Relevant bibliographies by topics / Educational technology - Ghana

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational technology - Ghana'

Author: Grafiati
Published: 11 December 2022
Last updated: 26 January 2023

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Journal articles on the topic "Educational technology - Ghana"

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Akanpaadgi, Emmanuel. "Organizational Learning in Public Tertiary Educational Institutions." Archives of Business Research 8, no. 5 (May 25, 2020): 165–68. http://dx.doi.org/10.14738/abr.85.7985.

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The study sought to examine how public tertiary educational institutions in Ghana can make use of organizational learning in order to improve upon their performance. Although organizational learning has proven to be beneficial to some organizations, it is not being utilized by public tertiary educational institutions in Ghana. The phenomenological research methodology was used to describe the experiences of the researcher in relation to the subject. Secondary data was also reviewed and analysed. The study concluded that for public tertiary educational institutions in Ghana to benefit from organizational learning, they must fully embrace Information Communication Technology while appointing leaders who understand the need to adopt organizational learning as a means of encouraging teamwork.
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Larbi-Apau, Josephine A., Ingrid Guerra-Lopez, James L. Moseley, Timothy Spannaus, and Attila Yaprak. "Educational Technology-Related Performance of Teaching Faculty in Higher Education." Journal of Educational Technology Systems 46, no. 1 (January 10, 2017): 61–79. http://dx.doi.org/10.1177/0047239516685849.

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The study examined teaching faculty’s educational technology-related performances (ETRP) as a measure for predicting eLearning management in Ghana. A total of valid data ( n = 164) were collected and analyzed on applied ISTE-NETS-T Performance Standards using descriptive and ANOVA statistics. Results showed an overall moderate performance with the highest recorded for technology operation and concepts and the lowest for observance of social, ethical, legal, and human factors. Effects of age and academic discipline on ETRP were significant but gender and professional status had no significant effects.
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Amoako – Ohene, Kwasi, Nana Ama Pokua Arthur, and Samuel Nortey. "Museums: An institution for knowledge acquisition – A spotlight on the museum education in Ghana." International Journal of Technology and Management Research 5, no. 2 (July 11, 2020): 10–23. http://dx.doi.org/10.47127/ijtmr.v5i2.86.

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Museums, just like formal institutions of learning always have understood that conserving collections for study and exhibition can be an important part of the educational process. Since 1957, Ghana has established several museums under the Museums and Monument Board. These museums just like others are required to play a great deal of role in the social, educational, economic development of a nation. However, it is distressing to note that with the highly endowed museum assets of Ghana, such as the Cape Coast Castle Museum, Ghana National Museum, Fort Appolonia Museum of Nzema History and Culture, the Elmina Castle Museum, Ho Museum, Bolga Museum, Wa Museum, The Head of State Museum and Museum of Science and Technology both in Accra, there has been little contributions to Ghana’s Gross Domestic Product. Significantly, visitor experience and satisfaction is very low. In this view, this study sought to investigate educational activities of Ghana Museum and Monument Board (GMMB) and inquire into their educational activities. Employing qualitative approaches, the study used a triangulation of observations, interview and focus group discussion to assemble data from these museums. In conclusion, the museums provide some sort of education but there is no formalized educational framework serving as a guide. They mainly employ monotonous experience of guided and self-guided gallery tours, and occasionally, the museum curators and educators organize a oneoff programme such as an outreach to schools and special exhibitions as well as seminars. Recommendations to strengthening museum education in Ghana are addressed Citation: Kwasi Amoako – Ohene, Nana Ama Pokua Arthur, and Samuel Nortey.Museums: An institution for knowledge acquisition – A spotlight on the museum education in Ghana, 2020 5 (2): 10－23. Received: March 3, 2020 Accepted: June 30, 2020
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Ampofo, Justice Agyei, and Isaac Mantey. "DETERMINANTS OF MORTGAGE LOAN REPAYMENT IN GHANA." Finance & Accounting Research Journal 3, no. 4 (December 19, 2021): 75–89. http://dx.doi.org/10.51594/farj.v3i4.266.

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The housing deficit in Ghana is an issue of concern for all. This study sought to analyse the determinants of the repayment of mortgage loans in Ghana. The study used both secondary and primary data. The mixed-method approach was used for the study. The data collection instruments were interviews, focus group discussions and questionnaires. The study revealed that socio-demographic characteristics of respondents, sex distribution of respondents, educational level of respondents, marital status of respondents, occupational status of respondents, household size of respondents, the income of respondents are some of the factors that affect the repayment of mortgage loans in Ghana. The study revealed that borrowers who earned higher income had a better repayment performance as compared to low income earning borrowers. In addition, higher household sizes have lower repayment capacity and lower household sizes have higher repayment capacity. The study recommends that the government of Ghana should institute state bodies responsible for providing liquidity to mortgages and mortgage properties and buying mortgages during periods of rising interest rates is a way of creating a secondary mortgage market for the Ghanaian mortgage industry. Keywords: Determinants, Mortgage, Repayment, Ghana.
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Issaka, Yakubu Balma, George Nyarko, and Doris Quaidoo. "FACTORS INFLUENCING TECHNOLOGY ADOPTION BY TRADITIONAL AFRICAN VEGETABLE FARMERS IN NORTHERN GHANA." UDS International Journal of Development 8, no. 1 (November 8, 2021): 474–87. http://dx.doi.org/10.47740/563.udsijd6i.

