current social & economic situation 1

INTRODUCTION OF GHANA

• Ghana is located on the West coast of Africa and is surrounded by the countries Ivory Coast, Burkina Faso and Togo. 
• Accra is the capital city of Ghana.
• Ghana's official language is English. In addition to this language there are also many indigenous languages, of which the Akan languages Fante, Akuapem Twi and Asante Twi are the most common. 
• Ghana is a democratic republic. The president and vice president are elected for a 4-year term. 

• Ghana is split into ten administrative regions. These regions are divided into 138 districts. 

 

population size:

The estimated national population size of Ghana is approximately 28 million, with a total number of households estimated at around 6,000.

Mean household size:  

Age distribution of population: 
Dependency ratio is the number of persons that a worker on average must provide for.

Marital status: 

Ethnicity: 

Religion: 

School attendance:

Main reasons for not attending school: 

Literacy rate:

Literacy is the ability to read, write, and use arithmetic.

THE GHANAIAN EDUCATION SYSTEM

Political responsibility for education lies with the Ghanaian Ministry of Education. This ministry is in charge of a number of agencies, including the Ghana Education Service, the Ghana Library Board, the Bureau of Ghana Languages, the Ghana Book Development Council, the National Commission for UNESCO, the National Service Secretariat and the National Council for Teertiary Education and National Accreditation Board. 

The Ghana Education Service is responsible for implementing policy in respect of primary and secondary (general & vocational) education, as formulated by the Ministry of Education. The Ghana Education Service also includes the Curriculum Research and Development Division, a body that is responsible for developing, implementing and assessing the national curriculum with respect to preuniversity education. 

The Ministry of Education is represented by ten regional offices and 138 district offices. These offices are responsible for local implementation of the national educational policy. They also govern schools and are in charge of supervision, budgeting and compiling data and analyses for each district.

The West African Examinations Council, Ghana National Office is charged with holding national examinations in primary and secondary education. Technical and secondary vocational education is coordinated by the Council for Technical and Vocational Education and Training (COTVET).  

• Education is compulsory between the ages of 6 and 15. The official language of instruction in Ghanaian education is English, except for in the first years of primary education when the most common indigenous language in each region is used as the language of instruction. 
• The academic year runs from August to May inclusive. 

The current Minister of Education in Ghana is Dr. Matthew Opoku Prempeh:

The Ghanaian education system is divided in 3 parts: Basic Education, secondary cycle and tertiary Education. 

(1) Basic education last 12 years, is free and compulsory. The basis for this is the 1996 Free Compulsory Universal Basic Education (FCUBE) Programme. The key aim of this policy plan was to ensure that every child of school age had access to high quality basic education by 2005. Basic education is divided into Pre-school Education (3y), Primary School/Education (6y) and Junior High School (3y). 

> Pre-school Education consists of créches (3-4) and nursery schools/kindergarten (4-6). The main aim of pre-school education is to promote mental and physical health. Among other things, the curriculum focuses on language development, numbers, writing, drawing, music and dance. 

> Primary Education start from the age of 6 and lasts for 6 years and consists of a 3-year lower primary phase and a 3-year upper primary phase. During primary education the curriculum places an emphasis on reading and writing, arithmetic and the development of problem-solving abilities. Pupils are taught subjects such as English and the regional indigenous language, arithmetic, biology, music, dance, handicrafts and citizenship education. People are usually 12 years old on completing primary education. The school year in primary education lasts 40 weeks. Meaning 12 weeks/3 months vacation. There is no certificate of completion at the end of primary school. 

> Junior Secondary School concludes the compulsory school-age years. Children are then usually 15 years old. During the junior secondary phase pupils are taught subjects such as English, mathematics, social studies and integrated science in addition to basic design and technology, religious and moral education, French and ICT. At the end of the junior phase pupils sit examinations to obtain the Basic Education Certificate (BECE). A school year in the junior secondary phase lasts 45 weeks. Meaning 7 weeks/almost 2 months vacation. 

