Digital literacy for an information society: An evaluation of the implementation of the basic Information Science syllabus in primary schools in the Khomas region
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Date
2019
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Publisher
University of Namibia
Abstract
Since independence, the education sector in Namibia has undergone a major transformation due to changing patterns and methods of curriculum delivery. The Implementation of digital literacy through the subject Basic Information Science in primary schools is one initiative, which is a key aspect of the educational developmental pillars in line with Vision 2030. Basic lnformation Science (BIS) as a non-promotional school subject has suffered various implementation problems. This study sought to evaluate the factors that influence the implementation of Basic Information Science syllabus in primary schools of the Khomas region.
The areas covered in the literature include the P21 theoretical framework of 2009, which emphasises that every 21 51 century skills implementation requires skills to build a base of core academic subject knowledge in the context that learners must also acquire the essential skills for success in today's world. These are skills such as critical thinking, problem solving, communication, research and collaboration. Equally, the non-implementation of digital literacy in countries, south of the Sahara including Namibia where BlS is attributed to non-compliance in its teaching remains wanting. Studies in the past have also revealed that BIS was not on most
school timetables and not taught at all. Therefore, the main aim of this study was to evaluate if principals and teachers implemented the Basic information Science syllabus as prescribed by NIED. This is in terms of learning objectives, competencies and specified subject content in the classroom. A sequential explanatory mixed methods research design was used. Quantitative data was
collected first using a survey questionnaire to assess 20 school principals and 32 BIS teachers. Qualitative data was collected using semi-structured interview schedule, whereby 10 principals were involved, 12 teachers participated in a focus group discussion and 3 classroom observations. Respondents for qualitative data collection were purposively selected. The research findings showed that, lack of classroom space, ICT equipment and other teaching and learning resources, qualified BIS teachers and librarians, Principal support to BIS teachers
as well as lack of subject content clarity were factors that delayed the successful
implementation of BIS in primary schools in the Khomas region. Out of the listed factors, two main causes of the slow implementation of BIS according to principals and teachers was lack of classroom space and lack of qualified librarians. The study recommends that: The Ministry of Education Arts and Culture strengthens and improves the recruitment of qualified school librarians and deployment of ICT equipment and other information resources to mitigate the challenges that disturb the smooth implementation of the BIS syllabus.
Description
A research thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education
Keywords
Digital literacy, Information society, Information science