• 

The ICT in Education Policy

ACKNOWLEDGEMENT

This document was prepared by Mr Gabriel Canacoo*, ICT consultant, Prof Clement Somuah*, Chairman Special Technical Committee on ICT in Education, Ministry of Education and Sports (MOES) and Rev. Emmanuel K. Dadebo, Co-ordinator, ICT in Education Programmes, MOES.

The team also received inputs and suggestions from Dennis Clarke and Khalid Bomba of the Global e-Schools and Communities Initiative (GeSCI) as well as other stakeholders.

In preparing this document the ICT in Education policies of South Africa, Bangladesh, Namibia and the Commonwealth of Dominica were consulted by the team.

GHANA ICT in Education Policy

* Prof Clement Somuah and Mr Gabriel Canacoo are currently at the School of Technology – Ghana Institute of Management and Public Administration (GIMPA)

FOREWORD BY THE MINISTER OF EDUCATION & SPORTS

The Government of Ghana is committed to the transformation of the agro-based economy of Ghana into an information rich and knowledge-based economy and society using the tools of Information and Communication Technology (ICT) The government has acknowledged the need for ICT training and education in the schools, colleges and universities and the improvement of the education system as a whole.

The deployment of ICT into Education will result in the creation of new possibilities for learners and teachers to engage in new ways of information acquisition and analysis. ICT will enhance access to education and improve the quality of education delivery on equitable basis.

The government is therefore committed to a comprehensive programme of rapid deployment and utilization of ICT within the Education Sector to transform the education system and thereby improve the lives of our people.

It is the government’s desire that through the deployment of ICT in Education, the culture and practice of traditional memory-based learning will be transformed to education that stimulates thinking and creativity necessary to meet the challenges of the 21st Century.

Given the magnitude of the task ahead of us, the government enjoins both the public and private sector to join hands to ensure that our children receive high quality teaching and learning. I call upon all the stakeholders in the education sector to contribute to the achievement of this vision.

HONOURABLE MINISTER FOR EDUCATION & SPORTS
MR. YAW OSAFO-MAAFO

ACRONYMS

DDG-MS Deputy Director-General (Management Services)
DDG-Q&A Deputy Director-General ( Quality & Access)
DFID Department For International Development
DG Director-General – (GES)
EdSEP Education Sector Plan
EFA Education For All
FCUBE Free Compulsory Universal Basic Education
GES Ghana Education Service
GeSCI Global eSchools & Communities Initiative
GheSCI Ghana eSchools and Communities Initiative
GLOBE Programme Global Learning and Observations to Benefit the Environment Programme
GPRS Ghana Poverty Reduction Strategy
ICT Information and Communications Technology
ICTs Information and Communication Technologies
ICT4AD Information and Communications Technology for Accelerated Development
ICTE Information and Communications Technology in Education
MoES Ministry of Education & Sports
NCTE National Council for Tertiary Education
NFED Non-Formal Education Division
NGOs Non-Governmental Organisations
PTA Parent Teacher Association
R&D Research & Development
SMMEs Small, Medium and Micro Enterprises
STC-ICTE Special Technical Committee on ICT in Education (MoES)
STME Science Technology and Mathematics Education
TVET Technical Vocational Education & Training Division (GES)
UNDP United Nations Development Programme
USAID United States Agency for International Development

EXECUTIVE SUMMARY

Evidence from large studies and meta-analysis suggests that use of ICTs, in particular computer technologies, is correlated to positive academic outcomes, including higher test scores, better attitudes towards schools, and better understanding of abstract concepts. A longitudinal study of a state wide experiment with computers in the classroom found that those most in need of help – low-income, low-achieving students, and students with disabilities – made the most gains. In addition to better performance in traditional measures of academic achievements, a secondary benefit of ICTs in education is to familiarize new generations with the technologies that have become integral components of the modern world. [1]

• This quote from the book Technologies for Education illustrates three key points, or benefits, of ICT for consideration:
• Using ICT can result in improved learning;
• ICT offers the greatest support to learners from disadvantaged backgrounds; and
• ICT impacts the society that the learners are in.

For these benefits to occur, the nation has to determine what the most conducive education environment is for using ICT. There is therefore the need to put in place a policy for using ICT within the education Sector.

This document has looked at why ICT is an important part of our modern society and the role it plays in the education sector and also looked at the Vision and Mission of the Ministry responsible for Education in Ghana with the view of identifying how the Ministry intends to use ICT to develop the right human resources for the country which meets the demand of the labour market.

Since ICT is a major driver in the quest for Global and National accelerated development, the Objectives of the ICT4AD document was examined and the broad sector objectives for education guided the development of the policy to ensure that it fits into the National framework for using ICT in Education.

The development of this policy document was also guided by the ICT in Education Policy Framework document which was produced in 2002 in which the key issues and benefits of ICT in Education were highlighted. That document which discussed the major areas and the levels within which ICT is used in Education, provided some broad guidelines for the development of a policy document and recommended implementation plan as the final chapter. These have proved very useful in coming out with this document.

The major issue addressed in the document are the provision of policy which will guide the operationalisation of the Strategic Objectives and Strategies for the Education Sector.

The general principles which guided the identification of the key areas of the Objectives and Strategies are:

• Promote the development and use of ICT to enhance teaching and learning and expand access to education on equitable basis.
• Promote ICT initiatives that will transform the culture and practices of traditional memory based learning to education that stimulates thinking and creativity.
• Initiate and promote educational practices that cater for individual differences and learning styles based on equitable access.
• Create smart partnerships for a sustainable ICT programme through collaboration with the public, private and community sectors.

The specific objectives derived from these key areas are as follows:

1. Facilitate the establishment of the necessary infrastructure needed for the installation of relevant ICT within the Education Sector

2. Facilitate equitable access to ICT for all students and community

3. Integrate ICT’S into the curriculum

4. Develop Appropriate Content for Open, Distance and e-Learning

5. Provide appropriate ICT training to all teachers

6. Acquire and implement various easily integrated Information Management Systems

7. Develop institutional capacity in the use of computer-based management tools to enhance administration and management

8. Ensure effective support and maintenance of ICT infrastructure

9. Institute monitoring and evaluation policies and procedures to access the ICT in Education Programme

It is our desire that the detailed Objectives and Strategies outlined, would subjected to stakeholder review as further inputs to ensure that the document is owned by the stakeholders.

The last three chapters of this document look at the Implementation of the Strategies at all the levels and in all the identified areas.

Implementing policies of this nature require collaborations with other Ministries, Departments and Agencies (MDAs) and partners involved in National infrastructure, Equipment, Services and Training. Issues of acquisition, training, deployment and management of facilities and services have been addressed. The Ministry does not have the capacity and the capabilities to handle the issues involved in the implementation and this requires a comprehensive plan and budget which would constitute the next document which would be prepared after this one. Implementing ICT in Education programmes requires that existing Divisional and Departmental structures be reviewed to ensure efficient and effective take off of the Programme. The chapter on Institutional Arrangements and Collaborations provides the way forward on this issue.

With the introduction of new ways of getting things done, there would be the need to take a fresh look at the existing Legal and Administrative framework which guides the operations of all the Ministries, Departments and Agencies which have roles in implementing the policy, and this has also been raised for the necessary actions to be taken to effect the changes and revisions which would be required.

CHAPTER ONE

BACKGROUND

Introduction

The Government of the Republic of Ghana is committed to pursuing an ICT for Accelerated Development (ICT4AD) vision. This is aimed at improving the quality of life of the people of Ghana by significantly enriching their social, economic and cultural well-being through the rapid development and modernization of the economy and society. This would involve the use of information and communication technologies as the main engine for accelerated and sustainable economic and social development.

