2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Ghana_Country_Report_9页_275kb

ICT in Education in Ghana: Summary

Core Content

This document provides an overview of the state of Information and Communication Technologies (ICTs) in education in Ghana, as of April 2007. It outlines the policy landscape, infrastructure developments, current initiatives, and challenges faced in integrating ICTs into the education system.

Main Policy Context

• ICT Policy Development: Ghana is finalizing its ICT in education policy, expected to be released by the end of the first quarter of 2007. This follows a long gestation period and was influenced by the national ICT for Accelerated Development (ICT4AD) policy, which was enacted in 2004.
• ICT4AD Policy: This policy outlines 14 priority areas, including promoting ICTs in education, accelerating human resource development, and modernizing agriculture. It reflects Ghana's vision for leveraging ICT to drive economic and social development.
• Education Sector Policy: The education sector has its own ICT policy framework, aiming to ensure ICT literacy for students, integrate ICT tools into the curriculum, and standardize ICT resources across schools.

Education System Overview

• Structure: The education system consists of six years of primary education, three years of junior secondary, and three years of senior secondary education, with the SSCE as the final exam.
• Basic Education: Compulsory and free for nine years (primary + junior secondary).
• Higher Education: Includes universities, polytechnics, professional institutes, and pre-service training centers, all under the National Council for Tertiary Education.
• Enrolment Trends: There has been steady growth in primary and secondary enrolment, with tertiary enrolment increasing slightly from 2.8% to 3.1% between 2003 and 2004.
• Gender Ratio: The ratio of girls to boys in primary and secondary education remained consistent at 0.9% in both 2003 and 2004.

ICT Infrastructure and Usage

• Telecom Sector: Ghana was one of the first African countries to liberalize its telecom sector, leading to significant progress in ICT infrastructure.
• Internet Access: In 2004, there were 368,000 internet users, with 1.72 internet users per 100 inhabitants.
• Computers per capita: Only 0.52 personal computers per 100 inhabitants in 2004.
• Fixed-line and Mobile Subscribers: Total fixed-line subscribers were 331,000, while cellular mobile subscribers reached 2,655,000.
• Access Disparities: There is a notable urban bias in ICT access, with the tertiary sector leading in infrastructure and usage, followed by secondary and primary education.

Current ICT Initiatives and Projects

• GeSCI (Global e-Schools and Communities Initiative): Aims to expand ICT deployment in schools and promote effective use for educational and community development.
• Nepad E-Schools: Supports six schools across six regions with ICT infrastructure, funded by HP, Microsoft, Oracle, and Cisco.
• Intel-Earning Centre: A pilot project at Accra Girls' Secondary School, establishing Africa's first WiMAX-connected school.
• Presidential Special Initiative on Distance Learning: Includes TV broadcasts and CD sales for mathematics, science, and English.
• HP Digital Community Centre (KNUST): Provides high-speed ICT infrastructure and community learning centers.
• Research and Educational Network (REN): Facilitates researcher collaboration with global institutions, funded by the World Bank/InfoDev.
• GIMPA Distance Learning Centre: Connects education stakeholders to a global knowledge exchange.
• APSnet: Twinning with international schools to foster teacher and student exchanges.
• Microsoft Partners in Learning: Supports schools with technology and training.
• Global Teenage Project: Uses the Internet and email to structure exchanges between schools and teachers.
• Innovative Best Teacher Award: Recognizes teachers who effectively use ICT in education.
• Catch IT: Encourages the development of ICT clubs in schools to prepare youth for ICT-related jobs.
• Expanding Education Networking: Involves 50 schools in various regions, promoting networked learning.

Factors Influencing ICT Adoption in Education

Key Information

• Ghana's education system is transitioning to a more structured and integrated approach with ICT.
• The tertiary sector leads in ICT deployment, with most universities and polytechnics having their own ICT policies and levies.
• Significant disparities exist in ICT access between urban and rural areas, and between public and private schools.
• The government is actively involved in promoting ICT in education, but implementation challenges persist.
• Several international and local initiatives are supporting the integration of ICT into education, though sustainability and coordination are ongoing concerns.

Conclusion

Despite progress, the implementation of ICT in Ghana's education system faces several challenges, including uneven access, low teacher capacity, and limited structured learning content. The policy framework is strong, but its success depends on effective coordination, adequate funding, and long-term sustainability strategies.