The JSS system was a radical change in the structure of education in the country. It replaced the four-year middle school and the first three years of the traditional fiveyear secondary school system. After three years at the JSS, three years further training would be available in senior secondary schools (SSS), after which students could enter polytechnic institutions or the universities.
Pioneers in the JSS system sat for the first Basic Certificate of Education Examination in 1990. In this same year, seniors of the old middle-school system took the last Middle School Leaving Certificate Examination. Supporters of the JSS argued that the system would attract more students into technical, vocational, business, and agricultural institutions. It was also suggested that those students who did not gain admission into the SSS would be better equipped to enter the job market.

(2) Secondary cycle can be either general (assumed by Senior High School (SHS)) or vocational (assumed by technical Senior High School, Technical & vocational institutes (TVI) and a massive private and informal offer >TVET). 

Meaning junior secondary graduates have the option to continue studying within senior secondary education or within secondary vocational education.

During Senior Secondary School, pupils are taught English, mathematics, social studies, ICT and integrated science. In addition to these subjects they can choose from a number of electives. These electives are followed in the specialization of agriculture, business, technology and trade, as well as general education (arts or sciences). Senior High School is concluded with examinations for the West African Senior Secondary School Certificate (WASSCE), which has since 2007 replaced the Senior Secondary School Certificate (SSSCE). These examinations are held by the West Africa Examinations Council, Ghana National Office. To obtain the West African Senior Secondary School Certificate pupils take exams in four compulsory subjects, namely English, mathematics, social studies and integrated science. In addition, they must sit examinations in three or four electives (in the specializations listed above). Pupils are usually 18 years on completing senior secondary education. A school year last 40 weeks. 

! There is a homepage managed by the Ministry of Education, which gives an overview of all secondary schools in Ghana. http://ghanaschoolsinfo.org/explore 

Unlike the so called "Grammar school" education, TVET is designed to prepare trainees for a specific profession. This increases the chances of trainees gaining employment quickly, or setting up their own businesses after training.
Programmes in technical and vocational fields are for example carpentry, tailoring and electrician. These programmes usually conclude after 2 or 3 years with traditional examinations that lead to various diplomas or certificates.
Here is a list of all TVET institutions in Ghana and their programmes: 
http://www.cotvet.gov.gh/images/EDUCATION/TVETDATAFORGHANA.pdf

Typically, there are two pathways for an individual to take, in pursuing a career in TVET. One is to gain admission to a Technical or Vocational Institution or to undertake an apprenticeship with a master craftsperson in ones chosen field. An overwhelming percentage of people end up in trades like hairdressing, auto mechanics, plumbing, and electronics taught in the informal sector by masters who learnt the same way. This makes the traditional apprenticeship system very important.

As Ghana aspires to join the ranks of the developed nations, there is an increased need for a skilled workforce. As the saying goes, a nation without skills cannot develop. We look forward to living in a society with an efficient public transport system, affordable but safe housing, reliable energy supply, and all the trappings that go with development. To achieve this we will need the requisite manpower to make this possible. We need a skilled workforce to maintain our roads, bridges, and railways. Competent engineers and mechanics to service our industries, and skilled garment makers, jewelers and shoe makers to compete globally.

Countries like Malaysia, Korea, Taiwan, Hong Kong, and Singapore collectively known as the Asian Tigers have successfully adopted sound policies in the technical and vocational training sector, which have resulted in the emergence of a highly skilled workforce.

A good technical or vocational education, benefits the individual by giving him or her an opportunity to earn a decent wage, and live a dignified life. It also benefits the family by raising its status in society, and ultimately benefits the nation by reducing unemployment and increasing the tax base.

For technical and vocational education and training (TVET) to take its rightful place in Ghana, several challenges must be overcome. The Council for Technical and Vocational Education and Training (COTVET), as the regulator of the sector, is responsible for finding solutions to most of these challenges.

One of the greatest challenges facing TVET in Ghana currently is the low prestige it enjoys from the public. Most parents and guardians have dreams of their charges becoming Doctors, lawyers, or accountants. Trades like auto mechanics, hairdressing, and carpentry are considered to be the preserve of children who do not have the mental ability to pursue a University education. These trades are also thought to be better suited for those coming from the bottom rungs of the socio-economic ladder.

TVET in Ghana, needs rebranding, for people to understand how important it is to our national development. It is now commonplace for university graduates to spend 2-5 years after their education, looking for non-existent employment.