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The production of traditional African vegetables is an age-old tradition among the people of the northern region of Ghana. However, the knowledge base of traditional African vegetable production remains local due to a lack of research and policy support. Therefore, the adoption of improved technology among traditional vegetable farmers is generally low and impedes efforts to promote widespread cultivation, consumption and even commercialisation. This study aims at clarifying potential factors that determine the adoption of technologies by traditional African vegetable farmers in the northern region of Ghana. One hundred and five (105) respondents in five communities and across two administrative districts in the northern region were selected for an in-depth survey using a combination of quantitative and qualitative data collection methods. In addition, a logit regression was used to determine the effect of various factors on technology adoption by farmers. Among the factors, the educational level of a farmer, access to credit, farm size, experience in farming and access to extension support were found to be important factors affecting the decision of traditional African vegetable farmers to adopt improved technology. The results of this study can help enhance the effectiveness of policy re-orientation towards a more effective commercialisation of traditional African vegetables in Ghana and elsewhere.
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Boateng, Fred K., and Uttam Gaulee. "From Studentship to Academia." Journal of Underrepresented & Minority Progress 3, no. 1 (April 27, 2019): 67–86. http://dx.doi.org/10.32674/jump.v3i1.1077.

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At all levels of education in the Science, Technology, Engineering, and Mathematics (STEM) disciplinary fields, there are disparities in participation according to gender. This study explores the educational and professional experiences of female faculty in STEM in universities in Ghana. In-depth semi-structured interviews were undertaken employing 20 participants from universities in Ghana. Findings indicate that despite their success fueled by the support system available to them, gender disparities, fostered by patriarchy, characterized their educational and professional experiences. Their gendered experiences exacerbated in the higher education workplace as some sources of support turned to be sources of gender discrimination. This was because they were perceived as threats to the patriarchal status quo as they surged in the academic STEM trajectory.
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Kumi-Yeboah, Alex. "Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment." Urban Education 55, no. 5 (August 24, 2016): 753–82. http://dx.doi.org/10.1177/0042085916660347.

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Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.
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Taley, Isaac Bengre, and Matilda Sarpong Adusei. "Junior high school mathematics teachers’ knowledge in calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.

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Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
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Owusu-Manu, D., D. J. Edwards, S. K. Afrane, I. K. Dontwi, and P. Laycock. "Professional Doctoral Scholarship in Ghana." Industry and Higher Education 29, no. 3 (June 2015): 197–207. http://dx.doi.org/10.5367/ihe.2015.0257.

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The constantly evolving paradigm of 21st century educational offerings and the growing demand for ‘professional practice’ research degrees have raised concerns about the relevance of the traditional ‘theoretical’ PhD award. To meet this growing demand, and address these concerns, alternative routes to achieving the doctoral award have been developed (such as EngD and DBA). However, many higher education institutions in developing countries have not responded to the new demand. Against this contextual background, this paper reports on a case study of the recently established Centre for Doctoral Training in Business, Enterprise and Professional Studies (CDT-BEPS) at Kwame Nkrumah University of Science and Technology (KNUST), Ghana. The CDT-BEPS embraces five development stages of professional doctoral training and learning skills sets: business; research; creativity; transferability; and evidential learning. The framework for developing the CDT-BEPS was validated using feedback from an international panel of experts encompassing academics, researchers, students and practitioners. It is argued that the research findings may be useful for other HEIs in developing countries currently exploring alternative routes for doctoral training. It is noted that further research is required to establish strategic collaborative and operational frameworks to support the CDT-BEPS and its long-term sustainability.
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Tanye, Hannah Ayaba. "Quality eLearning in Distance Learning: Benefits and Implications for National eLearning Policy in Ghana." International Journal of Multicultural and Multireligious Understanding 4, no. 3 (June 6, 2017): 1. http://dx.doi.org/10.18415/ijmmu.v4i3.73.

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The continual innovation in technology has ripple effect on the way services are offered and undoubtedly has affected educational policies leading to educational reform. Governments, including the Government of Ghana have shown support to Universities in their implementation of eLearning. However, there is gap in the eLearning practice in Ghana. A well structured eLearning system with a supervisory role of Government and support system from university management for eLearners is little to none. How should online course be accredited? What pedagogy would ensure that the impact of skills and knowledge are not compromise for distance learners? What security measures should be put in place to ensure that learner’s data is secured? How Universities collaboration challenges can be minimized? and How students’ satisfaction level of eLearning system can be enhanced? This study seeks to answer these questions as a basis for eLearning policy debate at the National level.
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Dissertations / Theses on the topic "Educational technology - Ghana"

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Brion, Corinne. "Low-Fee Private Schools in West Africa| Case Studies From Burkina Faso and Ghana." Thesis, University of San Diego, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260352.

