Tender 10 – Computer Lab Equipment. The second program, known as Tablets for Schools, was designed to pioneer the use of low-power, lowcost computer tablets in rural and remote schools in accordance with the 2014 UAP Goods and Services Tender 7- Tablet Configuration. Schools that are part of the School-based Computer Laboratory and Internet Community Centre (CLICC) Program can also apply for grants from the TRBR, with preference given to schools in unserved or underserved areas. The 2020-30 Vanuatu Education and Training Sector Strategic Plan aims for community participation in the CLICC program to increase annually by 10%.
Internet connectivity: The 2013 National ICT Policy aims to ensure the availability of sustainable and cost-efficient basic ICT facilities (and services) in schools, including internet connectivity. Moreover, one of the policy objectives of the 2013 Universal Access Policy (which is mandated by law according to the 2009 Telecommunications and Radiocommunications Regulation Act) is for 98% of the Vanuatu population to have (and continue having after this date) access to broadband Internet services that shall enable download speed of at least 21 Mbps and upload speed of at least 12 Mbps by 2018. This objective explicitly includes primary, secondary and tertiary schools, vocational training facilities, and early childhood education facilities. Similarly, the one of the objectives of the 2019 Ministry of Education and Training Business Plan and the 2020-30 Vanuatu Education and Training Sector Strategic Plan is for the MoET to consult and liase with Office of the Government Chief Information Officer (OGCIO), Telecommunications Radiocommunications and Broadcasting Regulator (TRBR), Telecommunications /internet Providers and Donor Partners on options to connect all schools to the internet. The 2020-30 Vanuatu Education and Training Sector Strategic Plan additionally aims for all schools to have 100% access to broadband internet access.
As part of the Computer Laboratory and Internet Community Centre (CLICC) and Tablets for Schools (TFS) programs, internet service providers have also supplied participating schools with internet services through the TRBR. According to the 2014 UAP Goods and Services Tender 8 - Internet Services, internet services are provided to selected schools, with the TRBR continuing to support schools with ICT and internet facilities after the programs ended in 2017. One of the requirements of this program is that communities be allowed to have access to the facilities after school hours. The TRBR has also signed Undertaking Agreements with the three key UAP Players, which committed to multimillion dollar rollouts of new telecommunications infrastructure and/or upgrade of services to 25 rural sites which are currently underserved or unserved.
Moreover, as a result of the devastating impact of Tropical Cyclone in the Northern Islands of the country, the TRBR provided free broadband internet service to affected schools for 6 months.
2.2.2. Technology and learning environments
The 1992 Broadcasting and Television Act (as amended in 2003) aims to provide television and sound broadcasting services within Vanuatu for education services, with the 2020-30 Vanuatu Education and Training Sector Strategic Plan specifically supporting the diversification of Open Distance Learning opportunities. There is a dedicated page for E-Learning on the MoET’s website, with recommended websites to support student distance learning. Moreover, according to the 2013 National ICT Policy, the government planned to develop ICT-based educational materials, with one of its focus strategies being the use of ICT tools to increase basic literacy and numeracy. The 2021 Draft National ICT Policy Framework for For Consultation specifically aims to harness ICT to improve the quality of education delivery in all areas (including distance learning), with objectives to expand and improve e-learning for adult education and develop and deploy a nationwide e-Education system that supports schools across the country.
During the school closures that resulted from the COVID-19 outbreak in 2020, Home School Package Supporting Guidelines were developed by the Vanuatu Teachers Education lecturers, Senior Curriculum Education Officers, and Senior Education and Assessment Officers which addressed the “home-school concept which is a new experience for most teachers in Vanuatu”. Learning was mostly provided through e-learning platforms through an adapted curriculum and students were equipped with homeschooling packages as part of the COVID-19 Contingency Plan, which was a short-term crisis response plan. The government also introduced a radio learning program in April 2020 to support homeschooling called Homskul Givhan on Radio Vanuatu to support parents with homeschooling from pre-primary to primary level.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The 2013 National ICT Policy and 2021 Draft National ICT Policy Framework for For Consultation aim to increase the digital literacy of students, with the latter also supporting the establishment of policies for ongoing monitoring of digital literacy levels within the education system.
