Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2007 ICT Policy for Education of Namibia defines information communication technology (ICT) as “all the technologies used for the handling and communication of information and their use specifically in education. These include computers, audio visual systems, broadcast receiving systems and telecommunication systems, media such as compact discs and videodiscs, microcomputer-based laboratories, the Internet, virtual learning centres, local and wide area networks (wired and wireless), instructional software, printed media, educational television, voice mail, e-mail, satellite communication, VCRs, cable TV, conventional and interactive radio”. ICT is also defined in the 2009 National ICT Policy, as “any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning”. Information technology is also defined, as “the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware”.
The 2020 Basic Education Act defines assistive technology as “any device, piece of equipment or instrument used to increase, maintain or improve the functional capabilities of individuals with disabilities, and includes visual aids, walking sticks, wheelchairs, braille, video magnifiers, screen readers, augmentative communication devices and specialised equipment for computer access that a learner with special education needs may need in order to access and benefit from education”.
The term education technology (EdTech) is not used in official government documents.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 2020 Basic Education Act includes several provisions on technology, such as the provision of assistive technology and devices for learners with disabilities and special needs (Art. 12), the support of lifelong learning through information communication technology-based facilities which offer equal opportunities for access (Art. 30), and norms and standards for school infrastructure which include the availability of electricity, connectivity (Art. 97), digital technology, and laboratories for science, technology, mathematics (Art. 45).
The 2009 Communications Act includes schools as recipients of the universal services of Namibia (Art. 57), with implementation under the Universal Access and Service Policy for ICTs The 2019 Universal Service Obligations Guidelines stipulate that the minimum set of services that a telecommunications service licensee must make available as part of universal service provision include fixed, mobile or broadband data services; fixed and mobile voice services; or any electronic communications service that the Authority determines in writing (Art. 2.3). Regulation 6 further requires telecommunications service licensees to avail the minimum universal services to the general public or to schools, higher education institutions or any similar public institutions which serve the needs of the general public or that are available for use by the public (Art. 2.9).
There is no mention of education in the 1992 Post and Telecommunications Act.
There is no ICT or EdTech Act and no mention of technology in Namibia’s 1990 Constitution (as amended in 2014).
Policies, plans and strategies: Namibia has a strong policy framework for the integration of ICT in education, recognising ICT as a key tool for the development of the country and a national priority in education.
The first ICT in Education Policy was developed in 1995, revised in 2000. The policy identified the justification for introducing ICT in educational institutions, and set out the objectives for developing an ICT Policy in Education and expounding on key issues regarding the strengthening and exploitation of ICT courses in schools including the utilization of ICT. The updated 2007 ICT Policy for Education (and accompanying implementation plan) aims to produce ICT literate citizens, leverage ICT to assist and facilitate learning, improve the efficiency of educational administration and management, and broaden access to quality educational services. The mission of the policy is to articulate the relevance, responsibility, and effectiveness of integrating ICT in education with a view to meeting the challenges of the 21st century. The policy’s Implementation Plan addresses the investigation and development of ICT for education, the deployment and delivery of ICT across the education sector, and the required maintenance and support of ICT, ICT Literacy, and ICT Integration.
A number of other national strategic documents and policies have recognised the need to develop ICT within the education sector.
The 2009 National ICT Policy aims to facilitate the growth of ICT in Namibia, with specific information technology literacy and skills development policy goals and education provisions which support the production of ICT literate citizens. The 2009 Overarching ICT Policy for the Republic of Namibia, which sets out the Overarching Policy in the context of the convergence of Telecommunications, Broadcasting, Information Technology, and Postal sectors for the Republic of Namibia, similarly includes education objectives. The policy supports utilizing ICT to raise educational standards, successfully implement education and training objectives, and develop ICT skills.
The Namibian Government’s Vision 2030 document stipulates that ICT must be the most important sector in the economic development of the country by 2030, supporting the integration of ICT education and training within the education system. Namibia’s 2017/18 – 2021/22 5th National Development Plan (NDP5) similarly includes ICT Strategies and Desired Outcomes, which include upgrading ICT infrastructure across the country (including in schools), creating an enabling environment for Science, Technology and Innovation, and promoting e-services and innovation (including e-learning) as critical success factors in transforming Namibia into a knowledge economy.
The 2018-22 National Broadband Policy for the Republic of Namibia sets minimum targets and fund initiatives for the expansion of broadband connectivity in schools to facilitate e-learning, in addition to the provision of ICT devices and the integration of ICT in the school curriculum.
The 2017/18 – 2021/22 Education Strategic Plan similarly aims to integrate ICT in the curriculum, in addition to providing schools with ICT learning resources such as assistive technology for learners with disabilities.
Digital competency frameworks: The National Professional Standards for Teachers in Namibia include specific ICT competencies, while the 2007 ICT Policy for Education of Namibia provides basic competencies for teachers and students to achieve key ICT knowledge and skills. The policy additionally includes ICT literacy skills by level of learning, with all learners expected to have basic ICT Literacy before they finish their secondary level education.