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Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning.

Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining 6 schools, 3 in Burkina Faso and 3 in Ghana, West Africa. This investigation explored: (a) if and how learning transfer took place after the leadership training; (b) what promoted and hindered learning transfer in both countries; and (c) if the use of a text message intervention after the training enhanced learning transfer. The sample consisted of 13 West African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer.

The findings demonstrate that learning transfer occurred in both countries in all six schools. Data indicate that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggest that the facilities in which the trainings took place, the facilitators’ dispositions and knowledge as well as the adequacy of the materials and the follow-up of the mobile text messaging intervention assisted the participants in transferring knowledge to their schools following the training. Participants also indicated some inhibitors to the transfer of learning such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in developing countries and provides suggestions for trainers and teachers who facilitate trainings.

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Boateng, Beatrice A. "TECHNOLOGY IN EDUCATION: A CRITICAL SOCIAL EXAMINATION OF A RURAL SECONDARY SCHOOL IN GHANA." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1173865072.

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Larbi, Edward. "Causes of Student Underachievement in Northside New Era Secondary School in Ghana." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/308.

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This study focused on the causes of student underachievement in a selected high school in Ghana. The anonymous name chosen for the school was Northside New Era Secondary School. The participants in the study were administrators, teachers, and students. They were selected from the same school where the researcher conducted the study. The school was located in the Northern Region of Ghana. It had proven records of underachievement compared to other schools in the country according to the Ministry of Education's recent statistical report on education. The criterion for measurement was based on the results of the final examination conducted by the West African Examinations Council (WAEC) for the years 1996 to 2000. The study employed a qualitative methodology to examine student learning. A list of guiding interview questions were developed and validated prior to the study. Seven categories were identified to be the main contributing factors to student underachievement in the school. The categories fell under two main themes: external and internal factors of underachievement. The external factors included the lack of government intervention in the provision of educational materials, the socio-economic background of people in the demographic settings, unworkable educational policies, and poor working conditions for teachers and administrators. The internal factors were comprised of the apathy and passivity with which teachers conducted themselves in the school, parents' beliefs and psychological underpinnings of what an ideal school should be, and the school's lack of educational resources. This study found that both external and internal factors contributed significantly to student underachievement in schools. Participants' knowledge of the implications of the themes, and their understanding of all the educational stakeholders' role in the provision of a sound-learning environment in the school became the bedrock of the study. The researcher challenges all educational authorities everywhere, especially those in the third world countries, to consider student academic achievement as a major priority, necessary for strong nation-building into the 21st century and beyond.
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Yidana, Issifu. "Faculty Perceptions of Technology Integration in the Teacher Education Curriculum: A Survey of Two Ghanaian Universities." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178570000.

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Yakah, Jemima Abena. "Faculty perceptions about attributes and barriers impacting the adoption and diffusion of Web-Based Educational Technologies (WBETs) at the University of Cape Coast and the University of Ghana, Legon." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4264.

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The purpose of this study was to determine faculty perceptions about factors impacting the adoption and diffusion of Web-Based Educational Technologies (WBETs) at the University of Cape Coast and the University of Ghana, Legon. This study, based on Rogers’ theory of adoption and diffusion, is a modified replication of a study by Li (2004), in the context of Ghana. Data were collected with a modified instrument created by Li (2004), from 61 teaching faculty out of a target accessible population of 200. The instrument comprised of four sections: The first, was used to collect data about faculty stage in the innovation development process. The second was used to collect data describing five attributes (relative advantage, compatibility, complexity, trialability, and observability) impacting the adoption and diffusion of WBETs. The third was used to collect data about ten barriers (concerns about time, concerns about incentives, program credibility, financial concerns, planning issues, conflict with traditional education, fear of technology, technical expertise, administrative support, and infrastructure) impacting the adoption and diffusion of WBETs. The fourth section was used to collect data on personal characteristics of the faculty. Descriptive, correlational and regression analyses were used to examine relationships between faculty personal characteristics, stage in the innovation-decision process, and perceptions of attributes and barriers impacting the adoption and diffusion of WBETs. From the descriptive results, respondents perceived ‘relative advantage’ and ‘observability’ as the two most important attributes that impact the adoption and diffusion of WBETs. Infrastructure, financial concerns, and technical expertise were perceived as posing moderate to strong barriers to the adoption and diffusion of WBETs. Only compatibility (attribute) and technical expertise (barrier) had statistically significant correlations with faculty stage in the innovation decision process. The attributes and barriers altogether explained only 10.6% and 17.3% respectively of faculty stage in the innovation-decision process. Of the eight personal characteristics examined, only ‘experience with WBETs’ had a statistically significant correlation with faculty stage in the innovation-decision process. Recommendations to administrators and policy makers include allocating investments and resources that promote attributes and eliminate barriers, and conduct further research into factors that affect the adoption and diffusion of WBETs.
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Awidi, Isaiah T. "E-learning implementation strategies for an ICT-challenged environment : case of the University of Ghana, Legon." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/573.

