Factors affecting ICT policy implementation in rural Namibian schools
Ngololo, Elizabeth Ndeukumwa
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ICT provision is often limited in scope to allow optimal usage of education systems. A study to investigate factors that affect ICT Policy implementation in Namibia was conducted in 2010. In order to describe the rural area situation with regard to ICT implementation in the education sector, a quantitative approach was used to collect data from a sample 137 science teachers and 107 principals out of the 163 participating secondary schools in three rural regions. In this research school level data were used to identify the factors that affect ICT implementation in rural area science classrooms in Namibia. The results show that the implementation is enormously affected by leadership of the principals, lack of expertise as well as general use ofICT by the science teachers. The results might influence policies on ICT use and how ICT is to be used in the future at classroom level.