obtaining benefits of the use of ICT (which would contribute to them being able to have a better access to business opportunities, government services, professional development opportunities etc.). Furthermore, it is envisaged that schools should become Community Learning, Information and Communication Centres—such a policy would extend benefits of ICTs to surrounding communities. Lower complexity and reliance on inputs from multiple stakeholders Although it is important to involve relevant experts in implementing projects under this Priority, relevant initiatives primarily need coordination only among the OGCIOA9, TRRA10 and MoE. It is envisaged that schools will primarily (but not necessarily exclusively) receive support based on a competitive application process—this will allow collaboration with the most ready stakeholders. Furthermore, experience has demonstrated that even mere provision of ICT tools and services to students and teachers provides strong beneficial effects (that will be enhanced by providing additional specialised content and services, but do not depend on them). In terms of providing educational content, a joint submission to the National ICT Policy from various entities under the MoEA11 noted that a lot of suitable material that could be rather easily repurposed for ICT-based use already exists. Ready demand, existing models of ICT development and available implementation capacity A good number of school principals as well as the staff of the MoE, including provincial education officers, recognise a potential of ICTs. Local information technology companies have experience in providing schools with ICT tools and services (and maintaining them), and have reported requests from additional schools to support them in this regard. However, there is an affordability gap, which the Government support could assist in bridging. Furthermore, a joint submission to the National ICT Policy from various entities under the MoEA12 noted availability of appropriate materials that could be delivered via electronic means, as well as readiness and commitment of the Curriculum Development Unit and Vanuatu Institute of Teacher Education to develop appropriate ICT-based locally-relevant educational materials. The Curriculum Development Unit has already produced around 200 readers in both English and French for the early years in school and many teacher guides that are currently being upgraded. As per the submission, these materials can be turned into ebooks relatively easily. Furthermore, the Vanuatu Institute of Teacher Education is considering creating course materials for teachers, which can also be turned into ebooks and possibly further developed for long distance training for teachers in outlying regions. Moreover, Wan Smol Bag creates many educational materials along with Live and Learn and other Non-governmental Organizations. 2. Access to ICT Infrastructure and Devices Impetus to the socio-economic development that would not be achieved otherwise Low level of access to the Internet, especially broadband, as well as sparse radio coverage, demonstrates a need for an action from the Government. Affordability challenges are demonstrated by a fact that in 2012 the ITU rankedA13 Vanuatu 143 out of 161 countries in terms of ICT prices. Moreover, ICT prices in Vanuatu seem to be much higher than the average for countries with similar incomes (measured as Gross National Income (GNI) per capita). Furthermore, despite generally good coverage of A9 Office of the Government Chief Information Officer (Prime Minister’s Office). A10 Telecommunications and Radiocommunications Regulator. A11 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. 60 A12 ibid. A13 International Telecommunication Union (ITU) (2012). Measuring the Information Society 2012. National Information and Communication Technology Policy