Government is committed to pursuing a number of key strategies towards the achievement goals of Ghana’s development agenda. These include

(i) transforming Ghana into an information and knowledge-driven ICT literate nation;

(ii) promoting the deployment and exploitation of information, knowledge and technology within the economy and society as key drivers for socio-economic development;

(iii) modernizing Ghana’s educational system using ICTs to improve and expand access to education, training and research resources and facilities, as well as to improve the quality of education and training and make the educational system responsive to the needs and requirements of the economy and society with specific reference to the development of information and knowledge-based economy and society and also

(iv) Improving the human resource development capacity and the Research and Development (R&D) capacity of Ghana to meet the demands and requirements for developing the nation’s information and knowledge-based economy and society.

POLICY CONTEXT

The ICT Policy Statement of the Ministry on ICT is an epitomized version of our ultimate goal to transform our educational system. It is designed to provide a pictureguide of the process of the deployment and exploitation ICTs within the Ministry of Education and Sports to support its organizational activities and operations within the framework of the national ICT4AD vision.

The Ministry is responsible for the administration of the provision and the delivery of education and training at all levels within the educational system of Ghana. Its role extends to both the public and private educational and training institutions. It also has a responsibility to systematically promote the development of all approved and recognized sports at both national and international levels to foster friendship and unity among competing individuals, groups and nations as well as provide relaxation and pleasure and improve on the health and general well-being of Ghanaians.

The Digital Divide is essentially the extent of disparity that exists between those that have and those that do not have access to information and associated technologies. It also borders on collective knowledge generation, local content development for a domestic knowledge economy required for promoting online transactional capabilities for consumers, business and government sectors. It is expected that an enabling environment needs to be created by government, corporate agencies, civil societies and individuals to facilitate access and capacity building as well as full exploitation of the potentials of ICT.

This document is to provide a policy direction for what needs to be done and how it is intended to be done. The second volume of this document relates the programme of implementation of the outlined policy actions.

This policy document is informed by the following considerations:

• The dawn of information age, characterized by ICTs, is making information and knowledge-based economies more globally competitive.
• and new areas of comparative advantage, the country must develop, utilize and exploit ICT.
• For the Labour market environment, ICT user and professional skills are required and the education sector which has the responsibility of developing the human resource base for national development is therefore obliged to put in place the necessary mechanisms to ensure that the human resource outputs of education can be suitably absorbed.
• ICTs will also help Ghana achieve its goals set within the wider developmental objectives as defined by the Ghana Poverty Reduction Strategy, the Education Strategic Plan, Ghana Government White Paper on the Report of the Education Reform Review Committee, the Science and Technology Policy among others.
• To minimize the digital divide, it is prudent that any developing country develops its national ICT policy and strategic plans as a guide for the development process.
• The digital age has brought with it a number of security issues that a policy needs to address.
• The need to increase efficiency and effectiveness of the management and administration of educational institutions.

Vision and Mission Statements for ICT in Education of the Ministry Of Education & Sports

Following the publication of the Ghana ICT for Accelerated Development (ICT4AD) Policy the vision and mission outlined for the Education Sector have been updated as stated below:

Vision Statement:

Formation of well balanced individuals with the requisite knowledge, skills, values, aptitudes and attitudes to become functional and productive citizens who are adaptable to the demands of a fast changing world driven by modern science and technology to the intent that they are capable of using ICTs confidently and creatively to achieve personal goals for full participation in the global and knowledge economy.

Mission Statement:

To provide relevant education to all Ghanaians at all levels to enable them to acquire skills that will assist them to develop their potential to be productive, to facilitate poverty reduction, to promote socio-economic growth and national development and to formulate and implement policies to accelerate Sports development for the welfare of Ghanaians to achieve human development, good health, poverty reduction, national integration and international recognition.

Historical Background

The deployment and exploitation of Information and Communication Technologies (ICTs) in schools in Ghana has had an operational history that is just over a decade old. Although at the beginning there had been several efforts at deploying ICTs in schools there had not been any defined policy direction for ICT in Education as to what specifically was needed to be achieved and the strategy for it. In the process, several initiatives on ICT in Education were started by different interest groups to meet different needs. Towards the end of 2003, the tempo increased with the development of the national ICT for Accelerated Development Policy.

As at now, the use of ICT is becoming more pervasive in Ghana and the number of computers for educational purposes in our institutions is growing. In the process there is a proliferation of equipment standards for seemingly different goals. This situation has arisen because, even though government has come out with a national policy for ICT there is the need for a well defined policy direction in the deployment and exploitation of ICT in the arena of Education.

The Importance of ICTs

The Government of the Republic of Ghana, in its commitment to reviewing the national socio-economic development agenda has made education the pivot of its development plan. Information and Communications Technology (ICT) has been identified as a significant tool to be used in the delivery of quality education.

There is no doubt that ICTs present a revolutionary approach to addressing developmental questions due to their unequalled capacity to provide access to information instantaneously from any location in the world at a relatively low cost. This has brought down global geographic boundaries faster than ever thought possible. The resulting new interconnected digital world heralds the fluid and seamless flow of information, capital, ideas, people and products. Thus, McLuhan’s notion of a Global Village seems more appropriate now than when it was first coined.

The advances made in convergence technologies, whereby the mode of information available is no longer restricted to text but includes real-time audio and video data streaming, have many implications for and applications in all fields of human knowledge as well as in social, economic and political life. In fact, many governments, the private sector and civil society members are beginning to recognize the immense potential offered by ICTs in overcoming structural and historical weaknesses in providing needed human resources for socio-economic development. They argue that ICTs offer the developing world the opportunity to ‘leapfrog’ several stages of development by the use of ‘frontier’ technologies that are more practical, environmentally sound and less expensive than undergoing the traditional stages and cycles of progress to the information society.

The potential of all individuals (including the mentally and physically challenged) could be enhanced by the use of multimedia packages and other electronic learning tools.

CHAPTER TWO

2.0 EDUCATION SECTOR OVERVIEW

The Ministry of Education and Sports (MoES) has overall responsibility for education sector policy, planning and monitoring. Education delivery and implementation is devolved to institutions, Districts and Regions through various agencies of MoE. The Ghana Education Service (GES) is the agency that implements the Basic and Second Cycle (Senior Secondary, Technical and Vocational institutes) components. GES is therefore responsible for schools and, by virtue of the size of these sub-sectors, about four-fifths of the annual expenditure on education. The other agencies cover the rest of the education sector with the major sub sectorial responsibilities assigned to the National Council for Tertiary Education (NCTE) and the Non-Formal Education Division (NFED). MoE launched the Free Compulsory Universal Basic Education (FCUBE) in September 1995 with the goal of improving access to quality basic education over the 10 years to 2005. Its four broad strategic objectives were to:

• improve the quality of teaching and learning
• improve management for efficiency within the education sectors
• improve access and participation
• decentralise the education management system

These objectives equally apply to the whole education sector.

The formal education system is delivered through a number of institutions ranging from kindergarten classes to universities and polytechnics.

Levels in Education

The current Structure of Education in Ghana is basically composed of three levels in the formal and the other for non-formal as is relevant to the ICT deployment and exploitation programme. These are listed below

Basic Education
Second Cycle
Tertiary Education
Non-Formal & Community Education

In line with the White Paper on the Report of the Education Reform Review Committee, the Ghana education system is structured as follows:

PRIORITIES IN PROVIDING ICT SERVICES AND SOLUTIONS

The entire programme of integrating ICT into Education is both crucial and needs urgent attention. In terms budgetary constraints and rate of provision of an enabling environment it is important to prioritise the provision of ICT services to the various levels of education. To this end the following priority scale arrangement has been made to show the as shown below is proposed:

The prioritisation above is based on the following considerations:

• Urgency in providing the enabling environment,
• Need for building the capacity of the teacher who is a central figure in the entire programme.
• Need to put higher priority on those training to be teachers than others.
• Cost of providing an end to end solution and the availability of some of the needed logistics as against budget constraints ,
• Early provision of facilities to courses that demand ICT facilities more than others
• Need to integrate ICT into education.

