Access to Electricity in Ghanaian Basic Schools and ICT in Education Policy Rhetoric: Empirical Quantitative Analysis and Access Theory Approach

Abstract

The attempt to integrate ICTs into the education system in Ghana has existed close to two decades following the adoption of the ICT for Accelerated Development (ICTAD) policy in 2003. However, empirical quantitative studies to analyse the access of basic schools to electricity, which is the major power of technology devices, over the period appear non-existent. This article is a descriptive quantitative analysis of basic school access to electricity for the academic years 2010 / 2011 to 2017/2018 using secondary data obtained from the Educational Management and Information System (EMIS) through the lens of Access Theory. The study was undertaken using secondary educational statistical data and document reviews as data sources. The results of the data analysis indicate a low electricity access rate in basic schools in the Northern Region of the country. The study concludes that the gap between the ICT in education policy rhetoric and the reality in ICT for education (ICT4E) at the Ghanaian basic school level appears unhealthy and requires stakeholders’ immediate attention to realize the desired impact of ICT in education policy if the goal of the country to achieve the Sustainable Development Goals 4 and 10 need to be success. The findings of these studies provide valuable insights for policymakers and education stakeholders in designing effective policies and interventions to improve access to electricity and promote the integration of ICT in basic education.