Analyzing ICT and education policies in developing countries
For the last year or so, we have been collecting policy documents related to ICT use in education from around the world, with a specific interest in trying to document policy intent in developing countries, especially in East Asia. This is one component of a larger initiative at the World Bank called Systems Approach for Better Education Results, or SABER. As part of our SABER-ICT project, we are trying to help policymakers as they attempt to assess and compare their own policies against those of comparator countries around the world. Here's a very real scenario:
An education minister approaches the World Bank and asks for help in formulating an 'ICT in education' policy, in preparation for what is intended to be a large scale investment in educational technologies. She asks us:
What might be important to include in such a policy?

The seasonality of poverty and food deprivation is a common feature of rural livelihood in Bangladesh, but it is more marked in the northwest region of Rangpur. The recently launched policy interventions in the region provide a test case of what works and what does not in combating seasonal hunger. 
A previous post on the EduTech blog asked, 