2.1 Mission Statement

The mission statement which serves as the guide for the Ministry and its agencies takes account of national goals. It underpins the work of the Ministry and its agencies and acts as a foundation for sectoral planning.

The mission of the Ministry of Education and Sports (MoES) is to provide relevant education to all Ghanaians at all levels to enable them to acquire skills that will assist them to develop their potential, to be productive, to facilitate poverty reduction and promote socioeconomic growth and national development.

In fulfilment of the Education Mission, the MoES will provide the following:

a) Facilities to ensure that all citizens, irrespective of age, gender, tribe, religion and political affiliation, are functionally literate and self-reliant

b) Basic education for all

c) Opportunities for open education for all

d) Education and training for skill development with emphasis on science, technology and creativity

e) Higher education for the development of middle and top-level manpower requirements.

In providing these services the Ministry will be guided by the following values:

• Quality education
• Efficient management of resource,
• Accountability and transparency,
• Equity.

2.2 The Education Strategic Plan (ESP) In order to provide a strategic guide that will inform the development of education during the next thirteen years, the Ministry of Education and Sports commissioned the preparation of an Education Strategic Plan (ESP) document. The document is underpinned by a concern for overall welfare and holistic development of the people of this nation. It is a forward looking plan based on declared targets and indicators that will assist in improvement in the quality of education and poverty reduction. The ESP document outlines 10 policy goals which are listed below.

2.2.1 Policy Goals:

1. Increase access to and participation in education and training

2. Improve quality of teaching and learning for enhanced pupil/student achievement

3. Extend and Improve technical and vocational education and training

4. Promote good health and environmental sanitation in schools and institutions of higher learning

5. Strengthen and improve educational planning and management

6. Promote and extend the provision of science and technology education and training

7. Improve the quality of academic and research programmes

8. Promote and extend pre-school education

9. Identify and promote education programmes that will assist in the prevention and management of HIV/AIDS

10. Provide girls with equal opportunities to access the full cycle of education These are generally re-ordered and grouped within four areas of focus:

Equitable Access to Education

• Pre-school education
• Access and participation in education and training
• Girls access to education

Quality of Education

• Quality of teaching and learning for enhanced pupil/student achievement
• Academic and research programmes
• Health and environment in schools and institutions
• Prevention and management of HIV/AIDS

Educational Management

• Educational planning and management

Science, Technology and TVET

• Technical and vocational education and training
• Science and technology education and training

These four focus areas are closely linked to the four priority interventions for education as outlined in the Ghana Poverty Reduction Strategy (GPRS).

2.3 Related Studies and Policies

The development of this policy document has been influenced to a large extent by several studies and related government policy documents in the education sector some of which are briefly summarized below.

2.3.1 World Education Forum in Dakar

The Government of Ghana subscribes to the Education For All (EFA) principles and has developed a work programme for the implementation of the six goals arising from the World Education Forum in Dakar, April, 2000. The ESP work programme contains the relevant features of the EFA work programme. Table 2.3 below gives the six Dakar goals for EFA.

Table 2.3.1: The Six Dakar Goals

2.3.2 Meeting the challenges of Education in the 21st Century, a report of Education Reforms in Ghana.

On 4th January, 2002, the Government of Ghana set up a committee to review Education Reforms in Ghana and to come up with implementable recommendations to address the major challenges facing the education sector.

The committee made several consultations with stakeholders in Education sector. Several issues affecting education in Ghana from pre-school to tertiary were considered and recommendations made to address specific problems. A number of cross cutting issues affecting all levels of education were also addressed. One of the key cross cutting issue was Information and Communication Technology (ICT) in Education.

The following objectives, problems and recommendations on ICT in Education were provided in the report:

Objectives

The introduction of ICT into the educational system should achieve the following objectives:

• Make all students / pupils computer literate at all levels of educational system;
• Produce a critical manpower pool of highly skilled ICT professionals, engineers, scientists, technicians and software developers to support a vibrant ICT industry;
• Provide career opportunities for talented Ghanaians and others to participate in ICT knowledge generation;
• Improve the administration and management of educational institutions though the effective use of ICT tools in their day-to-day operations.

Major Problems

The current provision of ICT training in our educational institutions, especially the pretertiary institutions, has been fragmented, unregulated and not coordinated. Most of the schools have neither computers nor computer science teachers. There is no unified course content being used by the second cycle schools for ICT training. ICT training in vocational schools, technical institutes and teachers training colleges is also not adequate.

The computer science and ICT departments in the universities and other tertiary institutions are responsible for the training of high levels ICT manpower to meet the requirements of the ICT industry. Unfortunately, almost all the departments are seriously understaffed and do not have modern infrastructure and equipment. At the tertiary level, there are inadequate training facilities and qualified staff to train highlevel ICT personnel.

Recommendations

To address the problems of ICT in education, the Committee recommended the following:

1. The government should equip all educational institutions with computer equipment and ICT tools in a prioritized manner

2. The implementation of the ICT programme at the pre-tertiary level should be done in phases. It should start with schools with adequate computer laboratories and teachers. This should gradually be expanded to other schools as and when ICT equipment and teachers become available;

3. Computer Science and ICT Departments in public tertiary institutions should be adequately resourced to enable them produce skilled human capital to meet the requirements of industry;

4. A competently staffed information and Communication Technology Directorate should be created within the GES to be responsible for the implementation and management of ICT education programmes in pre-tertiary schools;

5. Introduction of ICT into schools should cover teaching of ICT skills to all students, preparing students for the ICT profession and enhancing teaching and learning through ICT

CHAPTER THREE

3.0 ICT IN EDUCATION – CURRENT STATE OF ICT IN EDUCATION DEVELOPMENT

3.1 Overview of previous initiatives

Deployment of Information and Communication Technologies (ICTs) in schools in Ghana has had an operational history that is about a decade old. Although at the beginning there had been several official pronouncements and efforts at deploying ICTs in schools over a decade, there had not been any defined policy direction as to what specifically was needed to be achieved and the strategy for it. In the process, several initiatives on ICT in Education were started by different interest groups to meet different needs. These resulted in duplication of initiatives and efforts, each initiative crafting its own curriculum to suit its own goals and not the national education goals.

In a study carried out to review and assess the ICT in Education Initiatives in Ghana in 2005, sponsored by the Global e-Schools and Communities Initiative (GeSCI), twenty Initiatives were identified. Ten out of the twenty Initiatives were on Pilot basis. Unfortunately none of the pilot projects has been expanded. The major limitation has been lack of funds, lack of collaboration with the Education Management in respect of planning for practicable sustainability schemes and the lack of policy direction and guidelines for integrating ICTs in education and hence a poor sense of ownership of the initiatives.

The initiatives clocked several achievements including:

• Students and teachers acquired ICT skills and developed strong interest in ICT and Science.
• Schools involved in the initiatives were motivated to expand the project and / or acquire more computer equipment.
• Schools not involved in these projects started introducing their own ICT programmes with the help of Parent Teacher Association (PTA), old students and private companies.

