A GNA feature by Benjamin Akoto
Sunyani (Bono), May 20, GNA — With smiles on their faces, hundreds of schoolchildren gather around tables, carefully arranging colourful interlocking blocks into patterns and sequences.
There are no computers, blinking internet routers, or even electricity. Yet, the learners are mastering the foundations of computer programming — sequencing commands, solving problems, and building coding patterns.
By snapping a block labelled “move” next to another marked “repeat,” the children create their first programming loop, one of the most fundamental concepts in coding.
For many of the learners, it is the closest they have come to a screen-based coding environment, thanks to the innovation of a Ghanaian teacher, Mr Gabriel Kwadwo Afram, an ICT tutor at Sunyani High School, who developed the 3D Scratch Coding Blocks.
Through this innovation, the digital divide is gradually narrowing — one plastic block at a time.
Behind the Innovation
Mr Afram developed the 3D Scratch Coding Blocks as a tactile, offline alternative to “Scratch,” the widely used visual programming platform. The project was funded through a grant from the Scratch Foundation.
The initiative was inspired by the reality that millions of schoolchildren in Ghana, particularly those in rural communities, lack access to computers and reliable internet connectivity.
“Even in areas without access to computers, these physical blocks can be used to teach the foundations of coding,” Mr Afram explained.
According to him, the innovation aims to bridge the digital divide by introducing learners to computational thinking through hands-on learning.
Solution Drawing Global Attention
What began as a local educational intervention has gained international recognition, with institutions and educators in the United States, South Africa, India, Sweden, and Italy expressing interest in using the blocks for workshops, research, and classroom instruction.
Mr Afram said the innovation was showcased at the Scratch Conference 2025, where it was highlighted as a pioneering contribution from Ghana to creative computing education.
“The blocks were also used during a ‘Dojo’ youth programming workshop organised for children across Europe,” he added.
Working with Beatrice Rapacini, an Italian collaborator, Mr Afram has co-developed a curriculum and lesson notes to guide teachers using the blocks. He noted that a Nigerian educational group had also shown interest in adopting the model.
Hands-On Learning
Education experts have long argued that learners, especially at the lower primary level, learn best through practical and manipulative-based instruction before transitioning to abstract or digital concepts.
The 3D Scratch Blocks align closely with this pedagogical approach.
Teachers’ Experience
Mr Mark Oppong Apraku, an ICT teacher at Nafana Senior High Model Primary School, said the blocks provide children with early exposure to technology, even in schools without computers.
“With the Scratch physical blocks, students can develop a foundational understanding of coding at an early stage and spark their interest in technology,” he stated.
Mr Apraku urged the government, families, and educators to invest more resources in technological education to ensure that Ghanaian schoolchildren are not left behind in the digital age.
Tested and Proven
Mr Afram explained that the blocks are far more than a theoretical concept. Since their introduction under the Scratch Education Collaborative (SEC) 2022–2024 cohort, they have been piloted in 30 public and private schools within the Sunyani Municipality and the Jaman North District.
The pilot project has directly benefited more than 500 students.
Rooted in the Scratch Foundation’s “4 Ps” learning model — play, projects, passion, and peers — the blocks mirror the hands-on philosophy commonly associated with LEGO-style STEM education.
“STEM education thrives on active participation, where children build, explore, and learn coding principles physically, making the experience memorable and effective,” Mr Afram explained.
Students Embrace Coding
Students who have used the blocks say the experience has transformed their perception of ICT lessons.
Miss Julia Fokuo Kusi, a Junior High School student, said coding helped learners think critically and logically before executing instructions.
She described coding as both enjoyable and educational and advocated its integration into the school curriculum to improve ICT teaching and learning.
Fidelis Yeboah, a pupil at the Abesim Presbyterian Basic School, said he was excited after creating an object that could “speak” for three seconds using the coding blocks.
“It was really amazing,” he said.
Funding Challenges
Despite the growing interest and proven impact, Mr Afram said funding remains a major challenge.
He explained that he personally financed the production of prototype samples at a cost of about US$405 in collaboration with a Chinese manufacturer.
According to him, large-scale production would require government support or institutional investment.
He appealed to policymakers to integrate the 3D Scratch Coding Blocks into Ghana’s basic school curriculum, particularly at the lower primary level, to democratise coding education nationwide.
Mr Afram also called for increased government investment in Scratch programming education, arguing that it could play a critical role in reducing digital illiteracy among schoolchildren.
The Way Forward
Mr Afram remains optimistic about the future of the project.
“The groundwork has already been completed. Everything is ready — the content, the curriculum, and the lesson notes. The next step is mass production,” he said.
For learners gathered in classrooms across Sunyani and Jaman North, the wait continues.
However, with the right support and investment, an innovation born in Ghana’s Bono Region could redefine how a new generation of African children takes its first steps into the world of coding — without needing a computer to begin.
GNA
Edited by Dennis Peprah/Audey Dekalu
Reporter: Benjamin Akoto
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