The fact is that our universities are producing more Human Resource practitioners, marketers and administrators than can be absorbed by the job market. Meanwhile there is a real demand for skilled workers in many of our industries which is not being met. In the emerging oil and gas industry alone, there are so many specialized jobs which have to be filled by expatriate workers, since the Ghanaian expertise is nonexistent. 

One of the strategies which have been identified by COTVET, to reignite interest in TVET, is to revive Guidance and Counseling units in our schools, to educate children at a young age, about the opportunities available in TVET.

There are also some significant challenges, as far as training is concerned, both in the formal and informal sectors. Our training institutions have to navigate a minefield of obstacles in their quest to train the Ghanaian youth.

As noted earlier, TVET is supposed to prepare the trainee for a specific vocation. This means that, training has to be practical in nature. It also suggests that during training, the trainee should have access to the tools and equipment that is used in industry. Unfortunately many of our training institutions are ill equipped, and are therefore forced to rely heavily on theoretical methods of teaching. Even though some institutions are better equipped than others, the general situation is less than satisfactory. Asawansi Technical Institute in the Central Region still relies on equipment from the mid-1940s to train its students. For TVET to become relevant we need to find the financing to adequately equip our institutions.

The importance of TVET notwithstanding, stakeholders are yet to come up with a sustainable financing structure. The Ministry of Education, which finances and oversees the majority of TVET institutions in Ghana, has consistently allocated less than 2% of its budget to the TVET sector. Industries, who are the direct beneficiaries of the skills that graduates acquire, should also be encouraged to invest in the training institutions.

Furthermore it is imperative that the trainers we have in our classrooms, workshops, and laboratories are constantly abreast with trends in industry. This is one sure way of bridging the gap which currently exists between training institutions and industry. Trainers should either be industry practitioners, or have access to regular career enhancement courses.

The informal sector, which trains a vast majority of TVET practitioners, must also be modernized, and encouraged to adopt more scientific methods of training.

There must also be clear routes of qualification progression from initial TVET, through to continuing TVET leading to career progression. Such a qualification framework should make it possible that there is opportunity for progression not only within TVET but also in higher education. This is what the National TVET Qualifications Framework being implemented by COTVET, seeks to achieve.

Above all, there is the need for all stakeholders, including prospective trainees, training providers, industry, parents, and the State, to shed the outmoded perceptions of TVET and channel our energies into building a strong and attractive TVET super-structure, to spearhead our development efforts.

Here are videos of the secondary cyle sector. 

(3) Tertiary education/Higher education is provided in Ghana by polytechnics and universities, university colleges, theological colleges and tutorial colleges (college of education). All higher education institutions and their programmes are accredited by the National Accreditation Board.

University education has an academic focus and consists of three cycles, namely bachelor's degree programmes, master's degree programmes and phD programmes.
> In order to be admitted to bachelor's degree programmes, candidates must in principle hold a West African Senior Secondary School Certificate (WASSCE) with six passes and a maximum aggregate of 24. 
Depending on the chosen specialization, bachelor's programmes have a nomuinal duration of 2 to 4 years (depending on whether it is a top-up or direct entry degree). Most bachelor's programmes last 4 years, however programmes in the specializations medicine and surgery or dental surgery have a nominal duration of 6 years. Each year of a bachelor's programme is assigned a level: the first year is level 100, the second year level 200, the third year level 300 and the fourth year level 400.
Bachelor's degree programmes in Ghana generally involve a very large degree of specialization. Programmes usually focus on one major subject, although it is possible to choose a second (related) specialization. Not all bachelor's degree programmes conclude with a final paper. In principle, a bachelor's degree grants Ghanaian students access to master's degree programmes. In practice, however, students must hold a bachelor's degree with at least second class honours in order to be admitted to master's degree programmes.
> The nominal duration of master's degree programmes is 1 or 2 years. To gain entry to a master's degree programme, students must hold a bachelor's degree. In most cases, these study programmes continue the specialization of the bachelor's degree obtained previously.
There are two types of master's degree programmes: The nominal 1-year master's degree programme, where students follow theoretical subjects, then conclude with a final paper, usually based on a literature study. The other main type of master's programme in Ghana is the nominal 2-year research master's degree: the Master of Philosophy programmes. During these programmes students spend 1 year studying theoretical subjects, then they carry out independent research and conlude the programme with a final paper. In principle, both type of master's degrees enable students to pursue a doctorate.
> A doctorate is confered after a period of at least 3 years of research in the context of the doctoral programme. Students must hold a master's degree in order to pursue a doctorate. The titles that are awared following succesful completion of the doctoral programme are PhD and Dphil.

