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

Across the world, digital skills have become an essential part of modern education. They are no longer optional; they form the foundation for learning, communication, innovation, and future employability. In Ghana, however, a significant number of basic schools still operate without computer laboratories or even a few functional computers. This gap creates a serious barrier to digital literacy and puts many young learners 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 extremely challenging. Skills such as typing in Microsoft Word, preparing a PowerPoint presentation, entering data in Excel, or sending an email cannot be taught effectively through theory alone. Students require 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 not because 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 foundational level of education.

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 hands-on digital learning. These should be quality machines capable of sustaining long-term educational use, not low-grade devices that deteriorate quickly.

Importantly, 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 insurmountable. 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 advance the education and future of their children. With strong community involvement, access to electricity becomes a shared responsibility that leads to long-term improvement.

Basic schools form the foundation of the entire education system. If learners at this level are deprived of digital exposure, they progress through higher levels unprepared, widening the technological gap as they advance. Ensuring access to computers and electricity where necessary empowers students with critical digital skills needed for academic success and future opportunities in an increasingly digital world.

This call is not political. It is grounded in genuine concern for educational development, equity, and the future of Ghanaian children. Implementing the 1B10C policy would be a meaningful investment in the nation’s human capital. By strengthening digital literacy at the foundational level, Ghana can help secure a more inclusive, technologically prepared generation.

As discussions about improving education continue, it is essential for stakeholders educators, parents, policymakers, and community leaders to reflect on the long-term benefits of digital empowerment in basic schools. The 1B10C policy 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)