SHS2 Government · Semester 2 Week 6: State and Non-state Actors in Ghana

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.6 - Distinguish between E-government and E-governance

By the end of the lesson, learners can:

Define E-government and E-governance in their own words using accurate terminology.
Identify at least three features that distinguish E-government from E-governance.
Categorise given Ghanaian online services and activities as either E-government or E-governance, with justification.
Explain how E-government and E-governance relate to the Public Service and local government topics studied in Weeks 4 and 5.
Assess one benefit and one challenge of E-governance in Ghana’s democratic consolidation, linking back to the role of state actors studied in earlier weeks.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Constitution, Institutions and Administration (Strand 2)
Sub-strand: State and Non-state Actors in Ghana (2.2)
Content standard: 2.2.2.CS.2 - Demonstrate understanding and application of State- Society Relations in Ghana. 2.2.2.LO.1 Assess how the mass media, Political parties and the Electoral Commission shape democratic consolidation. 2.2.2.LO.2 Evaluate local government system, Public Service and E-government in Ghana.
Indicator: 2.2.2.LI.6 - Distinguish between E-government and E-governance
Suggested placement: Semester 2, Week 6 (Week 26 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.52: this row is printed under content standard 2.2.2.CS.2, in that sub-strand's own table, but its indicator 2.2.1.LI.6 and assessment 2.2.1.AS.6 carries the preceding sub-strand's number. Filed by the section per the section-wins rule, which the standard, the sub-strand column and the table heading all agree on; the corrected codes were free. The printed forms are named here
Curriculum reference: NaCCA curriculum document, p. 52

Exemplars (from the NaCCA curriculum)

Experiential Learning: With your knowledge and understanding of online activities, research on how online services is acquired. Present findings for further discussion and highlight the values of teamwork, transparency, truthfulness, and fairness.
Teaching and Learning Resources:
- Government curriculum.
- NaCCA approved textbooks on government
- Internet: www.ghanagov.gh; Website of Local Government Service of Ghana.
- e-library resources
- Publications on decentralisation and local governance concept in Ghana
- Newspapers
- Videos/audios/Pictures.
- Website of reputable media houses.
- Political Paraphernalia (Party logos and symbols).
- 1992 Republican Constitution of Ghana.
- Internet: Website of the Electoral Commission of Ghana.
- Government curriculum
Assessment (2.2.2.AS.6). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Level Strategic Reasoning Level Extended thinking and reasoning