[4] The growth of Information and communication technology (ICT) has significantly increased the world's capacity for creation of raw data and the speed at which it is produced.
Tools of ICT have the potential to transform education, training, employment and access to life-sustaining resources for all members of society.
The improvement of human circumstances requires critical analysis of information to develop the knowledge that assists humankind.
Among the many challenges that contribute to a global digital divide are issues regarding economic resources, geography, age, gender, language, education, social and cultural background, employment and disabilities.
[4] To reduce the span of the digital divide, leaders and policymakers worldwide must first develop an understanding of knowledge societies and, second, create and deploy initiatives that will universally benefit all populations.
[12] This means that public policy must learn to manage doubt, probability, risk and uncertainty while making the best decisions possible.
[6] Public policy may operate with the intent to prevent the worst possible outcome, versus find the perfect solution.
The advent of ICT allows learners to seek information and develop knowledge at any time and any place where access is available and unrestricted.
Equipped with this skill, the use of ICT becomes an active versus a passive endeavor and integral to literacy and lifelong learning.
One model that supports this type of learning is the W. Edwards Deming Plan-do-check-act cycle[5] that promotes continuous improvement.