The importance of basic education is well noted in every country. Proper planning and utilization of resources at the basic level, helps in leveraging the success of education at all other levels of education in a country. Ghana is noted to be the country that spends higher in education than its West African counterparts. In Ghana, attempts made to plan by predicting and projecting expenditure as well as the available resources to manage basic education are not accurate enough to address the challenges of education in the country. With the issue of COVID 19 pandemic, more expenditure is realized in managing educational institutions as more resources are needed in observing the protocols to curtail the pandemic. This throws a serious challenge to the effective and efficient utilization of the limited resources in the country. In this paper, the data from the Ministry of Education is analysed using data mining techniques. This has helped to identify the inaccuracies in the data. Inaccurate population projection affects the Key Performance Indicators (KPIs) in education because population is a common denominator for educational indicators. A proposed expert system is to be developed to assist in managing the situation.

A quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Results from the interview showed that the instructional method used had impact on the performance of the learners. The use of 3D animation method presented programming concepts in a form that the learners can understand, motivates them to pursue programming related courses at a higher level and also impacts positively on their performance.

The study seeks to find more efficient and sustainable ways to support life-long learning with ICT in the Ghanaian rural setting, to explore the possible impact of using Virtual Learning Environment (VLE) to support teaching and learning in rural community to promote consistent capacity building of residents, the impact of improved access to ICT on information literacy, usage and employability in the rural communities.

This study examines the use of virtual learning environment (VLE) to support teaching and learning in rural communities in Ghana by exploring a more efficient and sustainable means of access to information and communication technology for rural communities to enable and empower them to be able to play a more meaningful role in the Information Society. The research environment is a local community college in a rural community in Ghana. Teaching with a learning management system, Moodle and a web-conferencing application, WizIQ were introduced in a pilot project. Initial orientation was given to student participants and two support staff prior to actual commencement of the research project. The research method employed was Participatory Action Case Study methoda new hybrid extension to the Action Case methoddeveloped in the course of this research in adaptation to peculiar characteristics and constraints of the research environment. Research cycles were carefully planned, implementation and observations were made and data collected using participant observations, interviews, and focus group. The impact of the project was assessed within an academic term with respect to (i) students" motivation / interest, (ii) whether or not there has been improvement in academic performances, (iii) ICT awareness and e-literacy and (iv) enriched learning experience. A multi-system pedagogy was adapted for the introduced technology-mediated learning. It emerged that the level of technology available is unable to support content delivery using web conferencing; however participants were able to take advantage of Moodle courseware aspect to improve performance and enrich learning experience. The technology-mediated delivery of teaching and learning raised learners" motivation, increased e-literacy level and ICT awareness of participants but reveals challenges that need both public and private support if the project is to be sustained and for learners to derive full benefit of the initiative.