Annex A Selecting Policy Priorities 1. Access to ICTs in Education Impetus to the socio-economic development that would not be achieved otherwise Currently very few students have access to and are able to use ICTs: 5% of students have access to ICTs, 4% of students are computer literate, number of students per computer is 205, and only about 6% of schools have access to the Internet with only about 1% of schools accessing broadbandA1. Interviews with stakeholders suggest that affordability is a major issue. A design of specific interventions aimed at expanding access to ICTs should ensure, however, that they would not extend beyond what is necessary to catalyse provision of such access, with a preference of private provision of such ICT tools and services. Furthermore, development and distribution of educational materials supporting the national curriculum has primarily been a function of the Ministry of Education. Impact in terms of both the matters addressed, but also for broader socio-economic development as sought by the Priorities and Action Agenda As noted by the UNESCO Institute of Statistics, “[t]he use of ICTs in the context of information society hinges largely upon having a population that can use them, which implies that all will need to acquire the skills needed to use them”A2. Computer literacy and ICT knowledge rise substantially in schools with computer labs (and presumably with tablets or computing devices in the (future) classrooms)—up to 71% are computer-literate in such schools, compared to close to zero in schools with no student access to computersA3. As demonstrated by Rensarie College, access to ICTs also has a significant impact on general educational achievementA4. Furthermore, as noted in a joint submission to the National ICT Policy from various entities under the MoEA5 and MYDST: “Young people all over the world are taking to ICT in a way that has never been seen before inside education. The technology appears to address many different learning styles and has an intrinsic fascination for most people, especially the young.”A6 Young people in general and students specifically comprise a significant part of population. 47% of the population is 19 years or youngerA7. There are 18,064 secondary school students and 42,352 students at primary schools. A8 In addition to raising the level of education, as well as preparing the future work force (and thereby opening up business development and employment opportunities) and democratic participants of Vanuatu, providing access to ICTs to students has strong additional positive externalities, as there is a high likelihood that they would transfer such skills to their families, and assist such families in A1 OGCIO, MoE and TRR (2013). The First Survey of ICT Usage in the Vanuatu Schools. A2 UNESCO Institute of Statistics (2006). ICTs and Education Indicators: (Suggested core indicators based on meta-analysis of selected International School Surveys). A3 OGCIO, MoE and TRR (2013). The First Survey of ICT Usage in the Vanuatu Schools. A4 55% increase in students’ pass rate from year 12 to year 13. A5 Ministry of Education A6 A joint submission to the National ICT Policy from the Curriculum Development Unit, Vanuatu Institute of Teacher Education, InService Training Unit, Education Assessment Unit, and Joint EPublications and Security Course Committee, 16 May 2013. A7 Data of 2009. UNICEF(2012). Children in Vanuatu 2011: an Atlas of Social Indicators. A8 Ministry of Education of the Republic of Vanuatu (2012). Annual Statistical Report 2010-11. Annex A // Selecting Policy Priorities 59