Findings show variances in the priority areas and development levels of ICT in Education among the countries, mainly due to their unique national contexts. The study showcases a combination of (a) well-established models that are oriented towards ICT-pedagogy integration and (b) entry-level endeavours that prioritize access to education via ICT infrastructure and connectivity – with disparities very much evident in the areas of ICT-related human capacity building, school programmes, and support. In addition, data indicate that majority of the ODA allocated for education has been used to support access to quality primary education and the advancement of tertiary education. Only a few ODA donors, notably ADB, World Bank, and JICA, have directly targeted ICT in Education projects in the ASEAN region in recent years.
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