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The British Bank of West Africa (BBWA) now renamed Standard Chartered Bank Limited and Barclays Bank Ghana Limited were the two prominent foreign Commercial Banks first established in the Gold Coast in 1897 and 1917 respectively. In the colonial era, these British banks only dealt with large businesses and did not extend credit to individual Gold Coast farmers because they were tagged as not credit-worthy or could not arrange suitable collateral for loans. Essentially, lack of access to credit continues to be a key factor contributing to the poor performance of the agriculture sector in general.1 In 1953, the Ghana Commercial Bank (GCB) was established as the first indigenous commercial bank to serve the people of the nation.1 Since 1953, the Ghana Commercial Bank has made agriculture financing its priority and has extended loans to its agricultural customers. This paper, which is multi-sourced, uses archival documents, Government Records, Annual Reports and scholarly secondary works, to examine the approaches and strategies used by GCB to support agriculture in Ghana from the late 1960s to 1980s. The paper specifically sheds light on the measures adopted by the bank to transform agriculture in the country.

The study examined the perception of University Students on the benefits, knowledge and awareness of virtual learning environments and their impact on international education and curriculum development. The descriptive survey design was employed with a sample size of 264 Business students randomly selected from the Business department of the University of Education, Kumasi Campus in Ghana. The Logistic Regression analysis was also utilized to estimate predictors of the usage of virtual learning among the respondents at 0.05 level of significance. Results from the study showed that majority of the students had sufficient understanding of the benefits of the virtual learning environments in enhancing international education and had in-depth knowledge in the influx of the applications of the virtual learning devices. Results from the logistic regression analysis also revealed that predictors such as sex and place of residents of respondents significantly influence their usage and knowledge of virtual learning devices. The Nagelkerke R- square of 0.7 and Cox & Snell R- Square of 0.56 indicated the goodness of fit. It is recommended that curriculum designers and lecturers incorporate the virtual learning technologies into their teaching pedagogy to enhance learning and teaching in this current global world. Keywords: Virtual learning, Awareness, University Students, Ghana.