Education is the bedrock of national development.
It shapes the workforce, fuels innovation, and defines the future of any nation.
In Ghana, however, the education system has historically emphasised formal, academic learning, often at the expense of vocational and technical training.
This imbalance has contributed to rising youth unemployment and a mismatch between graduate qualifications and job market demands.
To equip students for a dynamic, skill-driven economy, Ghana must integrate vocational learning into mainstream education, starting from the basic level.
Relevance
Vocational education focuses on practical, job-oriented training in fields such as carpentry, electrical work, ICT, plumbing, agriculture, and digital technology.
Unlike purely theoretical academic learning, vocational training emphasises hands-on skills, real-world applications and technical proficiency.
Students can access vocational education through technical schools, polytechnics, apprenticeships, and industry-led programmes.
By introducing vocational subjects as early as primary school, Ghana can build a generation that balances academic competence with essential life and work skills.
Ghana’s current system places heavy emphasis on exams, theory, and rote learning, leaving many graduates unprepared for employment.
According to the Ghana Statistical Service, youth unemployment stood at 19.7 per cent in 2022, a stark indicator of the growing gap between education and employability.
By embedding vocational education into the national curriculum, Ghana can develop essential life and work skills through experiential learning and also expose students to diverse careers early, helping them to make informed choices.
Such a move can also bridge the skills mismatch, aligning training with industry needs and also foster innovation and critical thinking through practical problem-solving.
Global models
Several countries have reaped the benefits of a strong vocational education system.
For instance, Switzerland uses a dual model, where students alternate between classroom learning and apprenticeships in real workplaces.
Also, Germany has institutionalised vocational training through industry partnerships, ensuring students graduate into well-defined career pathways, while Singapore collaborates with tech industries to deliver training tailored to its evolving economic landscape.
Ghana can draw valuable lessons from these systems—adapting them to fit local realities, including our economic priorities and cultural context.
To successfully integrate vocational learning, Ghana must adopt a multi-faceted approach. This can happen through curriculum integration by introducing vocational subjects such as woodwork, robotics, coding, and agriculture from upper primary onward, treating them as essential, not supplementary.
Through teacher training and capacity building, teachers are equipped with the technical and pedagogical skills needed to teach vocational subjects effectively.
Investing in infrastructure by developing well-equipped workshops, ICT labs, and training centres across schools and districts to support practical learning, while forging partnerships between schools, technical universities, and businesses to create internship and apprenticeship pipelines.
Additionally, there is a need to shift assessment models to focus on skill mastery rather than just theoretical examinations and also promote the dignity and economic value of vocational careers, challenging the long-standing belief that success lies only in white-collar professions.
There is also the need to embrace emerging fields, such as training in fields like digital technology, renewable energy, and AI-driven manufacturing, to prepare students for the future of work.
Recent policy initiatives
Recognising the urgent need for reform, the National Democratic Congress (NDC) in their 2024 “Resetting Ghana Manifesto”, outlined several ambitious vocational education initiatives that reflect this new direction:
For instance, the NDC government pledges to implement a nationwide apprenticeship scheme aimed at equipping young people with employable skills.
According to the manifesto, “The next NDC government will implement a National Apprenticeship Programme to generate self-employment through the provision of free technical and vocational training for young people in various crafts”.
Additionally, the programme will offer appropriate certification to successful apprentices and provide support with start-up capital and equipment to enable them to establish small businesses.
To strengthen the TVET infrastructure nationwide, the NDC proposes to: “commence the establishment of regional TVET Centres of Excellence integrated with fabrication and other state-of-the-art facilities to promote innovation and simulate real-work environments”.
These centres are envisioned as innovation hubs that replicate real-world workspaces and provide access to cutting-edge tools and hands-on training.
On competency-based training (CBT) expansion, the manifesto also highlights a strong focus on CBT, with a promise to invest in supporting infrastructure.
The NDC affirms: “We will prioritise investment to provide the required infrastructure for CBT”.
The CBT underscores its role in promoting practical, skill-based education tailored to meet the demands of various industries.
This approach is aimed at bridging the gap between theoretical knowledge and practical application, thereby improving employability and fostering economic growth.
Additionally, to bring informal sector artisans into the formal economy, the NDC proposes a certification framework for existing skills.
As stated in the manifesto: “Promote the recognition of Prior Learning Certification (PLC)/Step-Up Certification (SEC) programme to enable artisans in the informal sector to validate and improve their skills and knowledge for academic and career progression”.
This initiative will formalise the skills of experienced workers through special training, evaluation and certification by accredited TVET institutions based on industry standards.
These policy proposals are significant steps toward integrating vocational learning into the national education system and addressing unemployment and the skills gap in Ghana.
Plea for government commitment
To bring this vision to life, I humbly call on the government to champion vocational education as a national priority.
The transformation we seek cannot happen without bold leadership, strategic investment, and inclusive policies that reflect the needs of the 21st-century learner.
This is an opportunity to empower our youth, not only with knowledge, but with the tools to create, build, and innovate.
By investing in infrastructure, teacher training, and industry partnerships, the government can lay the foundation for a vibrant and practical education system that opens doors for all.
I appeal to our policymakers to work hand in hand with educators, local communities, and private sector leaders to build an education system that is not only inclusive but empowering—one where every child sees value in their path, whether academic or technical.
With sincere commitment, Ghana can take a meaningful step toward reducing unemployment, building a resilient economy, and nurturing a generation that is equipped to thrive in both local and global industries.
Conclusion
Vocational education is not a fallback, it is a vital component of a resilient, forward-looking educational system.
By embracing technical and hands-on learning, Ghana can create a generation of innovative, employable, and self-reliant citizens.
With political will, sound policy, and community support, vocational education can transform the nation’s economic trajectory and redefine what it means to be educated in the 21st century.
The writer is with the Istanbul Commerce University, Turkey
Email: alhakeemal123@gmail.com
