I don't think there are any real surprises here, but it's worth validating our assumptions about what policies say with real information about what policies say. This post reports on "an analysis of over 800 policy documents related to the use of information and communication technologies (ICTs) in education from high, middle and low income countries around the world." Michael Trucano observes that "what appears to matter most to policymakers, at least according to the official policy documents that they draft and circulate related to ICT use in education, may not in fact be what *actually* matters." Policy initiatives covered vision and planning, infrastructure (especially power), teachers, skills, contents, assessment and equity. See also the World Bank's SABER project. Image: Wellcome.
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