ICT policy for education

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Policy makes the fundamental difference regarding how countries are able to take advantage of the technical opportunities available to them and exploit them for good. The issues of sustainability of good policies and a progressive process for evolving policy are therefore of paramount importance. ICT Integration in education is a complex process and all education stakeholders require clear guidance as to what is expected of them throughout this process. Namibia’s ICT Policy for Education that has lead to the creation of an implementation strategy, in turn lead to the first step towards providing such guidance to countries like India who are on the making of purposeful ICT Policy for Education.

ICT can light up learning, empower communities, and unlock social development. It can reach to the remotest areas, the most challenged education systems and make transformative advancements on a national scale. But it can only work such wonder to the extent that it is predicated on end-to-end policy. Otherwise it is fragmented and lacking creating schools with expensive equipment but no technical support, or content without connectivity, trained teachers but no infrastructure. Or it is unequal and limited coverage in certain regions, others going without. Poor planning defeats the potential of ICTs before they are even applied to real life situations.

The decisive issue in ICT in education then is good policy. India and Namibia, the world apart, vastly different in terms of scale and population density have in common that they are both countries embarked on the making of end-to-end ICT policy for education. As India draws up its national framework document, and embarks on a course of formulating comprehensive ICT in education policy, it is worth noting some of the lessons and guiding principles of the Namibian experience

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