The Ghana National Association of Teachers (GNAT) has expressed concern over the lack of competence among teachers in effectively using digital tools in classrooms, calling for regular capacity-building initiatives in Information and Communication Technology (ICT).

A recent study found that only 53% of teachers in Ghana have received any form of ICT training, a situation that has severely hampered the integration of technology into education.

This deficiency has also contributed to the low levels of ICT literacy among students, with just 22% possessing basic ICT skills.

Africa Education Watch (EduWatch) has also reported that by the end of the 2022/2023 academic year, only 15% of the 15,368 public primary schools and 13% of the 11,735 public junior high schools (JHS) in Ghana had functional ICT facilities. The report further pointed out that while national electricity coverage exceeds 80%, only 44% of primary schools and 63.9% of JHSs had access to power supply as of 2020, limiting the effective use of ICT where facilities are available.

Daniel Affadu, GNAT’s Deputy General Secretary for Administration and Labour Relations, emphasized the urgent need for ongoing ICT training for teachers and better-equipped ICT labs across schools in Ghana.

“In this 21st century, we are talking about artificial intelligence and digital technology that is ruling the world. How much is Africa, especially we Ghanaians, taking advantage of this, particularly we the teachers who are building the human resources from the very base?” Affadu questioned.

Mr. Affadu also pointed out the dire state of ICT infrastructure in some secondary schools, noting that many students “find it difficult to boot a common computer because they don’t have them in their schools.” He urged the government to invest more in education, particularly in ICT, to ensure that young Ghanaians can compete globally.

“For us to have young people who can be globally accepted as global citizens, we need to build this capacity,” Affadu asserted. “Yes, the tablets have come, but we, the teachers, need the skills to be able to handle the students, so they not only get the knowledge but also the skills.”

Mr. Affadu also highlighted the importance of ICT in fostering innovation among students, suggesting that a strong foundation in technology could empower students to develop applications and solutions that address local problems. He also called for a shift away from the colonial-era curriculum towards a home-grown curriculum tailored to Ghana’s unique challenges.

He said this in an interview with the media in Koforidua when the Eastern Regional Youth Desk of the Ghana National Association of Teachers (GNAT) organized a soccer tournament to mark International Youth Day.

Football matches were held at two venues—Koforidua Secondary Technical School and the Youth Resource Center—the event saw participation from 16 district branches of GNAT.

Teachers showcased their soccer skills with impressive dribbling and goal-scoring abilities.

The theme of this year’s International Youth Day was ‘From Clicks to Progress: Youth Digital Pathways for Sustainable Development.’ Points to Youngsters as frontrunners of digital adoption and technology.