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Gender-based Issues and Trends in ICTApplications in Educationin Asia and the PacificIntroductionMs Lyndsay GreenGender is a factor in every aspect of formal, non-formaland informal education, and has an impact on allparticipants: learners, teachers and administrators. Theissues examined here are drawn from all facets of theeducational system, and the strategies have relevance acrosssectors. In particular, formal education has a great deal tolearn from strategies being used in the non-formal sector,and some of the initiatives being undertaken in the Asia-Pacific region, as described below, are leading the way inputting information and communication technologies (ICTs)to work for gender equality.The emphasis is on ICT applications and models that holdpromise in assisting with the achievement of Education forAll (EFA) goals, specifically Goal 3, to “promote genderequality and empower women.” The focus is on Asia andthe Pacific; however, examples are included from otherregions where they suggest models that lend themselves tobroader application.One of the strongest messages that emerges from researchon the effective use of ICTs in the education of women isthe need to use appropriate technology. The examples belowlook at the newer ICTs, computers and related services suchas e-mail and the web, and also include the use of broadcasttechnologies, such as radio and television, as well as audioand videotapes.Along with an endorsement for the more traditional ICTs,there is an equally strong message that women and girlsmust not be left behind in the digital revolution. The digitaldivide includes a gender divide, especially for rural andmarginalised women, and the newer ICTs have the capacityto allow us to benefit from the full contribution of women.29