MINISTRY OF EDUCATION

REPUBLIC OF GHANA

ICT IN EDUCATION POLICY

( NOVEMBER 2008)
 MINISTRY OF EDUCATION
ICT IN EDUCATION POLICY

Acknowledgements .................................................................................................................................. 3

Foreword By The Minister Of Education, ................................................................................................ 4

Executive Summary ................................................................................................................................. 6

Chapter One: The Case For An ICT In Education Policy ........................................................................ 7
1.1 Introduction ............................................................................................................................. 7
1.2 The Policy Context ................................................................................................................. 9
1.3 Brief Background On ICT In Education In Ghana ................................................................ 11
1.4 Vision, Mission And Overall Policy Goals ............................................................................. 12

Chapter Two: The Policy Framework .................................................................................................... 15

2.1 Elements Underpinning The Framework ..................................................................................... 15
2.1 Prioritization Of Ict In Education At The Institutional Level ........................................................ 16

Chapter Three: Policy Statement And Strategic Components .............................................................. 18

3.1 The National ICT4AD Education Sector Policy Statement .......................................................... 18
Thematic Area 1: Education Management – Ministry, Agencies And Educational Institutions ... Error!
Bookmark not defined.
Thematic Area 2: Capacity Building .................................................... Error! Bookmark not defined.
Thematic Area 3: Infrastructure, E-Readiness And Equitable Access Error! Bookmark not defined.
Thematic Area 4: Incorporating Ict Into The Curriculum ..................... Error! Bookmark not defined.
Thematic Area 6: Technical Support, Maintenance & Sustainability ... Error! Bookmark not defined.
Thematic Area 7: Monitoring And Evaluation ...................................... Error! Bookmark not defined.

Chapter Four: Managing the Implementation of the ICT in Education Strategy .................................... 31
4.1 Critical Success Factors .............................................................................................................. 31
4.2 Planning cycles ............................................................................................................................ 33
4.3 Phases of implementation ........................................................................................................... 33
4.4 Institutional arrangements and collaborations ............................................................................ 34
4.5 Reviewing the existing legal, regulatory and administrative framework to support effective
implementation .................................................................................................................................. 37

2
 ACKNOWLEDGEMENTS

The ICT in Education Policy has been the result of an extensive consultative process, in which various
sector stakeholders – public, private, civil society and development partners - were represented
(please see Appendices 1 for list of names and agencies).

The development of this policy represents a critical step in streamlining efforts towards integrating
ICTs into the educational sector. The process included the following steps:

(1) The initial workshop of sector stakeholders convened under the consultative process for The
Ghana ICT for Accelerated Development (ICT4AD) Policy in 2001

(2) The development of the Introduction of Information and Communications Technology in

Education: A Policy Framework (2002) as a part of the initiatives of the Ghana Education
(GES) to streamline implementation of ICT programmes in pre-tertiary institutions

(3) The workshop on the Integration of ICT in Education for Policy Makers (2002)

(4) The development of the Education Strategic Plan (2003) which addressed policies, targets
and strategies including the need for ICT in Education

(5) A survey of the education platform that provided a situational analysis of the sector and
presented in the Ghana e-Schools Initiative High Level Business Plan (August 2003)

(6) The development of the actual draft policy document for the sector including a number of
sector stakeholder consultations (January – December 2006)

Additionally, the Ministry intends to focus on specific strategies in implementing the policy. This will be
further defined in ICT sector Implementation Plan.

3
FOREWORD BY THE MINISTER OF EDUCATION

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
st
thinking and creativity necessary to meet the challenges of the 21 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

ALEX TETTEY-ENYO

January, 2009

4
ACRONYMS

D-G Director-General, Ghana Education Service

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 e-Schools and Communities Initiative
GheSCI Ghana e-Schools and Communities Initiative
GLOBE Global Learning and Observations to Benefit the Environment Programme
GPRS Ghana Poverty Reduction Strategy
ICT Information and Communication Technology
ICT4AD Information and Communication Technology for Accelerated Development
ICTE Information and Communication Technology in Education
MOE Ministry of Education,
NCTE National Council for Tertiary Education
NFED Non-Formal Education Division
NGOs Non-Governmental Organisations
PTA Parent Teachers Association
R&D Research and Development
SMMEs Small, Medium and Micro Enterprises
STC-ICTE Special Technical Committee on ICT in Education
STME Science, Technology and Mathematics Education
TVED Technical Vocational Education and Training Division
UNDP United Nations Development Programme
USAID United Sates Agency for International Development

5
 EXECUTIVE SUMMARY

This policy document seeks to inform sector stakeholders as to why Information and Communication
Technologies (ICTs) are an important part of our modern society and the role it plays in the education
sector. The policy also seeks to underpin the vision and mission of the Ministry of Education with a
view of identifying how the sector will use ICTs to develop the requisite human resources for the
country which will meet the demand of the labour market, locally as well as internationally.

A review of the present challenges within the sector have been undertaken to ensure the definition of
appropriate strategies for this policy. Existing policy and strategy documents for the sector have also
been reviewed, ensuring attention to equity, access and quality which are key priorities for the sector
Ministry. In defining the strategic use of ICTs to achieve developmental objectives for the sector, a
number of guiding principles have been adopted. These have been used to reflect national needs and
priorities as they relate specifically to the education sector.

Several sector and national priorities have influenced the Policy, including:

- World Forum on Education Dakar (2000)

st
- Report of Educational Reforms in Ghana: Meeting Challenges in the 21 Century (2002)
- ICT in Education Policy Framework: which highlights key issues and expected benefits of ICTs
in Education (2002)
- The Ghana ICT for Accelerated Development (ICT4AD) Policy (2003) that recognises
education as a cross-cutting issue within the national framework crucial to the support of the
thirteen other national pillars.
- Ghana Education Strategic Plan 2003 – 2015: Volumes I and II (2003)
- White Paper on the Report of the Education Reform Review Committee (2004)

Seven thematic areas, outlining the requisite guiding principles, objectives and strategy have been
defined within this policy document. They are:
1. Education Management – Ministry/Agencies and Educational Institutions
2. Capacity Building
3. Infrastructure, E-readiness and Equitable Access
4. Incorporating ICTs into the Curriculum
5. Content Development
6. Technical Support, Maintenance and Sustainability
7. Monitoring and Evaluation

6
 CHAPTER ONE

THE CASE FOR AN ICT IN EDUCATION POLICY

1.1 INTRODUCTION
It is acknowledged that for Ghana to make any appreciable progress in its socio-economic
development efforts, substantial resources will need to be directed at improving educational delivery.
The key role that Information and Communication Technologies (ICTs) can play in widening access to
education to a wider section of the population and literacy education for facilitating educational
delivery and training at all levels has been recognized as a key priority area under the current
Education Reforms (2007).

