As demand for postsecondary education increases and more nontraditional service providers emerge, education service delivery also needs to evolve.
Preparing and implementing a K–12 transition absorbs considerable financial and human resources. It follows that the reasons for restructuring must be compelling.
Competitive advantage in a knowledge economy is dependent on the ability to innovate and create new knowledge products and services, and to find innovative applications for them.
Early adoption of information and communication technology (ICT) can allow developing countries in Asia and the Pacific to move from labor-intensive, natural resources-based to knowledge-based economies.
Preparing and executing a transition to K–12 requires political commitment and financial investment as well as enough human resources capable of planning, developing, implementing, and sustaining a complex reform.
A study of how PPPs have been employed by ADB developing member countries in Asia and the Pacific identified seven initiatives that adopted the underlying principles of PPP in developing and delivering ICT for education services.
Open educational resources made their appearance in early 2002 as a promising tool for enhancing the quality of and access to education and were perceived to have the potential to reduce costs by reusing learning materials.
This book reports that education is a key ingredient in rebuilding Afghanistan, igniting progress in all other development sectors.
This book brings together views, perspectives, and insights from policy makers, practitioners, and leading experts on skills development for inclusive and sustainable growth.