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Abbreviations and Acronyms EMIS Education Management Information System ETSIP Education and Training Sector Improvement Plan GRN Government of Republic of Namibia HDI Human Development Index HIV Human Immunodefi ciency Virus ICTs Information and Communication Technologies ITU International Telecommunications Union LFA Logical Framework Approach LTSFF Long Term Strategy and Financing Framework MDG Millennium Development Goals NETSS National Education Technology Service and Support UNDP United Nations Development Programme UNECA United Nations Economic Commission for Africa Executive Summary Namibia is a relatively young country, having gained independence from South African Apartheid rule in 1990. At independence, the Government of the Republic of Namibia (GRN) inherited a system of deep-seated social, economic and cultural segregation and an education system beset with crises. As part of its strategy towards the fundamental transformation of the education system, the GRN embarked on a programme of human development that focuses on education equity, access to education, quality education for all, democracy and lifelong learning. Included in this strategy is the integration of ICT in its national curriculum, teacher development plans, transforming the pedagogical practice of learning and teaching and in the management and administration of the national education system. Since gaining independence in 1990, Namibia has made signifi cant social and economic progress: it is among the top ten countries worldwide in terms of share of GDP spent on education, and second to South Africa in Africa, in per capita expenditures on health. By virtue of its historical ties to the South African economy and its geographic location, Namibia’s ICT infrastructure is well developed, especially when compared to other African countries outside of South Africa. However, it has among the world’s worst HIV/AIDS epidemics and among the most unequal income and asset distribution in the world. Namibia’s education policy is enshrined in its Education and Training Sector Improvement Plan (ETSIP ,which is a comprehensive programme that combines educational, economic and management imperatives, with social redress and the attainment of equity as a priority. It articulates a role for education as facilitating the transition to a knowledge-based economy and combines this with a pro-poor bias. It also integrates the struggle against HIV/AIDS in education with the attainment of equity and envisages a role for technologies within this. This is the backdrop against which the GRN developed an ICT in Education policy. ICT in Education Policy Namibia ranks among the fi rst to have developed an ICT in Education policy in Africa. Its policy process evolved since the late 1990s when the Ministry of Basic Education developed a National Policy for ICT in Education through its National Institute for Educational Development (NIED). This Policy was revised in 2000 and by 2005 it was formally adopted. The purpose of this Policy is to guide all Namibian education stakeholders in their preparation to meet the challenges that the twenty-fi rst century and a globalizing world economy places on Namibian society. The Policy envisages that it will guide the attainment of ICT literate Namibian citizens, capable of participating in the 68 | Transforming Education: The Power of ICT Policies
new economies that emerge from ICT and related developments; it will guide the ability to leverage ICT to facilitate learning by teachers and learnerg , improve the administrative and management effi ciency of the education system and broaden access to quality educational services for all. The Policy’s value proposition for investing in ICT integration in education includes the recognition that ICT have a role to play in education both directly as a subject and indirectly as tools to assist in educational delivery and management. It proposes that, when used appropriately, ICT can bring many benefi ts to the classroom and the education process and can provide new opportunities for teaching professionals delivering education. The Policy also provides a maturity model which articulates development levels of ICT access in education institutions and it outlines a list of services to be offered. The design and articulation of the Policy is very practical, informed by evolving experience of various education stakeholders since the 1990s. The GRN also developed an implementation framework based on the ICT in Education Policy. This implementation framework is spelt out in the Tech/Na! Implementation Plan which adopts a “holistic, demand-driven and end-toend solution” approach and offers a framework for public private partnership. A review of Tech/Na! in 2008-2009 conducted by the Global eSchools and Communities Initiative (GeSCI) reveals that progress has been made with the implementation process to date such as the establishment of the eLearning Centre and the NETSS Centre but implementation was also challenged by the absence of a Project Management Offi ce (PMO) and infrequent meetings of the Steering Committee on ICT in Education. It calls for the establishment of the PMO to ensure the effective co-ordination of implementation. Namibia has in many ways played a pioneering role in Africa, not only in terms of innovative grassroots projects targeted at children and communities but also with reference to inclusive national policy development. One of its defi ning features is the active involvement of a range of organizations from the NGO, private and public sectors through strategic multi-stakeholder partnerships and the healthy debate that accompany these engagements. If coupled with a more conscious stakeholder learning environment through the integration of Monitoring and Evaluation in its programme implementation, Namibia will continue to be a leader in ICT integration in education in Africa. The Context Background Namibia is a fairly young country, having gained independence in 1990 after almost a century of German and South African rule. At independence, the newly formed Government of the Republic (GRN) of Namibia inherited an education system deeply entrenched in racism, segregation and social exclusion. The Bantu education system was based on inequitable funding, resource allocation and access to education and was ideologically premised on a view that indigenous Namibians were not qualifi ed or capable of making decisions to shape their own destiny. This culture of racism, inequality and social, economic, and academic segregation was maintained through the fragmentation of the national system into 11 separate education authorities based upon Source: CIA World Factbook, 2010 Case Study: Namibia | 69
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United Nations Cultural Organizati
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Published by the United Nations Edu
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Table of contents Foreword Preface
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Preface Information and Communicati
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Chapter 1 The Technological, Econom
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Five subsequent chapters review the
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Telephones Communications technolog
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Country Population (Millions) Econo
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construction, retailing) accounted
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organization structure shifts to ma
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(World Bank, 2005). With a national
Page 23 and 24: Beyond an impact on achievement in