International experience from both developed and developing countries have shown that these
technologies have an enormous potential for knowledge dissemination, knowledge acquisition,
effective learning and the development of more efficient education services. This ICT in Education
Policy is therefore seen as an epitomised version of the ultimate goal of transforming the educational
system by the Ministry and its sector stakeholders. It is intended to be a guide by which ICTs can be
exploited in an efficient and coordinated effort to support the education sector‟s own goals and
operations, as well as within the framework of the national development initiatives, including the
1
National ICT4AD Policy. The Policy document therefore seeks to provide policy directions for what
needs to be done, as well as the general framework in terms of how it will be implemented. Apart from
this Policy document, it is expected that a detailed ICT in Education Implementation Plan will be
developed based on the outlined policy directions.

A number of working definitions as they relate to ICTs have been adapted for this policy document
from the UNDP:

ICTs are basically information handling tools – a varied set of goods, applications and services that
are used to produce, store, process, distribute and exchange information. They include „old‟ ICTs of
radio, television and telephone, and the „new‟ ICT of computers, satellite and wireless technology and
the Internet with their attendant tools.

With appropriate content and applications, these tools are now able to work together, and combine to
form a „networked world‟ – a massive infrastructure of interconnected telephone services,

1 National ICT for Accelerated Development Policy, Government of Ghana (2003)

7
standardized computing hardware, the Internet, radio and television – which reaches into every corner
of the globe”.

Information technology means all equipment, processes, procedures and systems used to provide and
support information systems (both computerized and manual) within an organisation and those
reaching out to customers and suppliers. The term information and communication technology, ICT,
was coined to reflect the seamless convergence of digital processing and telecommunications. ICTs
include hardware, processes and systems that are used for storing, managing, communicating and
sharing information.

Planning for the effective use of these technologies is crucial if they are to have the positive impact
expected. Investing in ICTs is a costly decision for any country, whether developed or developing. For
developing countries such as Ghana, investing in ICTs presents the dilemma of spending
scarce/valuable resources on ICTs or consequently suffering from widening technological gap. As
noted by Swarts (2006) ICTs can be powerful, essential tools for learning: understanding, interpreting
and communicating about the real world OR they can be black holes into which we pour our money,
intelligence and time, getting very little in return.

Effectively used, ICTs can amongst other things:

 Provide multiple avenues for professional development of both pre-service and in-
service teachers, especially through distance education;
 Facilitate improved teaching and learning processes;
 Improve teacher knowledge, skills and attitudes and even inquiry;
 Improve educational management processes;
 Improve the consistency and quality of instruction both for formal and non-formal
education;
 Increase opportunities for more student centred pedagogical approaches;
 Promote inclusive education by addressing inequalities in gender, language,
disability;
 Widen the traditional sources of information and knowledge;
 Foster collaboration, creativity, higher order thinking skills;
 Provide for flexibility of delivery; and
 Reach student populations outside traditional education systems.

However, effectively integrating ICTs into educational planning and delivery can be a complicated
process, leading to further disparities and challenges in the system. These may include lack of focus
on educational objectives where ICTs are seen as an end itself, rather than a means (tools) to an end.
Towards this end, the ICT in Education Policy will seek to implement solutions within a coordinated
end to end system, looking at the combined inputs of educational objectives, multi-stakeholder
8
partners and funding in planning for the stages of (1) deployment of appropriate platforms (2) content
and applications (3) user training and support (4) maintenance and technical support and (5)
management, monitoring and reporting.
Global E-Schools and Communities Initiative (GeSCI)

Education
al
Objectives Deployment of Content and User training Maintenance Management,
ICT platform Applications and support and Technical Monitoring
support and reporting
Actors
Fund-
ing

Total Cost of Ownership (TCO) Coordinated end- to- end System

1.2 THE POLICY CONTEXT

In the last few years a number of reports, policies and initiatives (regional, national and sector) have
emphasised the role of education and training in the wider development agenda of the country.
Currently, the Government of Ghana is signatory to several related polices and agreements/initiatives
have a bearing on ICT use within the sector. These seen at the international, regional, national and
sector levels, have emphasised the role of education and training in achieving the wider development
goals and agenda.

On the international front, Ghana is party to two important agreements which commit it to move rapidly
towards universal basic education as an engine of social and economic growth and development.
These are the Millennium Development Goals (MDGs) and the Dakar Education Goals, both with
set targets to address poverty alleviation and promote international development. Two of the MDGs
relate directly to educations: Goal 2 – Universal Primary Education and Goal 3 – Promote Gender
Equality and Empower Women. Additionally it is recognised that education and training does have
significant impact on the achievement of the other Goals.

The World Education Forum, held in Dakar in 2000 also identified six (6) education targets that seek
to address among other issues, equity and access to education, free and compulsory basic education,
increased levels of adult literacy and eliminating gender disparities. Together with the MGDs, the
Dakar Education Goals constitute an internationally agreed framework against which the success of
Ghana‟s education policies, reforms, strategies and programmes can be measured and evaluated.

The World Summit on the Information Society to which Ghana subscribes also calls for building an
inclusive Information Society, including the promotion of ICTs towards the achievement of
internationally agreed development goals contained in the Millennium Declaration. The specific targets

9
for the WSIS Plan of Action to be achieved by 2015 include connecting a number of access points with
ICTs including villages, community access points, all levels of education, public libraries, health
centres, hospitals as well as all local and central government departments. Additionally, the need to
adapt the school curricula to meet the challenges of the Information Society has also been called for.

