2.ICTs are found to act as catalysts for change in systems that are slow to reform. While the survey does not assert that ICTs solve the many systemic problems in these education systems, it does make the point that they can often provide the motivation to address curriculum reform and teacher training etc. The crux therefore is to design suitable initiatives that go far beyond setting up IT labs where students learn Paint, Word etc and to integrate ICTs in the teaching learning practices. 3.The impact on learning from use of ICTs in computer labs is negligible according to the survey. The computer lab is the most pervasive evidence of the impact of ICTs on the education landscape in India and South Asia, but many labs in public schools are in disuse; teachers are either untrained in ICTs or are simply teaching ‘IT skills’. The survey cautions that it’s not the facilities that matter as much as what is being taught in them. The survey calls for a more detailed study of different models of IT enablement and their relative success in different environments. The survey ends with a description of common constraints across countries in the region , including: limited resources, poor infrastructure, weak implementation capacity of the government, lack of coordination between different government policies, lack of relevant and high quality content in local languages, poorly trained teachers and inadequate monitoring and evaluation strategies.