The major problems and challenges faced during and after the implementation of the initiatives are:

• Some of the initiatives selected schools without the involvement of GES / MoES resulting in duplication and hence some schools having 2 to 4 initiatives while others (especially those in the remote rural towns) had none.
• There was no formal Impact Assessment of the project on the recipients and the school.
• The projects were not co-coordinated to obtain maximum benefit or synergy.
• There was no national policy direction for the integration of ICT in education
• Some of the teachers who became ICT literate due to training from the various initiatives also became more marketable in other job areas and therefore left teaching, increasing the attrition rate.
• After the end of the Initiative when sponsorship ended, almost all the schools could not continue because of financial constraints.
• Initially there were no standards or minimum specifications for the donated equipment.

It is very clear from the initiatives made that there is a need for a coordinated, focused and properly managed approach to the adoption and utilization of ICT to improve the accessibility and delivery of quality education and maximize the impact of ICT in Education. These issues were considered in the development of this policy document.

The following section looks at this initiative by the levels of education:

3.2 ICT Initiatives at various levels

The efforts of the Ministry together with the development partners and other private sector agencies have over the past ten years in introducing ICT into schools in Ghana could be categorized as follows:

1. Pre-tertiary Institutions

A number of public and privately owned basic schools in the country have ICT laboratories set up to facilitate the teaching and learning of ICT. Even though these efforts have increased the awareness of pupils and students of the immense importance of ICT, not much has been achieved in terms of the proper exploitation of the ICT tools in enhancing teaching and learning so as to improve the quality of education.

2. Tertiary Institutions

All the public and private tertiary institutions in Ghana today, are teaching ICT in various forms. However the current infrastructure and programmes for producing ICT graduates are below acceptable international standards. In most of the institutions, ICT is not being used to facilitate teaching and learning of core programmes and basic ICT infrastructure for campus wide access to ICT resources are not adequate. There is the need to develop ICT in Education strategies and policies for these Tertiary institutions to enable them use ICT as a teaching and learning resource, a subject in their curriculum, an administrative and management resource and a medium of research and development and dissemination of findings.

3. Community Education

There have been a few private sector initiatives to set up Community based ICT centres in some of the urban areas of the country, however these have not caught on very well due to lack of well defined objectives for setting up such centres other than for profit. Community ICT Centres have been very successful in some parts of the world where these centres have been used to educate the youth, provide vital information on facilities available in the community to inhabitants and other social services which can be provided by such centres that are connected to the internet. In recent times the government is establishing a Community Information Centre in every constituency to assist members of the community take advantage of benefits of ICT.

3.3 Issues and Challenges Identified

In the attempt to introduce ICT in education in Ghana, a number of issues and challenges have been identified which will have far reaching impact in the success or failure of the bid to introduce ICT in education. Issues and challenges which need to be addressed include:

• Strategies for introducing ICT into schools and institutions
• Funding for procurement of equipment and infrastructure
• Maintenance and Sustainability of ICT infrastructure
• Management and running of ICT centres in schools and institutions
• Designing appropriate Management structures to support implementation
• Determination of the level of literacy desired at each level of education
• Human resource development for an ICT based education
• Affordability of access to ICT facilities by students/pupils in schools and homes
• Problems of ensuring equity in implementation
• Standardisation and revision of the education curriculum to reflect the integration of ICT in education

From the monitoring of achievements and impact assessment of ICT in education initiatives, it is obvious from the above list that enormous amount of financial and technical resources will be required to address these issues and challenges if we are to successfully integrate ICT into education. In our current situation where increasing student population and the demand for quality education have put some pressure on the already limited resources of Government, it is imperative that we find other ways of funding and providing the needed technical support.

3.4 The Role of National and International Development Partners

The funding of ICT in education initiatives at all levels is the prime responsibility of the Government of Ghana as the major stakeholder in education. The Government will need to provide funds for the acquisition of ICT resources, putting the necessary infrastructure in place (especially in the rural areas), maintenance of the resources, and training the required manpower and other related activities. It is unlikely that the Government can finance acquisitions solely from its resources and that other sources should be explored. This naturally calls for the collaboration with the National and International Development Partners (Private Organisations, Development Partners, NGOs, the Parent Teacher Associations (PTAs), Old students Associations) in the introduction of ICT into education. The roles of these Partners could be summarized as follows:

1. Role of National Development Partners
Contributing to the funding for, and purchase of equipment, and also facilitating in the building and furbishing of ICT Centres. They can also provide incentives for teachers who support ICT in education efforts in the schools

2. Role of International Development Partners
These partners could provide financial support and technical direction to the programmes and projects which are being developed.

It is worth mentioning that some International Development Partners are already giving support to intervention and programmes in the use of ICT in Education in Ghana. These Partners include World Links for Development Programme, GLOBE Programme, DFID, World Bank Institute, GeSCI , UNDP, USAID, SchoolNet, Computer Aid International, etc.

CHAPTER FOUR

4.0 THE POLICY FRAMEWORK

It is worth considering some key elements that underpin the use of ICTs in teaching and learning without constraining the teachers, learners and learning organizations in creativity, problem-solving and innovation. It encourages them to be fully engaged and participative in the teaching and learning process within an outcomes-based approach. This is dependant upon policy reforms, both within education and within other sectors e.g. the finance and Communications, Local Government and Rural Development and energy sectors. Such key elements may be identified as follows: Equity, Access to ICT Infrastructure, Capacity Building, Norms & Standards

EQUITY

The use of ICTs in education always involves choices about resource allocation. The drive for additional resources results from prior access to information and resources. The technically able and well equipped can often make more compelling cases for reequipping than those who have poor or no resources. Technology tends to amplify advantage.

It is for this reason that the principle of equity should inform our approach and provide an alternative basis for supplying access to information and the allocation of resources. Equal access and equal competence must be the objective of our education system. A technology baseline will therefore be developed to address the issue of equity. It is required that the update of a country-wide e-readiness survey is relevant to inform the decisions necessary to address the issue of equity. Often, special needs education is not adequately taken care of because not much in found in the system regarding equipment for children with disabilities of all sorts. Even in such circumstances cost levels are quite prohibitive.

ACCESS TO INFRASTRUCTURE

The impact and effectiveness of ICTs rest on the extent to which end-users (learners, teachers, managers and administrators) have access to energy, hardware, software and connectivity. For e-Learning to be successful, learners must have regular access to reliable infrastructure.

CAPACITY BUILDING

ICTs are most effectively applied when viewed as integral to teaching and learning by both learners and teachers. ICT integration supports outcomes-based education, which encourages a learner-centred and activity-based approach to education and training. Any ICT integration requires that teachers engage in rethinking and reshaping their engagement with the curriculum.

Many teachers have grown up in environments with limited electronic technology, and thus find the adaptation to working with ICTs more difficult than their learners do. A programme that urgently addresses the competencies of teachers to use ICTs for their personal work, in their classrooms, must be developed. This will require extensive staff development and support. Thus, ICTs will be central to the pre-service teacher training and the ongoing professional development of practising teachers.

NORMS AND STANDARDS

Current initiatives and donations of software and hardware have sparked debates on issues of open source, copyright, licensing, refurbishment and interoperability, as well as human resource capacity building.

The need for national norms and standards for educational ICTs cannot be overemphasised.

The aim of creating national standards for ICTs in teaching and learning is to clarify compliance requirements, responsibilities and implementation mechanisms. Standards of teacher development, content, connectivity, hardware, software technical support and community engagement cover the following areas:

• teacher competencies consistent with skills required for curriculum use
• educational soundness of electronic content, for example, relevance, reliability;
• accessibility and usability;
• inter-operability of hardware and software, and connectivity to promote durability,;
• scalability (to be delivered to a large number of learners) and flexibility;
• rights management, for example, licensing, branding, trading and legal compliance;
• network and information security; and
• technical support/maintenance and community engagement.