The New Partnership for Africa Development (NEPAD) has also been one of the recent regional
moves designed to address challenges facing African countries. The NEPAD policies and
programmes related to ICTs are currently being implemented by the E-Africa Commission established
in 2002. The overarching goal of the e-School plan is to ensure that the integration of ICTs into the
schooling systems, leads to a sustained process of systematic transformation. The focus of this
transformation is two fold: first, it will seek to change the way in which education is managed and
implemented in order to overcome weaknesses inherent in current models of schooling; and second, it
will seek to ensure that ICTs are harnessed to make the system more productive and efficient.
Currently, Ghana is one of sixteen countries implementing the first phase of the demonstration project
of the NEPAD e-Schools Initiative which seeks to integrate ICTs in the delivery of education
curriculum at secondary and primary schools in order to improve access, quality and equity in
education within the member states with an envisioned coverage of secondary schools in five years
and primary school in ten years.

On the national level a number of initiatives have also highlighted the importance of ICTs in achieving
education sector goals. The Government of Ghana has committed to pursuing an ICT for Accelerated
Development (ICT4AD) Policy (2003). This national policy outlines the plans and strategies for the
development of Ghana‟s information society and seeks to provide a framework and plan as to how
ICTs can be used to facilitate amongst other objectives the national goal of “transforming Ghana into
an information and knowledge-driven ICT literate nation”. The National Policy outlines fourteen (14)
pillars, of which education is highlighted, as both a critical pillar as well as a key socio-economic
2
enabler. Towards this end, a number of key strategies have been identified, including: promoting the
deployment and exploitation of information, knowledge and technology within the economy and
society as key drivers for socio-economic development; 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 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.

2 The Ghana ICT for Accelerated Development (ICT4AD) Policy, 2003

10
Ghana’s Poverty Reduction Strategy (GPRSP) The PRSP II includes five main pillars, one of which
is improving the enabling policy environment to promote growth and poverty reduction. Within these
and the other four pillars, specific development targets have been set for the sector and inline with the
MDGs.

The latest Education Reform which will be implemented in September 2007, which highlights ICTs as
an important cross cutting issue in the sector, and seeks to address this through several strategies
including : equipping all educational institutions with computer equipment and ICT tools in a prioritised
manner; implementing ICT programmes at the pre-tertiary level in a phased approach, starting with
schools already possessing adequate laboratories and teachers; gradually expanding to other schools
as and when ICT equipment and teachers become available; and adequately resourcing computer
science and IT departments in public tertiary institutions to enable them to produce skilled human
capital to meet the requirements of the industry. Within these reforms, it is also expected that the
introduction of ICT into schools should cover teaching of ICT skills to all students, preparing students
for the ICT professions and enhancing teaching and learning through ICTs.

1.3 BRIEF BACKGROUND ON ICTS IN EDUCATION IN GHANA

The efforts to introduce ICTs into the sector by the Ministry (primarily through the GES), its
development partners and other private sector agencies cover over ten (10) years. Initiatives have
spanned pre-tertiary (both public and private schools) and tertiary. Efforts have largely been geared
towards the deployment of ICTs to these facilities via the provision of computers and the
establishment of ICT laboratories. Access however is still below the standards and numbers
demanded. Though comparatively better, the concerns remain for tertiary level institutions.
Additionally, there have been several private sector initiatives to set up Community based ICT centres.
These however have been largely confined to urban areas with few available examples of how they
have been used to support educational objectives.

In a study carried out to review and assess the ICT in Education Initiatives in Ghana (2005), twenty
initiatives were selected and their impact assessed to see what lessons could be learnt. Several
positive achievements were noted.

- Initiatives contributed to a wider number of students and teachers acquiring ICT skills
and developing strong interests in ICT and Science;
- Schools involved in the initiatives were motivated to expand the project
and/or acquire more ICT equipment; a number of private-public partners, including
Parent Teachers Associations (PTAs) and civil society collaborated in the efforts;
- Lessons learnt from initiatives provided good examples for other schools to introduce
their own ICT programmes;

11
However, the projects themselves faced a number of challenges. At least half of the initiatives had
been launched as pilots with none expanded into national initiatives. Implementation challenges
include:

- Poor selection of schools without the involvement of GES / MOE resulting in

duplication and hence some schools having several parallel initiatives while others
(especially those in the remote rural towns) had none
- Lack of policy direction at all levels (schools, districts, national) for the integration of
ICT in education;
- Heavy dependency on external funds, with most initiatives stopped after depletion of
initial funding
- „Dumping‟ of obsolete and inappropriate equipment as „ support‟ for the initiatives
- Low levels of ownership at the level of the schools, due to external motivations, and
low levels of understanding on the part of recipients about the potentials of ICTs in
education
- Lack of trained ICT personnel (including teachers) far below the numbers demanded
to support the initiatives with most capacity building efforts one-off with no continuous
trainings planned for

Additionally, there was the recognition that to ensure success and sustainability, ICT in Education
projects should be implemented not necessarily to increase the number of computers, but should
instead be based on supporting discrete educational objectives. The lessons learned from the
initiatives further highlighted the need for a coordinated, focused and properly managed approach to
the adoption and utilization of ICTs. Such an approach could further improve the accessibility and
delivery of quality education and better maximize the impact of ICTs in Education.

1.4 VISION, MISSION AND OVERALL POLICY GOALS

The need for a nationally accepted ICT in Education Policy for Ghana is more urgent than ever before.
With the increased thrust of the Government in using ICTs as a tool for economic growth and
development, almost daily new plans and new initiatives are being implemented. However, it is
recognised that in the absence of a national policy and sector wide coordination, such initiatives will
continue to happen haphazardly, with increased risks of duplication and wasting of scarce resources
that do not adequately address the educational objectives and priorities with the sector. Recognising
that ICTs must serve, rather than drive the implementation of educational strategies, this policy
document seeks to provide a clear purpose and rationale for how ICTs will be effectively integrated
into the sector, including identifying opportunities, issues, challenges and strategies that will be
employed.

