"There is no one-size-fits-all way in which governments should promote and implement initiatives that use digital technologies to improve the learning outcomes of the most marginalised, and governments always need to take into consideration their local contexts and priorities. However, in very general terms, the following order of initial priorities and actions is often appropriate: 1. Creating a long-term cross-party vision for ensuring that digital technologies are used to enhance learning by the poorest and most marginalised; 2. Establishing an integrated and holistic cross-government team to deliver that vision; 3. Beginning by ensuring that all teacher training colleges have as high-quality digital infrastructures as affordable, and that pre-service and in-service training programmes are implemented to ensure that teachers are trained in appropriate and relevant pedagogies; 4. Prioritising the specific educational challenges for which digital technologies can have the most significant impact for the most marginalised in your country (this could, for example, be high numbers of refugees, very dispersed island communities, or numerous minority ethnic groups for whom learning content in the main language is inappropriate); 5. Identifying and implementing technology-relevant (in terms of what is both feasible and affordable) approaches to resolve these challenges, remembering that low-tech options (such as radio or TV) and Open Educational Resources can often deliver very cost-effective and resilient options, and that multi-sector partnerships with the private sector and civil society can be valuable in ensuring appropriateness and sustainability; 6. At all times ensuring that security, safety and privacy receive the highest priority in using digital technology for delivering education and training, especially for children and vulnerable adults." (Pages 12-13)