Educational soundness standards for content will include:

• content relevance and reliability – the purpose of the content is readily apparent;
• it adds value to teaching and learning tasks, includes processes and criteria for learner assessment, and is compliant with outcomes based education;
• accessibility – content is compatible and inter-operable with. existing software and hardware; it complies, where feasible, with accessibility standards for learners with disabilities and barriers to learning; and
• usability – content is easy to use and recognise.

Inter-operability of content standards will include:

• accessibility – content must be accessible from many locations;
• inter-operability – learning components developed with one platform or set of tools;
• can be used in another location with a different platform or set of tools;
• durability – technology changes can be made without redesign or recoding;
• scalability – the ability of a system (both hardware and software) to be distributed to large numbers of learners in diverse locations; and flexibility – the ability to use and remix learning components from a range of sources.

Rights management norms will include:

• equitable rights licensing – negotiation of intellectual property licensing will benefit the education sector and investment shareholders, as well as stimulate the education resource development market;
• branding – provisions will be made for common structure, format and expression of rights information;
• flexible rights trading – rights can be traded in accordance with the digital, modular and dynamic nature of learning content, and
• legal rights compliance – licensing rights are honoured and trading rights are supported.

Flexibility will include flexibility towards:

• future changes in technology thinking;
• new developments in education,
• new technology innovations,
• multiple platforms;
• different software options; and
• using a mix of appropriate technologies.

e-Education will enhance the development and growth of the relevant existing legislation and regulation such as Telecommunication policies and national estrategy.

CHAPTER FIVE

5.0 THE GHANA ICT FOR ACCELERATED DEVELOPMENT (ICT4AD) OBJECTIVES FOR THE EDUCATION SECTOR

The deployment, exploitation and development of ICT to accelerate the socioeconomic development of the national is indispensable in the government’s desire to transform the nation into a high income, information rich, knowledge based and technology driven economy and society.

In pursuance of the above vision the Government of Ghana commissioned the preparation of the Ghana ICT for Accelerated Development (ICT4AD) Policy Document.

The Ghana ICT for Accelerated Development Policy Document represents the vision for Ghana in the Information Age. The ICT Policy sets out the road map for the development of Ghana’s information society and economy and provides a basis for facilitating the socio-economic development of the country in the emerging Information, Knowledge and Technological Age.

This section outlines the priority focus areas of this national ICT policy as well as the objectives and strategies outlined in the document for the education sector. These objectives and strategies were taken into consideration in the development of the final objectives and strategies in section 6 of this document.

5.1 The ICT4AD Vision for Ghana

The vision of the ICT4AD is to improve the quality of life of the people of Ghana by significantly enriching their social, economic and cultural well-being through the rapid development and modernization of the economy and society using information and communication technologies as the main engine for accelerated and sustainable economic and social development.

The document identified fourteen priority focus areas

The Priority Focus Areas (14 ICT4AD Pillars)

• Accelerated Human Resource Development
• Promoting ICTs in Education – The Deployment and Exploitation of ICTs in Education
• Facilitating Government Administration and Service Delivery – Promoting Electronic Government and Governance
• Facilitating the Development of the Private Sector
• Developing an Export-Oriented ICT Products and Services Industry
• Modernization of Agriculture and the Development of an Agro-Business Industry
• Developing a Globally Competitive Value-Added Services Sector — A Regional Business Service and ICT Hub
• Deployment and Spread of ICTs in the Community
• Promotion of National Health
• Rapid ICT and Enabling Physical Infrastructure Development
• Research and Development (R&D), Scientific and Industrial Research Capacity Development
• Legal, Regulatory, and Institutional Framework Provisions
• Promoting Foreign and Local Direct Investment Drive in ICTs
• Facilitating National Security and Law and Order

5.2 ICT4AD Mission

The main mission of the ICT4AD is to “Transform Ghana into an information rich knowledge based and technology driven high income economy and society“

5.3 Objectives for Education Sector

The following are the objectives for the Education Sector as outlined in the ICT4AD policy document

• To facilitate the deployment, utilization and exploitation of ICTs within the educational system to improve on educational access and delivery and to support teaching and learning from primary school upwards
• To modernize the educational system to improve the quality of education and training at all levels of the educational system and expanding access to educational, training and research resources and facilities
• To orientate all levels of the country’s educational system to the teaching and learning of science and technology in order to accelerate the acculturation of science and technology in society and produce a critical mass of requisite human resource and a well informed citizenry
• To achieve universal basic education and improve the level of basic and computer literacy in the country
• To ensure a population in which all citizens are at least functionally literate and productive
• To expand and increase access to secondary and tertiary education
• To strengthen science education at all levels and in all aspects of the educational system, especially at the basic and secondary levels

5.4 The Strategies

The strategies identified in ICT4AD for the achievement of these objectives are as follows:

• Modernize Ghana’s educational system using ICTs to improve and expand access to educational, training and research resources and facilities
• Improve the quality of education and training and make the educational system responsive to the needs and requirements of the economy and society with specific reference to the development of the information and knowledge-based economy and society.
• Transform Ghana into an information and knowledge-driven ICT literate nation
• Introduce computers into all primary, secondary, vocational and technical schools
• Promote electronic distance education and training and virtual learning systems to complement and supplement face-to-face campus based education and training systems
• Mainstream ICTs throughout the entire educational system to promote life-long learning
• Transform the educational system to ensure that there is uninterrupted quality education for all Ghanaians from pre-school to age 17 to reduce poverty and create the opportunity for human development.
• Promote ICT awareness computer literacy within the public at large
• Develop and restructure the relevant ICT curricula for all levels of the educational system
• Encourage collaboration between local and international educational institutions to facilitate educational exchange and the promotion of ICT education and training.
• Put in place special schemes to enable students, teachers and educational institutions to purchase computers through attractive financial packages.
• Develop an educational intranet to provide educational materials and tools at all levels of the educational system.
• Leverage the use of electronic distance learning networks to enhance the delivery of ICT education and training
• Develop re-training and re-skilling ICT programmes for the management staff of Ministry of Education and educational institutions at all levels.
• Develop educational management and information systems to improve the quality of management of educational institutions.
• Promote Internet access to all educational institutions including the schools, universities and colleges
• Promote e-learning in the schools and universities
• Strengthen science education at all levels and in all aspects of the educational system, especially at the basic and secondary levels
• Promote technical and vocational education and training to enhance middle level management in science and technology delivery to all sectors
• Facilitate collaboration between the Ministry of Education and various accreditation agencies and examination bodies for ICT education and training.
• Ensure that all universities and colleges take steps to progressively offer their programmes and courses online to broaden access to higher education to a large section of the population and to maximize the quality and efficiency of learning processes, systems and activities.

5.5 The ICT4AD Education Sector Policy Statement

The main mission of the Ghana ICT4AD Vision is: to transform Ghana into an information-rich, knowledge-based and technology-driven high income economy and society. Some of the key sub-missions of the vision are:

i. to develop Ghana’s information and knowledge-based society and economy through the wide spread development, deployment, and exploitation of ICTs within the society and economy

ii. to transform the educational system to provide the requisite educational, and training services and environment capable of producing the right types of skills and human resources required for developing and driving Ghana’s information and knowledge-based economy and society and

iii. to develop Ghana’s research and development (R&D) capacity and capabilities with the potential to conduct and engage in advanced and cuttingedge R&D work required for supporting the development of a globally competitive information, knowledge-based and high-tech export industry and services.