12
The deployment, exploitation and development of ICTs to accelerate the socio-economic development
of the nation has been captured in the Ghana ICT for Accelerated Development (ICT4AD) Policy
document (2003), with the main mission to “transform Ghana into an information rich knowledge based
and technology driven high income economy and society”. Already within this document education is
seen as a key strategic pillar.
Given this context, the overall Vision of the ICT in Education Policy will be to:
Use appropriate ICTs to support and align the sector Ministry‟s policies, objectives and strategies,
particularly as it relates to equitable access to education, quality of education, educational
management, science and technology and labour market needs.The Mission of this policy will be to:

Articulate the relevance, responsibility and effectiveness of utilizing Information and

Communication Technologies (ICTs) in the education sector, with a view to addressing current
sector challenges and equipping Ghanaian learners, students, teachers and communities in
meeting the national and global demands of the 21st Century.

The fundamental objective of the policy will be to ensure that the Ghanaian education sector provides
adequate opportunities for Ghanaians to develop the necessary skills, regardless of the levels of
education (formal and non-formal), to benefit fully from the Information Society.
Towards this end the overall policy goal will be:

To enable graduates from Ghanaian educational institutions – formal and non-formal - to

confidently and creatively use ICT tools and resources to develop requisite skills and
knowledge needed to be active participants in the global knowledge economy by 2015.

The policy goals as adapted from the National ICT4AD Policy document will therefore include:

1. Facilitating the deployment, utilisation and exploitation within the educational system to
improve on educational access and delivery to support teaching and learning from the primary
level upwards

2. Modernise the educational system to improve the quality of education and training at all levels
of the educational system and expanding access to education, training and research
resources and facilities.

3. To orient 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 requites human resources and a well informed citizenry.

4. To achieve universal basic education and improve the level of basic and computer literacy in
the country.

5. To ensure a population in which all citizens are at least functionally literate and productive.

6. To expand and increase access to secondary and tertiary education.

7. To strengthen science education at all levels and in all aspects of the educational system,
especially at the basic and secondary levels.

These policy goals have been adapted and expanded to develop a number of concrete guidelines,
objectives and strategies which are grouped into seven (7) thematic areas:
13
 Thematic Area 1: Education Management – Ministry/Agencies and Educational
Institutions

 Thematic Area 2: Capacity Building

 Thematic Area 3: Infrastructure, E-readiness and Equitable Access
 Thematic Area 4: Incorporating ICTs into the Curriculum
 Thematic Area 5: Content Development
 Thematic Area 6: Technical Support, Maintenance and Sustainability
 Thematic Area 7: Monitoring and Evaluation

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 CHAPTER TWO

THE POLICY FRAMEWORK

2.1 ELEMENTS UNDERPINNING THE FRAMEWORK

The ICT in Education Policy is based on the premise that there are several key elements that underpin
the use of ICTs. These include: Teaching and Learning; Management and Administration;
Communication; and Access to information. Furthermore, it is recognised that these elements will be
dependent on policy reforms, both within education sector as well as within other related sectors
including Communications, Local Government and Rural Development amongst others.

Additionally, four key elements are seen as crucial to planning for ICTs within the sector. These four
(4) key elements are:
- Equity
- Access to ICT Infrastructure
- Capacity Building, and
- Norms & Standards.

EQUITY: The use of ICTs in education will involve have to involve strategic choices about resource
allocation. It is expected that the principle of equity will inform the approaches taken and provide the
basis for allocation. Informed decisions have to be taken about resource allocation(s) with care taken
to avoid cases where technology further amplifies existing in-country digital divides. It is for this reason
that the principle of equity will inform the selected approaches and strategies. This must also address
the issues of gender and special needs education.

ACCESS TO INFRASTRUCTURE: The expected impact on end-users (learners, teachers, managers

and administrators) will very much depend on affordable and continuous access to hardware, software
and connectivity. This in turn will be dependent on the availability of appropriate physical infrastructure
including classrooms and power sources (e.g. electricity or solar).

CAPACITY BUILDING: Lessons from ICT in education initiatives globally have proved that ICTs can
only be effectively exploited when the intended users are competent to do so. This implies that the
user has the requisite level of skills, knowledge and attitudes for using the technology for the tasks
required. Initiatives for professional development (pre-service and in-service), standards and norms of
performance for students incorporating project-based and other collaborative approaches that
integrates the use of technology into the curricula must be addressed. Set and approved ICT
standards for use that are aligned to job market requirements (demands) must be defined.

15
NORMS AND STANDARDS: Current initiatives and donations of software and hardware have
sparked debates on issues of open source, copyright, licensing, refurbishment and inter-operability.
Further defining nationally accepted norms and standards for use, content, connectivity, hardware,
software, technical support and community engagement also need to be addressed.

These four areas are expected to be further detailed in the Implementation Plan, along with the
appropriate strategies and activities.

2.1 PRIORITIZATION OF ICT IN EDUCATION AT THE INSTITUTIONAL LEVEL AND

DEPLOYMENT LEVELS
In line with the Education Reform (2007), the Ghana education system is structured as follows:
CYCLE LEVEL INSTITUTIONS STARTING YEARS
AGE
Universities, Polytechnics
Tertiary Professional Institutes, Colleges of 19+ 4 yrs
Tertiary Education

Second Grammar/Vocational/
Cycle Senior High School Technical/Agricultural/ Apprenticeship 15 4 yrs
Education Programme
Junior High School 12 3yrs
First Cycle Basic Education
Primary School 6 6yrs
Education (Free Education)
Kindergarten 4 2yrs

Source: Government White on Report of review of Educational Reforms (2004)

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:

16
PRIORITY SCALE
1a MOE & Agencies
1b Colleges of Education
1c Teacher Universities with ICT
2a Other Universities /Polytechnics (ICT)
2b Other Universities /Polytechnics (Gen)
2c Second Cycle Institutions (SHS, Technical Inst. & Vocational Insts).
3 Junior High School
4 Primary Schools
5 Pre-Schools
6 Community Information Centres(outside the remit of education)

In implementing the priorities, supporting the capacity of the Ministry of Education and its Agencies is
seen as an overarching priority and will be handled parallel to the priority scale as set for the
institutions. Additionally, learners with special needs will be integrated within all priority areas.

