CHAPTER ONE INTRODUCTION Background
Over the last three decades or so, the world seems to have witnessed tremendous growth in technology creating a new global knowledge driven by Information and Communication Technologies (ICTs) (Boateng, 2012). Countries al over the world recognize the fact that ICT has a wide range of potential, this is apparent in the way it has been exploited and applied in almost every aspect of human life including governance, economics, agriculture and most particularly education (Gomez, Hunt, & Lamoreux, 1999). According to Boateng, (2012), academic digitization programmes have recently increased sharply in Africa giving rise to an astronomical growth in online higher education enrolment and rapid adoption of self-paced e-learning, making the continent one of the most dynamic e-learning markets in the world. Among the numerous opportunities created by e-learning are administrative opportunities, instructional opportunities, infrastructural opportunities, business services opportunities and student-centred opportunities (Boateng, 2012). Awotwi and Owusu (2010), have indicated that ICTs have revamped the role of extension services in providing information, education and decision-making assistance to agricultural producers.
Recent trends appear to suggest that access to information has been greatly enhanced through ICTs, creating opportunities like never before for the youth and adults to acquire knowledge and skil s that make possible continuous learning over their lifetime and improvement in their living condition (Boateng, 2012). Therefore ICTs which include radio and television as wel as newer digital technologies such as computers and the internet, have the potential to increase access to learning by helping to overcome barriers such as those of cost, time and space (Boateng, 2012). Thus, ICT has the potential to enhance education general y and in particularly Non-formal Education (NFE) and Life Long Learning (LLL). The European
Union Memorandum on Lifelong Learning highlighted the crucial role of ICT for active citizenship and employability in the 21st century (Sey & Fel ows, 2009). Furthermore, the context of globalization and the emergent „knowledge society‟, is creating increasing demand for continuing education and growing awareness of lifelong learning especial y in Africa (Boateng, 2012).
As governments in nearly al countries are putting in place mechanism to deliver more of their services over the internet (e-Governance), their private sectors are equal y making better use of the ICTs to communicate with their customers as wel as suppliers (e- commerce), and digital technology wil become not just more sophisticated, but cheaper and easier to use (Sam, 2013). The introduction of e-governance and e-commerce could impact greatly on the lives of people in both urban and rural communities. ICTs are increasingly explored and deployed to facilitate learning and create a knowledge society for citizens to acquire the requisite knowledge and competence aimed at ensuring an accelerated national development, especial y in the rural and disadvantaged communities (Sey & Fel ows, 2009). These trends suggest individuals and communities would need to use information and communication technologies to learn, solve their problems and enrich their lives.
Over the last three decades, Community Information Centres (CICs) have become the most prevalent initiative in developing countries of Africa (Oppong-Tawiah, 2010). There is no doubt that, the current global economic society in which we live necessitates intensive use of ICT to accelerate national development. The Government of Ghana is not only determined to exploit ICTs for the social and economic benefits of its citizens but also to ensure that, the benefits of ICTs are spread across the country to facilitate accelerated national development (Dzidonu, 2003). Successive governments in Ghana embarked on the development of ICT in efforts to move Ghana towards a knowledge-based society. Several initiatives to accelerate