An evaluation of the implementation of the National ICT Policy for Education in Namibian rural science classrooms

Abstract

Information Communication Technology (ICT) implementation in Namibian schools is still in its infancy in rural science classrooms at junior secondary school level. The research reported in this paper adapted the Four-in-Balance model that reflects the pillars of the use of ICT in classrooms. In order to explore the extent of the implementation in rural science classrooms of the government ICT Policy for Education, a survey was used to collect science teachers’ level data. Three levels of ICT implementation, viz low, medium and high, were identified. The results show that for management aspects of the ICT Policy the implementation level is high to medium, which contrasts with the low levels of implementation of subject specific ICT resources for pedagogical use, and also with teachers’ negative attitude to the use of ICT. The results might influence policies on ICT use and how ICT is to be used in the future at classrooms level.