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The application of Data Mining (DM) in education is helping educational leadership to make informed decisions. This review seeks to identify the pattern of DM research by looking at the levels and aspects of education. As the core of schooling is Basic Education (BE), the research seeks to find out the degree of application of DM at this level to identify the challenges and prepare learners for higher education. The databases of nine (9) top-ranked publishers namely; Elsevier, Springer, Hindawi, Sage, SAI, IEEE, MDPI, Emerald and Wiley are used to identify the most recent and relevant papers in Educational DM (EDM) published from the year 2017 to 2022 specifically applied to a specific level of education. After careful filtering, only ninety-four (94) articles and conference papers were fit for the specification. The investigations revealed that only 7.45% of the published research works in EDM for basic education, 11.70% for pre-tertiary education and an overwhelming 80.85% for the tertiary level. Lower levels of education are marginalized. Also, the available literature on educational DM concentrates on student performance using attributes such as demographic factors, family socio-economic life, school environment, learner behaviour and psychological factors among others neglecting the availability of resources to facilitate quality tuition. The use of pedagogical tools is necessary for learning to improve quality. The research has revealed both a population gag and a knowledge gap.

The notion that an increase in information technology investments will result in a positive impact on productivity has been deliberated comprehensively at various levels. Initial studies have established that, there was no link between investment in IT and productivity while others suggested otherwise. Even though there is a growing number of an academic studies on this topic, most of them has been centered on America, Asia and Europe. This current article reviews and analyzes literatures on the topic and presents a quantitative analysis of the literatures on continental bases. The study uses PRISMA Flow diagram and examined 141 studies that have been published between 1990 and 2017. The results suggested that Europe led with 36.88%, whilst Africa has not contributed much to IT and productivity literature with just 8.51%. The study therefore concluded that more studies on the topic should be done using data from Africa.

The study seeks to find more efficient and sustainable ways to support life-long learning with ICT in the Ghanaian rural setting, to explore the possible impact of using Virtual Learning Environment (VLE) to support teaching and learning in rural community to promote consistent capacity building of residents, the impact of improved access to ICT on information literacy, usage and employability in the rural communities.

This study examines the use of virtual learning environment (VLE) to support teaching and learning in rural communities in Ghana by exploring a more efficient and sustainable means of access to information and communication technology for rural communities to enable and empower them to be able to play a more meaningful role in the Information Society. The research environment is a local community college in a rural community in Ghana. Teaching with a learning management system, Moodle and a web-conferencing application, WizIQ were introduced in a pilot project. Initial orientation was given to student participants and two support staff prior to actual commencement of the research project. The research method employed was Participatory Action Case Study method – a new hybrid extension to the Action Case method – developed in the course of this research in adaptation to peculiar characteristics and constraints of the research environment. Research cycles were carefully planned, implementation and observations were made and data collected using participant observations, interviews, and focus group. The impact of the project was assessed within an academic term with respect to (i) students‟ motivation / interest, (ii) whether or not there has been improvement in academic performances, (iii) ICT awareness and e-literacy and (iv) enriched learning experience. A multi-system pedagogy was adapted for the introduced technology-mediated learning. It emerged that the level of technology available is unable to support content delivery using web conferencing; however participants were able to take advantage of Moodle courseware aspect to improve performance and enrich learning experience. The technology-mediated delivery of teaching and learning raised learners‟ motivation, increased e-literacy level and ICT awareness of participants but reveals challenges that need both public and private support if the project is to be sustained and for learners to derive full benefit of the initiative.