Let’s build responsive, resilient education system — Prof. Nyarko
A DEPUTY Minister of Education, Prof. Kingsley Nyarko, has charged Ghanaians to work together to build an education system that is responsive, resilient and ready to meet the challenges of the future.
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Together, he said “we shall build a better Ghana for now and the generations yet unborn”.
Prof. Nyarko said this at the 16th Graduation Ceremony of the Mampong Technical College of Education.
Three-hundred and sixty students graduated at the event which was on the theme: “Transforming Lives through Technical and Vocational Education”.
He said the theme was not only well-timed but a confirmation of the pivotal role technical and vocational education played in the socio-economic development of the nation and that it was through such education that “we equip our youth with the practical skills and knowledge necessary to drive innovation, entrepreneurship and sustainable development”.
Pathway
Technical and vocational education and training (TVET), he said, provided a pathway for students to acquire specialised skills that met the needs of various industries.
Those skills, Prof. Nyarko said, were essential for the development of key sectors such as manufacturing, construction, agriculture and information technology, and that “by focusing on practical hands-on training, we can bridge the gap between theoretical knowledge and real-world application, ensuring our graduates are well-prepared to enter the workforce and contribute meaningfully from day one”.
Furthermore, the deputy minister said TVET was crucial for fostering a culture of entrepreneurship and that with the right training, young people could start their own businesses, create jobs and stimulate economic growth.
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“Entrepreneurship not only empowers individuals but also strengthens communities by promoting self-reliance and reducing unemployment.”
“In addition to its economic benefits, technical and vocational education also plays a significant role in promoting social inclusion. It provides opportunities for individuals who may not excel in traditional academic settings to discover their talents and potential.
By offering diverse educational pathways, we ensure that every young person has the chance to succeed and contribute to society,” he emphasised.
Focus
He said there was the need to focus on continuous learning and professional development even in technical knowledge and skills acquisition and that “As technology evolves, so too must our educational programmes. We cannot train 21st Century learners with 19th Century ideologies. It's about time we embraced a more dynamic and innovative educational framework that integrates digital literacy, critical thinking and problem-solving skills”.
By doing so, he said students would be prepared to navigate and thrive in an increasingly complex and digital world.
“This includes incorporating emerging technologies such as artificial intelligence, robotics, and the Internet of things into our curricula, giving students hands-on experience with the tools that are shaping the future. Lifelong learning opportunities enable individuals to up-skill and re-skill, staying relevant in an ever-changing job market.”
“Investing in technical and vocational education is an investment in our future. It requires collaboration among government, industry and educational institutions to develop curricula that are responsive to market needs, provide state-of-the-art facilities, and ensure that educators are well-equipped to deliver high-quality training,” he said.
Trailblazer
The Mampong Technical College of Education, he said, stood out as the only all-male College of Education in Ghana and that over the years, it had been a trailblazer, piloting programmes for training teachers to handle pre-technical skills at the basic level of education in the country.
Prof. Nyarko said the Government of Ghana remained passionate about supporting and enhancing technical and vocational education.
“We have implemented various policies and initiatives aimed at improving the quality and accessibility of TVET and colleges of education”.