The prioritisation above is based on the following considerations:

 Urgency in providing the enabling environment for efficiently integrating ICTs within the sector
generally;
 Need for building the capacity of teachers who are seen as a central figure in the entire
programme;
 Proximity of educational institutions to the job market and the need to provide a competent
labour force;
 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.

Additionally regardless of the above priority scale any support arrangements falling within the
proposed implementation plan deliverables will be accommodated. However the key issues of
sustainability and alignment to the educational objectives will have to be planned before projects a
strategies are implemented. This is very crucial to direct funding.

17
 CHAPTER THREE:

POLICY STATEMENT AND STRATEGIC COMPONENTS

The ICT4AD Education Sector Policy Statement

The Education Sector Policy Statement has been previously defined in the National ICT4AD Policy. As
a part of the mission 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 riving Ghana’s information and knowledge based economy and society”
the Government is committed to a comprehensive programme of rapid deployment, utilization and
exploitation of ICTs within the educational system from primary school upwards.

Policy efforts will be directed at using ICTs to facilitate education and learning within the educational
system and promote e-leaning and e-education as well as life long learning within the population at
large. As a part of this policy commitment, the Government shall put in place measures to strengthen
science education at all levels as promote technical and vocational training with an emphasis on the
use of ICTs to facilitate the training and learning process.

Overall Policy Goal

The overall goal of the ICT in Education Policy is to:
To enable graduates from Ghanaian educational institutions – formal and non-formal to
confidently and creatively use ICT tools and resources to develop requisite skills and
knowledge needed to be active participants in the global knowledge economy by 2015.

Seven (7) thematic areas outlining guiding principles, objectives and associated strategies have been
identified to achieve the goal of the ICT in Education Policy. These thematic areas have been defined
as:

i. Education Management – Ministry / Agencies and Educational Institutions

ii. Capacity Building
iii. Infrastructure, E-readiness and Equitable Access
iv. Incorporating ICT into the curriculum
v. Content Development
vi. Technical Support, Maintenance and Sustainability
vii. Monitoring and Evaluation

18
 THEMATIC AREA 1

EDUCATION MANAGEMENT – MINISTRY, AGENCIES AND EDUCATIONAL INSTITUTIONS

Guiding Principles

- The utilization of computerized Management tools can strengthen the institutional

capacity of the Ministry of Education, Science 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.

- Effective use of ICT Tools can enhance management efficiencies.

- Appropriate management structures can support smooth implementation of ICTs within

the sector.

ESP Focal
Objectives Areas Strategies
EM1
1.1 Acquire and implement EM2 1.1.1 Evaluate various types of Management Information
various easily integrated EM3 Systems and applications that can be used in
Information Management education administration.
Systems
1.1.2 Acquire, develop and implement suitable
information systems for use in the Ministry, its
agencies and educational institutions
1.2 Develop institutional
capacity in the use of
computer-based
management tools to
enhance administration
and management EM 1 1.2.1 Provide appropriate training to staff and
Objectives EM2 management of MOE, its agencies and all
EM3 educational institutions on the use of the newly
deployed information systems.

1.2.2 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.

1.2.3 Develop capacity in educational institutions to utilize

information management tools and to enhance
efficient and cost effective administration.

1.2.4 Develop and enforce work-place policies and norms

for exploitation of ICT tools for management and
administrative functions.

1.2.5 Develop and support institutional level technology

planning.

19
 ESP Focal Strategies
Areas

1.3 Develop appropriate EM1 1.3.1 Develop acceptable use policy (ies) based on
education management support security, privacy, intellectual property laws, cultural
structures and policies for ICT and moral values in education management.
deployment
1.3.2 Create awareness and enforce the acceptable use
policy.

20
 THEMATIC AREA 2
CAPACITY BUILDING

Guiding Principles
- ICTs can be used to transform the teaching and learning systems to meet the
challenges of the knowledge economy.

- The introduction of ICT in the Education Sector necessitates the training of all persons
involved in the educational service delivery (management / staff, teachers including
teacher trainees, technicians, etc.).

- An aggressive well planned program is needed to solve the acute shortage of highly
qualified ICT & Computer Science teachers in the country’s educational institutions.

- A corps of highly trained personnel is required to ensure the sustainability and growth
of ICT implementation.

- Continued professional development is a key element towards supporting teachers

who are confident and creative users of ICTs.

- Training and ICT skills development of teachers can be used to enhance the teaching
and learning of subjects in the curriculum.

- Skills for basic troubleshooting and preventive maintenance of computer equipment

must be part of the training of teachers.

- The use of Distance Education and virtual learning systems can reduce the number of
teachers leaving the classroom for study leave and also reduce cost.

Objective ESP Strategies

Focal
Areas

2.1 Development of ICT QE3 2.1.1 Aggressively implement a scheme to provide

Human Resources & EM4 scholarships / study leave for postgraduate studies in ICT
Enhancement of Practical ST3, (both) local and foreign to arrest the critical shortage of
Training in Tertiary ST4 ICT Faculty in tertiary institution.
Institutions EA10
EA11 2.1.2 Implement a programme to promote research in ICT at
ST5 the country‟s tertiary institutions.

2.1.3 Institutionalise programmes in postgraduate degrees in

ICT programme at all public universities.

2.1.4 Support private tertiary institutions which have the

capacity to offer postgraduate programmes at the tertiary
level.

2.1.5 Facilitate visiting Professor / Faculty Exchange Schemes

between Ghana tertiary institutions and foreign
universities with world class ICT faculties.

2.1.6 Establish special incentives scheme which will attract and

retain ICT teachers.

21
 2.1.7 Put in place special Distance Learning postgraduate
programmes for ICT faculty.

2.1.8 Upgrade ICT facilities (laboratories, equipment, software,

digital libraries, communication access etc) to acceptable
international standards.

2.1.9 Provide avenues for industrial attachment as part of the

training at the tertiary level.

2.2 Provide appropriate ICT EA3 2.2.1 Develop a national coordinated strategy for on-going
Training to all Teachers to EA11 professional development for in-service and pre-service
enhance the use of ICT. QE3 teachers with a special focus on pedagogy.
QE5
QE16 2.2.2 Promote the use of electronic and distance education
ST4 and virtual learning systems to complement and
supplement face-to-face campus based education and
training systems.

