BY JUNELYN KELLY
Solomon Islands has taken a major step to strengthen its education system with the launch of the ICT for Education Master Plan 2026–2030.
The plan was launched on Wednesday, marking a significant milestone for the Ministry of Education and Human Resources Development (MEHRD) and its partners, including UNICEF.
Speaking at the event, UNICEF Education Specialist Officer-in-Charge, Abdiweli Osman Mohamed said the Master Plan demonstrates government’s strong leadership and commitment to digital transformation in education.
He said the initiative aims to use technology as a key tool to improve learning outcomes, promote equity, and build a more resilient education system across the country.
Mohamed said the plan represents a shared national vision to empower teachers to enhance student learning, and strengthen education planning, delivery, and governance.
He added that the strategy also focuses on ensuring that every child, whether in urban centers or remote communities, has access to quality digital learning opportunities.
“These efforts are critical in bridging the digital divide and ensuring that no learner is left behind,” he said.
Mohamed reaffirms UNICEF’s commitment to support MEHRD and to working closely with government agencies, schools, communities, and development partners to deliver the plan.
He said that successful implementation will depend on strong collaboration among national ministries, provincial authorities, educators, and partners.
Mohamed also acknowledged the support of the Global Partnership for Education (GPE) for its contribution to the initiative.
He concluded by calling on all stakeholders to remain united and committed to building an inclusive, innovative, and resilient education system for every child in Solomon Islands.
Photo credit: Junelyn Kelly
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From the perspective of a parent, teacher, and school leader, the launch of the ICT for Education Master Plan 2026–2030 is a necessary and forward-looking step for the Ministry of Education and Human Resources Development and its partners, including UNICEF. The emphasis on digital transformation, equity, and resilience reflects the realities of modern education and the urgent need to improve learning outcomes across the Solomon Islands.
However, from practical experience within schools, there are structural constraints that must be addressed for the plan to translate into real impact. Many systems currently in use remain largely manual or inefficient. A clear example is SIEMIS, which, despite its intended purpose, often operates in ways that slow down data processing, reporting, and decision-making at the school level. This creates delays in planning, resource allocation, and monitoring of student progress, ultimately affecting the quality of education delivery.
From a teacher’s standpoint, the promise of empowering educators through technology is encouraging, but it must be matched with reliable infrastructure, practical training, and systems that genuinely reduce workload rather than add administrative burden. Teachers in remote and under-resourced areas, in particular, need tools that are functional in low-connectivity environments.
As a school leader, the issue of equitable distribution and implementation is critical. Access to ICT resources must be fair and balanced across all provinces, ensuring that rural and remote schools are not left behind while urban centers advance more rapidly. Without deliberate and transparent allocation strategies, the digital divide may persist or even widen.
From a parent’s perspective, the vision of inclusive digital learning is welcome, especially if it leads to improved student engagement and outcomes. However, parents will measure success not by policy statements, but by visible improvements in classroom learning, access to resources, and student achievement.
Overall, the Master Plan sets a strong direction. Its success will depend on how effectively it addresses existing system inefficiencies, ensures equitable access across geographic locations, and delivers practical, usable solutions at the school level.