The Government is committed to pursuing a number of key strategies towards the achievement of the stated missions of the vision. Key among them are strategies to:

i. transform Ghana into an information and knowledge-driven ICT literate nation;

ii. promote the deployment and exploitation of information, knowledge and technology within the economy and society as key drivers for socio-economic development;

iii. modernize Ghana’s educational system using ICTs to improve and expand access to education, training and research resources and facilities, as well as to improve the quality of education and training and make the educational system responsive to the needs and requirements of the economy and society with specific reference to the development of information and knowledgebased economy and society and to

iv. improve the human resource development capacity and the Research and Development (R&D) capacity of Ghana to meet the demands and requirements for developing the nation’s information and knowledge-based economy and society.

The Government as part of this vision acknowledges the key role that ICTs can play in educational delivery and training and the need for ICT training and education in schools, colleges and universities. The Government further acknowledges the role that ICTs can play in literacy education and need to improve the educational system as a whole.

CHAPTER SIX

6.0 OBJECTIVES AND STRATEGIES FOR THE EDUCATION SECTOR

The overall goal of the ICT in Education Policy is to enable every Ghanaian to be able to use the ICT tools and resources confidently and creatively to develop the skills and knowledge needed to achieve personal goals and be full participants in the global economy by 2015.

Based on previous studies carried out by the Ministry of Education and Sports and the ICT4AD documents, seven thematic objectives and associated strategies have been identified to achieve the vision and objectives of the ICT in Education Policy.

GENERAL GUIDING PRINCIPLES

1. Promote the development and use of ICT to enhance teaching and learning and expand access to education on equitable basis

2. Promote ICT initiatives that will transform the culture and practices of traditional memory based learning to education that stimulates thinking and creativity.

3. Initiate and promote educational practices that cater for individual differences and learning styles based on equitable access.

4. Create smart partnerships for a sustainable ICT programme through collaboration with the public, private and community sectors

AREA 1: INFRASTRUCTURE, E-READINESS & EQUITABLE ACCESS

Guiding Principles

• A reliable and appropriate ICT infrastructure is a necessary prerequisite for ICT implementation;
• Educational institutions must be at a reasonable state of readiness and awareness for the effective implementation of ICT’s
• ICT equipment should be deployed according to internationally acceptable standards.
• Each student must be provided with access to up-to-date computer-based tools so as to make a valid contribution to society.
• Equity of access must be an overriding consideration in any ICT programme being implemented

OBJECTIVE 1

Facilitate the establishment of the necessary infrastructure needed for the installation of relevant ICT within the Education Sector

Strategies

1.1 Undertake a comprehensive assessment and analysis of the current ICT situation (e-readiness) of all Educational Institutions

– Adequacy of ICT infrastructure
– e-readiness of school
– Non-teaching staff competencies in ICT
– Teacher competencies in ICT
– Student competencies in ICT
– Level of ICT usage in management and administration

1.2 Undertake an assessment of ICT infrastructure requirements of all Educational Institutions.

1.3 Undertake a comprehensive assessment of the level of ICT deployment and usage within MoES and all its agencies,

– Staff competencies
– Level of adoption and utilization of ICT in the operations and management of the departments / divisions / agencies

1.4 Undertake an assessment of ICT infrastructure requirements of MoES and its agencies

1.5 Develop a multiphase plan for the deployment of ICT infrastructure and tools to retrofit Educational institutions, MoES and its agencies

1.6 Implement the plan for the upgrading and deployment of relevant ICT infrastructure and supporting logistics into Educational Institutions and MoES

1.7 Develop, regularly update and monitor standards for the acquisition and utilization of ICT infrastructure and related resources

1.8 Equip and retool Teacher Training Institutions to prepare teachers in the integration of ICT in the curriculum

1.9 Pilot various configurations at different locations and under varying circumstances in order to determine the most practical and effective configuration to adopt for each situation

1.10 Facilitate local access to national and international research findings through elibrary, etc.

OBJECTIVE 2

Facilitate equitable access to ICT for all students and community

Strategies

2.1 Establish targets and standards for student and community access to ICT and level of ICT Usage

2.2 Develop new regulatory framework to address access constraints

2.3 Enhance existing / establish new ICT centres in all Educational Institutions

2.4 Facilitate and improve connectivity and access to ICT services, including the internet in all Educational Institutions and agencies within the Ministry.

2.5 Set up ICT laboratories with adequate hardware, software and tools in all educational institutions

2.6 Introduce computers into all educational institutions (pre-school to tertiary) as resource for management, teaching and learning.

2.7 Establish an Education Portal / Intranet and website using secure and latest technologies for the dissemination of information

2.8 Put in place special schemes to enable students, teachers and educational institutions to purchase computers through attractive financial packages.

2.9 Set up community ICT centres to facilitate or promote ICT in life long learning.

AREA 2: INCORPORATING ICT INTO THE CURRICULUM

Guiding Principles

• Curriculum reform is necessary for ICT to be introduced and utilised effectively in the classroom;
• ICT must be exploited to enhance teaching and improve students learning and thus develop skills at their own level and speed;
• The integration of ICT in the education system can boost the economy of the country because the developed courseware can be exported;

OBJECTIVE 3

Integrate ICT’S into the curriculum

Strategies

3.1 Examine critically the existing curriculum with the view to including ICT’s as an additional teaching and learning mechanism

3.2 Develop pedagogies that utilise ICT’s to meet the needs, interests and learning styles of individual students, particularly those with special needs

3.3 Establish and document guidelines on how ICT skills can be incorporated at various levels and in various subject areas

3.4 Prepare teacher orientation package on integration of ICT’s in the teaching / learning process to include ideas for all subject areas.

3.5 Establish a national minimum basic ICT skills set.

3.6 Ensure that all students are computer literate in appropriate basic ICT skills set level

3.7 Equip and retool Teacher Training institutions to prepare teachers in the integration of ICT in the curriculum

3.8 Establish special ICT based programmes for students with special needs and for students who are gifted

3.9 Provide support for training to teachers and students who demonstrate an aptitude for development of quality results/products

3.10 Provide access for students and teachers to international knowledge networks and shared educational resources

3.11 Encourage the sharing of experience (lessons learnt and best practices) in relevant meetings and fora.

3.12 Conduct evaluation of integration of ICT programmes and its impact on education development on an annual basis.

AREA 3: CONTENT DEVELOPMENT

Guiding Principles

• Digital content is critical to e-Education because it can be easily and randomly accessed, adapted and manipulated, and is accessible from many locations
• Digital content is easier and less expensive to update and distribute
• Development of digital content will promote the use of indigenous culture in the education system
• Multimedia digital content can facilitate effective learning

OBJECTIVE 4

Develop Appropriate Content for Open, Distance and e-Learning

Strategies

4.1 Institute and organise cost effective distance education programmes to cover all levels of education in the formal and informal sectors

4.2 Promote the development and utilization of a national educational portal / website which will provide links to help teachers, students and the public access educational information readily.

4.3 Convert traditional materials into electronic format for e-learning

4.4 Promote the development and use of e-libraries

4.5 Develop and distribute knowledge resources (e.g. DVD / CD ROMs) to schools to supplement educational delivery.

AREA 4: TRAINING – TEACHERS / USAGE – LEARNERS

Guiding Principles

• The introduction of ICT in the Education Sector necessitates the training of all teachers in the system including teacher trainees and in essence implies the need for lifelong learning of all stakeholders
• All teachers should be confident computer users
• Teachers of individual subjects should be trained in the applications of ICT to their content areas.
• A corps of highly trained personnel is required to ensure the sustainability and growth of ICT implementation.

OBJECTIVE 5

Provide appropriate ICT training to all teachers

5.1 Promote the use of electronic and distance education and virtual learning systems to complement and supplement face-to-face campus based education and training systems.