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E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments. The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve teaching and learning. The argument underlying this research is that successful e-learning is based on an institution’s capacity and how effectively the available resources are mobilised, coordinated and managed to develop skills and competencies. Synthesising the theoretical models of Rogers’ Diffusion of Innovation Adoption Model (2003), Collis and Moonen’s 4-E model (2001), and other institutional experiences of e-learning implementation, this thesis argues that there are three thematic domains (Institution, People, and Technology) that e-learning implementation must focus on. The results of this research show that acquiring technology infrastructure, organising workshops, and asking users to accept and adopt e-learning is not enough to promote and achieve a successful e-learning implementation. Policies, objectives, and strategic level checklists are critical for success using the framework developed in this thesis for ICT-challenged environments.
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Adabor, James Kofi. "An Investigation into Elementary School Teachers' and High School Mathematics Teachers' Attitudes Towards the Use of Calculators in Mathematics Instruction and Learning: A Study of Selected Schools in Ghana." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210367584.

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Karikari-Ababio, Matthew. "A case study of the development of science, technology and innovation policy at the higher education level in Ghana." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46988/.

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It has been nearly fifty-four years since Ghana nursed the dream of rapid social and economic development through science, technology and innovation. Ghana is yet to experience technological transformation to the level of other countries with which she was at par at the time of her independence. Gaps in understanding still remain in the Ghanaian experience in the development of Science, Technology and Innovation (STI) policy. As such, a radical reform of the systems to help in the restructuring and transforming the economy is still lacking. In 2010 the government of Ghana developed an STI policy. The aim of this policy is to address all sectors of the economy in order to achieve growth and economic transformation. Analytically, the thesis takes a critical perspective to situate Ghana's socio-economic and political history in the discourses of the dependency theory framework and to examine how the STI policy at the higher education level in Ghana was formulated and how this had privileged different interests and what the implications are for the country. Mindful of the gaps and historic policy flows, the study took advantage of the researcher's insider position as an education expert and experience as the government policy developer. With this position and experience, the researcher orientation from the perspectives of policy-makers in Ghana was qualitative research methodology that focused on a case study approach, documentary analysis linked to a critical discourse analysis, observations, semi-structured and informal interviews and the use of a research diary to collect field data. The field data collected for the empirical analysis were documentary data, interview transcripts, interview notes, observation data and field notes. In a constructivist analysis, the interpretive paradigm approach, the notion of triangulation and reflexivity helped not only to privilege the multiple perspectives but to also illuminate the complexity and differences among the participants and other data sources to improve the quality of the data analysis. The research found that in Ghana's trajectory to modernity through education, the country was marginalised in technology by the advanced capitalist nations to produce low-skilled personnel to be exploited by corporations. Further, the government subcontracted the World Bank and UNCTAD to produce the 2010 STI policy to the neglect of its established institutions. This makes it difficult for the country to pursue an independent reflationary STI policy. Moreover, the documentary analysis of the policy revealed that the government of Ghana had focused mostly on basic education to the detriment of higher education and STI policy to further marginalise the country in technology to produce a low-skilled Ghana to be exploited by corporations. The implication is Ghana to restructure the content of education to build a solid foundation for the development of the STI policy in the country. The study, therefore, provides a solid critique of the country's economic policy and international commitments that perpetuate a dependent model of development to the neglect of STI policy in Ghana. In the wake of the new STI policy development paradigms, the study suggests the need for a shift in paradigm from poor interactive learning space to rich interactive learning space, an interactionist model approach underpinned by a rich interactive learning space as an analytical tool and a guide for STI policy formation in Ghana.
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Rossman, Breanna Faye. "Entrepreneurial Tech-Ed. : using technology to fuel income generation education in rural Ghana/." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/87149.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2014.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Page 133 blank. Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 129-132).
This thesis investigates how decentralization of development occurs through merging small-scale technology hubs into the rural West African fabric by integrating with the secondary school system. This model redefines the structure of education in Ghana by establishing a programmatic fusion to create a relationship between education and entrepreneurialism. Encouraging a decentralized approach to regional development through a system of satellite tech hubs linked to secondary school campuses, the design formulates an architectural strategy that creates a platform for funding Ghanaian education. By re-envisioning the senior secondary school as a technology and innovation research campus, the thesis becomes a site for testing new programmatic relationships within an educational environment. This includes the combination of programs such as classrooms with testing labs, a technology center that accommodates vocational training for students and community members, and an income-generating agricultural production system, in order to create a self-sustaining, entrepreneurial education system and technology-centered secondary school. This 'tech-ed' design prototype will act as an advocate for reform through designing the liaison between the trending multi-billion dollar tech hubs and the destitute educational system of Sub-Saharan Africa.
by Breanna Faye Rossman.
M. Arch.
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Wurah-Norgbey, Enyonam. "Women in Science and Technology in Higher Education in Ghana: Policy Environments and Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39669.

