Learning Beyond the Reef in Solomon Islands
Margaret’s Dream of Digital Transformation in Education
Cradled by coral reefs and ancient traditions, the Solomon Islands, an archipelago of over 900 islands, is embarking on a shared journey to transform education through digital innovation. At the heart of this movement is Margaret Homelo, an 18-year-old student leader from Honiara, whose dream is to become a lawyer and whose passion for technology is helping shape the future of learning in her country.
Margaret’s story unfolds against the backdrop of a national effort to develop a new Information and Communications Technology (ICT) Master Plan for education. Supported by the Ministry of Education and Human Resources Development, UNICEF, and the Global Partnership for Education, this initiative aims to build on past achievements and address ongoing challenges, ensuring that digital transformation reaches every student, especially those in remote and rural areas.
Margaret’s enthusiasm for technology is rooted in her daily experience as a student. “Using technology has really helped me a lot with my studies. It helps prepare for my exams and I want more young people to have access to technology,” she shares. Recently, Margaret joined a two-day ICT Master Plan workshop, lending her voice and experience to discussions about how digital learning can promote equity and inclusion. She felt honoured to participate, noting the importance of making digital tools accessible to students both in Honiara and the provinces.
Peter Suiramo, Information Services Manager at the Ministry of Education, reflects on the country’s progress:
“Solomon Islands was one of the first countries to develop an Education ICT Master Plan in the Pacific. We’ve made great strides—solar-powered schools, digital learning in remote areas, new teaching materials, online platforms for teacher development, and a more flexible digital education data system.”
Yet, challenges persist. Peter observes, “In my hometown in Malaita Province, right now, the children are learning ABC and numbers on phones. When they come to the classroom, the teacher is still using talk and chalk methods to teach, and we are dragging the children back to the outdated ways of learning. We need to adapt and embrace new technologies.”
Margaret echoes these concerns, describing how some teachers simply present facts already known from the internet, leading to disengagement among students. She believes the ICT Master Plan is “very important for the future of our schools in Solomon Islands. I think it will help improve access to online tools and internet in schools, especially in rural areas where students don’t have proper access. It will also help train teachers to use computers and online resources, so they can incorporate modern, digital teachings during their lessons.”
The story highlights the urgent need to equip teachers with learner-centred pedagogies, enabling them to use digital tools to foster collaboration, problem-solving, and discussion. Margaret praises one teacher’s approach: “He uses Powerpoint to highlight some of the key points of discussion and makes sure that the lessons are interactive so that we learn and laugh together. I hope that we can have more teachers like him so that the young people can get to know their friends more and be inspired.”
As Margaret prepares for graduation, her optimism remains strong. “I see potential in my peers. I see potential in the digital tools to help us learn and reach our dreams.” Her vision for youth is clear: confidence, interaction, and motivation. With the new ICT Master Plan set to be finalised by the end of 2025, the Solomon Islands stands poised to take the next steps in digital transformation—empowering students like Margaret to pursue their dreams and shaping a more inclusive future for education.
