This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

本文对2016年在沙特阿拉伯王国（KSA）和爱尔兰共和国活跃的小学和学后教育中的信息通信技术（ICT）整合政策，策略和计划进行了比较分析。分析表明，虽然KSA在将ICT纳入教育方面是一个相对较新的事物，但它通过一系列举措积极寻求提高教育质量并支持向知识经济的过渡，这些举措包括：课程改革，提供信息通信技术集成的教师专业发展，以及计算机技术和基础设施的提供。但是，就像在爱尔兰一样，信息通信技术在教育政策中的框架，需要通过与主要利益攸关方的参与性伙伴关系来加强战略和计划，这些伙伴关系应在初级和初级后环境中在信通技术政策实施的整个生命周期中坚持不懈。此外，审查表明，两个司法管辖区的政府都需要更好地提供财力和人力资源，以充分开展师资培训，并支持必要的支持，使信通技术教师有效地融入小学和小学后的环境。最后，这两个国家的ICT的教育政策，策略和计划中的评估协议都需要重新制定，以便及时公开其制定的证据。此外，