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In the current era of globalization, knowledge-based innovations are critical for socio-economic development. In most African countries, however, the level of African-based research and development is minuscule. In addition, there continues to be a considerable gender gap in higher education throughout Africa, where male enrolments far outweigh female enrolments, particularly in the science and technology (S&T) fields. This gender discrepancy has raised concerns about the factors that underlie reduced female enrolment in S&T programs in African universities. Equally intriguing, in view of the relative scarcity of women in the S&T fields, there is surprisingly little knowledge concerning the attributes and the experiences of those African women who do enrol and teach in S&T fields, and who thus can serve as role models for younger girls who have an interest or the potential for pursuing studies in these fields. In Ghana, although policy initiatives have been undertaken to increase women’s participation in higher education, women remain underrepresented in science and technology (S&T) fields, particularly, at the graduate education level. To gain a better understanding of how some women have overcome longstanding obstacles to gender equality in S&T, my dissertation focused on the evolving status of 24 African women in three S&T graduate education programs – Africa Centres of Excellence (ACE) – in two universities in Ghana. To shed light on the factors that facilitate or hinder women’s participation in S&T graduate programs, a qualitative inquiry, into the experiences and perceptions of these women was undertaken. The conceptual framework presents the sequence of three approaches: (a) advocacy to raise consciousness about underlying gender-disparity issues; (b) a gender-affirmative-action approach to recruit and train a critical mass of female scientists and researchers; and (c) promotion of gender mainstreaming as a way of bringing gender perspectives into the universities’ cultures. This framework has been complemented by the structuration theory that has been useful in illuminating the experiences and perceptions of the women in the S&T ACE graduate programs in Ghana. These conceptual and theoretical frameworks have helped elucidate how the development and effective implementation of gender policies and procedures can lead to the transformation of institutional, social and global structures. Structures in turn can impact women’s agency and help overcome gender disparity in S&T higher education. The analysis of the women’s stories provided insights into the intersection of gender, socio-cultural factors, organizational cultures, and how gendered challenges impacted the professional aspirations of the women academics in the two public universities studied in Ghana. Beyond a better understanding of women’s experiences, this study helps us understand gender inequalities and the societal norms and practices, as well as patriarchal forces that permeate societies and impose structural barriers to women’s advancement. The study also helps to address a major research gap concerning the forces that affect, for better or worse, women’s experiences and potential academic contributions in S&T in Ghana and elsewhere in the world and adds to the broader literature on women’s experiences in male-dominated fields.
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Books on the topic "Educational technology - Ghana"

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Dakubu, M. Information communications technology development strategy plan in the tertiary education sector in Ghana: Study project commissioned by the National Council for Tertiary Education (NCTE) and submitted to the NCTE. Accra: National Council for Tertiary Education, 2002.

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African Regional Conference of Vice-Chancellors, Provosts, and Deans of Science, Engineering, and Technology (1st 2005 Accra, Ghana). 1st African Regional Conference of Vice-Chancellors, Provosts, and Deans of Science, Engineering, and Technology: [COVIDSET 2005] : La Palm Beach Hotel, Accra, Ghana, 15-17 November 2005 : theme, The state of science and technology training institutions : programme and abstracts of papers. Nairobi: ANSTI, 2005.

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Forum for Agricultural Research in Africa, ed. Integrating research, extension and education in the CAADP country process for increased agricultural productivity in Africa: Report of the Second Annual Dialogue of Ministers of Agriculture, Science and Technology, FARA Secretariat, Accra, Ghana, 18-19 April, 2012. Accra, Ghana: FARA, Forum for Agricultural Research in Africa, 2012.

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Olivia Adwoa Tiwaah Frimpong Kwapong. Reaching the Unreached: ICTs and Adult Education for the Empowerment of Rural Women. University Press of America, Incorporated, 2012.

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Book chapters on the topic "Educational technology - Ghana"

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Allotey, Princess, and Sarah Murray. "Supporting the Development of Information Communication Technology Education in Ghana." In Learning, Design, and Technology, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-17727-4_168-1.

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Anapey, Gideon Mensah, and Simon-Peter Kafui Aheto. "Distance Education Tutors’ Technology Pedagogical Integration during COVID-19 in Ghana: Implications for Development Education and Instructional Design." In Reimagining Development Education in Africa, 155–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96001-8_9.

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Mensah-Aggrey, Dorothy, Joseph Ofori-Dankwa, Nana Kwame Akowuah, and Davida Chardelle Okyere-Fosu. "COVID-19, Poverty, Education, and Technology in Ghana." In Contemporary Issues in Multicultural and Global Education, 217–39. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7404-1.ch012.

