Abstract:
The Basic School Computerization policy was created in 2011 to introduce computers and elearning
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.
