This study investigates the status of ICT in Education in Turkmenistan for achieving the United Nations’(UN) Sustainable Development Goal 4 (SDG4) targets. The study uses two methods for data collection: a detailed review of the literature and a survey. For data collection through survey, the National Education Institute of Turkmenistan and United Nations Development Programme (UNDP) Turkmenistan Office representatives take in part to capture different dimensions of the same phenomenon; the integration of ICT into education in terms of achieving the SDG4 in the country. The results indicate the specific issues such as harnessing ICT as an access tool for education, using ICT for the equity and quality of education as well as the teachers’ ICT competency which need to be improved for achieving the Education 2030 in Turkmenistan. The study also finds priority areas for upcoming years: ICT for transforming and expanding TVET and higher education, improving teacher competency as well as building and upgrading learning environments in Turkmenistan.

Regional education experts from various developing countries (Bangladesh, Nepal, Sierra Leone, Tanzania, The Gambia) of west Africa and Asia-Pacific regions and experts in ICT in education from Korea cooperated to analyze the current situation of ICT utilization for schools in developing countries. From their research and reflections of participants' countries situation following things are recommended to be considered with priorities. Firstly, the expected problems and difficulties of introducing ICT in developing country schools from six levels including (teachers level, schools level and communities level). Then, solutions thereto are derived for the following six aspects: motivation of teachers, awareness building, Funds, ICT training for teachers, ICT equipment for the teachers, transparency and accountability.

The rapid change of information and communication technologies (ICT) has resulted in a new gap, a digital divide between countries that can easily access ICT and digital information, and countries that lack accessibility of emerging information and communication technologies. Realizing the gap of digital divide through education, Korea launched a collaborative program called ‘APEC Cyber Education Network (ACEN)’ in 2001, targetting two economies: Indonesia and Thailand. This program provided workshops via ACEN Internet Volunteers (AIV) for training of the teachers’ capacity for economies’ beneficiary in the education of ICT. In 2003, this program has evolved into APEC Learning Community Builders (ALCoB) Internet Volunteers (AIV) program, and has continued until 2008. In this paper, we report our 8 years of experiences in collaboration between Korea and Indonesia through volunteers, and show the implications of a successful international cooperation model to overcome the digital divide between countries.