The Tertiary Education Commission of Ghana leads the policy framework for distance education in Ghana.

Key participants in Ghana’s higher education industry convened recently for a stakeholders’ conversation hosted by the Ghana Higher Education Commission (GTEC) to deliberate on developing a strong policy framework to govern remote learning and education in the nation.

With participation from higher institutions around the country, the event sought to explore how the delivery of education is changing, especially in the wake of the COVID-19 pandemic.

John Dadzie Mensah, the director of accreditation at GTEC, underlined the need to control the environment in which creative post-pandemic tertiary program delivery occurs.

He emphasized the significance of maintaining quality in this adaptable field and the dangers of ignoring all-encompassing regulations.

Mensah emphasized the cooperative spirit of the stakeholders’ meeting and the crucial role that institutions play in fine-tuning the policy draft for successful execution.

In response to a query concerning the policy’s goals, Mensah stated that the ultimate goal is to create a thorough framework that ensures quality assurance at the institutional and regulatory levels, thereby benefiting the people of Ghana.

The Laweh Open University College’s Consulting President, Professor Goski Alabi, praised the conversation for being both topical and crucial to raising the standard of higher education. Alabi emphasized the dynamic aspect of quality assurance and the necessity of ongoing development.

She emphasized the need to acknowledge earlier learning within the educational system and emphasized the role that open education plays in removing obstacles to learning, especially in the digital age.

The Vice Chancellor of the University of Environment and Sustainable Development, Professor Eric Nyarko Sampson, expressed excitement about adding remote learning to the university’s programme.

In order to improve instructional techniques, he underlined the importance of institutional regulations aligning with national norms.

Professor Oliver Frimpong Kwapong, dean of the University of Ghana’s College of Education’s School of Continuing and remote Education, offered thoughts on the institution’s experience with remote learning.

She emphasised the school’s dedication to offering top-notch online courses and guaranteeing that traditional and remote learners receive equal treatment in terms of delivery, evaluation, and certification.

Prof. Kwapong underlined the value of education as a means of development in addition to praising the regulator’s efforts to establish a policy framework that will standardize remote learning delivery across Ghanaian universities.

During the stakeholder debate, it became clear how committed everyone is to seeing remote learning take off in Ghana and how important it is to collaborate to construct a sustainable legislative framework.