Trends in Telecommunication Reform 2010-11 Figure 3.9: Hypothetical example of cybercrime involving multiple countries 5. Canadian agents make arrest of cyber 4. Korean investigators discover attack came from Vancouver criminal 1. Cyber criminal breaks into the network of a bank in Manila Namibian 3. investigators discover attack came from Seoul 2. Philippines investigators discover cyber attack came from Namibia Source: Adapted from U.S. Department of Justice, International Cooperation in Cybercrime Investigations. Cyber criminals often enjoy impunity by working include the use of multiple technologies and services to extend the reach and expand the scope of educational systems, including the use of traditional media such as radio and television and newer technologies such as computers and the Internet. The use of media such as radio and television has been highly effective in some settings due to their nearly ubiquitous penetration; the use of computers and the Internet has proven to be ca-pable from countries with weak or non-existent cybercrime legal frameworks. Further, due to the speed with which electronic theft and fraud occur, law enforcement may not be able to catch cyber criminals even in countries with strong cybercrime legislation. Legal difficulties of-ten arise due to a lack of international cooperation. Even for those countries with existing mutual legal as-sistance agreements, the processes for sharing infor-mation are often formal and time-consuming.89 It is of transforming the educational experience. Such initiatives are often the product of collaboration be-tween multiple actors, including governments and the therefore necessary to set up procedures that facilitate cooperation between countries in order to be able to respond quickly to cyber threats. At present, however, cybercrime will continue to offer high rewards and low risks to criminals until there is effective national legisla-tion private sector, as well as donor agencies and non-governmental organizations. 3.4.3.1 School connectivity and international frameworks capable of effective-ly investigating, prosecuting and punishing cybercrimes. Improving and expanding connectivity for educa-tional institutions are often key components of national 3.4.3 ICTs and Education development plans, and are closely tied to national ICT plans and policies. A 2007 survey carried out by infoDev found that among 48 African countries that had or were developing a national ICT plan, 39 had or were also developing plans for ICT in their education sec-tors. Leveraging ICTs to promote education can bring significant benefits to multiple societal groups, includ-ing students, educators, and adult members of society 90 A number of countries have also adopted na-tional at large. For over two decades, countries have been implementing a vast array of plans and policies to inte-grate strategies, policies and targets for school ICTs and education, with this trend increasing in connectivity, often reflecting international and regional initiatives. For example, a 2009 survey conducted in the many developing countries in recent years. Initiatives Chapter 3 101