5.2 Equip and retool Teacher Training institutions to prepare teachers in the integration of ICT in the curriculum

5.3 Promote basic training in ICTs skills for teachers in all schools and tertiary institutions

5.4 Train ICT co-ordinators and laboratory technicians / assistants in all educational institutions

5.5 Develop and regularly evaluate standards for ICT tools and infrastructure

5.6 Organise regular in-service training for educational sector personnel on effective use of ICT tools

5.7 Use ICT to improve human resource & professional development and capacity building

5.8 Improve the quality of the education delivery system through the deployment & exploitation of relevant ICT based tools, systems and procedures.

5.9 Use ICT to transform the pedagogy and learning systems to meet the challenges of the knowledge economy

AREA 5: EDUCATION MANAGEMENT – MINISTRY / AGENCIES & EDUCATIONAL INSTITUTIONS

Guiding Principles

• The utilization of computerised management tools can strengthen the institutional capacity of the Ministry of Education and Sports, its agencies and all educational institutions
• The availability of timely, accurate and reliable data can enhance administrative capacity for informed and effective decision making

OBJECTIVE 6

Acquire and implement various easily integrated Information Management Systems

Strategies

6.1 Evaluate various types of Management Information Systems and applications that can be used in education administration

6.2 Acquire, develop and implement suitable information systems for use in educational institutions, the Ministry and its agencies

OBJECTIVE 7

Develop institutional capacity in the use of computer-based management tools to enhance administration and management

7.1 Provide appropriate training to staff and management of MoES, its agencies and all educational institutions on the use of the newly deployed information systems

7.2 Develop institutional capacity in the Ministry and other sector implementation agencies to utilize information management tools and to ensure the implementation and support of ICT programmes in educational institutions

7.3 Develop capacity in educational institutions to utilize information management tools and to enhance efficient and cost effective administration

7.4 Develop and enforce work-place policies and norms for exploitation of ICT tools for management and administrative functions

AREA 6: TECHNICAL SUPPORT, MAINTENANCE & SUSTAINABILITY

Guiding Principles

• Management support, and commitment are required to guarantee successful implementation and sustainability of the ICT in Education Programme
• The provision of technical support is essential to successful implementation of ICT initiatives
• The introduction of ICT based educational programmes will require an increase in funding for the resources necessary to accomplish the goals of these programmes
• ICT equipment has a finite life span due to wear and technological obsolescence and need replacement and maintenance plans
• As a result of the rapidly evolving nature of the technology, flexible, open and upgradeable architectures are preferable (avoid purchasing special non-standard equipment)
• Effective monitoring of ICT inventory and maintenance will assist towards sustainability
• Functional, reliable and properly maintained ICT equipment is a significant factor in the sustainability and continuity of ICT programmes

OBJECTIVE 8

Ensure effective support and maintenance of ICT infrastructure

Strategies

8.1 Train ICT coordinators and laboratory technicians in all educational institutions

8.2 Set up Regional Technical Support and Maintenance offices

8.3 Put in place the proper mechanism for the maintenance and management of ICT equipment in all educational and training institutions

8.4 Undertake regular system audits

AREA 7: MONITORING AND EVALUATION

Guiding Principles

• It is necessary to perform ongoing assessment and evaluation of the extent and impact of the implementation of the strategies in the ICT plan
• Regular review and revision of ICT policy and practice keeps the process more current and in line with both management and technological trends
• Continuous Research in ICT related issues is necessary, given the volatile and ever-changing nature of modern technology

OBJECTIVE 9

Institute monitoring and evaluation policies and procedures to access the ICT in Education Programme

Strategies

9.1 Monitor and evaluate the use and management of ICT tools, systems and procedures and make recommendations for improvement

9.2Institute an award scheme for efficient utilization and management of ICT infrastructure

9.3 Keep abreast with regional and international development in ICTs

9.4 Regularly research into the most commonly used and effective ICT tools currently on the market and make recommendations available to users

CHAPTER SEVEN

MANAGING THE IMPLEMENTATION OF THE ICT IN EDUCATION

STRATEGY

7.1 System-wide approach

Currently in the country, implementation of ICT in Education is going on at the various levels of the educational system. However, these imp l eme n t a t i o n initiatives have not yet reached every school in the regions and districts. Student and Teacher access to ICT is still limited, even though, as evidence suggests, personal access has a strong influence on the quality of ICT integration into teaching and learning.

As with all interventionist programmes in this country, the ICT in Education effort needs to be managed in accordance with a proven programme and project management methodology. This section describes the key factors necessary for successful management of the programme and factors considered critical to the programmes’ successful implementation.

7.2 Programme Management

The key factors for efficient management of the implementation of ICT in Education Strategy are as follows:

1. Political and governmental support at the highest level.

Commitment and responsibility of senior officials in the executive power a t all stages of the process from the definition of the vision to the implementation of specific projects is required.

2. Active participation of key stakeholders

The participation of key stakeholders in the management of the implementation process is a reliable tool for feedback and prevention of potential conflicts.

3. Teamwork and project-based principle of operational management.

The day-to-day operations management is performed on the basis of project management principles by interdisciplinary teams. The ICT in Education implementation calls for the involvement of formidable expertise potential in the field of information, communication and management technologies, as well as excellent knowledge of processes in educational administration.

4. Continuous coordination and feedback at all stages of implementation.

The effects of ICT in Education can be seen on a long-term basis, while its implementation requires enormous human and financial resources.

5. Change Management

Considering the magnitude and diversity of change required to make the ICT in Education implementation a success, it will be necessary to embark on a massive change management programme which entails:

• clearly defining a comprehensive change vision and making it operational
• building a quantifiable and sustainable case for ICT in Education assessing the change readiness of the Ministry, educational institutions and other stakeholders with the view of selecting the best change configuration
• building the necessary level of stakeholder commitment through incessant communication and public education defining leadership roles and responsibilities, and building leadership skills
• developing the right culture with the appropriate mindset, values, and behaviour
• designing the right organizational structures at all levels with appropriate reporting structures and integrating mechanisms, people performance management, and people practices.

The Ministry of Education and Sports will adopt a multi-pronged strategy for the gradual integration of ICT at all levels of the education and training system. National targets will guide the implementation of the ICT in Education policy. Benchmarks and annual targets will be set for the following:

• number of connected schools and their level of e-readiness;
• number of teachers trained at various levels of ICT proficiency;
• type of content available to learners;
• ratio of learners to computers;
• range of technologies used in classrooms; and
• Internet connectivity.

The following would be considered as the Critical Success Factors which will guide the processes:

• strong visionary leadership
• political will and commitment
• provision of necessary logistical and financial resources
• effective change management strategy
• strong programme/project management
• strong programme/project coordination
• appropriate legal and regulatory framework
• awareness and appreciation in the society of the need for ICT in Education development
• education and training, practical skills of the human resource pool of users for participation in the ICT in Education
• highly qualified ICT professionals
• effective feedback

7.3 Monitoring and evaluation

Crucial to co-ordination is the development, implementation and monitoring of targets. This will be reflected in national and regional ICT plans. Regular reviews and periodic evaluations will be conducted to inform the implementation process. The direction and focus will benefit from insights gained and lessons learned from the reviews. Evidence of success will be captured against nationally agreed indicators and targets. The data collected will guide decisions and inform continuous improvement of the implementation of the ICT in Education policy.