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The ongoing pandemic provides an opportunity to highlight the results of the vicious cycle where COVID-19 intersects with poverty, education, and technology in Ghana. In this chapter, the authors apply intersectionality theory to the overlapping areas of the existing poverty, educational, and technological divides in the sub-Saharan country of Ghana. The authors further demonstrate how the dysfunctional implications of this intersect are further amplified and compounded by COVID-19. The authors propose several recommendations for the resolutions of the intersectionality issues identified. These include practical suggestions for the Ghanaian government, the various educational institutions, private sectors, and individual teachers and students.
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Kumi-Yeboah, Alex, William H. Young, and Kankam Boadu. "21st Century Distance Learning in Sub-Saharan Africa." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, 142–58. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4574-5.ch008.

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Distance education in Ghana is rapidly gaining recognition as a result of the increasing demand for higher education by qualified applicants, most of whom are denied admission due to the limited space and resources. Distance education promotes cross-national, multi-disciplinary perspectives in educational practice and equips students, faculty, and administrators with resources to compete in the academic world of the 21st century. Universities in Ghana have opted for distance learning as an alternative measure to reduce congestion and help remedy student admissions to the few universities available (Dzisah, 2006). However, little is known about the trend of distance and blended learning education in Ghana. This chapter addresses the trend of distance learning and university education; distance and blended learning in Ghana; information on African Virtual University and distance education, benefits, challenges, recommended strategies of distance and blended learning programs in Ghana; and a conclusion.
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Pryor, John. "Analysing a Rural Community's Reception of ICT in Ghana." In Encyclopedia of Developing Regional Communities with Information and Communication Technology, 7–15. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-575-7.ch003.

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The Fiankoma Project was a development awareness (DA) initiative run by the Video Educational Trust aiming to link the small rural community of Fiankoma (Ghana) with people and institutions in Brighton UK through Information and Communication Technologies (ICT). People in both settings produced accounts of their lives using digital media that were turned into a Web site for cultural exchange and development education. A parallel research project Understandings of education in an African village: The impact of information and communication technologies1 studied the effects of the intervention on the Ghanaian community, seeking to gain the perspective of rural Africans on ICT and development and particularly education. Ethnographic and participatory methods enabled the research to achieve an unusual perspective on these issues (Thomas & Ahmed, 2004; Chambers, 2003).
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Ezumah, Bellarmine. "Planning and Designing Educational Technology for Low-Income Communities." In Disruptive Technologies, Innovation and Global Redesign, 315–30. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0134-5.ch017.

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This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption.
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Asunka, Stephen. "Overcoming Barriers to Instructor Adoption of a Learning Management System." In Cases on Educational Technology Implementation for Facilitating Learning, 239–52. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch014.

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Following a realization that a Web-based Learning Management System (LMS) deployed by a University in Ghana remained largely unused by instructors, the university’s management intervened. The university wishes to expand access to its educational resources through the use of Information and Communication Technologies (ICTs). Since instructors play a pivotal role in this direction, all instructors were trained, motivated, and appropriately resourced to enable them to use the LMS effectively to deliver courses. Five years down the line, however, most instructors are still ambivalent towards using the LMS software. This chapter discusses the case extensively and concludes by suggesting that one approach that might help solve the problem will be to engage all instructors in participatory activities aimed at collectively identifying and addressing the issues and challenges.
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Amedeker, Mawuadem Koku. "Stuck in Neutral." In Mobile Pedagogy and Perspectives on Teaching and Learning, 238–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4333-8.ch014.

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The chapter analyses some of the formal documents that led to integrating Information and Communication Technology (ICT) into the educational system in Ghana. These documents include Ghanaian government policy documents as well as international organisations’ research works on ICT in Ghana and other African countries. Most of the documents have the vision to revolutionize existing knowledge base of the Ghanaian society through the deployment and use of ICT by all sectors of the society, including education. The chapter demonstrates that Ghana government ICT policies are not classroom-integration oriented, but rather politically motivated. Further, not enough interventions have been introduced to move teachers away from the traditional ‘chalk-and-talk’ approach to teaching. Thus, all the flamboyant ideas of introducing ‘one child one laptop’ policy do not ensure the integration of technology into education and its use for teaching and learning purposes. It is suggested that training of classroom teachers to integrate ICT into learning is the way forward.
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Asunka, Stephen. "Helping Students Avoid Plagiarism in Online Courses." In Ethical Technology Use, Policy, and Reactions in Educational Settings, 256–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1882-4.ch021.

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This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight (28) undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed.
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Gyaase, Patrick Ohemeng, Samuel Adu Gyamfi, Alfred Kuranchie, and Faustina Scholarstica Koomson. "The Integration of Information and Communication Technology in Pre-University Education in Ghana." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 109–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch009.

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Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
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Conference papers on the topic "Educational technology - Ghana"

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Kondrateva, Irina, and Diana Sabirova. "LANGUAGE SITUATION IN THE MULTICULTURAL EDUCATIONAL SPACE OF THE REPUBLIC OF GHANA." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1157.

