Inequalities in the region exist not only between rural - urban areas and public – private education institutions or among provinces within the countries. There are also genders and socio-economic conditions that result to disparities in the delivery of quality learning opportunities especially if we talk about access to ICT.
In Indonesia, for example, educational disparities can be seen across geographical areas, urban and rural, between western and eastern part of Indonesia and among groups of people with varying income and gender. (Muhaimin, 2001)
The rate of female enrolments into upper secondary education schools in Vietnam, for example, is much lower than that of male enrolments. Ethnic minority school girls are the most disadvantaged in upper secondary education.
Only 4 % (37,689) out of the total number of disabled children are in both special and integrated education. (Information Management Centre, MOET)
In Malaysia, gaps in achievement are a main focus of programmes undertaken by the MOE. The programmes such as for English, Science, Mathematics and ICT all emphasize the need to bridge gaps between urban and rural children.