By: Juliet Horihau, Program Manager, Catalpa, Kara Chesal, Head of Education, Catalpa and Peter Suiramo, Head of Information Services Division, Ministry of Education and Human Resources Development
With over 900 islands scattered across the Pacific, the geography of the Solomon Islands provides the nation with both stunning scenery and a myriad of logistical challenges. Many communities are remote, isolated by vast stretches of ocean or rugged mountain terrain. For some, reaching the nearest school can take hours or even an entire day or two. Due to climate change, sea levels have risen in recent years, forcing some families and communities to relocate.
The geographical and environmental challenges contribute to a ‘digital divide’ separating many in the Solomon Islands from the educational benefits of digital tools, such as access to interactive resources, formative assessments, personalised learning, and support for teachers. Many schools in the Solomon Islands struggle with just getting a stable connection. In mountainous regions and outlying islands, transporting equipment or even training teachers can be a logistical nightmare.
The cost of electricity is also very expensive. Typically, only people in the capital city of Honiara, provincial headquarters and surrounding communities have access to the grid. The cost of internet services is also expensive. Schools are trying to secure good deals from internet service providers to manage the high costs.
Technology does more than power projectors or connect students to the internet; it plays a crucial role in helping schools and education leaders make informed decisions. In the Solomon Islands, exploration is underway around how data use can transform the way education is managed and improved.
Earlier this year, through programs like PacSIMS, the Ministry of Education and Human Resource Development (MEHRD) staff received training on the use of education data. This is supported by the Pacific Community (SPC), which has developed a powerful set of web-based tools bringing together data from various sources into one central system. The ministry uses OpenEMIS as provided by the Community Systems Foundation (CSF), ensuring schools aren’t alone in this transition to smarter data use.
Through the Global Partnership for Education (GPE), with UNICEF as the grant agent, significant progress has been made in strengthening the education system, including with the development of the ICT in Education Masterplan and enhancing the quality and functionality of the Solomon Islands Education Management Information System (SIEMIS).
While these systems offer great potential, challenges remain. For one, there is a technical capacity gap. Both OpenEMIS and PacSIMS require skilled support, often provided by regional partners like SPC and CSF. But on the ground, there is a need for more local experts for day-to-day management and troubleshooting. And many skilled IT professionals leave the country in search of better opportunities, leaving gaps in local support systems.
Bridging the digital divide: National and regional initiatives
Despite the numerous challenges, efforts to bridge the digital divide and integrate technology into classrooms are growing in the Solomon Islands.
The Pacific Islands Telecommunications Association (PITA) brought together regional stakeholders to discuss internet access, cybersecurity, cloud computing and investment gaps. With the recent approval of Starlink in the country, schools are opting for a cheaper service. A more accessible and reliable internet connection could soon become a reality.
There are also initiatives to establish computer labs in schools. Development partners are donating laptops to schools, while international organisations are collaborating with the government to set up computer labs and internet connections. While these efforts are promising, significant gaps also remain. Not every school has the devices they need. Many families and schools still cannot afford laptops, desktops and basic gadgets. Even when devices are available, maintenance is a challenge.
With more than 1,000 schools in the country, MEHRD is encouraging every school to take steps toward building digital access. However, for this vision to become a reality, continuous support, funding and training will be essential.
Inspiring responses from teachers and schools
Success will largely depend on teachers. But this is still unfamiliar territory for many teachers who have limited digital skills or experience. Some teachers still lack access to reliable electricity or devices. Others struggle to find time for training. Without on-the-ground support, especially in remote schools, even trained teachers can find it difficult to apply their new skills.
Despite the challenges, the response from schools has been nothing short of inspiring. Many teachers are embracing technology, eager to learn, even though for many of those, it is their first time using laptops or teaching with digital tools. With the right support systems, training, and resources, teachers can step up to lead the digital transformation in classrooms.
Momentum is growing. The government and its partners have begun making targeted investments in teacher training and ICT capacity building. In the Solomon Islands, digital teacher PD and microlearning courses have been tested to help teachers build their digital skills via mobile phones or low-bandwidth platforms. This aligns more easily with their daily routines and supports continuous professional growth, even in resource-constrained settings. In these programs and beyond, we have noted that teachers are not just users of technology; they are the catalysts of change. Technology cannot replace teachers in a classroom, but teachers can drive changes by using technology.
Promoting women in technology
The Women in ICT Solomon Islands (WITSI) is playing an increasingly important role in the country’s broader digital education transformation by working to ensure that women are part of digital transformation, not left behind by it. Their mission directly supports the goals of national education initiatives. Through mentorship, training, and peer support, WITSI encourages women already working in ICT to stay in the field and inspire a new generation of girls to explore digital careers.
Artificial intelligence enters the conversation
Artificial Intelligence (AI) is starting to creep into our classrooms. Initiatives such as the AI awareness talks run by the Solomon Islands National University help future educators and leaders understand AI and how it might be used in education.
Although AI offers opportunities, the existing infrastructure and skills gap make its use hard in schools. Even where technology is available, teachers need to be trained to use it. AI policy also needs to be developed. Fear of cyberbullying, inappropriate use of technology and plagiarism has led some boarding schools to restrict the use of technology. Without clear guidelines, schools and educators may struggle to use AI tools responsibly.
Laying the foundation for a smarter future
The right foundation is needed with policies, infrastructure, training, and skills, so that technology can help both teachers and students shape a brighter and smarter future for education in the Solomon Islands. The scattered geography and the high costs of electricity and internet pose significant barriers to digital learning. Despite this, progress is being made, with improved infrastructure and connectivity, motivated teachers and inclusion efforts. These initiatives mean the country is moving toward a more connected and inclusive education future.