2.2.3 Identify select teacher training colleges to provide ICT in

education training (applications plus technology
integration skills).

2.2.4 Equip and re-tool teacher training colleges and

institutions to prepare teachers in the integration of ICT in
the curriculum.

2.2.5 Promote basic training in ICTs skills for teachers in all

schools and tertiary institutions.

2.2.6 Train ICT co-ordinators and laboratory technicians /

assistants in all educational institutions.

2.2.7 Develop and regularly evaluate standards for ICT tools

and infrastructure.

2.2.8 Organise regular in-service training for educational sector

personnel on the effective use and management of ICT.

2.2.9 Use ICT to improve capacity building.

2.2.10 Improve the quality of the education delivery system

through the deployment & exploitation of relevant ICT
based tools, systems and procedures.

2.2.11 Equip VOTECH Resource Centres to serve as

refurbishment centres for computers used in educational
institutions.

2.3 Use Distance learning to EA7 2.3.1 Set up appropriate infrastructure at selected centres to
offer further training to facilitate distance learning for all teachers pursuing
teachers in basic school further courses.

2.3.2 Set up appropriate infrastructure at public universities

st
focusing on the training of teachers for 1 cycle schools.

2.3.3 Set up digital e-Libraries to support Distance Education.

22
 THEMATIC AREA 3
INFRASTRUCTURE, E-READINESS AND EQUITABLE ACCESS

Guiding Principles
- The availability of appropriate infrastructure is key to facilitating the deployment of ICT
at each level.

- ICT equipment should be deployed according to internationally acceptable standards.

- Students’ user access to up-to-date computer-based tools can facilitate their making
significant contributions to the knowledge economy.

- Equity of access must be an overriding consideration in any ICT programme being

implemented.

Objective ESP Strategies

Focal
Areas

3.1 Facilitate the establishment ST4, 3.1.1 Undertake a comprehensive assessment and analysis of
maintenance and support of the ST5 the current ICT situation (e-readiness) of all Educational
ICT infrastructure and EA 6,8 Institutions to include: assessment of ICT infrastructure
resources within the education QE1, requirements (present and future), ICT deployment and
sector. QE16, usage and staff competencies.
EM4
3.1.2 Undertake a comprehensive assessment of the level of
ICT deployment and usage as well as future
infrastructure requirements within MOE and all its
agencies.

3.1.3 Develop a multiphase plan for the deployment of ICT

infrastructure and tools to retrofit Educational institutions,
MOE and its agencies.

3.1.4 Implement the plan for the upgrading and deployment of

relevant ICT infrastructure and supporting logistics into
Educational Institutions and MOE and all its agencies.

3.1.5 Develop, regularly update, monitor and enforce

compliance to minimum specifications for the acquisition
and utilization of ICT infrastructure and related resources.

3.1.6 Equip and retool Teacher Training Institutions to prepare

teachers in the integration of ICT in the curriculum.

3.1.7 Facilitate local access to national and international

research findings through e-library, etc.

3.1.8 Explore cost effective alternatives for educational

institutions without regular electricity supply.

3.1.9 Ensure that ICT resources in all educational are

adequately secured.

3.2.0 Develop infrastructure to support Distance

Education and e-Learning.

23
3.2 Facilitate equitable access ST1 3.2.1 Establish targets and standards for student and
to ICTs for all students and EM4 community access to ICT and level of ICT Usage.
communities QE1
EA7 3.2.2 Develop new regulatory framework to address access
QE constraints.
EA6
EA12 3.2.3 Enhance existing / establish new ICT centres in all
EA9 Educational Institutions.

3.2.4 Facilitate and improve appropriate internet connectivity

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

3.2.5 Set up new ICT laboratories with adequate hardware,

software and tools in all educational institutions.

3.2.6 Introduce computers into all educational institutions (pre-

school to tertiary) as resource for management, teaching
and learning.

3.2.7 Establish an Education Portal / Intranet and website

using secure and latest technologies for the
dissemination of information.

3.2.8 Put in place special schemes to enable students,

teachers and educational institutions to purchase
computers through attractive financial packages.

3.2.9 Set up community ICT centres to facilitate or promote

ICT in life long learning.

3.2.10 Collaborate with the appropriate sector ministry to ensure

the availability of national communication backbone to all
rural areas.

3.2.11 Put in place appropriate technology options to extend

access to school schools situated outside or beyond the
national communication grid.

3.2.12 Ensure inclusiveness (gender, special needs) in ICT

education planning and deployment.

24
 THEMATIC AREA 4
INCORPORATING ICT INTO THE CURRICULUM

Guiding Principles
- Curriculum reform is necessary for ICT to be introduced and utilised effectively in the
classroom.
- Exploitation of ICT in teaching improves students learning and thus develops skills
necessary for the competition in the knowledge economy and information society.

- The integration of ICT in the education system can boost the economy of the country
because it can enhance productivity.

- Curriculum content must address the ICT needs of the labour force
-
Objective ESP Strategies
Focal
Areas
4.1 Integrate ICTs into the QE5 4.1.1 Examine critically the existing curriculum with the view to
curriculum QE16 including ICTs as an additional teaching and learning tool.
ST4
4.1.2 Develop pedagogies that utilise ICTs to meet the needs,
interests and learning styles of individual students including the
gifted and those with special needs.

4.1.3 Establish and document guidelines on how ICT skills can

be incorporated at various levels and in various subject areas.

4.1.4 Prepare teacher orientation package on integration of ICTs

in the teaching / learning process to include ideas for all subject
areas.

4.1.5 Provide access for students and teachers to international

knowledge networks and shared educational resources.

4.1.6 Establish a network for sharing of experiences and best

practices to encourage the sharing of experience (lessons learnt)
in relevant meetings and fora at regional and district levels.

4.1.7 Develop guidelines (standards and benchmarks) for

integration of ICT in the teaching and learning of ICT

4.1.8 Integrate ICT into the teaching and learning process from
kindergarten to tertiary level

4.1.9 Carry out an initial survey on the status and utilization of

ICT in all educational institutions.