Changes occurred as a result of COVID-19: In 2022, the government held national and regional consultations on transforming education in Namibia that aimed to achieve digital transformation in the education sector.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2020 Basic Education Act provides norms and standards for infrastructure and capacity at state schools (Art. 45), with school infrastructure required to include electricity. The Universal Access and Service Policy for ICTs under the 2009 Communications Act provides universal access and service in Namibia in respect of a full range of ICTs, including the electrification for schools. The government’s Vision 2030 additionally provides a target for all schools to have access to electricity by 2006.
Following COVID-19, the government prioritized the electrification of schools, considering alternative sources of energy like solar and wind which are affordable in the long term, to enable ICT access.
Computers and devices: The ICT Policy for Education of Namibia outlines five development levels for the provision of ICT devices in schools, with all primary and secondary schools having at a minimum at least 1 computer for every 5 staff and 1 to 10 for students (Level 2). According to the policy, students should at a minimum spend about one hour every two weeks on the computer, with the school having a classroom equipped with a computer and projector system and/or the ability to display audiovisual materials to students. All schools must timetable ICT usage in order to ensure all students gain exposure to ICT, and the facilities are not left idle. The policy also recognises the need for agreed standards for ICT equipment (hardware and software) used to deliver the policy, with the ICT Steering Committee tasked to develop and maintain a list of standards
Government policies support the provision of computers and devices to schools, and not students individually. The 2009 National ICT Policy and 2009 Overarching ICT Policy aim to provide bundled personal computer and telecommunications services to schools through the Universal Service Fund, but not to individuals personally. The government additionally aims to exempt Personal Computer (PC) equipment from import duties. According to the 2018-22 National Broadband Policy for the Republic of Namibia, 1.2 million laptops and tablets aim to be provided to schools by 2018 through discounted bulk purchases and customized devices as part of the school ICT devices project. In 2022, the government aimed to introduce enabling policies to promote different modalities of device use, e.g. ‘bring your own device’, with the goal to increase access to and use of devices. BYOD is considered “better than current practice where IC is being taught without devices”. The government additionally aims to negotiate bulk purchases for schools to reduce cost of hardware and software.
The 2020 Basic Education Act additionally provides for the procurement of assistive technology or devices (Art.12).
Internet connectivity: Several government documents support the expansion of internet connectivity in schools. The 2020 Basic Education Act provides for regional education offices to support the Ministry of Education by facilitating information communication technology connectivity in all schools within the region (Art. 97). The 2019 Universal Service Obligations Guidelines stipulate that schools must be provided with broadband data services as part of the universal service obligations (Art. 2.3), while the Universal Access and Service Policy for ICTs under the 2009 Communications Act provides universal access and service in Namibia in respect of a full range of ICTs, including broadband internet and electrification for schools. The 2007 ICT Policy for Education stipulates that school sites should, as a minimum standard, be connected to the internet through local (LAN) and wide area network (WAN) services. The 2018-22 National Broadband Policy outlines Namibia’s broadband targets by 2030, which include 100% broadband infrastructure coverage to schools by 2022 to allow e-learning. This is further supported by the 2017/18 – 2021/22 NDP5, which aims for Namibia to have universal access to information, affordable communication and technology infrastructure and services, which includes 100% schools to be covered by broadband infrastructure.
2.2.2. Technology and learning environments
The 2007 ICT Policy for Education supports the provision of open and distance learning (ODL) using a variety of media and technology, with the use of ICT viewed “at the heart of ODL delivery”. The policy additionally supports digital cotent creation and evaluation and the provision of a digital library.
During the COVID-19 lockdown in March 2020, the MoEAC ordered the closure of all schools in Namibia, and planned to ensure the continuity of learning through take-home learning packages, educational television and radio programs, and online learning platforms.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The 2009 National ICT Policy aims to develop ICT literacy and skills through formal education, in order to produce ICT literate citizens and people capable of working and participating in the new economies and societies. The government additionally aims to stimulate the development of the ICT skills through the establishment of ICT Centres of Excellence at centres of further learning. Some of its goals include adding IT training as part of the educational curricula, starting from primary school level and to facilitating the establishment of institutions of ICT learning in smaller towns. According to the policy, “major emphasis on ICT education at all levels of education is a prerequisite for the future competitiveness of Namibia as a country and the reduction of the digital divide”. The 2007 ICT Policy for Education additionally includes provisions for the development of an ICT curriculum which should promote skills of accessing, managing, and processing information; collaborative working skills; problem solving; and learning to learn concepts.
According to the 2007 ICT Policy for Education, ICT Literacy Skills Guidelines for ICT literacy skills by level of learning will be maintained. All learners are expected to have basic ICT Literacy before they finish their secondary level education, with different levels of ICT competencies for students highlighted.
