This article looks at the information and communication technology (ICT)a??related education reform programs in three countries in the Middle East. It indicates the evident policy linkage between the implementation of school-based ICT programs and the development of pupilsa?? 21st-century skills to address the knowledge economy. The policy aspirations are put in the context of the history of education in the region and the Islamic traditions and beliefs about the nature of knowledge. The impact of the reforms is evaluated on the basis of realities of day-to-day life in schools as reported by independent inspection, review, and evaluation agencies. It concludes that much deeper institutional reform is necessary to fulfill the policy aspirations rather than speculating over progress through technology-enriched futures.
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