rs and often unsystematic to say the least, with examples of support including device donation, establishing satellite Internet terminals in rural areas[and IT training. However, to meet the connectivity challenge, PPPs need to extend to global scale. Much of the drive for spreading educational technology is corporatised, such as Apple pushing iPads into schools, Google’s online classroom and Microsoft’s education tools. As such, these companies may be motivated to develop the digital infrastructure to stimulate demand for their products and services. Companies, such as Google and Facebook, have already shown interest in developing innovative solutions to bring Internet to undeserved areas, such as Google’s Loon Project and Facebook’s Aquila. NRENs can play a critical role in identifying and collaborating with international partners to develop models for the cost efficient use of services.
In order for these potential investments to take place, countries must have national broadband plans and ICT regulations that address the key barriers to the deployment of high-speed networks and services in higher education. Educational institutions also need to have clear and efficient plans as to how to leverage broadband connectivity. Priorities should be set to meet the most pressing needs such as ensuring access and equity to foster inclusive higher education, developing links to employment and establishing learning management systems. Deploying digital systems within budget is also critical for success. The most expensive and sophisticated solutions are not necessarily the ones most fit for purpose, particularly in a world full of free and open source resources. And finally, it is important to note that the mere availability of technology is not a sufficient condition for its uptake and successful use. As in any digital transformation project, realising the full benefits needs to be associated with a bundle of institutional reforms, including organisational and cultural changes and nurturing the required digital skills.