Inquiry Blog Post 4 - Ghana and "The Coding Caravan" in Context

(CNR)

Since 2019 our district T-L's have been donating weeded books to schools in Ghana. A former Surrey Schools student of Ghanian heritage leads the project, finding particular schools to supply with these collections. At the last update, she had supplied two schools and was working on partnering with a third school for our next shipment of books.  

Having taken part in weeding our collection and filling up a “Books for Ghana” box myself last year, I am confident that these books are good tools for learning, but certainly do not equal a complete and current set of resources! We do follow guidelines to make sure we aren’t sending “spoiled milk” - outdated or innappropriate titles – yet our collection has its limitations in the first place. There is only so much we can send.  

This week’s prompt gives me a chance to look into the bigger picture of libraries in Ghana. What else do learners have access to, beyond the boxes we send? 

A quick search brought me to the impressive Ghana Library Authority website. Their home page boasts “a view to achieving growth, diversifying delivery channels, radical redesign of library services.” This is in line with the goal of “greater and more democratic access to information” (Module 8). First under the GhLA’s “Programmes” is Edmodo Ghana: “a Ministry of Education digital learning initiative designed to connect Ghanian learners to their teachers and ensure continuity in their education” (Edmodo Ghana). The collaboration between the Library Authority and Ministry of Education is a positive; partnerships can keep everyone more connected to more resources. A free digital platform is on offer. Do learners have access to devices at school or home to engage and practice those digital skills? 

Michael Agyemang Adarkwah gives a current perspective on the “effectiveness and barriers” (1667) around ICT in Ghana. Access to devices was a focus up to 2013: 

The Ministry of Education of Ghana introduced the “one laptop, one student” policy where 1,000 laptops were dispensed to 30 schools (three schools in each region) across the country (Education Sector Performance Report, 2010). Another 60,000 laptops were also purchased to be distributed to 2500 junior high schools (Education Sector Performance Report, 2012). (1667) 

Since, “barriers to e-learning program[s]” include “slow and unreliable network connections” and “lack of constant supply of electricity and internet access in rural communities” (1670). Adarkwah raises a good point, that both infrastructure and culture are needed for successful ICT education: “One of the first steps to ensure successful ICT integration is to consider the structural (availability of resources and classroom space, availability of ICT support and maintenance) and cultural (mission and vision of the school for ICT integration) elements of the school where ICT is being integrated” (1670). It is apt that his “Post Covid-19 strategies to promote E-learning" begins with “Providing electricity” and “Fostering acceptance of e-learning" - the structural and the cultural.   

It seems like Ghana is positioned to refocus the efforts of stakeholders on solid ICT implementation. Covid-19 tested learners’ relationships with technology, revealing limitations and barriers. We are more aware of the holistic approach that is needed. Now, to “implement realistic and rigorous ICT policies to ensure effective online learning where the needs of both urban, urban poor, and rural students are taken into consideration” (1681).  

Martin Agyeman makes the suggestion, "Government may form partnership with IT training institutions," along with the ideal of "computers or laptops provided to schools [that] are technology compliant, modern and child-friendly facilities which can support teaching and learning in all basic schools in Ghana." Again we see the need for holistic implementation: different facets of the community working in concert, and responsiveness to learner engagement. Significantly, his article, appearing in The Business & Financial Times Online, advocates for the issue in a less academic, more visible forum.

Here is something that responds to the concerns above: "The Coding Caravan." It is a project of Coding Education for Ghana. The program prizes "fostering closer collaboration among education providers, policymakers, and other relevant stakeholders in ICT in Ghana, with private sector organizations" (IIPGH). This video shows the barriers discussed above, and this group's efforts towards a solution.

Works Cited 

Adarkwah, Michael Agyemang. “’I’m not against online teaching, but what about us?’: ICT in Ghana post Covid-19.” Education and Information Tehcnologies 26, 2021. “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 | SpringerLink 

Agyeman, Martin. "The impact of ICT training in basic schools." The impact of ICT training in basic schools - The Business & Financial Times (thebftonline.com). Accessed 27 Oct. 2022.

CNR. CitiNewsroom. ICT in schools | Citinewsroom - Comprehensive News in Ghana. Accessed 27 Oct. 2022.

Dickinson, Gail. “Crying over Spilled Milk.” Library Media Connection 23 (7), 2005. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=20916512-f4c9-471f-add5-e96dd51db0c2%40redis  

Ghana Library Authority. Ghana Library Authority. https://www.library.gov.gh/. Accessed 26 Oct. 2022. 

Institute of ICT Professionals Ghana (IIPGH). "Coding Education for Ghana program." Coding Education for Ghana Program - Institute of ICT Professionals, Ghana (iipgh.org). Accessed 27 Oct. 2022.

Ministry of Education, Republic of Ghana. “Edmodo Ghana.” https://www.edmodo.com.gh/. Accessed 26 Oct. 2022.