At different eras and regimes, the Nigerian national government have made several efforts to make education accessible to all through its free education policy. while some recorded remarkable success, others resulted into utter failure. The researcher felt the need to critically examine the concept of free education and probe into the very nature of the education itself. The researcher adopted the inductive approach by raising questions. The findings of this paper is that education cannot be entirely free, as there is always a price to pay and the nature of the education itself betrays its primary purpose and consequently, other purposes. Borrowing from existing examples, this paper suggested some tactical and strategic reforms and concluded that Nigeria’s education, which is “free” would not be its own until radical reforms are made.

Schooling is crucial to a country’s socioeconomic progress. No nation can progress without education, so every nation must provide a quality education so its population can participate in development. Raising the population’s education level is key to economic growth. The researchers were interested in the topic since using computers at a fundamental level can lead to better schooling. ICT in education has three purposes: teaching, administration, and personal (Kellenberger & Hendricks, 2000). A descriptive survey research design was used. Afienya circuits. The survey questionnaire analysis complemented the interview and document analysis. Using computers in primary schools in Mobole-Afienya Circuit encourages open learning, removes distance and time between teachers and students, supports the practice of previously taught concepts, and helps learners acquire concepts and skills like word recognition and vocabulary building. Most teachers in the Mobole-Afienya circuit believe that computers aid in content production, and research may be used for pedagogical activities and increase successful teaching.Most respondents feel computers may improve teaching and learning in elementary schools. Insufficient computers, a shortage of electricity and unpredictable power supply, poor internet connectivity, and insufficient teacher training and refresher courses were the primary problems facing computer use in public elementary schools, according to the report.

The provision of education to citizens is a requirement for economic and social development, and globalization and the transition to a knowledge-based economy require that existing educational institutions produce individuals who can convert information into knowledge and apply that knowledge in a dynamic, cross-cultural setting. The successful integration of ICT into the learning environment requires instructors to be able to design learning in creative ways, integrate technology with a pedagogy successfully, develop socially engaged learning settings, and encourage cooperative involvement. Students and student teachers frequently have more knowledge and experience with ICT than instructors and teacher educators, and for many people, this demands a different set of abilities than those they now possess. The desire for online learning to satisfy the needs of Ghana's universities' expanding student population remains a worry despite the ongoing discussions and difficulties that higher education faces. Many Ghanaian stakeholders now have a keen interest in the country's level of science and technology. This study's goal was to look at how ICT was used in teaching and learning, with a particular emphasis on the College of Education in the Volta Region. The specific goals of the study were to find out how much ICT was used in teaching and learning in colleges of education in the Volta Region, to find out what factors affected ICT use in teaching and learning in colleges of education in the Volta Region, and to find out what stopped ICT from being used in those institutions.  Two theories, notably the Social Constructivist Theory and the Diffusion of Innovation Theory, served as the foundation for the study. The paper employed a desk study review methodology to examine pertinent empirical literature and identify key themes. The results showed that ICT can be utilized as a tool to support transformative, learner-centered faculty development; nevertheless, researchers caution that this approach may be challenging because teachers must contend with both the new technology problems and the learner-centered paradigm. According to the study's findings, ICT can match the current educational system with the knowledge-based, information-rich society by giving it access to high-end tools, approaches, and methodologies. To use ICT in the process of teaching and learning, the study thus advises colleges in the Volta area to build strategies to identify strengths and weaknesses of various technology resources with the aim of adopting ICT in the process of teaching and learning.

Agricultural production provides a source of income for millions of families throughout Africa. Women, who constitute the majority and are the poorest in Africa, and particularly those in Talensi in Ghana, are engaged in farming and make significant contributions to agricultural production. Whether or not women have access to land will determine their contributions to the agricultural sector and any other sectors of the economic system. This study investigated factors that affect women's access to land in the Talensi community in Northern Ghana, using a qualitative approach that included in-depth interviews and key informant interviews. The findings were presented in a report. A total of 30 participants from the Talensi area were questioned, including chiefs, Tindans, women, and household heads. The findings of the study covered customary practises on property ownership and inheritance, economic considerations, understanding of land rights, and urbanisation in the Talensi area. According to the findings, future land reforms should involve increased engagement with traditional leaders (gate keepers) to rethink the modalities of getting access to and control over property to be successful.