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ICTs in rural Ghana: bringing schools and communities together?

Could information communication technologies (ICTs) improve learning in rural Africa? When exposed to new technology, how do children, adults and teachers use it to represent their lives and opportunities?

Research from the University of Sussex’s Centre of International Education shows what happened when residents of a Ghanaian village were given their first chance to collect and show digital images of their lives. The study not only brought out attitudes towards ICTs and the community’s problematic interaction with currently available schooling, but also explored the implications of technological change for development initiatives.

Ethnographic research in the community painted a bleak picture of demoralisation and under-resourcing of education. Teachers posted to the village feel disappointed and uncommitted. They are often absent. Pupils are mostly unable to follow lessons, due to problems such as the lack of understanding or coverage of previous work and difficulty in understanding English, the language of instruction. Corporal punishment is frequent. Many children – especially girls – drop out or attend infrequently because they and their families see few real returns to basic schooling.

It is not the lack of schools that is affecting enrolment and retention, so much as the decision of families not to invest in ‘worthless’ goods. The quality of the schooling available is not worth the effort and commitment needed from parents and children. Decentralisation of education is not working as the community involvement it depends on comes from a misplaced, over-romanticised view of what motivates communities.

The report also notes that in the village:

successful education is equated with examination passes and migration to towns
parents feel that schools and teachers are responsible to the state, not to them
migration means that people do not necessarily wish to invest in the community where they live and educate their children
erosion of traditional matrilineal family structures (where descent is traced through mothers and their blood relatives) means that the responsibility for children’s care and education is often blurred.

Could ICTs revive faith in education? The report highlights the enthusiasm with which villagers embraced opportunities provided by the project, developed positive images of their way of life, valued local knowledge and took pride in links to a prestigious global community.

The research is not optimistic about the capacity of information technology to bridge the digital divide either globally or within low income countries. However, within a context where technology is available it has some important suggestions for practice. It speculates on how accessible village information technology centres – powered by solar power and satellite communication technology – might catalyse community spirit and inspire culturally appropriate virtual learning environments (VLEs) based on user participation and interaction.

Greater access to ICTs might also enable schools to tackle parts of the curriculum – such as health education around HIV/AIDS – that are difficult to deliver by conventional methods. Dispersed families could keep in touch and farmers access vital marketing information. ICTs could motivate teachers to stay in the profession and further their own education even when living in rural areas.

Making a reality of this dream will require Ghanaian education planners to:

link community and school development initiatives more closely
do more to make school management committees representative and encourage greater participation of women
ensure that experimental and pilot work in using ICTs in schooling prioritises teacher training
realise that 'media literacy' is about helping people to actively create and work with, not just passively consume, media products
explore how the public and private sectors might work together with the donor community.

Source(s):
‘Understandings of education in an African village: the impact of information and communication technologies’, Report on DFID research project ED2000-88, by J Pryor and J Ghartey Ampiah, April 2003 Full document.

Funded by: DFID Education (ED2000- 88)

id21 Research Highlight: 2 October, 2003

Further Information:
John Pryor
Centre for International Education
University of Sussex
Brighton BNI 9RE
UK

Tel: +44 (0) 1273 877144
Contact the contributor: j.b.pryor@sussex.ac.uk

Centre for International Education, University of Sussex, UK

Joseph Ghartey Ampiah
Institute of Education
University of Cape Coast
University Post Office
Cape Coast
Ghana

Tel: +233 (0) 42 33 793
Fax: +233 (0) 42 33 793
Contact the contributor: ieucc@africaonline.com.gh

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