Examination of Ghana’s ICT in Education Policy within the Context of Globalization

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Journal of Communications, Media & Society
The Information Communication Technology (ICT) in Education Policy was first drafted in 2003 as part of the general educational reforms in Ghana. The aim of the policy is to improve access, equity and quality education. It is also to ensure that all students acquire basic ICT skills and apply them not only in their studies but also in all aspects of life. Ghana has consistently ranked low in the International ICT development index despite several revisions of the policy. Factors that contribute to this development are not clearly known. The study looks at the current situation as regards the implementation of the policy within the context of globalization. The study seeks to inform debate on how best Ghana can take advantage of globalization and the 21st century information technologies revolution to efficiently implement the policy. It is premised on the ICT Unified Theory of Acceptance and Use of Technology (UTAUT) that is used widely to explain information system usage. The method adopted in the study is meta-analysis. Relevant research articles, policy papers and education sector performance reports are re-examined in the light of global ICT trends to provide a clearer picture of the status of ICT development within the education sector. Evidence found suggests that not only is the implementation of the policy bedeviled with infrastructural and human resource challenges, but also low level of commitment from relevant stakeholders. The study also found that for Ghana to take advantage of opportunities offered by globalization, issues of information and communication technology must be taken seriously. It is therefore recommended that the National Information Technology Agency (NITA) in collaboration with the Government and other relevant stakeholders should set up National ICT in Education Commission with specific focus to strengthen the capacity of educational institutions to implement the ICT policy. Ghana must also move away from dependence on foreign assistance by setting up National ICT in Education Fund that will carter for the infrastructural needs of all public institutions. It is also recommended that ICT education must be an integral part of teacher education programs and should form part of requirements for the licensing of professional teachers. There is also the need for a new form of orientation for students and teachers as regards the benefits of ICT education so as to whip up their interest and enthusiasm in ICT education.
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