The provision of Science, Technology, Engineering and Mathematics (STEM) education is promoted in the 2017/18 – 2021/22 Education Strategic Plan, which aims to strengthen STEM at all levels, and the 2020 Basic Education Act, which includes science, digital technology, mathematics and natural sciences as part of the norms and standards in state schools. The 2010-20 National Gender Policy further supports improving and enhancing access and retention of women in girls in STEM fields through motivation and affirmative action policies.
2.3.2. Teachers
The National Professional Standards for Teachers in Namibia include specific ICT competencies, with teachers expected to design and deliver lessons using ICT applications, prepare teaching and learning materials using ICT tools, manage ICT resources and facilities, and develop lesson plans using ICT tools. The 2007 ICT Policy for Education also provides some basic competencies for teachers and students to achieve key ICT knowledge and skills. According to the policy, ICT competence must be developed through a long period of guided practice and investigation, guided by the ICT Literacy Qualification develioed by education ministries and partners. The qualification covers the basic skills required to operate a PC, search for and retrieve information on the web, prepare a basic document, communicate by e-mail and operate a simple spreadsheet. The aim of this qualification is to provide an entry-level benchmark for all students/learners, and the national workforce to achieve and exceed. The National Standards Setting Body for ICT generates both competence and curriculum standards for the industry, with such qualifications then registered with the Namibia Qualifications Framework (NQF).
The 2007 ICT Policy for Education supports both pre-service and in-service ICT training for teachers. All staff are expected to receive ICT training and to take full advantage of pedagogical applications in classrooms. The policy provides details on the expected ICT skills expected for teachers (both pre-service and in-service), in addition to outlining five different levels of ICT skills. All pre-service teacher-training facilities should be at least level 4, which stipulates that computer based training materials be used to support teaching and over half the staff have an ICT qualification. The policy also includes provisions for ICT training for pre-service lecturers, principals, school advisors, inspectors, administrative staff, and ICT trainers. The policy additionally states that an ICT strategy for education must additionally ensure that parents have some understanding and experience of ICT.
Initial and in-service training of teachers in ICT integration is also highlighted as part of the priorities in the digital transformation of education.
2.4. Cybersecurity and safety
2.4.1. Data privacy
Namibia is currently developing a data protection policy and legislation, with a Draft Data Protection Policy and legislation being discussed. The draft document does not refer to education.
The 2009 National ICT Policy and 2009 Overarching ICT Policy promote the development of legislation on information security, data protection and the protection of privacy in order to ensure that individual rights to privacy are well regulated, and that collection and protection of data complies with international standards. All ICT and telecommunications licensees have an obligation to protect subscriber privacy and comply with international standards, although there is no specific reference to educational institutions or schools.
2.4.2. Online abuse and cyberbullying
Namibia’s 2018 National Safe Schools Framework prohibits every form of bullying (including cyberbullying), whether in the classroom, on school premises, immediately adjacent to the school premises, when learners travel to or from school (portal to portal) or at a school-sponsored event, whether or not held on school premises. It applies to bullying by all members of the school community: learners, teachers and school management.
The 2007 ICT Policy for Education includes a provision on digital security, which should protect users, the infrastructure, and the resources. A security policy for all services aims to be maintained as part of the security service, but there is no mention of online abuse or cyberbullying.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Education, Arts and Culture is responsible for coordinating the implementation of ICT in education, including the 2007 ICT Policy for Education. Overall responsibility for the policy belongs to the Education Executive ICT Committee, which consists of members from both Ministries of Education. A Steering Committee was additionally established to coordinate implementation of the policy. The government prioritizes the coordination between different ministries for the digital transformation of education, such as coordinating between the Ministries of Education and Energy which is thought to expedite electrification of schools for technology deployment.
The National Standards Setting Body (NSSB) for ICT represents the wider ICT Community and advises the Namibia Qualifications Authority (NQA) on ICT matters. The NSSB generates ICT competence and curriculum standards which are approved by the NQA and registered with the Namibia Qualifications Framework (NQF). It consists of members drawn form the ICT industry, employers, employees, professional bodies, training providers, government, and lobby groups.
The Ministry of Information and Communication Technology (ICT) assumes responsibility for overall policy functions and establishes the legal framework for the ICT industry in Namibia, including government ICT standards and ICT procurement policy and practices (including for schools).
The 2009 National ICT Policy also includes provisions for regulating the ICT market structure, consumer protection and standards, and principals for the procurement of ICT goods and services by the government. The 2007 ICT Policy for Education outlines the roles of public, private and civil partnerships in ICT integration, in addition to including provisions on financing, procurement, and the commercial ICT sector.
3.2. Roles of schools
There is no ban on the use of mobile devices in classrooms. The 2007 ICT Policy for Education includes provisions for the use of ICT facilities in schools, including for periods outside school hours.
