ABSTRACT: ICT (Information and Communication Technology) has potential to make educational resources accessible entirely. Therefore, knowledge is not limited to a geographical area and instrumental in offering options for information sharing, archiving, and retrieving. Thus, governments have to prioritize ICT education by supporting schools with materials for teaching and learning. The study aimed to document resources and materials available for teaching and learning of ICT in Atwima Nwabiagya District in Ghana. The study adopted case study design and a mixed method of data collection. In all, a total of 512 were recruited to be part of the study. The study found that the government of Ghana has failed to support schools with the needed resources for teaching and learning of ICT. Schools lack ICT labs, internet connection, and other resources needed to make teaching a success. The current resources available in schools will not make it possible for the country to achieve its objective with making ICT education possible for all children in basic schools in Ghana. Therefore, it is high time the government put in much resource in effort to make this policy a reality.

KEY WORD: Information and Communication Technology; Education; Students and Teachers; Resources Support; Implementation of Policy.

RESUME: “Upaya Pengimplementasian Kebijakan TIK (Teknologi Informasi dan Komunikasi) di Sekolah-sekolah Dasar di Ghana: Sebuah Penilaian terhadap Ketersediaan Fasilitas dan Sumber Daya untuk Keberhasilan Pendidikan TIK di Kabupaten Atwima Nwabiagya di Daerah Ashanti”. TIK memiliki potensi untuk membuat sumber daya pendidikan dapat diakses sepenuhnya. Karena itu, pengetahuan tidak terbatas pada wilayah geografis dan secara instrumental menawarkan pilihan untuk berbagi, mengarsipkan, dan mengunduh informasi. Jadi, pemerintah harus memprioritaskan pendidikan TIK dengan mendukung sekolah menyediakan bahan-bahan untuk mengajar dan belajar. Penelitian ini bertujuan untuk mendokumentasikan sumber daya dan bahan yang tersedia untuk mengajar dan belajar TIK di Kabupaten Atwima Nwabiagya di Ghana. Studi ini mengadopsi desain studi kasus dan metode campuran dalam pengumpulan data. Semuanya, sebanyak 512 orang direkrut untuk menjadi bagian dari penelitian ini. Studi menunjukan bahwa pemerintah Ghana gagal dalam mendukung sekolah dengan sumber daya yang dibutuhkan untuk mengajar dan belajar TIK. Sekolah kekurangan laboratorium TIK, koneksi internet, dan sumber daya lainnya yang dibutuhkan untuk membuat pengajaran sukses. Ketersediaan sumber daya saat ini di sekolah tidak memungkinkan bagi negara mencapai tujuannya untuk menjadikan pendidikan TIK memungkinkan bagi semua anak di sekolah-sekolah dasar di Ghana. Karena itu, sudah saatnya pemerintah memasukan banyak sumber daya dalam upaya menjadikan kebijakan ini menjadi kenyataan.

KATA KUNCI: Teknologi Informasi dan Komunikasi; Pendidikan; Murid dan Guru; Sumber Dukungan; Implementasi Kebijakan.

About the Authors: Maxwell Peprah Opoku and Eric Badu are the Lecturers at the Centre for Disability Rehabilitation Studies KNUST (Kwame Nkrumah University of Science and Technology), Kumasi, Ghana. Beatrice Atim Alupo is a Lecturer at the Institute of Governance, Humanities, and Social Sciences PAU (Pan African University), Soa-Yaounde, Cameroon. Corresponding author is: abizep4@yahoo.com

How to cite this article? Opoku, Maxwell Peprah, Eric Badu & Beatrice Atim Alupo. (2016). “Effort at Implementing ICT Policy in Basic Schools in Ghana: An Assessment of Available Facilities and Resources for Successful ICT Education within the Atwima Nwabiagya District in Ashanti Region” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.9(1) May, pp.183-194. Bandung, Indonesia: Minda Masagi Press and UPI Bandung, ISSN 1979-0112.

Chronicle of the article: Accepted (December 1, 2015); Revised (February 15, 2016); and Published (May 20, 2016).

Information and Communication Technology; Education; Students and Teachers; Resources Support; Implementation of Policy

Akyeampong, K. (2010). Educational Expansion and Access in Ghana: A Review of 50 Years of Challenge and Progress. London: DFID Publisher. Available online also at: http://r4.dfid.gov.uk/pdf/outputs/access [accessed in Kumasi, Ghana: December 20, 2015].

Almendarez, L. (2011). “Human Capital Theory: Implications for Educational Development”. Available online at: http://www.open.uwi.edu/sites/default/files/bnccde/belize/conference/papers2010/almendarez.html [accessed in Kumasi, Ghana: December 20, 2015].

Amanortsu, G., M.D. Dzandu & N.Y. Asabere. (2013). “Towards the Access to and Usage of Information and Communication Technology (ICT) in Polytechnic Education” in International Journal of Computer Applications, Vol.66, No.1.

Babbie, E.R. (2013). The Practice of Social Research. Belmont: Thomson Wadsworth.

Balanskat, A., R. Blamire & S. Kefala. (2006). “The ICT Impact Report” in European Schoolnet. London: Springer.

