**3. Conclusion**

The academic achievement and learning conditions in most countries in the Middle East partially explain why unrest exists across the region. Failure to provide promised employment with a livable wage has frustrated thousands of government school graduates. They can see through media and technology how their lives might be. In order to supplement the low government salaries, most countries have solicited external funding from international organizations and other wealthy countries. Pacifying a large and growing population by paying salaries and subsidies from foreign funding is a precarious position at best. In order to control the unrest of the people, rulers have closed and censored internet access, maintained or expanded religious education, and solicited external funding.

Few countries have considered reorganizing their educational and economic systems in order to develop responsible citizens, prepare graduates to work in the marketplace, and prepare students with skills for upward mobility. This would mean a shift toward the democratic goals.

Instead, many are expanding government education in order to admit refugees with the knowledge that the results will be low academic achievement scores. The pressure in all Middle Eastern countries with the exception of Saudi Arabia is how to employ thousands of refugees, children, youth and adults, without the facilities, teachers, and resources to do so. No country can afford to feed, house, provide health care, and educate hundreds of thousands of refugees. Refugees must be able to earn their own living. However, the high unemployment rate of citizen graduate government schools has shown the disinterest of local and international businesses in hiring native graduates. Furthermore, they are even more reluctant to hire refugees, if the refugees are allowed to work. Fortunately, the democratic goal of preparing youth to prepare for upward mobility appears to be innate in the graduate and refugee populations. The unemployed graduates and refugees will try to not starve. Their numbers will increase and will require external financial support for their survival. Informal education through the Internet, non-government agencies, international organizations, and apprenticeships can meet their needs to expediently enter the marketplace. Religious and government education is failing to help them get employed.

Education will move by the necessity from location specific classrooms with a teacher as deliverer of instruction to mobile transmission of knowledge with multiple individuals as teachers. This will be the new pathway to education. The knowledge in the past was found in books and textbooks. In the future, it will be transmitted in modules, videos, threads, and interactive connections from content hubs located at universities, public school administrative offices or television stations. Access to instruction will not be thwarted by facility space, number of qualified teachers, absence of transportation, and cost or dangerous routes to the school. Bullying, refugee discrimination will not be issues when on-line interaction can be monitored and edited. Learning will take place as rapidly or slowly as needed without classwide embarrassment or boredom. Student interaction can take place across disciplines or within discipline nationally or internationally. For those who need step, by step instruction, the mastery learning format can be an option.

This pathway is not accessible today in government schools and refugee camps. It could be. Tutoring is the third largest expenditure behind rent and food of most families in the Middle East. The children are tutored at home in groups or individually by professional tutors or by their classroom teachers who work as tutors in side jobs to supplement their wages. Tutoring is necessary for children to pass the national tests. These tests, as stated earlier, must be passed in order to advance to the next level in the current educational system. Those enrolled in religious schools are also required to pass these tests. If the household money spent on tutoring were allocated to individual or group licenses for informal educational programs, funding could be reallocated. Financing aside, all parents want their children to be happy and prosperous. Today, the expected reward for their children's long walk down the education pathway is not worth the trip.
