ICT in Action: From policy to classroom practice

In the early 2000s, the ministry of Education, Arts, and culture in Namibia introduced the ICT policy for education to guide how technology should be integrated into teaching, learning, and school administration. The policy outlines six goals, and this blog focuses on two of them. Our first goal is to produce ICT literate citizens, and our second goal is to produce people capable of working and participating in the new economies and societies arising from ICT and related developments. 

Firstly, we are going to look at our first goal which is, to produce ICT literate citizens. The aim of this goal is about to ensure that both learners and teachers have basic knowledge on how to access computers, internet services and digital tools effectively. It is not only limited to typing or browsing online, but it includes practical skills such as using productivity software, carrying out reliable online search, communicating responsibly in digital spaces, and staying safe from cyber risks.

The second goal goes a step further. It aims to prepare learners to use ICT as a bridge into the modern world.  This involves more than knowing how to operate a computer, it's about problem-solving, collaboration and critical thinking. For instance, at a school we are familiar with (Leevi Hakusembe S.S.S), has a computer lab with internet access has been established.  Teachers also use laptops and projectors in lessons with older learners especially the grade 11 and 12, while learners access computers for assignments and research. 

Furthermore, despite the success, there are still challenges that are being encountered at schools. The number of computers is not enough for the learner's population, leaving many without access. Connectivity is often unreliable and slow, particularly in rural areas, and some schools still lack ICT facilities all together. Moreover, many teachers still rely heavily on traditional teaching methods due to lack of confidence and limited exposure. 

However, we highly recommend that schools should collaborate with NGOs and private organizations to secure affordable devices and internet access. Staff should be trained to maintain ICT equipment, and a "bring your own device " approach could be introduced, with a special support provided for disadvantaged learners. Continuous, subjects-specific ICT training should be provided at schools. To add on, teachers who use ICT effectively should be recognized and rewarded, as well as promoting user-friendly digital tools aligned with the curriculum, would further encourage integration.

Lastly, the ICT policy for education is a crucial step in preparing learners for a digital future. While progress has been made in improving infrastructure and teacher capacity, significant challenges remain that require sustained efforts and innovative solutions.