Bingimlas, K.A. (2009). “Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature” in Eurasia Journal of Mathematics, Science & Technology Education, 5(3), pp.235-245.

Butcher, N. (2010). ICT, Education, Development, and the Knowledge Society. Kumasi, Ghana: GESCI Publisher, No.281.29.

Creswell, J.W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches: London: Sage Publications.

David M. & C.D. Sutton. (2004). Social Research: The Basics. London: Sage Publications Limited.

D’Souza, D. et al. (2013). Educational Technology in Teaching and Learning: Prospects and Challenges. Patna: Patna Women’s College Publication.

Hennessy, S. et al. (2010). Developing Use of ICT to Enhance Teaching and Learning in East African Schools: A Review of the Literature. Cambridge, UK and Dares Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development-Eastern Africa.

Interview with Headmaster I, in Asoromanso, Ghana, on February 11, 2015.

Interview with Headmaster III, in Sepaase, Ghana, on February 13, 2015.

Interview with Headmaster V, in Abuakwa, Ghana, on March 11, 2015.

Interview with Headmaster VI, in Abuakwa, Ghana, on March 10, 2015.

Interview with Teacher I, in Nkawie, Ghana, on January 28, 2015.

Interview with Teacher II, in Nkawie, Ghana, on February 5, 2015.

Interview with Teacher VII, in Asoromanso, Ghana, on March 8, 2015.

Kaka, Saverinus. (2008). “The Role of ICT in Education Sector” in Victoria L. Tinio [ed]. ICT in Education. Onitsha, Nigeria: Africana–First Publishers Limited.

Kipsoi, E.J., J.K. Chang’ach & H.C. Sang. (2012). “Challenges Facing Adoption of Information Communication Technology (ICT) in Educational Management in Schools in Kenya” in Journal of Sociological Research, 3(1), pp.18-28.

Kotnik, P. & E. Hagsten. (2013). “ICT as Enabler of Exports”. Available online at: https://www.frbatlanta.org/-/media/Documents/news/conferences/2013/caed/E2Kotnik.pdf [accessed in Kumasi, Ghana: December 20, 2015].

Kozma, R.B. (2008). “Comparative Analysis of Policies for ICT in Education” in International Handbook of Information Technology in Primary and Secondary Education. London: Springer, pp.1083-1096.

MoE [Ministry of Education] of Ghana. (2013). Education Sector Performance Report. Accra, Ghana: Ministry of Education of Ghana.

O’Dowd, J. (2013). “Minister Emphasizes the Importance of ICT of Primary School Teacher Conference”. Unpublished Press Release. Available online also at: http://www.belfasttelegraph.co.uk/debateni/press-feed/minister-emphasises-the-importance-of-ict-at-primary-school-teacher-conference-29537469.html [accessed in Kumasi, Ghana: December 20, 2015].

Onwuegbuzie, A.J. & K.M. Collins. (2007). “A Typology of Mixed Methods Sampling Designs in Social Science Research” in The Qualitative Report, 12(2), pp.281-316.

Opoku, R.A. (2004). Ghana and ICT: Strides, Challenges, and the Way Forward. Kumasi, Ghana: GESCI Publisher, No.3(18).04.

Osuala, E.C. (2005). Introduction to Research Methodology. Onitsha, Nigeria: Africana–First Publishers Limited.

Pelgrum, W.J. (2001). “Obstacles to the Integration of ICT in Education: Results from a Worldwide Educational Assessment” in Computers & Education, 37(2), pp.163-178.

Prasad, C., P. Lalitha & P.V.N. Srikar. (2015). “Barriers to the Use of Information and Communication Technology (ICT) in Secondary Schools: Teacher's Perspective” in Journal of Management Research, Vol.7, No.2.

Prasadh, R.S. (2013). “Role of Information and Communication Technology in Education”. Available online at: http://www.languageinindia.com/feb2013/sivaprasadh.pdf [accessed in Kumasi, Ghana: December 20, 2015].

Sekyi, Acquah B.Y.S. (2012). “Status of Implementation of the ICT Curriculum in Ghanaian Basic Schools” in JAH: Journal of Arts and Humanities, Vol.1, No.3.

Tamakloe, A. (2014). “Innovative Mobile Library Brings Rural School Children ICT and New Educational Opportunities”. Available online at: http://library.ifla.org/867/1/144-tamakloe-en.pdf [accessed in Kumasi, Ghana: December 20, 2015].

UNICEF [United Nations International Children Emergency Fund]. (2012). “The Right of the Children with Disabilities to Education: A Right Based Approach to Inclusion Education”. Available online at: http://www.unicef.org/ceecis/UNICEF_Right_Children_Disabilities_En_Web.pdf [accessed in Kumasi, Ghana: December 20, 2015].

Uriah, J. & A. Wosu. (2012). “Formal Education as a Panacea for Sustainable National Development: A Thematic Discussion” in International Journal of Scientific Research in Education, Vol.5(2), pp.130-137.

Victor, S.R. (2013). “Teacher-Trainees Attitude towards ICT” in Journal of Education and Practice, Vol.4, No.1, pp.18-21.

Yin, R.K. (2009). Case Study Research: Design and Methods. London: Sage Publications.