A/HRC/32/37 inequalities. Institutions of higher education using information and communications technologies to modernize their work should make sure they do not transform themselves from real into virtual institutions. A. Disparities in access to the Internet and digital technology 34. Digital technologies are ubiquitous only in principle; in real life, their presence is fractured by the digital divide. 35. Statistics from the International Telecommunication Union 13 show that, despite impressive growth overall, developing countries continue to lag behind. In 2015, 34 per cent of households in developing countries and only 7 per cent of those in the least developed countries had Internet access, compared with more than 80 per cent in developed countries, creating a global average of 43 per cent. In Africa, one in five people use the Internet, compared to almost two in five people in Asia and the Pacific and three in five people in the Commonwealth of Independent States. 14 The fundamental challenge is making access to learning and educational resources through the Internet more equal among countries, but also making equal the capacity to supply such education. 15 B. Infrastructure constraints 36. One of the barriers that must be addressed relates to the cost of investing in information and communications technologies. The technological infrastructure, along with the software, the technical support, educator training, and maintenance, requires significant financial support from the State. Digital devices are not always affordable in the developing world, neither to students nor to public educational establishments. The high costs of digital technology are causing universities to establish consortiums to share resources, costs and infrastructure. 37. Technology in education provides important benefits but it can also impair the right to education. While a digital device-based education can bring advantages in the form of access to a computer or electronic device, when students or schools lack the financial means to obtain access, they fall behind. When only some schools are provided with technology, or when private schools can afford better technology, existing social divisions in education outcomes will increase. 38. In this respect, it is important to note that States are responsible, under international human rights law, for providing resources for the realization of the right to education. Recognizing education as a foundation of human development, Governments must devote maximum public funds to education as a matter of norm. For budgets to be allocated to education on a firm and enduring basis, a legal framework providing sustainable political and financial support is crucial. Massive open online courses should not be used by Governments to reduce public funding and cut instructional costs. C. Marginalization and exclusion 39. The use of digital technology risks creating divisions within society. Devices such as computers, tablets and smartphones, and broadband services, are required to access the 13 14 15 8 See www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2015.pdf. Ibid. Susan D’Antoni, ed., The Virtual University: Models and Messages, p. 45.