Asian countries. Latin American educators who visit HIP Asia and talk to their peers there are struck with awe by the region's high achievements, but they also note its conservatism and resistance to innovation. These tendencies are perhaps most evident when it comes to bringing computers and other technologies into the classroom. Latin America has seen an upswing in the use of technology to expand access and improve quality—issues that, admittedly, have already been resolved in HIP Asia. But, even in Japan, a country clearly recognized for its technological prowess, computers are just making their way into schools. In this regard, the country is a latecomer. Notably, resistance to change across HIP Asia is not unique to government ministries. Parents, a powerful force in shaping schools, resist curricular innovation out of fear that their children will lose their cutting edge in examinations. Both HIP countries and Latin America need high-quality education systems that can also adapt quickly to new demands. In fact, economies and societies are changing at ever-faster speeds. No system of education—even the best performing ones—can remain idle. With flexibility, creativity and commitment, all systems must respond to the needs of the future.
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