The World Bank is urging
all countries to overhaul their educational systems in order to prepare
learners for the 21st Century. Overhauling implies modification of educational
content, classroom methodologies, teaching/learning activities, entrenched perceptions,
and outmoded practices, among others, for effective practices. Such changes
call for nothing short of inter-sectoral collaboration in learning systems. The Girls in ICT
initiative encompasses all that. Educational systems have
shortfalls; yet, some have managed standards, which compel learners to aspire
to excellence across human endeavours. Contrariwise, Ghana’s education lacks
standards. Per our practices, we currently do not have education; we have
commercialization of information and superficiality. The on-going review might
help to rectify that unacceptable situation.
The
changes currently occurring in education are actually dictated by global trends
which require practical, not moribund, curricula. Indeed, curriculum practice
requires a lived curriculum. In other words, a curriculum is only as good as
its currency, so that education can adequately prepare younger generations for
future responsibility. Throughout
human civilizations, education has consistently targeted the refinement of
individuals, using available technology. Information Technology has impacted
all human activity in the 21st Century, education being one of the
most impacted areas.
Summit chocolate |
On May 27th, 2019, at the Girls in ICT Summit, held in Takoradi to
climax technology training for sixty girls in basic education, the Minister of
Communication stated that the initiative is countering gender stereotyping in
Ghanaian education, opening IT avenues for girls. To ensure that learners practise
the knowledge gained, the Ministry provided all with laptops. Additionally, the
best ten learners received modems for Internet connectivity – for a duration. The
best three learners got a bonus financial reward: The second girl received
GH¢1,000, whilst the two learners who secured first position received GH¢2,000
each. There is a concurrent mentorship programme to help nurture “a can do
spirit” among girls. That the Ministry is collaborating with various sectors
including education, telecommunication, information, Ghana Code, Cocoa
Processing is highly commendable.
The multi-sectoral approach lends the initiative an
integrated dimension that might give it its sustaining stem. The 2007
educational reform introduced ICT as a core subject, but it did not integrate its
resource implementation and execution. Then it was a subject for computer
literacy; currently, the sectoral integration is diversifying IT, rendering it
a versatile tool in human capital development.
Furthermore, the initiative is indirectly addressing a
daunting challenge of the contemporary Ghanaian classroom, bringing novelty to
a system hooked on physical classroom interaction. The Girls in ICT initiative makes it possible for learners to utilize
virtual learning spaces which, properly utilized, can endow the girls with learning
autonomy. Shared comments indicated that the girls appreciate the hands-on learning.
They learnt programming language, how to design website and application software,
all through practise, hence, experiencing a clean break from the heavy doses of
(extra) classes, writing abstract notes, memorizing such for examination – then
promptly forgetting all afterwards. Now, they are actually excited about
learning.
That excitement would motivate serious girls to put in
extra learning time for improved knowledge. Every minute spent learning is time
away from gossiping, overly socializing with the opposite sex, which might lead
to unwarranted intimacy, which may lead to unwanted pregnancy, which may lead
to dropping out of school to further explode the Ghanaian population. Every
minute spent learning implies advancing in knowledge, which could genuinely
empower the girls intellectually, giving them opportunity to choose a solid
career path for economic independence. A solid career, buttressed by a sound
economic status, makes a girl an assertive, dignified individual who can speak
for self and others; such a female is an asset to community in all endeavours.
Above all, a woman with dignity would earn her own living, not depend on men,
nor resort to fraud, blind faith or occultism for wealth.
In summary, the Girls
in ICT initiative is a concept of killing multiple birds with one stone –
quality, equal, technology-oriented education, improved classroom
methodologies, skill acquisition, fun-learning, among others. The programming
and web designing components are actually skill acquisition tools which might
render learners competent for industry and/or competitive entrepreneurs. Cyber crime
education would instil in the girls critical thinking skills that can sharpen
their perceptive powers. In cyber space, learning can be done anywhere, at
one’s own pace, physical or intellectual challenges notwithstanding. Finally, here
is a practice that can most effectively counter extra classes. Children would happily learn and have fun on
computers rather than pay to listen to teachers’ abstract talk. Parents would
also save money.
However, the ministries of education and information
should remember that all these changes are occurring in a global community
operating the Knowledge Economy, made possible largely through the Internet. So
there is a huge explosion of information in cyberspace, accessible through the
Internet. Stakeholders must be able to decipher quality information from misinformation.
To achieve, that, one needs effective literacy and reading skills, a solid
foundation of which must be laid at the formative and primary learning stages. Learners
who possess porous reading skills might be mediocre, not excellent programmers.
Mediocrity does not yield innovation. Therefore, to sustain this initiative,
girls – must be nurtured into independent, analytical readers.
The current GES Reader Programme will, hopefully,
ensure authentic reading skills for current formative learners. For those already
in primary and secondary who cannot read, there is need for a language immersion
programme that would enable learners to simultaneously master the skills of
speaking, writing, reading and listening, with special emphasis on reading. Parents
need to collaborate with government by investing in their children’s learning.
In future, the financial reward must be invested as secured educational fund
and certificates handed to winners. The entire nation must give its signature
to the Girls in ICT initiative to bar
any government from discarding it, because
it is, basically, about the future of
the girl-child – Ghanaian children! It is definitely worth pursuing and sustaining.