In basic education, numeracy and literacy are the foundation or fundamental building blocks upon which artificial intelligence (Al) learning is built.
Without strong literacy and numeracy skills, pupils may struggle to understand Al concepts, interpret information, and apply Al tools effectively. This means the foundation phase, which is junior primary (pre-primary and grades 1 to 3), is critical for future skilled workers.
The motto for the Ministry of Education, Innovation, Youth, Sport, Arts and Culture is ‘Foundation First, Excellence Always’.
Literacy enables pupils to understand, communicate and critically evaluate Al-related information, while numeracy develops the mathematical and analytical thinking required to understand data, algorithms and machine learning.
In basic education, pupils are introduced to AI concepts through coding and robotics from junior primary subjects like design and technology or information communications or as a standalone additional programme. In secondary schools, programming is introduced in computer science, and Al continues to be integrated into other science and technical subjects.
In schools, it is critical to leverage technology to improve access to education, strengthen teaching and learning processes, enhance assessment systems and improve education management and planning.
REGULATORY FRAMEWORK
The draft national digital teaching and learning policy for education will be finalised in 2026. Others impacting the use of Al include:
- Constitution of the Republic of Namibia (1990)
- The Education Act (Act no. 3 of 2020)
- The Child Care and Protection Act (Act no. 3 of 2015)
- Data protection bill (once enacted)
- Access to Information Act (2022)
USING AI FOR TEACHING AND LEARNING
Al is used to support teaching, learning and assessment. The ministry holds the view that AI cannot replace teachers. This is a universal belief in the basic education ecosystem.
Al can replace some teaching tasks, but not the full role of a teacher. The future is for teachers working with Al rather than for Al to replace teachers entirely. Therefore, Namibia supports a human-centric approach to Al use. The approach places people at the centre of Al systems, ensuring that technology serves educational goals, human values and pupils’ well-being.
Al assists teachers with tasks such as lesson planning, assessments and administrative work. But professional judgment and decision-making remain the responsibility of teachers.
The ministry maintains that Al should promote pupils’ academic, social, emotional and ethical development. Furthermore, technology should not undermine human interaction or pupil autonomy.
Al should provide equal opportunities for all pupils, including those with disabilities and pupils from disadvantaged backgrounds. Al should not solely determine important decisions that impact pupils, such as grading, placement or disciplinary actions. Human review and intervention must always be possible in schools.
Al can indeed serve as a powerful teaching assistant. Teachers may use Al to automate routine tasks and spend more time on mentoring, discussion, creativity and supporting
pupils, understanding emotions, social dynamics and individual circumstances, managing classrooms and creating a positive leaming environment and teaching values, teamwork, communication and critical thinking in real-world contexts.
What Al can do well, when used by a trained teacher on digital education platforms, is to explain concepts in different ways, provide instant answers and feedback, create quizzes, lesson plans and practice exercises, and personalise learning to a pupil’s pace and their availability 24/7.
This should promote inclusivity rather than exacerbate existing inequalities.
Data protection is very important for teachers when using Al in schools because teachers handle large amounts of sensitive pupil information.
By safeguarding this data, we uphold pupils’ rights, safety and trust. Protection of pupils’ privacy is critical since Al systems may process personal information such as names, academic records, attendance, assessments, photographs and behavioural data. Teachers must ensure that pupils’ personal information is not disclosed without authorisation.
The use of Al should comply with laws and policies; schools and teachers are required to follow national data protection laws and education policies.
Schools are expected to support ethical use of Al. Ethical Al use requires transparency. fairness and respect for human rights. The use of Al should protect vulnerable pupils.
Information about pupils with disabilities, learning difficulties or personal circumstances is particularly sensitive and requires extra protection.
AI use must reduce cybersecurity risks. AI tools often operate online and may be targets for hackers. Teachers should avoid uploading confidential pupil information to unsecured Al platforms.
– Sanet Steenkamp is the minister of education, innovation, youth, sport, arts and culture
