State and Non-state Actors in… · SHS3 Government

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.5 - Examine the relevance of e-governance in the socio-economic development of Ghana.

By the end of the lesson, learners can:

Define e-governance and distinguish it from traditional (paper-based) governance.
Identify at least three concrete examples of e-governance applications currently operating in Ghana at both district and national levels.
Analyse how e-governance promotes transparency, accountability, and efficiency in service delivery.
Evaluate the socio-economic benefits and challenges of e-governance in Ghana using specific evidence.
Present a group investigation on a particular e-governance platform, demonstrating balanced judgement on its contribution to national development.

This lesson builds on the earlier examination of political parties (Semester 1, Week 18), elections (Week 19), decentralisation (Week 20), and the Public Service (Semester 2, Week 1). Learners now connect these institutions to the digital tools that shape how citizens interact with them.

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Curriculum details

Strand: Constitution, Institutions and Administration (Strand 2)
Sub-strand: State and Non-state Actors in Ghana (2.2)
Content standard: 3.2.2.CS.2 - Evaluate State-Society Relations and Administration 3.2.2.LO.1 Examine the relevance of Political Parties and Elections in Democratic Society. 3.2.2.LO.2 Evaluate e-governance in service delivery at the district and national levels.
Indicator: 3.2.2.LI.5 - Examine the relevance of e-governance in the socio-economic development of Ghana.
Suggested placement: Semester 2, Week 2 (Week 22 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.71: this row is printed under content standard 3.2.2.CS.2, in that sub-strand's own table, but its indicator 3.2.1.LI.5 and assessment 3.2.1.AS.5 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. 71

Exemplars (from the NaCCA curriculum)

Problem-based learning: In mixed-ability and gender groups, investigate the use of e-governance in service delivery and do a presentation in class. The values to be promoted are honesty, probity and accountability.
Teaching and Learning Resources:
- The 1992 constitution of Ghana.
- Government curriculum.
- NaCCA approved textbook on government
- Political Parties manifestoes
- Internet: www.ghanagov.gh; website of Local Government Service of Ghana.
Assessment (3.2.2.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.