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Murphy, Kerry, Maria Velasco, and Sarah Davies. "OpenSTEM Africa: Creating Onscreen Tools to Teach Practical Science at Scale." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7656.

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Improving access to STEM education is viewed globally as a route to economic empowerment. OpenSTEM Africa is a collaboration between The Open University (OU) and government partners in Ghana to co-create virtual instruments, onscreen immersive laboratory experiences and virtual worlds to support the teaching and learning of the practical sciences, focussing on schools and learners with limited or no access to laboratory resources. The OU is a leader in the use of technology enhanced learning to support distance education at scale. Throughout 2019, workshops were held in Ghana with Senior High School (SHS) science teachers to identify areas of the science curriculum that could be supported by onscreen tools. Twelve curriculum areas were identified across chemistry, biology and physics that could benefit from the use of onscreen interactive applications and, importantly underpin learning linked to subjects regularly assessed in science examinations. The OU and SHS teacher teams storyboarded several applications, and these have been used to create onscreen PC applications to deliver a high-quality experience that meet the required learning objectives. These tools and support materials will be central to our presentation. Critically, they are Open Educational Resources, accessible globally and can be used to teach practical science at scale.
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Dzisi, Smile, and Cletus Asare. "Raising the Next Generation of Young Women in STEM – a Missed Opportunity." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1119.

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There is an explosion of attempts by government agencies responsible for education, development partners and civil society in a bid to increase the enrollment of girls and young women into Science, Technology, Engineering and Mathematics (STEM) related courses at all levels of education, especially in sub-Saharan Africa. In the face of all these efforts, however, school dropouts are on the ascendancy, mostly as a result of unintended pregnancies suffered by adolescent girls and young women. In most cases, the onset of unintended pregnancies constitutes a permanent blockage of the educational ambitions of the girls involved. How can this community of practice, in their attempt to raise the next generation of young women in STEM, ensure that unfortunate girls and young women who fall victim to unintended pregnancies do not get left out of the opportunities available for participation in STEM education? This paper examines the effects of unintended pregnancies on the uptake of STEM education by girls and young women. // Methods: we conducted a systematic review of program reports and publications from government ministries, Civil Society Organizations and United Nation Agencies. The reports reviewed covered a five year period from 2016 to 2020 and focused mainly on programs aimed at increasing the enrollment of girls and young women into STEM education at various levels of education. // Results: almost all programs aimed at increasing girls’ enrollment in STEM were standalone, without considering the other factors, including Sexual and Reproductive Health and Rights (SRHR), that determine the enrollment and retention of girls in school. In Ghana alone, more than 100,000 girls dropped out of school as a result of unintended pregnancy in 2020 alone. // Conclusion: there is a missed opportunity to “leave no one behind” in the attempt of today’s community of practice to raise the next generation of girls and young women to drive innovations in Science, Technology, engineering and Mathematics (STEM) as many of them are lost to unintended pregnancies and are left out of efforts aimed at encouraging them to take up STEM education. We recommend that programs targeted in this regard should be integrated with activities that address other factors, such as SRHR, which affect the general enrollment and retention of girls and young women in school.
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Sarpong, Lawrence, Humphrey Danso, and Christian Addai-Poku. "Assessment of the Effectiveness of the Online Training of the Teacher Education and Enhancement Programme (TEEP) in Ghana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3354.

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The Teacher Education and Enhancement Programme (TEEP) is a project being implemented as part of the Commonwealth of Learning (COL)’s Integration of Technology in Teaching, Learning and Assessment (ITTLA) model that works with government agencies towards improved national effectiveness in leveraging open, distance and technology-enabled learning, for quality teacher training. The TEEP project aims to strengthen knowledge and skills in digital teaching, learning and assessment among teachers and other educators. COL is working with the National Teaching Council (NTC) of Ghana to implement TEEP in Ghana as the first-ever national online professional development programme for teachers. This study sought to assess the effectiveness of the first phase of the online training in Ghana which covered Teaching in a Digital Age (DTA). The study adopted a descriptive research design with a population consisting of teachers who participated in the training. A purposive sampling technique was adopted to collect data from 456 teachers. It was found that the online training helped to develop the participants’ competencies and skills in the areas of the training, and the overall quality of the training was found to be very good.
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Mallet, Joshua C., Michael Selom Gawugah, and Twum Barima Adu. "The iBox Technology-Enabled Teaching and Learning in Pre- and Post-COVID Ghana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9015.

