The country has made significant progress in recent years in the area of information and communication technology (ICT), which has played a major role in its economic development. In Ghana, ICT is viewed as a key enabler for economic growth and is being integrated into various sectors of the economy, such as education, health, agriculture, and finance (Ministry of Education – UNESCO, 2008). The government of Ghana has implemented several initiatives to promote the use of ICT in the country, including the development of an enabling environment for the growth of the ICT sector and the expansion of broadband internet access across the country.
As a result, Ghana has become a hub for ICT innovation in West Africa (Modern Ghana, 2019).The government has also played a crucial role in promoting the development of the ICT sector through initiatives such as the establishment of innovation hubs and the implementation of e-governance systems. This has not only facilitated the growth of the ICT sector but has also opened up opportunities for economic development and improved quality of life for the people of Ghana.
Information and Communication Technology (ICT) education has gained increasing recognition as a crucial aspect of education in Ghana. The integration of ICT into the curriculum has been seen as a way to enhance teaching and learning, as well as prepare students for the modern world. The government of Ghana has made significant investments in ICT infrastructure and initiatives to promote ICT education in schools (ModernGhana, 2019). This has led to the development of various programs and initiatives aimed at equipping students with the necessary skills and knowledge to thrive in a digital world. Despite these efforts, challenges still remain in the implementation of ICT education in Ghana, including a lack of trained teachers, inadequate infrastructure, and a lack of access to technology for many students (IIPGH, 2020). However, with continued efforts and investment, it is hoped that ICT education in Ghana can continue to grow and support the development of a technologically-advanced and skilled workforce (IIPGH,2020).
In modern times, the rise of the COVID-19 pandemic has made it extremely necessary to incorporate ICT into the Education System. The government of Ghana has mentioned in the Digital Economic Policy (2022) that the government would continue to intensify the quest for digital literacy.
According to the Ghana Living Standards Survey (GLSS) conducted by the Ghana Statistical Service in 2018, about 70% of Ghanaians are considered digitally literate. This means that they possess the necessary skills and knowledge to use digital technologies effectively for various purposes such as accessing information, communication, and conducting transactions (GLSS 7,
2017).
However, there is a significant gender gap in digital literacy levels in Ghana. The GLSS data shows that 77% of men are digitally literate compared to 63% of women. This gap is even wider in rural areas where only 58% of women have the necessary digital skills compared to 71% of men (GLSS 7, 2017). Additionally, there are disparities in digital literacy levels across different
age groups. Over 80% of individuals between the ages of 15-24 are digitally literate, while only 52% of those over the age of 65 possess the necessary skills (GLSS 7, 2017). The government of Ghana has recognized the importance of digital literacy and has implemented several initiatives to promote it. The National Digital Literacy Program, launched in 2013, aims to provide digital literacy training to 10 million Ghanaians by the year 2030. Overall, while digital literacy levels in Ghana have improved in recent years, there is still a need for continued efforts to address the gender and age-based disparities in digital literacy.
According to a recent study, only 44% of schools in Ghana have access to computers, and only 38% have access to the internet. This lack of access to technology in schools has led to a significant gap in ICT education in the country. Additionally, only 53% of teachers in Ghana have received any training in ICT, making it difficult for them to effectively integrate technology into their classrooms. This lack of training has also contributed to the low levels of ICT literacy among students in Ghana, with only 22% of students having basic ICT skills.
The situation is particularly dire in rural areas, where only 30% of schools have access to computers and only 25% have access to the internet. This lack of access to technology in rural schools has led to a widening gap in ICT education between urban and rural areas (Enu et al.,2018).
To address these challenges, the government of Ghana has launched several initiatives to improve ICT education in the country. This includes providing more training for teachers and increasing access to technology in schools, particularly in rural areas.
Despite these efforts, the gap in ICT education in Ghana remains a significant challenge. It is essential that more resources are dedicated to improving access to technology and training for teachers in order to ensure that all students in Ghana have the opportunity to develop the necessary ICT skills for the modern world (Enu et al., 2018).