Post-COVID-19 Evaluation of Online Learning Policies and Practices in Ghanaian Tertiary Education

Abstract

The educational system in Ghana has long faced numerous challenges, including infrastructure shortages. At the tertiary level, many Ghanaians are unable to access their preferred institutions and programmes due to limited lecture halls and accommodation facilities. Despite the severe impact of COVID-19 worldwide, especially in developing countries, it also introduced alternative solutions to some of these issues. In Ghana, online learning, which emerged as a response to the pandemic, helped mitigate some difficulties facing the education system. With the shift to online education, students in schools with inadequate furniture and overcrowded classrooms can now access learning materials and participate in classes from the comfort of their homes. In light of the foregoing, this study aims to examine Ghana's online learning policy framework to assess its effectiveness in addressing some of the country's systemic challenges in the post-COVID-19 era. Using a qualitative policy review approach, the study analyzed five policy-related documents and five scholarly articles through thematic analysis guided by the innovation diffusion theory. The findings indicate an evolving national framework with moderate success. Early policies, such as the 2003 ICT for Accelerated Development, established broad ICT objectives; however, they lacked specific implementation plans. Recent initiatives, such as the distance education policy audit and the e-learning policy by the Ghana Tertiary Education Commission and Sunyani Technical University, respectively, demonstrate significant progress in the country's efforts to expand access to tertiary education. Nevertheless, progress is hampered by funding shortages and a noticeable urban bias. Comparative analysis reveals that Ghana falls short of international benchmarks, such as Kenya's 20% increase in distance enrolment or Singapore's 95% adoption rate of learning platforms. To effectively bridge these gaps, particularly in rural areas, the study recommends strategic measures: decentralizing policy implementation, significantly expanding hybrid learning formats, and subsidizing internet data to support students. Ultimately, this work contributes to the global dialogue on digital education in developing contexts, offering policymakers and educators in Ghana practical strategies for building an inclusive, technology-driven tertiary sector.