The 2005-15 Gender Equity in Education Policy aimed to increase the number of females taking science mathematics and technical subjects, with the 2018 Reviewed Gender Equity in Education Policy specifically supporting girls’ and women’s participation in STEM (Science, Technology, Engineering and Maths) through the provision of scholarship awards and making available non-traditional subjects to females in secondary schools. Some of the reviewed policy’s objectives are for a 50% increase in the number of females taking math, science and technical subjects and 53% of scholarships awarded to females.
2.3.2. Teachers
The Common Teaching Service Standards for Teaching in Vanuatu (which include Teaching Competencies) were developed in 2014, comprising of four main areas: 1) Professional Development, 2) Improving the learning outcomes for students, 3) Professional standing of teachers, and 4) Working with the community. ICT skills are included within the Teacher Proficiency Benchmark (Teaching Competency) and Effective Practices and Engagement. In teaching competencies, teachers are expected to plan for the effective use of technologies to support teaching, select and use a range of resources (including ICT) to engage students in their learning, model high-level teaching knowledge and skills on use current ICT to improve their teaching practice and make content relevant and meaningful, and select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students. Within effective practices and engagement, teachers must be able to demonstrate understanding of issues relating to the safe and responsible use of ICT as a tool to support teaching and learning, incorporate strategies to promote safe, responsible and ethical use of ICT in learning and teaching, and support colleagues to develop and implement appropriate strategies to ensure the safe and responsible use of ICT in teaching and learning.
While the 2013 Teaching Service Act and 2001 Vanuatu Institute of Teacher Education Act make no reference to technology or digital skills, the 2013 National ICT Policy supports increasing the digital literacy of teachers and administrators, in addition to the increased use of ICTs by teachers within the course of the educational process (pre-service and in-service). It broadly envisions for the population of Vanuatu to be better equipped with skills necessary to participate in the ICT-driven economy and society in general.
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2021 Draft National ICT Policy Framework for For Consultation proposes the development of a legislative environment regarding data privacy and security based on the UK code of practice, without referring specifically to schools or education.
The government is working on developing a data protection and privacy law.
2.4.2. Online abuse and cyberbullying
The 2017 Child Safeguarding Policy includes cyberbullying and online sexual abuse and exploitation in homes or schools as a form of child abuse, with the Ministry of Education and Training required to promote and protect the rights of children to protection from all forms of abuse and cyberbullying at home and in schools.
The 2013 National Cybersecurity Policy mandates for the Ministry of Education to cooperate with the NCSC to develop a curriculum that provides all students at primary and secondary level with at least an annual updated training on cybersecurity that includes information on the latest trends. In addition, schools should assess the use of ICT services by students and child-specific cybersecurity risks through a questionnaire. The policy also proposes the establishment of a child online protection working group (COPWG) to identify areas of child online protection (such as technical protection measures, curriculums for school and information material for parents and guardians) that need to be integrated in Vanuatu.
The 2019 National Security Strategy includes a dedicated section on cybersecurity which aims to protect individuals, government and the private sector against cyber crime and other malicious cyber activity, without however mentioning education.
The 2021 Cybercrime Act regulates the use of computer systems, programs and data, with no specific mention of schools or education systems.
The 2021 Draft National ICT Policy Framework for Consultation has a dedicated section on child online protection, proposing a consultation on the area with social media platforms, telcos, media companies, news organisations, NGOs (particularly those with interests in children or parenting), academics and other interested parties to work towards the adoption of a Vanuatu version.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Education and Training (MoET) supervises the integration of ICT in schools (as well as infrastructure coordination), with a dedicated section on Information Technology under the Finance and Administration Directorate. The availability of sustainable and cost-efficient basic ICT facilities and services in schools (including internet connectivity) is the responsibility of the MoET in collaboration with the Telecommunications Radiocommunications and Broadcasting Regulator (TRBR) and the Office of the Government Chief Information Officer (OGCIO).
The Telecommunications Radiocommunications and Broadcasting Regulator (TRBR) is responsible for the implementation of the 2013 Universal Access Policy (which also applies to schools) and by law the Universal Access Policy Fund. The Universal Access Policy (UAP) Working Group (UAPWG) has also been established by the TRBR to monitor UAP implementation.
3.2. Roles of schools
There is no national ban of mobile phone use in classrooms, although an increasing number of schools are banning their use at the school level.