4.1.10 Set up a research unit for the compilation and evaluation

of digital content at for the teaching and learning at all levels of
education

4.2 Introduce ICT as a subject QE10 4.2.1 Introduce ICT as a core / elective subject at the institutions
at all levels of education
4.2.2 Establish national minimum basic ICT skills sets at all levels
to ensure that all students are computer literate in appropriate
basic ICT skills

25
 4.2.3 Develop an appropriate measurement and evaluation
mechanism for all ICT skills set programmes at all levels.

4.2.4 Develop a teaching syllabus for ICT courses at all levels.

. 4.2.5 Set up a research unit for the compilation and evaluation

of digital content for teaching and learning at all levels of
education

4.3 Develop and integrate QE6 4.3.1 Promote authentic assessment (rubrics, project based,
modern assessment QE7 portfolios and case study) for students
methodology for teaching and QE11
learning 4.3.2. Establish appropriate teacher performance appraisal
system.

26
 THEMATIC AREA 5

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 ESP Strategies

Focal
Areas

5.1 Develop Appropriate QE16 5.1.1 Develop and digitized content to supplement education
Content for Open, Distance and EA7 delivery
e-Learning EAII Institute and organise cost effective distance education
QE5 programmes to cover all levels of education in the formal
QE1 and informal sectors.
ST4
ST5 5.1.2 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.

5.1.3 Modify and convert traditional materials into electronic

format for e-learning.

5.1.4 Promote the development and use of e-libraries.

5.1.5 Develop and distribute knowledge resources (e.g. DVD /

CD ROMs) to schools to supplement educational delivery.

27
 THEMATIC AREA 6

TECHNICAL SUPPORT, MAINTENANCE & SUSTAINABILITY OF ICT INITIATIVES

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 and regular maintenance is essential to successful

implementation of ICT initiatives.

- The introduction of ICT based educational programmes will require adequate 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.

- 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 ESP Strategies

Focal
Areas
6.1 Ensure effective support EM5 6.1.1 Recruit, train and retain ICT Coordinators and lab
and maintenance of ICT EM4 technicians in all educational institutions to provide
infrastructure EA6 technical support and maintenance.

6.1.2 Set up Regional and district Technical Support and

Maintenance centres.

6.1.3 Put in place the proper mechanism for the maintenance

and management of ICT equipment in all educational and
training institutions.

6.1.4 Undertake regular system audits.

6.1.5 Promote the development of Technical Support Services

as important auxiliary services for maintenance and
support of ICT infrastructure and supporting logistics in
every educational institution.

6.1.6 Set up an account for all funds received for ICT

programmes.

28
6.2 Ensure and guarantee EM9 6.2.1 Promote partnership to continuously support and sustain
sustainability of ICT initiatives EM6 ICT initiatives
EM8
EA6 6.2.2 Put in place mechanisms for stakeholders commitments
EM5 (MOU, Service level Agreement, contract, etc

6.2.3 Provide a secure, adequate and regular budget line to

ensure sustainability of ICT initiative

6.2.4 Involve stakeholders participation in the ownership of ICT

initiatives including PPPs

6.2.5 Encourage appropriate cost sharing strategies to support

ICT deployment

29
 THEMATIC 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 ESP Strategies

Focal
Areas

7.1 Institute programmes and EM1 7.1.1 Monitor the use and management of ICT tools, systems
procedures to monitor and EM2 and procedures and make recommendations for
evaluate the implementation of EM3 improvement.
the various components of the EM4
ICT in Education Policy EM5 7.1.2 Evaluate the use and management of ICT tools, systems
EM6 and procedures and make recommendations for
EM7 improvement.
EM9
QE7 7.1.3 Institute a motivational award scheme for efficient
QE10 utilization, management and development of innovational
QE11 ICT infrastructure and content.
QE16
ST4 7.1.4 Keep abreast with regional and international
ST5 development in ICTs.

7.1.5 Regularly research into the most commonly used and

effective ICT tools currently on the local market and
make recommendations available to users.

7.1.6 Develop a standard guide to guide and harmonize

existing and future ICT in education programmes at all
levels.

7.1.7 Conduct impact assessment on ICT teaching and

learning

7.1.8 Expand EMIS in the collection and evaluation of data on

ICT resources

7.1.9 Expand M & E indicators to include issues related to ICTs

30
 CHAPTER FOUR

MANAGING THE IMPLEMENTATION OF THE ICT IN EDUCATION STRATEGY

4.1 CRITICAL SUCCESS FACTORS

As with all policies, the ICT in Education policy needs to be managed in accordance with a
framework that supports effective implementation of the policy. A number of critical success factors
have been identified. These include:

 Leadership, political and governmental commitment and support at the highest

levels.
Commitment and responsibility of the MOE to collaborate with other key Ministries,
Departments and Agencies as well as the District Assemblies and the Parliamentary
sub-committees on education and communication at all stages of the process from
the definition of the vision to the implementation of specific programmes and
initiatives is required.

 Funding
Funding an effective utilisation of resources should be seen as a critical
elements and the Government should be c ommitted to providing and
releasing adequate resources to ensure success and sustainability . Planning
and budgeting for the deployment of ICTs will use a Total Cost of Ownership
(TCO) Approach that will include elements relating to:
- Acquisition of appropriate hardware and software
- Installation and configuration
- Connectivity
- Maintenance and technical support
- Capacity building
- Upgrading/retrofitting physical facilities and
- Replacement costs.

 Active Participation by stakeholders

The continued active participation of key stakeholders via stakeholder consultations,
representation on the Steering Committee and within working groups i n the
im pl em ent a ti o n process will be encouraged. Such interaction will provide reliable
feedback, synergies and better collaboration in implementing the Policy.
 Teamwork and project-based principle of operational management.
The day-to-day operations management will be performed on the interdisciplinary
teams as 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
31
 administration.

 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. Benchmarks and
annual targets will be set within the defined Implementation Plan, along with clearly
defined targets for delivery.

