Home | Current | Archives | About | Login | Notify | Contact | Search | Blog | Newsletter
 International Journal of Education and Development using ICT > Vol. 11, No. 2 (2015) open journal systems 

Promoting teaching and learning in Ghanaian Basic Schools through ICT

James Adam Natia, Zonzongili Development Associates, Ghana
Seidu Al-hassan, University for Development Studies, Ghana

The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in Ghana. Expert interviews on ICT policy implementation were also conducted with ten District and four Regional Directors of Education. The findings show that there are relatively low computers at Primary Schools (4%) compared to the Junior High Schools (10%). In the Primary Schools, 69% of female teachers and 50% of male teachers use ICT tools to teach. The ability of teachers to use computer to teach and research is weak due to lack of access to internet, electricity/power problem, inadequate number of computers and technical know-how. The study recommends a strong and sustainable Public-Private-Partnership between the government, private sector and civil society organizations to map out plans and strategies in order to minimize the problems associated with the integration of ICT in the education system.

Full Text: PDF

Support Tool
  For this
peer-reviewed article

Home | Current | Archives | About | Login | Notify | Contact | Search | Blog | Newsletter

International Journal of Education and Development using Information and Communication Technology. ISSN: 1814-0556