D.2 School connectivity framework
D.2 .1 School connectivity framework
A school connectivity programme, should look at all aspects of connectivity, starting from the enabling environment through to the deployment of networks and the adoption and ongoing use of the networks, devices, applications and services by the whole school community. At a national level, the ministry of education and the ministry responsible for ICT and digital technologies are the lead ministries for a school connectivity programme. Their complementary expertise and access to national budgets to facilitate connectivity and adoption is important to achieve the objectives of meaningful connectivity for the school community. In addition, it is important that there is local level buy-in to the project from the agencies responsible for education, and the schools themselves. As beneficiaries and in many ways owners of the project on the ground, their involvement is central to the success of any school connectivity programme.
D.2.2. Enabling environment and governance
An enabling environment for school connectivity includes policy, regulations and institutions that support the vision of connecting schools as a means of fostering universal access. The policy and regulatory framework should stimulate investment, competition and lower service and device prices. It may include special access rates for schools and colleges, also known as an “e-rate”.
Ideally, a country or region should be able to complete the checklist below with “Yes” responses to demonstrate that the environment has the basic tools in place to facilitate a successful school connectivity strategy. In addition, the regulatory incentives applicable generally to facilitating investment in connectivity, adoption and inclusion related projects, would be applicable in a school setting as they serve to reduce roll-out costs and reduce any perceived risk. In particular, regulatory incentives facilitating demand aggregation are pertinent.
| Policy / regulatory aspect | Y/N or specify |
|---|---|
| Sector strategies | |
Digital agenda / broadband strategy, with specific reference to school connectivity as an objective or programme? | |
Digital education / school connectivity strategy? | |
E-government strategy, which includes e-education? | |
Responsible institution identified for oversight of ICT in education? | |
Universal access | |
Does the definition of universal access include broadband? | |
Does the universal access strategy include the connection of schools? | |
Is there an operational USAF? | |
Is the USAF mandated to fund the connection of schools? | |
Has the USAF (if operational) disbursed any money to schools? How much as a percentage of total disbursement in last three years? | |
Is there an e-rate (specify details, if yes)? | |
Privacy and child protection | |
Are privacy and data protection laws in place? | |
Is there a national strategy on data protection? | |
Is there a national strategy/policy on child protection online? | |
Institutional framework | |
Regulator responsible for ICT/digital economy? | |
Regulator / agency responsible for competition? | |
Regulator / agency responsible for data protection? | |
Formal co-ordination between above-mentioned agencies? |
D.2.3 Targets
There is no single reference goal for school connectivity globally. The goals and targets for school connectivity must be tailored to local needs. The school connectivity goals should reflect the vision and values espoused in the enabling regulatory and policy environment. There should be a link between the school connectivity goals, and national targets, which should be clear, well defined and measurable. The beneficiary schools should be those that do not meet the identified goals and targets.
Targets: What are the minimum targets we hoping to achieve?
| Goal | Connectivity targets | Adoption targets | Digital skills targets | Inclusion targets |
| To use schools as an entry point into connecting communities | To provide all [rural/peri-urban/urban] public schools with at least [1Mbit/s] per student (external connection to ISP) by [2023]. To provide Wi-Fi to all libraries and community centres within [10 km] of the school by [2023] To be able to resell connectivity to create a sustainable model. | To ensure that schools are able to access the Internet at a minimal cost that facilitates the maintenance of the service. To provide Internet to the community at affordable rates | Provision of email addresses to all teachers and administrators, and requirement that they communicate school matters using digital technologies. Provision of certified/approved training on Internet access to [50 per cent] of teachers and administrators to ensure that they are well prepared to make use of the connectivity. | To ensure that the school and community access centres are safely located and are accessible and all facilities and devices can also be used by persons with disabilities. |
Goals need to be translated into manageable and measurable targets by providing timeframes and defining types of schools to be connected (public/private), the locations to be prioritised (urban/rural/peri-urban), and the bandwidth targets.
It is important to note that although traditionally a single target has been identified, in the context of broadband, the targets will differ depending on the targeted intervention being considered. The clear definition of targets across the targeted interventions and therefore across the digital ecosystem is important for measurement, but also key when funding and partnerships are sought. It is unlikely that each potential partner or financier will be interested in all aspects of school connectivity. Specifying the targets provides a ‘menu’ for donor agencies, funds and financiers to choose from to ensure that their participation aligns with their organisation vision, values and priorities.
D.2.4 Governance
The implementation of successful projects has to be driven by a national vision and mission and supported by national level institutions such as government ministries and departments. Given the nature and effects of digital projects, collaboration across national level public intuitions is key. No single department or agency is responsible for schools connectivity. Relevant ministries, departments and agencies including those responsible for ICT, for education, for finance and for science, technology and innovation. While a lead must be identified, it is important that there is involvement by all relevant parties.
D.2.5 Project level: Establishing a project team
The project should establish a cross-functional team, ideally at the local level, with reporting to the project sponsors, probably at the national level. This is critical to support the achievement of school connectivity targets so that there is an accountable body responsible for all aspects of the programme. In many ways, this structure is akin to a board of directors. It is critical that the project team has oversight over the programme and understands that school connectivity is a multi-faceted and layered programme, which may consist of several projects. The project team role is to oversee the entire programme, hence it should include members with:
- technical expertise, for example an understanding of technology and its practical implementation in schools and classrooms;
- financial and business skills, for example people who understand the business plan for school connectivity, the various business models and can coordinate budgets, interact with various funders and manage purchasing;
- curriculum and educational outcomes expertise, for example, people who can understand the vision for school connectivity and the desired impact on schools, classrooms, students and teachers;
- community development experience, for example, leaders in the community, locally based NGO representatives, or people who are familiar with the issues about school connectivity, and with the beneficiary communities from a social and cultural perspective.
Where possible, a team member with project management expertise or experience should be included to manage the programme.
Some of this expertise can be in-house or outsourced, however the relevant ministries or departments must be represented and have oversight of the project in order to ensure buy in and support at the highest levels.
Establishing a project team
In addition to overseeing the technical aspects of the project that are performed by the project implementer and school, the project team should ensure good governance and should report to the local project team, which should have a direct line to the sponsoring ministry. The project team should ensure compliance with overall standards, legislation and policy as well as the highest ethics. Some areas of the project teams focus beyond project implementation include climate change, ethics and compliance, local impact and diversity, inclusion and culture. A single line ministry should be identified to be responsible for the project. This governance framework, however, does not take away from the responsibility of the schools to ensure adequate implementation.
As shown by the constitution of the project team, collaboration between the various players is essential. In addition, collaboration with communities and external public and private stakeholders is a key component of a successful school connectivity programme. Public stakeholders may include authorities at a municipal or local level. This needs to be achieved upfront and stakeholder buy-in is required from the early-planning phases. Collaboration at this stage is designed to oversee and ensure the effective implementation of the school connectivity programme or project. Collaboration needs to be designed around a project plan and in a manner that clearly delineates roles and responsibilities and promotes accountability and transparency.
