This is important as close to half of rural schools have three teachers or less, meaning that there are few opportunities to do collaborative work and engage in peer learning. These resources and initiatives are important steps for providing the conditions for reducing educational inequality between rural and urban areas as they encourage school enrolment and attendance, minimise the deterrent effect of distance as a barrier for school attendance and attempt to improve learning conditions by compensating for the difficulty of recruiting high-quality teachers and facilitating teacher learning and collaboration. There is no national strategy or clear vision on rural education.