Bridging the Digital Gap: The Case for the One Basic, Ten Computers (1B10C) Policy in Ghana’s Basic Schools

Across the world, digital literacy has become an indispensable part of modern education. They are no longer optional. Elsewhere whey, they form the foundation for learning, communication, innovation, and future employability. In Ghana, a significant number of basic schools operate without computer laboratories or even a few functional computers. This gap creates a serious barrier to digital literacy and puts many young beginners at a disadvantage long before they reach senior high school.

Although the new curriculum places strong emphasis on digital literacy, the absence of computers in many basic schools makes practical teaching and learning challenging. Skills such as typing in Microsoft Word, preparing PowerPoint presentation, entering data in Excel, or sending an email should not be taught in abstract but effectively through theory and practice. Basic students need regular opportunities to interact with actual computers in order to build competence and confidence.

In several schools, teachers resort to using their personal laptops for demonstration. This it is ideal, but because they have no other option. While these efforts deserve commendation, they highlight a deeper systemic challenge. The lack of dedicated digital learning resources at the basic level of education in Ghana.

This reality raises an important question: How can students be adequately prepared for senior high school and the modern world if they have never had meaningful access to computers at the basic level?

A practical solution worth considering is the One Basic, Ten Computers (1B10C) Policy. This initiative proposes that every basic school in Ghana be equipped with a minimum of ten durable desktop computers to support practical digital learning. These should be quality computers capable of sustaining long-term educational use and not low-grade devices that deteriorate quickly.

The policy does not demand a nationwide rollout at once. A phased, progressive approach equipping schools one after another remains both realistic and effective. Providing at least ten computers per school establishes a critical starting point for practical, technology-assisted learning.

However, an additional barrier must also be acknowledged. Some schools still lack access to electricity. This challenge while significant, is not undefeatable. When government provides the computers, schools working in collaboration with their Parent-Teacher Associations (PTAs) and local communities can explore ways of connecting electricity to the school. Many communities have successfully supported such initiatives in the past, especially when the benefits clearly improve the education and future of their children. With community involvement, access to electricity can be a shared responsibility that fosters long-term sustainability.

They form the foundation on which the entire education system stands. It means that when learners at this level are not equipped with digital skills, they go through higher levels unprepared, leading to a wider technological gap. By providing computers and electricity where it is needed, access empowers students with key digital skills vital for academic success and future opportunities in an increasingly digital world.

The policy of 1B10C will be a meaningful investment in the country's human capital. Strengthening basic digital literacy will assist Ghana in securing an even more inclusive and technologically prepared generation.

As the improvement of education continues to be discussed, stakeholders in education, including educators, parents, policymakers, and community leaders, must reflect on what digital empowerment in basic schools can do over the long run. The policy of 1B10C presents a realistic impactful pathway toward preparing Ghana's learners for the demands of the modern world.

Author: Stephen Agbemasiku, Diploma in Basic Education | B.Ed. Economics and Mathematics | M.Phil. Economics (Candidate)

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