CONNECT A SCHOOL, CONNECT A COMMUNITY

SCHOOL CONNECTIVITY CHECKLIST

• In order to be more effective, school connectivity plans should be consistent with policies to promote overall ICT connectivity within the country.  Within a national framework, school connectivity plans are best coordinated with policies, plans, strategies, and programmes for universal service, as well as broadband and digital and Information Society agendas.
• There needs to be close coordination between the ministry responsible for education, the ministry responsible for ICTs, and the ICT regulator, to ensure that universal service funds and obligations are formulated within a plan for school connectivity that concretely describes the roles of all parties.
• School connectivity plans can also provide an important way to address the connectivity needs of special populations, such as women and girls, persons with disabilities, indigenous peoples, rural or under-served populations and others with special needs.
• A specific "ICT for education" plan is desirable, as it ensures that proper focus and detail is devoted to school connectivity, and that implementation targets are feasible and fundable.  A detailed ICT for education strategy is also essential to facilitate funding from development partners.
• The private sector and non-governmental organizations (NGOs) can play key roles in advancing school connectivity, and they should be invited to participate in the development of school connectivity plans.
• Key parameters to guide and implement the connectivity goals and targets should be determined early in the plan development process.
• An inventory of school infrastructure and existing connections can assist in determining the potential for connectivity as well as the need for different connectivity models, based on the circumstances of the school.
• Plans should identify the appropriate Internet connectivity technology or technology mix to provide an appropriate balance between available bandwidth and lower up-front and recurring costs.
• Subsidized Internet access can be a tool to meet universal access goals, with broadband-connected schools serving as the enabling connection points.  Such funds could be established cooperatively between school connectivity programs and network operators.
• Government policies regarding spectrum allocation and use should take into consideration their impact on school connectivity
  • Allocation - Consider allocation of some portion of radio spectrum for educational broadband to ensure that schools can benefit from wireless communications
  • Reduced spectrum fees – Consider reducing or waiving spectrum fees for academic institutions
  • Unlicensed spectrum – Consider allowing use of unlicensed spectrum for broadband connectivity, reducing network deployment costs compared with licensed wireless broadband options
• Modification of license obligations – Telecommunication network operator licenses can include specific conditions or requirements for the education sector, and regulatory authorities can consider modification of license conditions to include education-focused requirements
• Identification of potential funding sources – which may include governments, operators, multilateral or bilateral assistance, and private sector sources – is crucial to determining the potential reach and impact of school connectivity plans.
• Monitoring and evaluation plans should include methods to evaluate the technical results of Internet connectivity, measure progress towards school connectivity and analyze the impact of broadband access on learning. 
• Monitoring and evaluation should be employed for both new deployments as well as upgrades from narrowband to broadband connectivity.  Metrics for measuring deployment often include tracking the number of primary and secondary schools with Internet access (broken down by narrowband and broadband access and public and private schools) and comparing that figure to targets set within a plan.
• Preferential tariff agreements – School connectivity initiatives can include negotiating agreements with operators to obtain preferential fees and prices for educational facilities.
• Policy makers should consider the potential for extending connectivity in a locality once an Internet point at a school has been established.  Broadband-connected schools can be viewed as regional “hubs” or “anchor points,” from which broadband connectivity – perhaps at a lower throughput than that delivered to the school – can be shared with the surrounding community.