Page 25 and 26: Chapter 2 A Framework for ICT Polic
Page 27 and 28: Education Tuned for Mass Production
Page 29 and 30: apple Providing the skills needed f
Page 31 and 32: subjects to understand and solve co
Page 33 and 34: a certain constellation of conditio
Page 35 and 36: Consequently, signifi cant change r
Page 37 and 38: Most often, a nation will combine t
Page 39 and 40: More than 30 countries have begun t
Page 41 and 42: as the knowledge society. These cha
Page 43 and 44: Chapter 3 Case Study: Singapore Phi
Page 45 and 46: apple students possessed basic skil
Page 47 and 48: The Context Singapore, located at t
Page 49 and 50: will be examined in the four core s
Page 51 and 52: Workforce Continuing Education Beyo
Page 53 and 54: expressed concerns that the fi gure
Page 55 and 56: Goals MP2 encourages the effective
Page 57 and 58: the schools’ initiatives by provi
Page 59 and 60: 3. Improve the sharing of best prac
Page 61 and 62: Please don’t remove this word.ass
Page 63 and 64: items are usually included: manpowe
Page 65 and 66: Koh (2006) described a case where L
Page 67 and 68: these is the company, Playware Stud
Page 69 and 70: Koh and Lee further elaborated on t
Page 71 and 72: computer ratio of less than 10:1; S
Page 73: Chapter 4 Case Study: Namibia Shafi
Page 77 and 78: 22% in 2002) and an estimated 15.3%
Page 79 and 80: In 2009, the GRN also made efforts
Page 81 and 82: extremely high levels of inequality
Page 83 and 84: It proposes that when used appropri
Page 85 and 86: problem solving; and learning to le
Page 87 and 88: The Implementation Plan places the
Page 89 and 90: The Policy Rationale The policy rat
Page 91 and 92: Stakeholder Category Stakeholder Ro
Page 93 and 94: Partnerships Currently in Existence
Page 95 and 96: Government stimulate the developmen
Page 97 and 98: apple That a number of successful c
Page 99 and 100: Chapter 5 Case Study: Jordan Taysee
Page 101 and 102: GCC Gulf Cooperation Council GITR G
Page 103 and 104: of the labour force is comprised of
Page 105 and 106: Table 2: Summary of Strengths, Weak
Page 107 and 108: Figure 1: Education Structure in Jo
Page 109 and 110: Policy Features Policy Objectives I
Page 111 and 112: The Ministry of Education has devel
Page 113 and 114: apple increasingly engaging various
Page 115 and 116: Intranet to facilitate data interch
Page 117 and 118: Table 7: A Comparison of the Comput
Page 119 and 120: Table 9: ICT Literacy and ICT Integ
Page 121 and 122: evenues could surpass USDone billio
Page 123 and 124: the Development Coordination Unit.
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delivery of ICT-related services, p
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Within the MoE itself, each Managin
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In the case of education, the Minis
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Chapter 6 Case Study: Uruguay J. En
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Abbreviations and Acronyms AGESIC A
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Uruguay is categorized as an “upp
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As it can be appreciated, the gener
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apple Implement the national inter-
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Table 4: Education levels in Urugua
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Table 9: Indicators Related to Scho
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Policy Features Overview of ICT in
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education policy, but placed itself
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Implementation Framework What plans
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In case of a technical problem, use
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To illustrate the resources current
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What are the national conditions th
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apple Creating a grant fund for new
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Summarizing, Ceibal is a policy dri
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What modalities/mechanisms instrume
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equired actions to materialize the
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The design of the evaluation consid
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initiatives were part of the pilot
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Figure 17: Percentage of Children t
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Conclusion The information presente
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Executive Summary Rwanda has been a
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to the country’s shift towards su
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Rwanda ranks 143rd out of 154 count
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that are not designed for teaching
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These policy objectives are informe
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It also proposes that ICT be used i
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Figure 2: Finance Planning Framewor
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The Policy Development Process Step
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Table 6: Current Partners in ICT fo
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improving the quality of tertiary e
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Monitoring and Evaluation The ICT i
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However, the realization of Vision
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Introduction All of the countries r
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Technical support: Schools enjoyed
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apple structuring the education sys
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Pedagogical and Curricular Change T
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encouraged to apply project-based l
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to spur the economy. The country is
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Enablers This section focuses on th
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On the other hand, the case of Urug
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Monitoring and Evaluation The polic
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Scaling up in the context of this p
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way of transforming education so as
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Is Leap-frogging Possible? The effo
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the appropriate ICT resources and p
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technological literacy and pedagogi
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National Agency for Research and In
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--. 2009b. Working Out Change: Syst
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Gerster, R. and Zimmerman, S. 2005.
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--. 2009. Measuring the Information
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Linden, L., Banerjee, A., and Dufl
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Miniwatts Marketing Group. 2009. Ur
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Quale, A. Trends in instructional I
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United Nations Development Programm
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World Bank. 2008a. MENA Development
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