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• In the face of continued globalisation and rising competition, keeping up with
  technological change has become essential. Traditionally, ICT usage in Algeria
  has lagged behind which has begun to create problems in terms of graduate
  employability. To ensure people acquire the necessary IT skills to compete in
  a modern economy, Algeria is increasing the use of ICT in education.
• Plans are ongoing to equip schools and educational institutions with ICT
  equipment. The Centre for the Supply and Maintenance of Teaching
  Equipment (CAMEMD) is in charge of the acquisition of IT equipment on
  behalf of the Ministry of National Education.In 2012 CAMEMD equipped 2251 middle and primary schools with computers, it was worth £25 million.
• While setting up and developing equipment is one of the main pillars to
  integrating ICT into education in Algeria, training is another major
  component. Partnerships are gradually being formed to introduce both
  students and teachers to using ICT

• There are 200 main private bilingual schools (Spanish-English) and there is a growing trend of schools applying bilingualism in Argentina.
• 4 million net books to be donated by government to students of state schools during 2010-15.
• English Language Training (ELT) is obligatory at state schools of the city of Buenos Aires and the province of Buenos Aires and it will continue in other provinces.
• These factors generate business opportunities for the supply of educational equipment, software, educational apps, teacher training and language examinations.

• The MoE in Bahrain looks forward to utilising ICT in learning and
  teaching processes
• The King Hamad School of the Future (KHSF) initiative has put an
  emphasis upon ICT implementation
• Opportunities in Bahrain: Curriculum improvement

• Bangladesh’s ICT Sector is growing at an estimated 20% per year and Government’s new Science and Technology policy suggested access to quality educational materials in all levels of education.
• Bangladesh Government has made ICT Education compulsory at the secondary level in 2013 and long term goal is to make it compulsory in primary level by 2021. The Government is planning to set up 2,000 digital laboratories around the country by 2017.
• Recently the Bangladesh Government has approved the Cross Border Higher Education (CBHE) policy which has opened the Bangladesh market to the foreign Education/ICT organisations to formally offer their programmes in Bangladesh.

• There has been a rapid expansion of ICT in schools in Brazil – more
  in the private educational institutions – exempla whiteboards,
  software for maths, science and special needs.
• Teachers in Brazil are much more familiar with technology, the
  demand for ICT in Brazil is increasing.
• The software industry in Brazil is large and experienced but there
  remain opportunities for external software/ app developers to
  produce material to meet specific industry needs. This may also be
  an entry point in the public and private sectors, where a
  training/technology package could be attractive.
• Industry in general indicates the more forward looking schools are
  open to possible partnerships with technology companies. 

• The Educational ICT sector is starting to develop in the Dominican Republic. There is an interest in increasing the use of online interactive programs.
• In 2013, many bilingual schools started incorporating the use of iPads and applications as study tools. Interactive contents for mathematics and science
  courses are required, as well as online courses, especially language training.
• More than 5 universities offer digital books programmes for students who prefer to read digital books over traditional books.

• Education has been referred to as number 1 priority by the Egyptian government and 11.9% of government spending is on education with a forecast of 10% increase. The Egyptian Education Initiative (EEI) launched to support education reform through the use of communication and information technology tools
• The Egyptian government has a plan to increase the number of schools as well as develop the equipment, tools and technology in current schools
• Modern educational ICT technology and equipment is needed as the education reform is highly required in all levels and across all sectors.

• Development of countrywide online platform for schools
• Improvement of existing platforms
• E-curriculums

• The Ethiopian government is committed to the exploitation and application of ICT to the education sector. To that end, the government has made considerable investment in ICT infrastructure, especially at secondary school level. Currently 71 % of secondary schools are equipped with plasma-TV and 26% have access to internet service. Quality of education improved significantly.
• The government’s strategy to develop and implement a technology responsive ICT national curriculum for primary, secondary and higher education as well as for other educational institutions; train a critical mass of computer-literate teachers for teaching ICT; equip educational institutions with ICT resources, including computer hard and soft-ware; devise affordable financial packages and schemes for teachers and students to acquire ICT including computer hard- and soft-ware; promote private sector participation in ICT-related education and training in secondary and tertiary education is well under way

Challenges;

• Low level of confidence amongst a number of teachers on the benefits of ICT.
• Serious shortage of plasma TV in emerging regions.
• Lack of accessories for maintenance of plasma TV’s in many schools, in particular at primary level, and in remote rural