 Increasing the quality of education and access to all levels of education for boys and girls, including in remote locations and those with special needs.  Implementing an improved and harmonized grants system.  Monitoring and controlling teacher absenteeism.  Identifying human resource development priorities through systematic, reliable and timely data collection and analysis.  Developing mechanisms to market labour and manage labour migration.  Devising innovative non-formal education to provide skills training to those who cannot continue with formal education.  Supporting skills training schools focused on employment and targeted at skill relevant to each province’s needs, strengths and comparative advantage. 166. Given the deficiencies of transportation infrastructure and limited numbers of skilled teachers, ICT provide an important mechanism for transmitting educational content and connecting expert teachers with students. ICT-in-education policies and funding for underserved populations offer the possibility for bridging the divide that restricts opportunities for rural students. Strategies 167. ICT can assist to narrow differences in educational opportunities between people in different locations and improve the quality and quantity of educational content that is available to people of all ages. Five main opportunities are evident, for which strategies may be designed:64    ICT can “…bring educational options to those who have historically been excluded, including populations in rural areas without schools, women facing social barriers that limit their access to education, students with disabilities or with specific vocational training needs.” ICT can support the creation of knowledge networks for students, making it possible to share information and collaborate on work of all kinds. “ICT provides opportunities to complement [workers’] on-the-job training, and to provide continuing education for teachers.” It also allows networking among teachers.  ICT expand the range of quality educational materials available to teachers. “[O]nline resources offer teachers access to diverse educational 64 World Bank “ICT and MDGs: A World Bank Group Perspective” (2003) pp 15-16. Page | 58 Solomon Islands National ICT Policy