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Prior to Covid-19, some young private Ghanaian technologists, inspired by COL’s APTUS dongle, undertook a project toward solving the high cost of internet connectivity and the challenges related to equity, access, quality and gender. Their research produced an offline system called the iBox along with a corresponding online iCampusgh.com for learners, teachers, parents and school managers. It was adopted in 2014 by Ghana’s Ministry of Education through the Centre for National Distance Learning and Open Schooling (CENDLOS). Appropriate e-content was also developed by selected teachers. The product became a national solution during the Lockdown. // The system offers lessons in text, quiz, video, audio and laboratory simulation formats. Its unique learner management system (LMS) generates individualized assessment report sheet along with other support features on a dashboard. It supports learning at one’s own pace, is gender sensitive and is convenient for some persons with disabilities (PWD). // This paper considers how adapted and localized technologies can help bridge the digital divide in lower income communities, using the case of the iBox system. It explores the spirit of collaboration within the Pan-Commonwealth education in areas of technology, pedagogy and training.
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Longe, Olumide, Sharma Navel, Julius Amedgadzie, Christabel Acquaye, and Deborah Kanubala. "The Future is Intelligent: Empowering Future Ready Workforce Through Artificial Intelligence (AI) Education At The Academic City University College Accra Ghana." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p8.

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With the current advancements of automation and robotics, it is expected that AI is going to transform the global economy in an exponential manner. To leverage the new opportunities, there is a need for preparation as well as learning and developing new skills for those new jobs. It is in this regard that Academic City is taking the AI agenda into the forefront, nurturing and empowering the African student to lead the continent into the new AI era. Academic City University College (ACity) is set to lead the sub-region in technology and innovation education with the introduction of an undergraduate degree in Artificial Intelligence (AI). The university becomes the first in Africa to offer a degree in AI. The program, which has commenced already forms part of the university’s short-term effort to develop a cadence of new programs that will invariably push the boundaries of knowledge while establishing a foothold for successful graduates in the jobs of the future. This paper projects the innovative attempt at addressing the manpower challenges in Artificial Intelligence by ACity, Accra, Ghana and her pioneering efforts in the West African sub-region that led to the launch of a new Bachelors Programme in Artificial Intelligence. The programme style and curriculum are presented while also providing perspectives on how the programme fits into the global and African quest to develop skills and strategies to upscale technological advancement as we face an intelligence-driven future. Keywords — ACity, Artificial Intelligence (AI), Robotics, BSc, Ghana, Degree, Education, University, UNESCO
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Longe, O. B., N. Sharma, J. Amegadzie, C. Acquaye, and D. Kanubala. "The Future is Intelligent: Empowering Future Ready Workforce Through Artificial Intelligence (AI) Education At The Academic City University College Accra Ghana." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28p8xx.

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With the current advancements of automation and robotics, it is expected that AI is going to transform the global economy in an exponential manner. To leverage the new opportunities, there is a need for preparation as well as learning and developing new skills for those new jobs. It is in this regard that Academic City is taking the AI agenda into the forefront, nurturing and empowering the African student to lead the continent into the new AI era. Academic City University College (ACity) is set to lead the sub-region in technology and innovation education with the introduction of an undergraduate degree in Artificial Intelligence (AI). The university becomes the first in Africa to offer a degree in AI. The program, which has commenced already forms part of the university’s short-term effort to develop a cadence of new programs that will invariably push the boundaries of knowledge while establishing a foothold for successful graduates in the jobs of the future. This paper projects the innovative attempt at addressing the manpower challenges in Artificial Intelligence by ACity, Accra, Ghana and her pioneering efforts in the West African sub-region that led to the launch of a new Bachelors Programme in Artificial Intelligence. The programme style and curriculum are presented while also providing perspectives on how the programme fits into the global and African quest to develop skills and strategies to upscale technological advancement as we face an intelligence-driven future. Keywords — ACity, Artificial Intelligence (AI), Robotics, BSc, Ghana, Degree, Education, University, UNESCO
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Antwi-Boampong, Ahmed. "FACULTY PERSPECTIVES ON BARRIERS OF BLENDED-LEARNING ADOPTION: A GHANA TECHNOLOGY UNIVERSITY COLLEGE CASE STUDY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2210.

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Odame, Owiredu Emmanuel, and Atinuke O. Adebanji. "Reimagining online statistical education for accelerated teaching and learning; a perspective from West Africa." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.cvino.

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Electronic learning (e-learning) swiftly became the essential mode of teaching during the COVID-19 pandemic. Higher Education Institutions had to immediately migrate all in-person classes online. This posed some learning challenges to a lot of students especially those residing in more remote locations with inadequate online learning devices and poor internet facilities This study documents the online learning experiences of some undergraduate Statistics and Actuarial Science students from Kwame Nkrumah University of Science and Technology, Ghana, during COVID-19 lockdown. The responses revealed that majority (42.2%) of the students’ preferred in-person learning, some preferred online (18.6%), and hybrid method (39%). Internet access was through MTN (60%), Vodafone (24%) and Airteltigo (14%). Multinomial logistic regression analysis was employed to identify determining factors for student preferred mode of teaching and results showed internet service provider, place of residence, gender and program of study as significant.
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Adjin, Daniel, Emmanuel Bekyieriya, and Stephen Asunka. "EVALUATING THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING IN HEALTH TRAINING INSTITUTIONS OF GHANA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0478.

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Reports on the topic "Educational technology - Ghana"

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Taddese, A. EdTech in Ghana: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0030.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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