Prosper Setsoafia

  From Summit to Classroom: How UNESCO’s AAMUSTED Pilot Guides Ghana’s AI Literacy Strategy Introduction Ghana’s latest National AI Strategy sets an ambitious course. Yet global intent is not enough. The real test lies in actionable programs, beginning with educators. Last week’s UNESCO‑backed pilot at AAMUSTED in Kumasi offers the country a valuable blueprint: effective, scalable, and built from the ground up. 1. What UNESCO’s AAMUSTED Pilot Achieved Under the Better Education for Africa’s Rise (BEAR III) initiative, UNESCO partnered with AAMUSTED to train 20 staff as master AI teacher-trainers. Supported by tech giants, Microsoft, IBM, Cisco, and HP, these trainers will cascade skills across 650 faculty members and 30,000 students unesco.org . Modules span AI literacy, instructional design with AI tools, and ethically driven institutional integration. This train‑the‑trainer model promises multiplier impact. 2. Why Ghana Should Anchor AI in Teacher Training Global trends un...

  In April 2025, Ghana launched its National AI Strategy—a bold move to position the nation as Africa’s AI hub . The strategy is built on four ambitious pillars: treating data as a national resource, expanding digital infrastructure, cultivating technical talent, and ensuring ethical and inclusive governance. At its core are initiatives such as open data frameworks for health and agriculture, cloud expansion through public-private partnerships, and the highly touted One Million Coders program, designed to upskill young people in AI, cybersecurity, and software development. The strategy emphasises inclusion, calling for AI to enhance lives across agriculture, education, and healthcare. However, the underlying challenge is clear: Will the benefits extend beyond the tech sector? Will this strategy cultivate AI fluency in classrooms, rural communities, and non-technical domains? The need for this is urgent and of utmost importance. Looking Outward: How Others Are Building AI Literacy ...

  Bridging the AI Literacy Gap: What Ghana Can Learn from Singapore and Finland Artificial Intelligence (AI) is no longer a concept confined to tech labs or Silicon Valley startups. It’s shaping every part of modern life—from how we work and learn, to how we govern and grow economies. As AI systems become more embedded in everyday decision-making, nations around the world are responding with one crucial move: making AI literacy a cornerstone of education. Singapore’s Bold Step Toward AI in Schools In June 2025, Singapore announced a national expansion of its AI education initiative. Under the leadership of AI Singapore and the Ministry of Education, students from primary school to university will soon be equipped with AI knowledge through a structured curriculum. This includes modules on algorithmic thinking, data ethics, and responsible AI use. The goal? To close the digital divide and ensure equitable access to future-proof skills. Finland’s Human-Centric Approach Finland, t...

What Ghana Can Learn from UNESCO, Malawi, and Itself: Building a Culturally Rooted AI Literacy Agenda Introduction We are beyond the stage of debating whether AI belongs in education. The real question now is how, for whom, and to what end AI literacy should be built, especially in contexts like Ghana, where education systems carry both promise and precarity. The global North is accelerating. But closer to home, countries like Malawi are innovating in ways Ghana should not ignore 1. UNESCO’s Blueprint for AI in Education UNESCO recently launched two AI Competency Frameworks—one for students, another for teachers. These aren't aspirational dreams. They are carefully scaffolded models detailing what AI literacy should look like across cognitive levels, teaching ethics, technical skills, and design thinking (unesco.org). The teacher framework, in particular, offers 15 core competencies organised around understanding, designing, applying, and critically evaluating AI. This gives Ghana ...

 𝐒𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐀𝐫𝐞 𝐀𝐥𝐫𝐞𝐚𝐝𝐲 𝐔𝐬𝐢𝐧𝐠 𝐀𝐈—𝐁𝐮𝐭 𝐀𝐫𝐞 𝐖𝐞 𝐓𝐞𝐚𝐜𝐡𝐢𝐧𝐠 𝐓𝐡𝐞𝐦 𝐭𝐨 𝐓𝐡𝐢𝐧𝐤 𝐖𝐢𝐭𝐡 𝐈𝐭? Somewhere between the cracked screen of a student’s Infinix phone and the quiet hum of a SHS computer lab in Kumasi, generative AI is already at work. Not in the headlines. In the hands of the learner. They’re asking AI to break down abstract art, translate literature into Pidgin, even whip up business plans for their mother’s kenkey stall. But here’s the tension: our students are learning with AI before we’ve learned how to teach about AI. Around the world, there’s growing concern that while students are quickly adopting AI tools, schools and universities are far behind in helping them navigate this new terrain. We talk about disruption, but we don’t teach discernment. And in Ghana, where digital literacy is already uneven, the stakes are even higher. Our students are not waiting for curricula to catch up. And neither should we. Ghana’s AI Literacy Mo...

 AI Literacy in Ghana Must Begin with Teachers: Reclaiming Pedagogical Agency in the Age of Algorithms Introduction Artificial intelligence is no longer on the horizon—it’s in our schools, on our students’ phones, and shaping how knowledge is accessed and produced. In Ghana and across the continent, learners are using tools like ChatGPT and Copilot to draft essays, summarize textbooks, and even simulate classroom discussions. But while students move fast, our systems lag behind. Most notably, our teachers remain underprepared for the pedagogical demands of AI. 1. The Digital Readiness Gap According to MyJoyOnline , over 70% of sub-Saharan students lack access to basic digital infrastructure, and only 24% of teachers have received formal ICT training. This gap is not simply a technical issue. It represents a structural problem in how we conceptualize teacher readiness in an era where digital tools are becoming central to learning. AI literacy requires more than operating softwar...

  Ghana’s AI literacy moment: Why teacher empowerment matters more than tech Introduction AI is no longer a distant novelty—it is already reshaping learning, work, and policy in Ghana. Students are using tools like ChatGPT for writing and research. But behind the algorithms and systems, the real shift is happening in the classroom—starting with Ghana’s teachers. 1. AI’s silent revolution in Ghanaian tertiary classrooms According to The Business & Financial Times, tertiary students use generative AI to produce essays, simulate arguments, and draft outlines  thebftonline.com.  myjoyonline.com . This rapid shift isn’t only changing academic practices—it’s forcing universities to rethink plagiarism, fairness, and how real learning happens when shortcuts are available. 2. Teacher education is the missing link The MyJoyOnline article warns that 70% of sub‑Saharan learners lack even basic digital tools, and only 24% of teachers have received any ICT training  myjoyonline.co...

  Partnering with AI: Rethinking Literacy for the 21st-Century Learner Introduction A wave of international commentaries signals a turning point in how we approach AI literacy. From U.S. colleges reimagining writing to calls for global governance and co‑creative coding, the conversation is evolving rapidly. For educators, policymakers, and innovators in Ghana, these insights offer both inspiration and urgency. 1. College Writing in the AI era The New Yorker recently spotlighted how AI tools like ChatGPT have disrupted traditional writing instruction [ https://www.newyorker.com/magazine/2025/07/07/the-end-of-the-english-paper . Instead of banning AI, colleges are reviving handwritten exams, oral assessments, and creative process-based pedagogy. The aim? To nurture critical thinking, ownership, and authenticity —challenging students to think deeply, not just check boxes. 2. Governing AI responsibly In Singapore, NCS Group expert Ying warns of an AI-driven “havoc” if left unchec...