 Change Management
Considering the magnitude and diversity of change required to make the ICT
in Education implementation a success, supporting effective (and non-threatening
)change management processes at all levels will be crucial. This will entail:
- Assessing the change readiness of the Ministry, educational institutions and
other stakeholders with the view of selecting the best change configuration;
- A clearly defined and comprehensive change vision, with the necessary support
structures and capacities to make it operational;
- Building a broader base of understanding about the potential of ICTs to
transform the sector, using local and international lessons and good practices;
- Building the necessary level of stakeholder commitment through incessant
communication and public education;
- Further defining leadership roles and responsibilities, and building necessary
leadership skills at all levels (national, regional, district, institutional ) ;
- Focusing not just on knowledge and skills but also attitudinal capacities to
develop the right culture with the appropriate mindset, values, and
behaviour;
- Designing a p p r o p r i a t e organizational structures at all levels with
appropriate reporting structures and integrating mechanisms, people
performance management, and people practices.

 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. Annual reviews and three-year 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.

32
4.2 PLANNING CYCLES

The achievement of the ICT in Education policy goal that every learner in general and tertiary
education and training institutions 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 MOE its agencies and educational institutions.

4.3 PHASES OF IMPLEMENTATION

PHASE I

 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

 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.

 Encourage communities to support ICT facilities in educational institutions

PHASE III

 ICT integrated at all levels of the education system – management,

teaching, learning and administration

33
 - 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.

4.4 INSTITUTIONAL ARRANGEMENTS AND 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 (GESCI) of the Ministry would serve as the umbrella initiative to drive all other ICT in
Education Initiatives in Ghana.

Role of Partners

Ministry of Education(MOE)
The overall responsibility for this policy and its implementation belongs to the MOE. 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.

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:

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

34
International Development Partners
These partners could provide financial support and technical direction to the programmes and projects
which are being developed. Several development partners are already supporting ICT in education initiatives
and programmes. These Partners include World Links for Development Programme, GLOBE
Programme, DFID, World Bank Institute, G e S C I , UNDP, USAID, SchoolNet, Computer Aid
International, etc.

National ICT in Education Coordinating Committee

Recognizing the crucial role of partners in implementing these changes, the Ministry will see to include
a wide cross section of stakeholders in the process leading up to the development of the draft policy.
The Ministry remains committed to using a similar consultative approach in developing the
implementation plan for the policy as continuing to build a shared vision and soliciting active input and
commitment from all stakeholders is seen as an essential part of the process.

Towards this end, the MOE has established an ICT in Education Coordinating Committee to oversee
the development of an integration plan to support the ICT in Education Policy objectives and
strategies. This apex national body will essentially provide guidance in the entire implementation
process and will serve as an advisory body in an effort to:

(a) Provide support and input for the development of a detailed implementation plan, addressing
goals, objectives and strategies as outlined in the ICT in education policy, including the
financing of the policy;
(b) Strengthen and influence the work of the MOE in creating an enabling sector environment in
which the objectives of the ICT in Education Policy can be met;
(c) Integrate new and existing efforts of different partners at an appropriate level of decision
making and implementation of programmes and projects into an accountable, transparent and
participatory way to ensure a maximum degree of good governance

4.5 The National ICT in Education Coordinating Committee

The Coordinating Committee will be a multi-stakeholder group, comprised of sector
partners/representatives drawn from different organisations including, but not limited to:
- Public sector, including other Ministries, Departments and Agencies
- Private Sector
- Civil Society
- Development Partners
- MOE and GES Departments and Agencies
- Educational institutions (public and private)
- Parents
- Students
35
Additionally, the Coordination Committee will assign Thematic Working Groups for each of the policy‟s
seven focal areas and other relevant issues related to the Implementation plan. The Thematic Focal
Points will provide technical and professional advice to the Coordination Committee on specific policy
and implementation activities based on their expertise.

Terms of Reference (TOR) for Steering Committee on ICT in Education Policy

1. Provide overall coordination and control over the process on implementation plan
development of the ICT in Education Policy, including:
i. Guidance on project implementation plans and activities
ii. Sustainability of coordinating mechanisms on the sector level
iii. Priorities in implementing sector strategies
iv. Financing plan and resource mobilisation options
2. Provide a point of coordination for activities seeking to support the use of ICT in the education
sector.
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. Receive and review project reports
6. Review policies and recommend changes from time to time as needed

The Coordinating Committee will be chaired by the Chief Director of the Ministry of Education, Science
and Sports, with membership including but not limited to representatives the following Ministries,
Departments, Agencies and organisations.

 National Council for Tertiary Education

 Ghana Education Service (including Divisions/Directorates for Curriculum Research
and Development, Secondary Education, Basic Education, Teacher Education,
Inspectorate, Science Education Unit)
 Council for Technical and Vocational Education and Training (COTVET)
 Committee of Vice Chancellors of Ghana
 Heads of Computer Science Department of Universities
 Development Partners
 NGOs
 Computer and IT industry
 Polytechnics

36
  Colleges of Education
 Ministry of Communications
 Ministry of Local Government & Rural Development
 Parent Teachers Associations
 National Union of Ghana Students
 Conference of Heads of Assisted Secondary Schools (CHASS)
 Conference of Principals of Teacher Training Colleges (PRINCOF)
 Association of Principals of Technical Institutes (APTI)
 Ghana National Association of Teachers (GNAT)
 National Association of Graduate Teachers (NAGRAT)
 National ICT4AD Committee (Education)
 Ghana-India Kofi Annan Centre of Excellence in ICT
 Ghana Internet Service Providers Association (GISPA)
 National Communications Authority (NCA)
 National Education Reform Implementation Committee (NERIC)

Collaboration
Existing and new initiatives 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:
- Global e-Schools and Communities Initiative (GeSCI)
- Microsoft Partners in Learning Programme
- NEPAD e-Schools Initiative
- CISCO Academy
- Oracle Academic Initiative
- Science Technology and Mathematics Education (STME) Clinic
- Science Resource Centres Project
- GLOBE Programme
- Intel Initiatives to support education

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 MOE is
ready to work with any organisation willing to collaborate on the policy implementation.

4.6 Reviewing the Existing Legal, Regulatory and Administrative Framework To Support
Effective Implementation
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

37
implementation of suitable legal, regulatory and institutional provisions necessary to ensure successful
implementation.

Towards this end and in ensuring that the ICT in Education Policy can be smoothly implemented a
number of challenges have to be tackled. These include:

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

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.

38