The technology, known as ‘i-box’, does not only seek to make learning exciting, but will also increase access to learning and the use of technology among students.

So far, 148 schools, made up of 125 old and 23 new senior high schools (SHS) ‘E-block’, have benefited from the project.

The Director of the Centre for Distance Learning and Open Schooling (CENDLOS) at the MoE, Dr Joshua Mallet, announced this at the launch of the ministry’s achievements dubbed: “Four Years of Equitable Access in Quality Education - 2013-2016” in Accra last Friday.

New technology

The technology, he said, did not rely on the Internet to function. A school needs only a laptop, a desktop or a smartphone to access the content of the ‘i-box. However, users of the ‘i-box’ outside its radius would need an internet bundle before getting access to it.

Dr Mallet said four core subjects: Mathematics, English Language, Social Studies and Integrated Science, have been built into the system to meet international standard.

Three books: Four Years of Equitable Access in Quality Education - 2013-2016 - the story; Four Years of Equitable Access in Quality Education - 2013-2016 - the text; and  Children writing for Children, were launched to share with the public the ministry’s effort towards improving education  delivery in the country.

Achievements

The Minister of Education, Prof. Naana Jane Opoku-Agyeman, expressed excitement about the successes her team had chalked up in the sector in barely four years.

She said the successes included improved enrolment for students in both basic level and tertiary institutions, improved teacher incentives, improved resources channelled to the sector and important policies undertaken by the John Dramani Mahama administration.

For instance, she explained that to attain Universal Basic Education, the government pursued a Complementary Basic Education (CBE) programme in 2014 to prepare out-of-school children for mainstreaming into the formal system.

Of these, a total of 24,117 out-of-school children were enrolled in the Northern, Upper East, Upper West and Brong Ahafo regions. These pupils have since been mainstreamed into the formal school system.