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![](https://cdn.disabilityinnovation.com/uploads/images/_publicationImage/120468/innovate-now-toolkit.webp?v=1706086042)
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As an entrepreneur, learning how to solve problems by creating and experimenting with different strategies is a core pillar of the entrepreneurial mindset you need to succeed. However, there’s rarely a single correct way to solve problems as an entrepreneur, so you need to learn how to create and compare different solutions.
The open entrepreneurship toolkit is a set of learning materials that can help you and your team do just that. Covering the domains of user, product, market and business development, the set of cards have been designed to be used by two or more group members to actively experiment with different solutions.
Innovate Now
![](https://cdn.disabilityinnovation.com/uploads/images/_publicationImage/118320/ICT-Landscape-review-The-use-of-ICT-in-improving-the-educational-participation-outcomes.webp?v=1706086034)
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Maria Kett, Victoria Austin, Giulia Barbareschi, Nusrat Jahan, Paul Lynch, Catherine Holloway, Joel Burman, Felipe Ramos-Barajas, Lea Simpson
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability-inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
GDI Hub partnered with the World Bank to design and conduct the research, and author the ICT Landscape review: The use of ICT in improving the educational participation and outcomes of children with disabilities. This report is a global knowledge product from the Inclusive Education Initiative (IEI)—a multi-donor trust fund on disability-inclusive education managed by the World Bank, with support from the Norwegian Agency for Development Cooperation (Norad) and the United Kingdom’s Foreign, Commonwealth and Development Office (FCDO).
World Bank; 2021