Education — LIRNEasia

ICT for education holds much promise for improving student learning outcomes but the results to date have been less than spectacular. Here, we report LIRNEasia’s contribution to the field and also capture some of the key studies on the topic.


  • Digital for Education in Sri Lanka (Presentation)

    Slides presented at the Education Forum Policy Dialogue (#20) on Education Post-Pandemic on Saturday, 26 March 2022

  • Internet access for households with children under 18 in Sri Lanka is 34%

    The reality of online learning / e-learning in the Asian Global South is far from ideal, even in Sri Lanka, which is classed as an upper middle-income country by the World Bank and, as the AfterAccess data has shown, has high level of mobile phone ownership. AfterAccess also shows us that internet use was still less than half the population by the start of 2019, and most of the internet use was through smartphones. In Sri Lanka, where schools have been shut down from mid-March, ways of ensuring continuity of education for all are being examined. In this context, two key pieces of data from the AfterAccess nationally representative surveys become important: 1. 34% of Sri Lankan households that contain children (18 or below) had some type of internet connection by the start of 2019 (this includes connections via mobile phones, dongles, fiber connections, etc.). 2. 48% of households with children had either a smartphone or (working) computer. This means that only 34% meet the criteria of having a connected device, and are therefore able to avail of any type of online learning: ranging from the rudimentary tutes sent over WhatsApp to synchronous classroom experiences on platforms like Google Classroom. […]

  • AfterAccess Asia Report 3.0

    AfterAccess: ICT access and use in Asia and the Global South (Version 3.0)

  • Reports on systematic reviews published

    The final reports on three systematic reviews have undergone review and have been published on the website of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre). The three systematic reviews focused on ICTs & MSMEs, ICTs & education and ICTs and mobile financial services were funded by IDRC and DFID. The links to the final reports are given below. The impact of mobile financial services in low- and lower-middle-income countries Strategies for training or supporting teachers to integrate technology into the classroom Does access to business-relevant information through networked devices enhance the internal effciency and business growth of urban MSMEs in low- and middle- income countries?    

  • Strategies for training teachers to integrate ICT in education: A systematic review 
  • ICT in Education: A Case of Singapore’s Strategies in Scaling Implementation

    What do we know about the integration of ICT in education in Asia? Longkai WU, National Institute of Education (NIE) Nanyang Technological University Singapore.  

  • ICT for Education: Experience from Bangladesh

    What do we know about the integration of ICT in education in Asia? Anir Chowdhury, Policy Advisor Access to Information (a2i) at Prime Minister’s Office, Bangladesh, November 26, 2015

  • Optimizing benefits of ICT for education in developing Asia

    A systematic review of ICT integration in education in the developed world. Presented by Sujata Gamage at ICT4Education Research Dissemination Event “Strategies for optimizing benefits of Information and Communication Technologies (ICT) for education in Developing Asia” held on 2016 Nov 26, 2015, at the Committee Room E, BMICH, Colombo, Sri Lanka.

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