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• 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

• There is a feeling of momentum within the sector, regarding digital resources – an awareness that France has been behind the curve and a desire to increase the usage of these tools
• There are now dedicated public actors and organisations with a responsibility to pilot digital education strategies within the regions
• There is a desire to develop innovative digital pedagogical methods and ensure teachers know how to use them; training is a key talking point

• Hong Kong schools are well served by the internet infrastructure; all computers are networked and connected to the internet via broadband plus wireless network. E-learning platforms exist at all schools although the level of sophistication differs from school to school. To further realise the potential of IT, the Government of Hong Kong Special Administrative Region is proposing overhauling schools’ IT infrastructure and every classroom with WiFi access.
• Currently the Government's total grant to schools for ICT resources is £24 million p.a. The Government established the Hong Kong Education City in 2000 to coordinate the large-scale development, acquisition and licensing of e-learning resources: www.hkedcity.net
• Promotion of e-learning in schools is high on the Government’s education agenda, including the development of e-learning resources for the enhancement of learning and teaching. The Government is taking steps to provide grants for schools to try e-learning resources and foster a marketplace for the e-learning industry.

• Growing market; number of ICT local providers
• Increasing number of IB and CIE international schools
• Emerging opportunity for teacher training/professional development; technology enabled learning & assessment