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• The Korean e-learning market was worth approximately USD 3 billion in 2013.
• Over 80.6 percent of Koreans currently own a PC and over 79.8 percent are internet users.
• 57.1 percent of internet users used some form of e-learning and as many as 80.2% of elementary, middle and high school students are believed to use the technology.

• Education/ ICT features in most of the countries’ National
  Development Plans in the region
• Companies with a targeted and strategic approach are more
  successful in operating in the region.
• The countries in the region are at different stages of development of
  this sector therefore there is no generic scope or landscape for the
  region.

Representing:
Southern Africa
(Botswana, Namibia, Mauritius, Madagascar, Seychelles, Zambia and Zimbabwe)
BASED IN JOHANNESBURG

• Spanish schools private sector is 2nd largest in Europe (17%) after
  Belgium
• Many private schools are actively investigating new mobile apps
• Spain is one of the UK’s main EFL markets, and new apps and online
  solutions are coming to the market

• Taiwan is strongly committed to education & skills sector development. In order to strengthen its international competitiveness needed by key emerging industries, talent cultivation is one of the key objectives of the Taiwanese authorities with the seven-year plan of Intelligent Taiwan.
• Under the Intelligent Taiwan Plan, a total budget of £16.5 billion will be allocated by 2016 covering ICT infrastructure for the development of smart cities, cultural & creative industries and also 13 major individual projects for manpower cultivation including English language learning, Information Technology (IT) education, digital learning, Continual Personal Development (CPD), vocational training and teaching quality improvement in higher education.
• Ministry of Education in Taiwan launched a four-year plan (2014-2017) with estimated total budgets of £157 million for the promotion of e-learning. The purpose is to strengthen e-learning environment in schools and encourage the “learner-centred” learning behaviour.
  The plan includes:

3 IT infrastructure development plans 

1. Upgrade bandwidth of internet for education/academic environments,
2. Increase the quality of WIFI environments in schools and
3. Consolidate cloud resources for students, teachers, parents and general public

2 learning behaviours

1. Building smart and healthier e-learning behaviour and
2. Promoting and encouraging MOOCs projects. With the said projects as well as the launch of 4G licenses, the demand for quality tools and content are increasing.

• The educational ICT sector in Tanzania is still predominantly undeveloped – no statistics exist in relation to ICT usage within primary and secondary schools. Educational ICT is currently generally confined to private schools and in 2010 there was a 1:20 ratio of access for college students to ICT equipment.
• Currently 45% of the population is aged 14 or under and therefore the demand for schooling and educational ICT within Tanzania is growing rapidly.
• Between 2009 and 2013 the number of internet users in Tanzania grew from 1.3% to 14%.

• The Educational ICT sector in Thailand is growing. Both government and private sectors are trying to improve ICT infrastructure and software to encourage more IT learning environment
• Thai students and teachers are still used to the classroom learning therefore, there is room to promote e-learning
• There is a pressing need to enhance teacher skills to cope with fast changing IT program

• Laptops are provided to each student entering secondary school.
• T&T has over 6,000 engineering and ICT graduates in the workforce and an annual graduation rate of 400 ICT-trained students from higher education institutions.
• Scheduled to commence in 2015 is the construction of The University of the West Indies administration building for the Faculty of Science and Technology

• ICT is a focus for the government in Turkey as it seeks to improve
  education by helping students to learn more efficiently in schools.
• Recent efforts have centred on enhancing the use of technology in
  homes and schools country-wide.

• Uganda’s education system consists of seven years of primary education.
• Primary education is considered the first level of formal education in which pupils follow a common basic curriculum. This is followed by a secondary cycle of six years (four at lower secondary and two and higher secondary) before proceeding to university education for three to five years depending on the duration of the course offered.
• There are currently, 34 universities in Uganda all accounting for a student population of about 130,000, turning out over 30,000 graduates annually. There are also technical and commercial business colleges that enrol another 20,000 students studying various disciplines.

• Size of the market:
  Over 20,000 secondary schools (incl. 218 private), 957 vocational educational and training institutions and 846 higher educational institutions
• National strategy to support ICT in education:
  National investment project “Open “world” to create a single educational and informational online space for pupils, teachers and parents all around Ukraine
• Opportunities:
  Introduction of modern information and communication technologies: at user level - supplying all educational units with ICT equipment; at level of information and educational networks - fostering the development of distance education and network libraries; at curriculum level – modular educational programmes configured to various levels of complexity