By Philip Antoh
Ghana’s effort to improve its Technical and Vocational Education and Training (TVET) sector is facing increased scrutiny after the release of the Ghana TVET Report in Accra.
Stakeholders are urging immediate reforms in areas like funding, infrastructure, and digital integration.
At the launch themed “Building TVET Systems for Economic Transformation in Ghana,” Dr. Engineer Eric Kofi Adzroe, the Director-General of the Ghana TVET Service, emphasized that the future of TVET is not just about increasing access but also about fundamentally rethinking skill delivery.
He pointed out that in the context of the Fourth Industrial Revolution, merely providing computing courses is inadequate, adding that digital skills need to be integrated throughout all training aspects—from teaching methods to student evaluations.
Dr. Adzroe mentioned that modern TVET must transition to digital delivery systems, where even traditional trades like welding adopt advanced digital techniques.
However, he acknowledged that many institutions lack the necessary infrastructure for this change, with some schools still facing challenges with basic facilities like workshops and desks.
A significant issue raised was the insufficient funding for practical training. Currently, students receive approximately GH¢39 each year for practical work—an amount that stakeholders argue is insufficient for even one meaningful exercise.
Consequently, students expected to engage in regular hands-on training often do so infrequently, which undermines their skills.
Dr. Adzroe cautioned, “If you restrict practical training to what the budget allows, you will produce graduates who are certified on paper but lack real-world skills,” highlighting the widening gap between certification and readiness for the industry.
Even though tens of thousands of TVET graduates are produced each year, there are ongoing concerns that many do not possess the skills employers need. This has created a cycle where graduates either pursue further training or remain unemployed.
Kofi Asare from Eduwatch, who shared the report, called it an essential tool for reform, highlighting that it allows policymakers and institutions to adjust their strategies.
He stressed the need for skills development to tackle youth unemployment, cautioning that academic degrees without practical skills provide limited job opportunities.
The report also uncovered systemic issues, such as insufficient investment in the sector. Currently, Ghana dedicates about 2.5% of its education budget to TVET, which is much lower than the 6 to 8% average of similar countries. This funding shortfall has hindered the sector’s ability to invest in modern equipment, digital resources, and partnerships with industries.
The lack of infrastructure is also a major concern. A very small number of TVET institutions have dependable internet access, which restricts their capacity to offer digital training or prepare students with skills in fields like artificial intelligence, digital entrepreneurship, and online marketing.
While recognizing these issues, Dr. Adzroe mentioned that steps are being taken to enhance the situation through collaborations and government actions. He highlighted ongoing projects aimed at upgrading equipment and improving digital infrastructure, describing the process as slow but essential.
The Ghana TVET Service has initiated reforms to boost practical training opportunities, with current efforts achieving around 68% practical involvement. There are plans to increase this number further, including organized industry placements to ensure students acquire real-world experience.
In the end, participants at the launch concurred that without a major change in funding strategies and a stronger focus on digital transformation, Ghana risks graduating students who are unprepared for a fast-changing global economy.
The report concludes with a strong call for government to review its approach to funding TVET, arguing that treating it the same as general secondary education undermines its practical nature. Without bold reforms, the ambition to build a competitive, skills-driven workforce may remain out of reach.