Addressing Elearning Issues: National Policy Considerations

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue X, October 2019 | ISSN 2454–6186

Addressing Elearning Issues: National Policy Considerations

Hannah A. Tanye, Isaac Asampana, Albert A. Akanferi

Department of Information Technology Studies, University of Professional Studies, Accra, Ghana

Abstract: Enrollment into tertiary education has increased over the years. To be able to deliver effective distance learning, e-learning delivery mode is adopted to supplement the face-to-face meeting with the distance learning students. Subsequently, a number of institutions are practicing e-learning in their teaching and learning activities. Most institutions have implemented learning management system. There is little collaboration between e-learning practicing institutions.The study determine dissues that should be considered in policy to enhance quality eLearning, and National Commission for Tertiary Education (NCTE) role in collaborating these institutions. The theoretical perspective is interpretive and the methodology used was qualitative. Data was collected using semi structured interview. The study found that there should be a state body put in place for e-learning accreditation, copyright, confidentiality of information, integrity, and availability and that these issues must all be indicated in policy. Collaboration of e-learning practising institutions must be initiated at the national level.

Keywords: government, learning, e-learning, distance, education, policy, national, innovation, standards, learning management system

I. INTRODUCTION

The government is the main sponsor of education from the primary school to the tertiary level. Referring to the Education for All National Action Plan which span the years 2003 to 2015 which was finalized in August 2003, the projected cost of education using 2002 as the base shows that the total domestically- financed recurrent expenditure on education as a percentage of Gross Domestic Product (GDP) was 5.3% in 2002, 2003, 2004, 2005, 2010 and 5.2% in 2015. During the same year span, the domestically-financed capital spending on education as a percentage of GDP was 0.4% in 2002, 1.0% in 2003, and 0.9% in 2004, 2005, 2010 and 0.9% in 2015 as well. In all government spend about an average 3.9 billion Ghana Cedis on education in the 2002, 2003, 2004, 2010, 2015 (Ghana EFA NAP finalized version, 2003-2015). The government expenditure was GHC 8.33 billion and estimated as GHC 9.26 billion in 2017 and 2018 respectively[1].
At the tertiary education level, the total expenditure is made of 51% from the Government of Ghana and 9% from GET Fund (Ghana Education Trust Fund-Public Trust set up by Act of Parliament in 2000) and 40% from Internally Generated Fund [2].

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