The evolution of TVET in Ghana has been a journey marked by significant growth and challenges. The 2002 publication of the Anamuah-Mensah Report sought to update Ghana’s educational system to address the demands of the 21^st century. The committee, chaired by Professor Jophus Anamuah-Mensah, recommended a shift from a content-based curriculum to a competency-based one, improved teacher training programs, better resource allocation, and the significance of Technical and Vocational Education (TVET) in addressing unemployment and improving the economy of Ghana. The study, additionally recommended changes to the governance structure to improve accountability and efficiency.

Building on these foundations, the Pre-Tertiary Education Act, 2020 (Act 1049) and the TVET Act, 1049 have been pivotal in further enhancing Ghana’s educational system and workforce. The Pre-Tertiary Education Act established the TVET Service under the Ministry of Education, aiming to provide a pre-tertiary education system that equips individuals with essential knowledge, skills, and values for national development. It also emphasized inclusive education and free, compulsory, and universal basic education. The TVET Act, 1049 focused on the realignment and standardization of TVET institutions, ensuring they are well-coordinated and regulated to meet industry needs. Together, these legislative frameworks have been instrumental in transforming Ghana’s TVET system, making it more relevant and responsive to the country’s development goals, ultimately fostering economic growth and reducing unemployment.

The recent call by the Executive Secretary of the Civil and Local Government Staff Association (CLOGSAG), Isaac Bampoe Addo, to scrap the TVET Service and the Commission for Technical Education and Training (CTVET) in Ghana is deemed harsh, misguided, and mischievous.

“TVET and COTVET they are really unnecessary, just to create another bureaucracy…these are institutions that did not exist they have their mandate but the whole thing was done haphazardly no recourse to the councils involved,” Mr Bampoe Addo added.

The call fails to recognize several critical issues, such as duplication of efforts, lack of standardization, inadequate quality assurance, and insufficient industry involvement Instead of calling for the scrapping of these essential institutions, efforts should focus on strengthening them. The TVET landscape in Ghana has undergone significant transformations since the Government adopted the Anamoah-Mensah report, leading to the development of a comprehensive white paper that introduced far-reaching reforms and paved the way for establishing COTVET (now CTVET) and the TVET Service.

Learning from International Best Practices

Ghana can improve its TVET system by adopting a two-ministry model, focusing on the Ministry of Education and the Ministry of Labour. This approach allows each ministry to focus on specific areas, such as formal education and labor market needs. For example, in Germany, the Federal Ministry of Education and Research (BMBF) and the Federal Ministry of Labour and Social Affairs and Energy (BMWi) collaborate to ensure a well-coordinated and efficient TVET system. Similarly, Brazil’s Ministry of Education (MEC) and the Ministry of Labour and Employment (MTE) oversee TVET, with organizations like SENAI and SENAC playing crucial roles in vocational training. In Australia, the Department of Education, Skills and Employment oversees national policies and programs, while the Department of Industry, Science, Energy, and Resources focuses on industry-specific skills and training. This streamlined and localized approach can better equip the workforce, reduce unemployment, and drive national economic growth. By adopting this model, Ghana can create a more efficient and focused TVET system.

The Current Situation of CTVET and TVET Services

TVET in Ghana has faced numerous challenges, including inadequate training materials, lack of technical training, and the erroneous impression that TVET could be practiced and implemented by non-professionals. Over 200 Competency-Based Training curricula and CBT training packages have been developed, but only 30% of these curricula are implemented in TVET schools. This waste of resources is due to the gap between curriculum development and practical execution, which is often due to the lack of skilled facilitators, insufficient funding, and inadequate infrastructure.

To improve TVET schools, resources should be redirected to improving skills and training at the institution level (TVET PROVIDERS LEVEL), such as providing professional development for teachers, enhancing facilities, and aligning curricula with industry needs. Regular reviews every three years can help create a more practical and effective learning environment.

Despite structural improvements in TVET, substantial gaps persist, particularly at policy and implementation levels. One critical issue is the lack of adequately trained facilitators with the necessary pedagogical skills, leading to lower standards in TVET programs and ineffective curriculum delivery. This impacts industries and the country at large through skill mismatches, increased training needs, and reduced innovation.

Conclusion

In conclusion, the journey of TVET reform in Ghana, driven by the Anamuah-Mensah Report and subsequent legislative acts, has laid a strong foundation for enhancing technical and vocational education in the country. The recent call to scrap the TVET Service and CTVET fails to appreciate the significant progress made and the vital role these institutions play. Instead of dismantling these bodies, efforts should be directed towards strengthening and supporting them to address existing challenges.

Recommendations:

1. Strengthen Governance: Enhance the capacity and resources of the Ministry of Education, CTVET, and TVET Service to ensure effective implementation of policies and programs.
2. Standardization and Alignment: Ensure that curricula and certifications are standardized and aligned with industry needs to improve the quality and relevance of TVET education.
3. Professional Development: Invest in continuous professional development for TVET educators to equip them with the necessary pedagogical and technical skills.
4. Resource Allocation: Ensure equitable allocation of resources to all TVET institutions to address infrastructural and material needs.
5. Industry Collaboration: Foster stronger partnerships between TVET institutions and industry stakeholders to ensure that training programs are aligned with labor market demands.
6. Monitoring and Evaluation: Implement robust monitoring and evaluation mechanisms to assess the effectiveness of TVET programs and make data-driven improvements.

Ghana may develop a more effective and significant TVET system by implementing these suggestions and studying global best practices, which would eventually promote economic growth and lower unemployment.

By: Arc. Arko Dometey

(Secretary)

Association of Principals of Technical Institutes (APTI)