7.4 Planning cycles

The achievement of the ICT in Education policy goal that every learner in general and tertiary education and training bands will be ICT capable by 2015, calls for a long-term strategic direction that will provide a framework for specific priorities and actions to be implemented over a period of time. These targets set out in the implementation strategy serve to guide the initial medium-term process of integrating ICT into e-learning and identify key national goals, initiative and strategic resource allocation. A modest, sustained and systematic growth plan is preferred. During this time, realistic targets should be set and communicated upfront by the Ministry of Education and Sports, to all its agencies and educational institutions.

PHASES OF IMPLEMENTATION

PHASE I

1. Enhance a system-wide and institutional readiness to use ICT for teaching, learning and administration

• Build a education and training system to support ICT integration in teaching and learning
• Build teachers’ and managers’ confidence in the use of ICT
• Build a framework for competencies for teacher development in the integration of ICT into the curriculum
• Establish an ICT presence in schools PHASE II

2. Ensure system wide integration of ICT into teaching and learning

• Curriculum research and development division should introduce and curriculum guideline for ICT integration
• Teachers and managers integrate ICT into management and the curriculum ICT facilities widely present in schools
• All schools with ICT facilities have a full-time teacher to manage the facility and to champion the use of ICT in the school

3. Encourage communities to support ICT facilities in educational institutions PHASE III

4. ICT integrated at all levels of the education system – management, teaching, learning and administration

• All departments of education use ICT seamlessly in planning, management, communication and monitoring and evaluation.
• All learners and teachers are ICT capable.
• ICT is integrated into teaching and learning in all schools

CHAPTER EIGHT

INSTITUTIONAL ARRANGEMENTS & COLLABORATIONS

The development and implementation of the ICTE policy requires an institutional arrangement and collaboration structure. Institutional relationships between government, privatized operators, the regulatory agency, educational institutions and other relevant line ministries that may serve as key stakeholders in the implementation agenda need to be established and well maintained. Such an institutional arrangement creates an avenue to provide critical and practical direction in the implementation process. For purposes of coordination, the Ghana e-Schools and Communities Initiative (GheSCI) of the Ministry would serve as the umbrella initiative to drive all other ICT in Education Initiatives in Ghana.

8.1 Role of the Ministry of Education and Sports (MoES)

The overall responsibility for this policy and its implementation belongs to the MoES. To maintain institutional arrangements and integrity, the Ministry may assign the implementation of specific strategies to any of its agencies. These agencies and all schools will have to implement and deploy systems in accordance with the stated policy and any related regulations.

8.2 Establishment of a Steering Committee on ICT in Education Policy

It is being recommended that the Ministry of Education and Sports in consultation with directors of the various agencies should establish a steering committee to oversee the successful implementation of the ICT in Education Policy objectives and strategies. This apex national body will essentially provide guidance in the entire process of implementation, monitoring and evaluation of the ICT in Education Policy. It shall basically serve as an advisory body.

The membership of the committee should be made up of all key stakeholders in the education sector.

8.3 Composition

Chairman

Members:

1. Executive Secretary – NCTE
2. Deputy Director-General (Q&A) – GES
3. Director – SED
4. Director – Basic Education
5. Director – Teacher Education Division
6. Director – Curriculum Research and Development Division
7. Director, National Council on TVET
8. Co-ordinator, ICTEP (MoES)
9. Head, Science Education Unit
10. Representative of the Committee of Vice Chancellors
11. Representatives of Heads of Computer Science Department of Universities
12. Representative of Development Partners
13. Representatives from the Computer and IT industry
14. Representatives of Polytechnic Institutions
15. Representatives of Colleges of Education
16. GeSCI Facilitator (Ex-Officio Member)
17. Representatives of Special Technical Committee on ICT in Education (STC-ICTE)

The chairman of the steering committee must be an experienced Manager with basic ICT knowledge and political clout who can get things done.

8.4 Terms of Reference (TOR)

1. Provide a point of coordination for activities seeking to support the use of ICT in the education sector.
2. Provide guidance on project implementation plans and activities
3. Provide guidance and feedback on proposed revisions to
implementation plans as necessary during the life of projects and activities.
4. Monitor and review progress of projects and activities to ensure that they are implemented according to approved implementation plans.
5. If needed, recommend changes in projects and activities
6. Receive and review project reports
7. Review policies and recommend changes from time to time as needed

This committee will not replace the existing eleven-member Special Technical Committee on ICT in Education (STC-ICTE). Three members of STC-ICTE will be members of the Steering Committee on Education ICT Policy.

The Special Technical Committee on ICT in Education shall be strengthened to consist of personnel with appreciable background in ICT, Communications and/or Educational Technology from the sector Ministry, Ministry of Communications, IT industry, University, Pre-tertiary and must be chaired by a notable ICT expert with a rich experience in both theory and practice of ICT and more importantly as it relates to ICT in Education. Other institutional arrangements especially at the pre-tertiary level are carefully documented in the ICT in Education Policy Framework.

The Ministry of Education & Sports will collaborate with all Ministries / Departments and Agencies and other stakeholders to promote the implementation and use ICT in their respective areas of operation. The Ministry of Education & Sports will remain alert and apprise the Government on the progress and development of the ICT sector both at home and abroad.

The MoES shall make provision for a division / department that will be strengthened in phases to cope with the present need and future requirements of ICT deployment and exploitation.

8.5 Collaboration

Several initiatives aimed at deploying ICT in schools have been ongoing over the past decades. These initiatives as well as new ones must be integrated into the new implementation plan for the deployment of ICT in schools. A mechanism to ensure collaboration with key initiatives such as the following must be in place:

1. Global e-Schools and Communities Initiative (GeSCI)
2. Microsoft Partners in Learning Programme
3. NEPAD e-Schools Initiative
4. CISCO Academy
5. Oracle Academic Initiative
6. Science Technology and Mathematics Education (STME) Clinic
7. Science Resource Centres Project
8. GLOBE Programme
9. Intel Initiatives to support education
10. Etc.

Whereas most of the initiatives listed above focussed on specific aspects of the ICT in Education Programme, GeSCI has made a commitment to support the implementation of this policy. The MoES is ready to work with any organisation willing to collaborate on the policy implementation.

CHAPTER NINE

9.0 REVIEWING THE EXISTING LEGAL, REGULATORY AND ADMINISTRATIVE FRAMEWORK TO SUPPORT EFFECTIVE IMPLEMENTATION

9.1 Issues

The implementation of the ICT in education policy will rely heavily on Ghana Government’s commitment to recommendations made in the ICT4AD, in particular the deployment and implementation of suitable legal, regulatory and institutional provisions necessary to ensure successful implementation.

Globalisation and the pervasiveness of the Internet have given rise to new types of needs, rights and vulnerabilities. For secure electronic transactions to occur, an environment of trust must be created and sustained through the legal and regulatory apparatus.

In the interest of national development and in consonance with international law and individual rights, without undue compromises on intellectual property rights, protection needs to be given to learners with reference to accessing information for study purposes.

9.1 Objectives

a) Establish an enabling legal framework, aligned with Ghana’s constitutional provisions, legislative and regulatory environment, and consistent with regional and global best practices.

b) Ensure that Ghana does not become a haven of cyber-crime.

c) Provide some protection for learners and researchers who source for information and contributors of digital content to cyber-space.

9.2 Challenges

i. Inadequate legal framework and related institutional infrastructure, to support ICT development and application.

ii. Inadequate regulatory capacity, especially in the face of convergence of growing networks and services.

iii. Lack of specific and effective legislative instruments on privacy, security, cyber crimes, ethical and moral conduct, encryption, digital signatures, copyrights, intellectual property rights and fair trade practices.

iv. Need for research in ICT in Education related legal and regulatory issues.

v. Lack of legislation on e-rates (education rates).

Copyright @ 2012 CSDMS ( Centre for Science, Development and Media Studies )