Polytechnics have a professional focus and are open to vocational students from SHS or from TVET, as work experience is required. WASSCE up to 30 is accepted.  A polytechnic curriculum lasts 2 to 3 years and leads to a Higher National Diploma (HND). The students then have the possibilility to follow a special 18 month program to achieve a Bachelor of Technology degree.
Polytechnics offer nominal 3-year HND programmes in the specializations of applied sciences, technology and business administration. The programmes are highy vocational. The HND is a centrally certified qualification confered by the National Board for Professional and Technician Examinations (NABPTEX). NABPTEX is a legally appointed examining body that is also responsible for creating the HND curriculum. In principle, students who hold an HND can enrol in the third year of bachelor's degree programmes at universities, provided that the HND was obtained in a relevant specialization.
Polytechnics also offer Pre-HND programmes. These programmes are for applicants with technician certificates. After this progtammes, applicants with technician certificate can foster their enrolment into HND.

Ghana also possesses numerous colleges, public or private. They are usually specializeed in one field (e.g. colleges of agriculture) or in one work-training (Nursing training colleges, teacher training colleges). They have a three-year curriculum, that leads to the Diploma (HND or DBE). Colleges of education are open for WASCCE and TVET students. 

Here are the admission requirement to college of education. > http://admission.coeportal.edu.gh/ADMISSION_PROCEDURE_2017.pdf

! New tertiary education graduates have to serve one year within the National Service Scheme. Participants can serve in one of the eight following sectors: Agriculture, Health, Education, Local Government, Rural Development, Military and Youth Programmes. 

! Assessment systems can differ to some extent in higher education. They can even differ between bachelor's and master's degree programmes within the same university. The University of Ghana uses the following system for bachelor's degree programmes: 

Here are videos about the tertiary education sector: 

! Ghana has a student loan trust fund since December 2005. The Students Loan Trust Fund gives loans to Ghana tertiary students who are pursuing accredited programmes in accredited tertiary institutions. https://www.sltf.gov.gh/loan-process/qualification-requirements/

These students must have gained admission to pursue undergraduate programmes only.

In order to apply you must:

a. Register at any SSNIT office for a social security number

b. Have a personal e-mail address.

c. Provide  one guarantor. 

d. Register for an e-zwich card.

A guarantor is someone who will back up the loan and assist the Trust Fund to trace the borrower when repayment is due. In the event of death or incapacitation of borrower, guarantor is absolved from loan repayment. Guarantor will be required to pay back any outstanding loan due as a last resort, only when the borrower cannot be traced to pay back. The loan may be guaranteed by one of the following types of guarantors

a. SSNIT Contributor

b. Recognized Religious Body

c. Metropolitan, Municipal and District Assembly

d. Corporate Body

There is also the Tertiary Education Education Scholarship Trust (TEST) offered by a Ghanaian charitable trust registered in 2008. http://testforghana.com/TFG/index.htm

On this page more scholarships can be found. http://scholarship-positions.com/category/africa-scholarships/ghana-scholarships/

There are also grants. For example the SDF = Skills Development Funds. Is a funding for innovative skills and technology development in Ghana. For example the GRIB=Ghana rice inter-professional body > building a local brand rice industry. > growing of Ghana's economy! 

currently accredited Educational levels in Ghana: 

Educational level attained in Ghana (old & new level):

https://www.nuffic.nl/en/publications/find-a-publication/education-system-ghana.pdf http://www.cotvet.org/new/our-blog1.php?i=challenges-of-vocational-training-in-ghana
http://countrystudies.us/ghana/59.htm
http://ghanaschoolsinfo.org/syllabus
http://www.sltf.gov.gh/about-us/