I'll answer the second question. On the issue of standard, I might call on Dr. Mundy.
Because our work is country-specific and country-led, the digital component differs from place to place and differs because of levels of development. In many of the countries in which we work, we're working with schools that do not have electricity, do not have connectivity, don't necessarily have running water, don't necessarily have bathroom facilities for children. So there's a limit. It doesn't mean that there is absolutely no difference that can be made by technology. Some of our teacher training and teacher support could still have a technology component, but they're not at the stage where you could conceptualize every child having a device and every device being serviced and used properly. Other countries are at different stages and they are very interested, particularly in dealing with challenges of remoteness in their own countries through leveraging the benefits of new technology. If that's appropriate and forms part of their education sector plan, then we would work with that as a key educational development.