Going Digital in Latvia analyses recent developments in Latvia’s digital economy, reviews policies related to digitalisation and make recommendations to increase policy coherence in this area, based on the OECD Going Digital Integrated Policy Framework.

Going Digital in Brazil analyses recent developments in Brazil’s digital economy, reviews policies related to digitalisation and makes recommendations to increase policy coherence in this area.

This report identifies seven policy dimensions that allow governments – together with citizens, firms and stakeholders – to shape digital transformation to improve lives. It also highlights key opportunities, challenges and policies related to each dimension, offers new insights, evidence and analysis, and provides recommendations for better policies in the digital age.

Available online: https://pub.norden.org/nord2022-007/ This study, focuses on how we can bridge the digital gaps that digitalisation brings about. It has to be top of mind to leave no one behind, by thinking inclusiveness in to every part of the digital transformation of our societies. Through cooperation, knowledge gathering, monitoring and policy actions on digital inclusion it is possible to drive a sustainable and inclusive digital transformation forward. The study provides a knowledge-based foundation for potential common Nordic-Baltic actions on digital inclusion. It is structured by four thematic areas: Defining digital inclusion, Monitoring digital inclusion, Snapshot of digital inclusion, and Nordic-Baltic added value. The study is performed by the consortium Digital Europe and funded by the Nordic Council of Ministers (MR DIGITAL).

This book focuses on the development of smart education in China and some countries of Central and Eastern Europe. A brief discussion on the idea of smart education was given in the introduction chapter, followed by a series of national smart education profiles of eleven countries. In detail, the profile starts with an overview of ICT in Education or smart education in the country and policies of ICT in Education or smart education. Some key features of smart education in each country were discussed with examples of best practices. The profile ends with a description of trends of smart education in the country. Based on the information above, the final chapter presents an analysis among the eleven countries with six major features they presented and concluded the book with suggestions on advancing smart education by three points.