THEME#1

VISION
AND
PLANNING
Having a Vison
 It may seem obvious, if not axiomatic, that
articulating and disseminating a vision to help
guide efforts to introduce and utilize ICTs to
support teaching and learning is important.
 That said, in 2015, not every country has done and
many countries have only articulated visions
limited in scope to certain specific topics
(giving every student a laptop or tablet, for
example, or connecting all schools to the Internet).
Linking ICT/Education policies to other
policies
 As education policymakers gain more experience,
stronger and more explicit linkages between
ICT/education policies promulgated by different
governmental agencies and ministries, as well as
broader policies related to education, technology
use and economic development, typically come into
place.
Providing a mechanism for funding
 When ICTs are typically introduced within
education systems, regular, reliable mechanisms
to fund and support technology use over time is
not considered. As costs are better understood, and
as access to ICTs gains in strategic importance over
time, financing related to ICTs beyond support for
infrastructure becomes a more regular part of the
budgeting process.
Authorizing authority to lead or oversee
implementation.
 Over time, specialized agencies and
organizations, with specialized competencies and
responsibilities related to ICT use in education
related to ICT use to support teaching and learning
typically emerge.
Engaging the private sector
 For a variety of reasons including those related to
funding, access to industry expertise and
stakeholder coordination public-private partnerships
of various sorts often gradually assume greater
prominence and importance.